初中英語(yǔ) Unit6Section B(2a-2e) Hansel and Gretel說(shuō)課稿

Unit6SectionB(2a-2e)HanselandGretel說(shuō)課稿淮南實(shí)驗(yàn)中學(xué)山南第一中學(xué)賀煜Hello,respectedjudges!Itismygreathonortobeheretosharemyteachingideaswithyou.Andmyspeechcontainssevenparts.I’dliketointroducethemtoyou.PartOne:AnalysisoftheteachingmaterialThelessonthatI’mgoingtointroduceistakenfromthisbook,whichiscalledGoforit.Itusesthetask-basedlanguageteachingmodeltointegratedifferenttopics,communicativefunctions,andlanguagestructures.Anditimprovesstudents’comprehensivelanguageskillsthroughaseriesofactivitiesinsideandoutsidetheclass.ThelessonthatI’mgoingtointroduceisfromUnit6.Firstofall,pleaseallowmetoanalyzethisunitintegrallywithastructuredovervieworganizer.Thetopicofthisunitislegendsandstories,whichareveryimportantelementsofourtraditionalChineseculture.Ourmoralvalueisbasedontheselong-existingandoutstandingculture.So,thisunitplaysanimportantroleinthewholebook.Itsthemebelongstohumans&society.Itconsistsoftwosections.SectionAmainlytalksaboutancientChineselegendswhileSectionBmainlytalksaboutwesternfairytales.Nextletmeanalyzetheunitfromtheperspectivesofperiod.ThefirstperiodusespicturesofsomeancientChineselegends,likeHouYiShootstheSuns,YuGongMovesaMountain,JourneytotheWest,andNuWaRepairstheSkytointroducethenewlesson.Itfocusesonimprovingstudents’listeningandspeakingabilities.Inthesecondperiod,bydoingthefollowingexercises,studentswillnotonlydeveloptheirlisteningabilitybutalsolearntoexpresstheiropinionsaboutthelegendYuGongMovesaMountain.Besides,theywilllearnsomeconjunctions.Theninthethirdperiod,studentswilllearnapassageabouttheMonkeyKing.Afterreadingit,studentswilllearntothinkcriticallyandevaluatepeopleandthingsobjectively.Theycanalsolearntotellastorywithsimplepasttense.Inthefourthperiod,throughdoingexercisesaboutTheEmperor’sNewClothes,students’abilitiesoflisteningandspeakingwillbeimproved.Inthefifthperiod,wewillcometothefairytaleHanselandGretel.Afterlearningit,studentswillhaveapreliminaryunderstandingofanewtexttype—play.Throughanalyzingandroleplaying,theywilllearntoenjoythecharmofaplay.TodaymytopicisfromUnit6SectionBHanselandGretel.It’sthefifthperiodofthisunit.Thetypeofthislessonisreading,whichbelongstoinput.It’sanexcerptfromGrimm’sFairyTales--HanselandGretel.Itaimstogetstudentstoknowtheelementsofaplayandtostimulatestudents’interestinreadingmoreChineseandwesternstories.Throughlearning,studentswilllearnsomegoodpersonalitiesfromHanselandknowhowtobeastrong-willedperson.PartTwo:AnalysisofthestudentsIwillillustrateitfromthefollowingfouraspects:theacquiredlevelandskillsofstudents,backgroundknowledge,possibleproblemsandzoneofproximaldevelopment.OurstudentsarefromGrade8.ComparedwiththestudentsinGrade7,they’reinarelativelymoreadvancedlevel,whichindicatestheyhaveaccumulatedcertainamountofvocabularyandacquiredsomebasicreadingskills.They’requitefamiliarwiththetopicandinterestedinstories.Thus,thechallengetheywillmeetinthisclasswillbetheunderstandingoftheplotandtheanalysisofthepersonalitiesofHanselandothercharacters.Afterlearning,studentswillbeabletocreateanendingandactoutthisplayvividly.PartThree:TeachingobjectivesBasedonthenewcurriculumstandards,afterconsideringCoreCompetenceofEnglishSubject,theViewofEnglishLearningActivities,andBloom’sTaxonomyofLearning,Isetupmyteachingobjectiveslikethis:Studentscangraspnewwordsandtargetlanguagethroughavarietyofteachingactivities.Theycanalsolearnabouttheelementsofaplay.Studentscanactoutthewholeplayvividlyingroups.Studentswillbecultivatedtohavepositiveattitudestowardslifeandknowhowtobeastrong-willedperson.PartFour:Teachingkeypoints&difficultpointsTeachingkeypoints:1.Tograspthenewwordsandtargetlanguageandtoknowtheelementsofaplay.Teachingdifficultpoints:1.Howtoactoutthewholeplayvividlyingroups.PartFive:Teachingmethods&learningstrategiesInthislesson,Iwillusetask-basedlanguageteachingandcommunicativeapproach.Asforthelearners,they’llusecooperativelearning,students-centeredandteachers-guidedlearningstrategy.Andduringtheteachingprocess,thepicturesandcomputerwillbeneeded.PartSix:TeachingproceduresNowlet’scometothemostimportantpart:teachingprocedures.Inthisclass,I’llfinishthislessoninthenextthreesteps.Step1Pre-readingFirstofall,I’llgreetmystudentsasusual.Aftergreeting,I’llencouragemystudentstointroducethetraditionalChinesestoriesandwesternfairytalestheyhaveread.Inthisway,theirbackgroundknowledgewillbeactivated.Thenwewillplayaguessinggametostimulatetheirinterestinlearning.Whileplayingthegame,throughfindingoutthesimilarity,Iwillleadintoday’stopicsmoothly.Afterthat,studentslookthroughthepassagetofindoutthetexttypeandthenwewilltalkabouttheelementsofaplaytogether.Next,Iwillplayavideoaboutbackgroundintroduction,studentsneedtowatchthevideo,answermyquestions,andmakeaprediction.Inthisway,studentswillnotonlygetfamiliarwiththebackgroundofthefairytale,butalsotheirabilityofgettingkeyinformationwillbeimproved.What’smore,theywilllearntomakepredictionsbeforereading.Step2While-readingInthisstep,studentsneedtoskimtheplaytofindoutthenumberofscenes,andthentheyalsoneedtoscantheplaytofigureoutthecharactersandtherelationshipsamongthem.Next,theyneedtolistenandmatchthemainideaswitheachscene.Thisstepinvolvesskimming,scanning,andsummarizing,sostudents’readingabilitieswillbeimproved.Thenincareful-reading,I’llleadstudentstoanalyzetheplayindetail.Firstly,theyneedtoreadparagraph1carefullyandcompletethemindmapofbackground.Intheprocess,I’llremindstudentstopayattentiontotheusageoftheconjunction:unless.Nextstudentswillreadfromscene1toscene3tocompletethemindmapofbeginningandreadfromscene4toscene6tofinishthemindmapofdevelopment.Intheprocess,Iwillprovidesomevividpicturesforthestudentstolowerthedifficultylevel.Finally,theyneedtoreadscene7andthelastparagraphtofinishthemindmapofclimax.Inthisway,thewholemindmapisformed,whichwillpavethewayforthefollowingtask.Duringtheprocess,Iusedthemindmap.Thedesignpurposeisnotonlytomakestudentshaveabetterunderstandingoftheplotbutalsomakestudentsrealizetheimportanceofusingmindmapwhileanalyzing.Step3Post-readingAfteranalyzingthemainplot,wewillfindthatthereisnoendingfortheplay,soit’stimeforstudentstousetheirimaginationtocreateanendingforit.Thistasknotonlytrainsstudents’imaginationbutalsoimprovestheirabilitiesofwritingandspeaking.Aftercreating,I’llaskstudentstodogroupworktoactoutthewholeplayvividly.Eachgroupshouldactouttwoscenes.Whileacting,studentsshouldpaymoreattentiontothecharacters’feelings.Nowthatit’sgroupwork,eachgroupmembershouldtakepartinitactively.Thedesignpurposeistohelpstudentsenjoythecharmofaplayandimprovetheirspeakingskills.Italsocancultivatetheircooperativespiritanddeepenstudents’understandingofaplay.Next,IwillencouragemystudentstoanalyzeHansel’spersonality,thekeyphrasesontheblackboardwillofferthemsomehelp.Also,theyneedtousesomeadjectivestodescribetheothercharacters.Thistaskcancultivatestudents’criticalthinkingability.Intheend,afterdiscussing,wewillrealizewehavelearnedalotfromthisplay:nomatterwhatthedifficultyis,weshouldlearnfromHansel,calmdown,bebraveandcreative,nevergiveup,andthenwewillfindawayoutindependently.Finally,I’llshareasentencewithmystudents:smiletoreality,overcomenegativegloom.Ibelieveifwecandolikethis,wewillbestrongenoughtoovercomeallthedifficultiesinourlife.Inthisway,theemotioncanbesublimatednaturallyandsmoothly.Asforthehomework,accordingto“DoubleReduction”policy,Ithinkdifferentkindsofstudentswillneeddifferentkindsofhomework.Step4BlackboarddesignNowlet’scometothelastaspect:blackboarddesign.Asyoucansee,thetitleofthislessonisinthemiddle.Belowitisdividedintotwo