Section A教案教学设计

Teaching Design 总的来说，本节听说课的教学流程可分为五个相互关联，逐层递进的环节，具体如下：

1自主学习：用微课导学，学生观看并回答相应问题，从而明确常用语的用法；教师在组间巡视，督促，指导，鼓励学生自主学习。

2合作互学：让学生通过自主、合作、探究学习，相互促进，共同提高。

3小组展示：在独立思考和同伴讨论的基础上，小组进行展示，

同伴评价，教师点拨，为口头表达打下基础。

4口头表达：这是课堂升华，深化的环节，在实践中巩固知识，在应用中生成能力，在研究中体验作文创造的过程。

5在线展示：学生将作业作文通过优学派智慧学习系统上传到教师端，教师通过电子书包委托学生，进行相互批改，之后进行在线展示。

听说教学模式具体如下图：

P1： Good afternoon, distinguished professors and judges, (P1与说课幻灯片的页码相对应)

The lesson is from the listening & speaking period of Unit5Why do you like pandas?, which is taken from Book II of the seventh grade Go for it. My teaching procedure can be divided into 7 parts. I’ll talk about it one by one. P2: I Analyze teaching background

About teaching material: The topic (of the class) is about animal description. It’s closely related to students’ daily lives. Actually it can arouse their interests. In the connection, they have something to say, want to say and are able to say. Serving as the beginning part, the listening & speaking lesson is conducive to students’

communicative ability, which is of great importance in this unit. At the end of the class, students can learn how to describe animals, which lays a solid foundation for enhancing students’

animal protection awareness. About the students: Since the Ss have learned English for half a year, they can express their thoughts and communicate with others in simple English. Before the lesson, they have been familiar with some of the words, phrases and structures, which can be used to describe animals. Under the guidance of the teacher, students can express their own ideas about animals.

P3:II Analyze teaching objectives.（五维）

Knowledge aims At first students can review, brainstorm and learn some words, phrases and sentence structures in this unit. Most importantly, they will learn to describe animals and express preferences.

The teaching is designed to activate Ss’

schemata regarding the topic and help them to know more about it. Ability aims They’re

cultivated to express their views in their own words and exchange ideas with others, thereby developing their

communicative

ability. Meanwhile they are trained to collect and handle information.

(Reading: With the help of the teacher, students can gradually develop their ability to discover, analyze and solve problems.) Emotion aims Moral education is combined with language T&L. Gradually, students are aware of the importance of animal protection.

From this lesson, they should know animals are our friends, so we should protect them. After that, they will love the nature and protect animals much more than before. Along with that, their interests in learning English are aroused. Learning strategies Various activities are designed to improve students’ language sense. The teacher guides the Ss to study independently and cooperate with others. In class, Ss are encouraged to communicate with others, building up their confidence. The students are made the real masters in class while the teacher only acts as a director; Students are required to focus on the task rather than language itself. Cultural objectives Students are made to know the difference between Chinese and American culture.

P4:III. Teaching key points and difficult points key points

1.

To describe animals and express preferences in a limited time. difficult points 1. To describe their favorite animals in a limited time. 2.To group students to communicate with others

in a way to express or exchange their ideas about the topic. P5: IV. Analyze teaching theories, methods and aids

As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For that purpose, I appeal to the following methods Teaching theories: I attribute my lesson/ to such teaching theories /as lexical approach, bracket method and task-based approach. Methods and aids I’ll adopt Flipped Classroom Model (FCM) and team cooperation as my teaching methods to build an “internet + ” smart class underpinned by PC tablet. P6: V. Before class(5m) 1. As a self-study task, a macro

video is designed to set examples of animal description. Students are required to watch them carefully and answer some relative questions before class. 2. A Guided learning plan is distributed to students before class. The plan is composed of three parts ranging from words, phrases and structures, which can be used by them in animal description. P7: As a way of enlarging their vocabulary, brainstorming is designed in each part, laying a foundation for the knowledge base. P8: VI. In class (45m) A.

I choose a song to lead in(2m) Students are invited to sing and dance with the song (Old Macdonald had a farm), thinking about three questions. Goal : As a lead-in part, singing is a good way for students to liven up the classroom atmosphere. By doing so, the language context is built up quickly. B.

Ask and answer(5m) By teacher asking and students answering, this step can make students get to know key expressions and the sentence structures. Students are asked to look at the pictures in the mind map and then express what they are and why they like them. Goal: The key expressions and structures（Why-because structure） are hinted in the “ask and answer”

step.

As an effective tool, a mind map resorts to key words or part of the sentences, serving a good way to

present the outline. By doing so, the map can arouse students’ association, helping students memorize them. C.

Oral drills (4m), Ask students to practice the sentence structure in a circle: Why do you like…? Because they are …

Goal: The oral drills are necessary for students to learn the relative expressions and sentence structures. As oral drills are easy, it’s a good way for building up confidence for those who have a long way to go in language learning. P10:D. Games(4m)

Some interesting games are devised to test how well they have mastered the key points. Words are designed in language context, so they can get a good sense of language. Goal: It’s helpful for students to learn well through lively activities. P12:

E.

Listening (10m)

As for listening activities in this lesson, I design four interlinked steps, which go deeper and deeper. Before the task, students are required to read the directions and get the key points. For the first listening, students do the listening exercise. Then check it together. For the second listening, some other questions can be devised by the teacher for them to finish. After that, they usually have a better understanding of the material than ever before. Next, sentence structures are repeatedly practiced in oral drills. At the same time, more expressions can be brainstormed for them to study. Last but not least, as an extensive task, a discussion can be organized to practice students’ oral ability. Goal: That’s to cultivate students’ listening and speaking ability. P13

F．Conversation (10m)

The teacher can interview some students to know whether they have pets at home. Some questions can be answered to lead them describe their own pets. Then a free talk about pets can be conducted among students. All the two steps can set the background for language learning.

Before the dialogue, two general questions can be asked. Then a mind-map is designed to help students to collect and handle information in the conversation. After that, they can read and role-play the conversation. In the light of students’ different abilities, oral practices can be conducted in levels. As for those who excel in oral English, they can act out the dialogue, even make dialogues themselves. As for those who are not so good at it, they can divide the whole dialogue into three parts, and then choose anyone they like to practice and role-play. A gap-filling task is carried out to indicate the aspects in oral description. As for post-dialogue, students can describe peter’s pet in their own words. Then show a picture of teacher’s pet. Let them have a look and introduce it to others. Goals: The conversation task is divided into several steps, which make it clear to the students how the target language can be used in real context. Level teaching strategy is adopted here, with the purpose that students of various levels can all make progress to some extent. Make sure that every student can open their mouth to speak English. P14:G．Speech show (10m)

Some guidance is given to students before their oral speech, including the respects they’re going to talk about, the structures or phrases they will use in their presentations. And then one reporter can be selected to give the whole report. It’s also Ok for all the members in the group to take part in the story telling. P15-16 With the help of the teacher, some students are invited to make comments on spot according to the judging rules. That’s the evaluation by both the teacher and the students.(are all the factors mentioned? Is the description vivid? Are the structures correct? Are there any mistakes? Is their pronunciation and intonation clear and fluent?) The stars are given according to how many rules their performance conform to. The more stars they get, the better their speech is. Goal : From different points of view, the judging is carried on, helping to motivate students’ learning enthusiasm. Make best use of the advantages, bypassing the disadvantages.

P17 H．Swear (1m)

May all the students stand up and then put up their right hands. Let them swear together. Goal

: The step is designed to leave a deep impression on students. Against the backdrop, students’

animal protection

awareness can be raised. P18-Homework & summary(2m) Make a survey about their partners’ favorite animal. Goal : 1.Students are required to find more sayings about animals. In this way, they get to know some differences between Chinese and English. They are asked to make a survey and report it. It’s better to check students’ ability to do a little bit difficult task. VII. After class Their homework will be put online, for others to enjoy and evaluate in public. Goal : Learners’ feeling of achievement can be aroused, inspiring them to think and study in English.

That’s all for my teaching procedures. Thank you again for your listening.