李玉文初中課堂設(shè)計

巧妙課堂設(shè)計

優(yōu)育學(xué)生能力

吉林大學(xué)附屬中學(xué)：李玉文八年級下冊（Goforit)Unit3Couldyoupleasecleanyourroom?SectionA—1b(聽力課型的設(shè)計）Whatmakeslisteningdifficult?Possibilities

Accents,sound,volume,vocabularySpeedofthespeakerEnvironmentFamiliarityofthetopicNovisualcluesEmotionalmoodThenumberofthespeakersThethree

proceduresoflisteninglesson

pre-listeningstagewhile-listeningstagepost-listeningstage

pre-listeningstagePossibilitiesToarouseinterestsTopre-teachsomeofthenewvocabularyinthetextTogetstudentstothinkaboutwhattheyalreadyknow/don’tknowaboutthetopicTogetstudentstopredictwhatinformationthetextmightcontainTogiveapurposeforlisteningBrainstormdothedishestakeouttherubbishfoldyourclothessweepthefloormakeyourbedcleanthelivingroomwalkthedogwatertheflowersbabysitmylittlesister/brothermowthegrassWhile-listeningstageTodeveloplisteningsubskills

☆Potentialproblemsquestionsaretoolong(toomuchreading)answersaretoolong(toomuchwriting)questionsaretooclosetogether...☆PossiblesolutionsKeeptoaminimumoftasksTick(√)NumberAnswerswithnomorethan3words(IELTS?)T/FUnderlinecorrectanswers

…Post-listeningstageToextendthelanguageand/orideasofthetextTopractise/extendlanguagearisinginthetextTodevelopreading/speaking/writingskillsTorespondtothetextWhatdoIusuallydo?MaketheirownconversationChangetheconversationintoapassageChangethepassageintoaconversationSummarizethemanideaRepeatthesentencesfromthepassage….九年級（Goforit）Unit5Whataretheshirtsmadeof?SectionA–3a（閱讀寫作課型設(shè)計）ReadthepassageonceandfindoutalltheinformationthathassomethingtodowithKangJian.TopicsentenceMaincharacterEvents(examples)Cometoaconclusion

It’sdifficultto…AtoycarApairofbasketballshoesAvoiddoingKangJianPayattentiontothefollowingitemsParagraphsTenseSentensepatternsThepassagecanbeshowneitheroralorwrittenReadthepassageforasecondtime,trytocompletethefollowingmindmap.

AmericaChinaAmericaChinaNomatterwhatHoweverOntheonehandOntheotherhandManythings,suchasEvenAmericanflagIt’sgreat….Wehope…Thinkaboutthepersonweshoulduse.CriticalthinkingWhichperson(I,You,We,they,Heetc)shouldbeused?Why?Studentshadbetterpresentthearticleinwrittenform.Asusual,payattentiontoyourspelling,pronouns,tenseetcAsfor3b&3c,everyteachercanbedesignedinyourownusualway七年級下冊（Goforit）Unit7It’sraining!SectionA—2d

(會話課型設(shè)計）Automatic-----Rebuild---What‘stheweatherliketoday?---It’s….Training(Drilling)-----Howisitgiong?-----It’s….Maketheconversationlonger---Whatareyoudoingnow?

---I’m….InputnewinformationTelephonelanguage----Hello,(thisis)Rickspeaking.-----Hi,Rick.It’s(Thisis)Steve.Extendtheinformation---Hello,thisisHelenspeaking.---Hi,thisisSteve.MayIspeaktoRick?---Oh,he’snothere.CanItakeamessageforhim?---Yes/Sure.Couldyoutell…to….Mixthesentencepatternstogether

Studentstrytomaketheirownconversationwithalltheshortdialoguestrainedbefore.Teachers(bepatient,beagoodlistener)Output(Rebuild)StudentsworkinpairsoringroupsCreatetheir