初中英語(yǔ) Hometown Feelings說(shuō)課稿

2022年安徽省初中英語(yǔ)優(yōu)質(zhì)課評(píng)比說(shuō)課稿Unit10Ihavehadthisbikefor3years.ReadingHometownFeelings(Goforit20138B)姓名：楊麗娟學(xué)校：銅陵市義安區(qū)第三中學(xué)Goodmorning,ladiesandgentlemen.I’mYangLijuanfromNo.3MiddleSchoolofYi’anDistrictinTongling.Itismygreathonortosharemylessonhere.MytopictodayisUnit10IhavehadthisbikeforthreeyearsSectionBReadingHometownFeelings.Asyoucansee,itwillbepresentedinthefollowingsevenparts.Theyaretheanalysisoftheteachingmaterialsandstudents,teachingobjectives,teachingmethods,teachingaids,teachingprocedures,summary&homework,blackboarddesignandreflections.Part1AnalysisoftheteachingmaterialsandstudentsTeachingmaterialsWhat:ItisaboutthedescriptionofZhongWei’shometownandhishometownfeelings.Why:Bystudyingthispassage,studentscanunderstandZhongWei’sloveforhishometown.Itcanalsoarousestudents’lovefortheirhometownsandmotherland.How:Itisafeaturestory.Itcontainsfourparagraphs,whichcanbedividedintotwoparts.Part1isabouttheintroductionofZhongWei.Andthesecondpartisaboutthechangesandunchangedmemories.Also,ZhongWei’shometownfeelingsareindicatedthroughthewholepassage.StudentsStudentshavealreadyknownsomethingabouttheirhometowns.Andtheyhavepreviewedthekeywordsandexpressionsabouthometowns.Besides,theycanbrieflyexpresstheirideas.ButtheywanttolearnaboutZhongWei’shometownfeelingsandtheyareverycuriousabouthowtointroducetheirhometownsandsharetheirhometownfeelings.Sointhisperiod,theyareexpectedtolearnhowtointroducetheirhometownsandsharetheirhometownfeelings,andformcorrectvalueorientationatthesametime.Part2TeachingobjectivesAccordingtotheanalysisoftheteachingmaterialsandstudents,andbasedonNewEnglishCurriculumStandard,Isetmyteachingobjectivesasfollows.Languageability·Acquire,generalizeandintegratethechangesandtheunchangedmemories.·Usewordsandexpressionslearntinthislessontointroducetheirhometowns.Culturalawareness·Formcorrectvalues.Thinkingcapability·UnderstandandanalyzeZhongWei’shometownfeelings.·InferZhongWei’sunchangedloveforhishometown.·Expresstheiropinionsandemotionscreatively.Learningability·Chooseappropriatelearningstrategieslikeautonomous,cooperativeandinquiry-basedlearning.·Carryoutpeerevaluation.Part3Teachingmethods1.theactivity-basedapproach2.thesituationalapproach3.thecommunicativeapproachPart4Teachingaids1.multi-mediatechnology2.somechalk3.worksheets4.ablackboardPart5TeachingproceduresLet’sseehowImakeabreak-throughinmyteachingprocedures.Therearefourstepsfollowingtheactivity-basedapproachtoEnglishlearningunderthecontextofhometownfeelings.Step1Pre-readingWehavetwoactivitiesinthisstep.1.Thestudentsareinvitedtowatchashortvideoaboutmyhometownandanswerthefollowingquestions:Q1:Whatismentionedaboutmyhometown?Q2:HowdoIfeel?2.Thestudentsareexpectedtotalkaboutwhattheywillthinkofandhowtheyfeelwhentalkingabouttheirhometown.Inthefirststep,arealsituationissetupandthesituationalapproachisadopted.Byperceivingandnoticing,studentscanperceivevisuallyanddirectly.Andthevideoaboutmyhometowncanstrikeachordinstudents’heartandarousetheirinterestinthetopic.Theirpriorknowledgeabouthometownandfeelingscanbeactivated.Step2While-readingWehavefouractivitieshere.1.IwillinvitemystudentstoguesswhatZhongWei’sjobisandhowoldheisaccordingtothepicture.Afterthat,theyareaskedtoreadPara.1andunderlinethekeyinformationaboutZhongWeiaccordingtothefourquestions.AftertheyhavegotZhongWei’spersonalinformation,theyareguidedtosummarizethemainideaofPara.1andtrytoinferhowZhongWeifeelsatthattime.Byretrievingandsummarizing,studentscanextractZhongWei’sbackgroundinformation.Besides,byanalyzingandjudging,ZhongWei’sfeelingcanbeinferredanditcanpavethewayforthefollowingreading.2.StudentsareguidedtoreadParas.2to4andunderlinewhatchangesZhongWeimentionsinhishometown.Atthesametime,studentsworktogethertofindoutwhattheystandfor.Byretrievingandsummarizing,studentscanacquirethedetailedinformationaboutZhong’shometownefficiently.Meanwhile,bygeneralizingandsynthesizingthechanges,students’readingabilitiescanbeimproved.3.StudentsstarttoreadPara.2andPara.3carefullyandanswerthethreequestionstobetterknowaboutthechangesinZhongWei’shometownandunderstandhisfeelingsaboutthesechanges.Afterthat,studentsareaskedtothinkaboutthethreequestionsbyreadingPara.4sothattheycanbetterknowabouttheunchangedmemoriesofZhongWei’shometownandunderstandhisfeelingsaboutthesememories.Bygeneralizingandsynthesizing,studentscanclearlyknowaboutthechangesandunchangedmemories.Besides,byanalyzingandjudgingZhongWei’sfeelings,students’deepthinkingcanbestimulated.Step3Post-readingWehavethreeactivitieshere.1.StudentsareguidedtodiscusswhetherthereareanychangesinZhongWei’shometownfeelings.Ifyes,whatarethechanges?Andthinkaboutwhatisunchanged.ByreasoningandarguingZhongWei’sfeelings,studentscandeduceZhongWei’svaluesandhisviewpoint.Moreimportantly,theyformcorrectvalues.Thisalsoechoesthethemeofthislesson.2.Studentsworkingroupsoffourtointroducetheirhometown-Tonglingandsharetheirfeelingswiththecontentstructureontheblackboard.Somegroupsareinvitedtosharetheirintroductionsandfeelingsinclass.Theotherstudentsmakeassessmentswiththehelpofthechecklist.3.StudentsappreciateAiQing’spoem.Thisistheactivityoftransferringandcreating,whichprovidesthestudentsachancetoexpresstheiropinionsandemotionscreativelyandtoapplywhattheyhavelearnedtosolvenewproblemscriticallywhilecarryingoutthepeerevaluation.Besides,students’lovefortheirhometownsandmotherlandcanbedeveloped.Step4Summary&HomeworkItisnecessaryformystudentstohaveaself-assessmentattheendofeachclass,soIaskthem“Whathaveyoulearntinthisperiod?”toletthemsummarizethelessonandhaveabetterunderstandingofhowtointroducetheirhometownsandsharetheirhometownfeelings.Homeworkisanextensionoftheclass.Inordertofurtherinternalizewhattheyhavelearnedandtoapplywhattheyhavelearned,Iassignthefollowinghomework.Part6BlackboarddesignHereistheblackboarddesign.Itpresentsthestructuralknowledgeclearlyandshowshowtointroduceour