Using LanguageⅡ优秀说课稿

Teaching Design

Teaching Content：

Book 4 Unit 3 Using Language II

Theme：People and Society (English Funny Stories)

Duration: 40 mins

Context Style：narration

Teaching Analysis：

This part is selected from Using Language II in Book 4 Unit 3. The theme of this unit is different types of English humour. The listening part tells a story about the drunken chickens which have eaten the bad plum jam and caused a funny situation in a couple’s family. Written in the order of time, the passage has made good use of abundant specific words, including some verbs, adjectives to make the story-telling more vividly. Certain linking words and sentence structures are also applied so as to make the whole text be of high coherence and cohesion. With the help of the extensive and intensive listening, students can not only practice certain listening skills but also acquire significant useful writing techniques which can lay the foundation of the following tasks concerning writing and acting. It is certain that there are many differences between Chinese humour and English humour because of the culture differences. Teachers should introduce certain background information to the students before the class.

Students Analysis：

The students are active and with high English study interest and enthusiasm. Inspired by certain factors, they are eager to share their own stories with others and show their acting talent in class performance. However, it is undeniable that the listening material is of difficulty for senior high school students in Grade 1. Students can write simple English stories but have a long way to improve their writing and acting. Therefore, teachers should pave the way for students’ listening development and practice their listening skills so as to improve their listening ability. Meanwhile, teachers should try to integrate the enhancement of students’ listening, writing and speaking ability to stimulate their English

comprehensive competence.

Teaching Objectives:

By the end of the class, students should be able to

1.

Understand of the story

The Drunken Chickens, and retell the story in their own words 2.

Improve their listening skills and acquire certain listening technique such as prediction , inference during the extensive and intensive listening; 3.

Write simple English funny stories under guidance in group cooperation and use specific words, expressions and sentence structures to make them more vivid; 4.

Perform the funny stories with proper body language;

5.

Appreciate the English funny stories and understand the differences in Chinese humour and English Humour; 6.

Hold an optimistic attitude towards their life whatever happens.

Teaching Emphasis Through the listening practice, students should obtain the detailed information of the listening material and predict the development of the story.

Teaching Difficulties Acquire the writing technique through the further listening and deeper analysis of the listening material.

Teaching Procedures: Step 1. Lead-in. Teaching activities: Teacher shows the video in which the students have acted and asks other students the question why the mother is lucky in the girl’s eyes. Receiving the answer, the teacher raises another question what will happen to the plum jam in such a hot weather. Design Intention: Make use of the video to create a situation which lead-in the key words plum jam. The short play played by the students themselves can easily arouse their interest and attention. Their background information and relative vocabulary are stimulated which contributes to their

following listening.

Step 2 while Listening

1.

First listening Teaching Activities: 1)

Teacher play the video for the first time and show the references which include blanks and a table. After listening, students are asked to write down the title and retell the main idea.

Design Intention Extensive listening for the topic and main idea. Improve students’

language competence which focus on their listening ability to obtain and process information. Foster their mind quality to make use of table and mind map to summarize and integrate the acquired information in limited time. ( If students have difficulty in understanding the material, replay it .)

Teaching Activities:

2)

Before listening to the Part 2 of the story, teacher asks the students to predict the continuation of the story. Students discuss in groups and type the keywords of their opinions onto the discussion room. Students and teacher see the points of view of each member and share their opinions.

Design Intention: Based on the previous listening, students can improve their language

competence in inferential and prediction capability. Through group discussion which can offer some preparations for the following listening, their group cooperative learning ability is also enhanced. They can practice English speaking and express their opinions logically and systematically.

Teaching Activities:

3)

Students are guided to listen to part two and find out the answer to the question what happen later and why. They should also find out the punchline which makes the story funny to all. Design Intention Listen for the main idea. Practice students extensive listening ability.

2.

Second listening Teaching Activities: 4)

Ask students to listen to the whole story again and fill in the blanks with certain words or expressions.Teacher makes use of the APP and check the answer. With all the statistics analysis, teacher can emphasize certain blanks and replay certain sentences if necessary. Ask the students to put the words into different categories.

Design Intention Listen for the details and practice students’ intensive listening ability. This step is employed to ask students to pay attention to some specific words , expressions and sentence structures in story writing. All these are of great importance if the narration is supposed to be vivid.

Step 3 After listening Teaching Activities: 1)

Teacher asks the students to pay attention to certain characteristics of the story including its writing style, person, and tense by means of

multiple choices. Design Intention: Arouse students attention to certain points in story writing and avoid common mistakes in writing.

Teaching Activities:

2)

Students work in groups and write down their funny stories. Teacher can offer help or provide important reference if necessary. Design Intention Practice students ability in story writing. Their group cooperation inquiry ability is also promoted.students can choose to make up their own funny stories or write a story with the reference to their own will and based on their ability. In this way, individualized education and differentiated teaching are ensured. (students can prepare a funny story in advance, so during the class they can work in groups to polish their writings based on the previous story writing technique in the listening material)

Teaching Activities:

3)

Sharing and acting Certain groups are chosen to share their written story and perform on the stage. Teachers and other groups vote for the best performance. Make a criteria for the judgement, so the vote can be of fairness and objectiveness. Design intention This step focuses on fostering students’ language application competence.Through vivid acting, students can integrate their language skills and develop their expressiveness in both verbal and non-verbal aspects. Students can make a judgement for each group so that they can learn from one another and make progress in language comprehensive capability. They form a sense of group cooperation.

Step 4 Summary Teaching Activities: Summarize the content of the period. Design Intention: Help the students to form a good habit of review and conclusion.

Teaching reflection: This period fully makes good use of students’ independence learning, group cooperative learning. Every student takes an active part in every steps. Through listening, they acquire important words ,expressions, and sentence patterns in story writing. Vivid performance and role playing makes the class more interesting and lively. However, the listening material is of certain difficulty and the language input may not be sufficient, so students will still encounter many expression obstacles while writing the stories. In the following period ,statistics is needed to further accurately analyse students’ errors in writing stories.

Hua Xiaojuan Wuhan No. 20 High School