Learning about Language获奖说课稿

Lesson Plan for Active Thinking in Close

高一年级组

王霄华

2019 年

05 月

Teaching contents Self-selected reading materials I. Teaching ideology

New Curriculum for English advocates quality-oriented education and all round learning. As for reading, it is an interactive process which involves not only the perceptions of graphic symbols but also the memory traces of the reader’s past verbal and nonverbal experiences. So in this period, teacher should follow the student-centered principle and act as the role of a guide, a helper and a facilitator of students. II. The analysis of teaching material

It is a reading class, whose contents are from College entrance examination. It focuses on guiding the students to infer the best words for a blank in a sentence by using context. This class is so important in that it aims to not only raise the students’

awareness of context, but also improve their ability to deal with close which accounts for twenty percent of the score in an English exam paper.

III.

The analysis of students

The students have known about the concept of context and the basic skills of coping with close, however, they have little awareness of applying “context”

while doing close. Therefore, it is vital to cultivate their ability to use “context” as well as awareness of it. IV. Teaching objectives

According to the analysis of the teaching ideology, the teaching material and the students, I set the following objects that after this class, the students will be able to:

Language goal:

Know the differences of some synonyms.

Know the literary genre of close.

Ability goal:

Infer the missing words for the blanks in a sentence.

Sharpen their skills of self-learning and cooperation.

Emotional goal:

Gain a sense of achievement during the process of learning.

Develop their spirit of cooperation and teamwork.

V. Teaching importances and anticipated difficulties

Teaching importances

To raise their awareness of the concept of context.

To master the skill of working out the missing word by using the context.

Anticipated difficulties

To master the skill of working out the missing word by using the context.

VI. Teaching methods and learning strategies

1. Task-based teaching method

According to New Curriculum for English, the best way of learning a language is to make the students use the target language to do things, that is, to finish the tasks. And it requires a teacher to make a students-centered class, so this method helps me realize it.

2. Self-learning strategies

To cultivate students’ ability of making full use of the given chances to practice.

3. Cooperative learning strategies

To develop students’ good team spirit. VII. Teaching aids

Multi-medium devices, blackboard.

VIII. Teaching procedures

Step1 Warming up and leading in 1.

I’ve noticed that you have been practicing singing the song “长江之歌”

for the coming singing competition. I’m sure you will performance well. Today, we will practice thinking actively.

2.

Show a joke with one word missing, and ask the students to fill in the blank.

【设计说明】：通过学生身边发生的事引入主题，既自然又亲切，瞬间拉近与学生的距离，又激发了其好奇心。随后，通过引导学生填出一则笑话中缺少的单词，引入语境的概念，让其知道语境在完型中的重要性。

Step2 Presentation

Show the student how to infer the missing words in a sentence from three level of words, phrases and sentences, which belong to the concept context.

【设计说明】：新课分别从词，短语以及句子层面（都属于语境范畴），向学生展示了如何推断出所缺单词。将学习过程理论化，更具科学性和说服力。

Step4 Practice

Task1:

Try to fill the missing words in the blanks of a passage from College Entrance Examination in groups.

【设计说明】:

以高考真题为载体，运用所学新知，鼓励学生以小组的形式推断出空格处所缺单词。团队合作的形式，既降低了学生的焦虑感，又巩固了新知。

Step5 Practice

Task2: Try to fill the missing words in the blanks of a passage from College Entrance Examination by yourselves.

【设计说明】: 再上一步基础之上，鼓励学生独自填空，采用循序渐进的方式，使学生进一步巩固新知。以上两个步骤，均去掉了原文中的备选答案，目的是“逼迫”学生运用语境知识推断出所缺单词。

Step6 Homework Fill in the blanks in two passages and read aloud the two passages finished in class.

【设计说明】: 大声朗读以培养语感以及回忆所学知识；完成两篇完形填空（不带备选项）以进一步巩固新知。

IX. Blackboard design

Active thinking

Teaching reflection（教学反思）

本节是一节阅读课。本节课的设计以《新课标》所倡导的素质教育理念为指导，创设了教师为主导，学生为主体的一堂课；教学策略以任务型教学法为主，

采取自主或合作式学习策略一步步完成所设计的学习任务，从而在不知不觉中逐渐向本节课的教学目标靠近，最终较为完满地完成了教学任务，实现了教学目标。

本节课有以下几个亮点：

1. 任务教学法贯穿于教学始终，体现了在做中学的《新课标》要求；

2.

小组合作和独立完成相结合的学习方式，既降低了学生学习的焦虑感，又锻炼了其自学能力。

3. 以语境相关理论为指导，使得整堂课更具科学性。

然而，由于时间关系，本节课的设计和教学实施过程也存在一些不足之处：

1.

教师课堂评价用语有些单调。

2.

板书稍显凌乱。

总之，通过本节课，我发现了自身存在的不足。在今后的教学活动中，我打算在沿用好的教学方法的同时，也要努力将所学到的教育教学理论扎实地运用于日常教学课堂中，争取创设高效课堂。