李金环说课稿成型.doc

《New Standard English 》
Go for it Book2 Unit5 Why do you like pandas?
Section B Reading and writing说课稿
李金环
Good morning, honored teachers!

I’ m Li Jinhuan, from Qingyunpu Experimental School. It’s my great pleasure to stand here sharing my lesson with all of you.

The content of my lesson is《New Standard English 》Go for it Book2 Unit5 Why do you like pandas? Section B Reading and writing. I’ll talk about it through 7 aspects: the teaching design guideline，teaching and learning material analysis, analysis of students, teaching and learning aims, teaching and learning points, teaching and learning methods as well as teaching and learning procedure.

一、 the teaching design guideline
I design this lessen totally according to The new English Curriculum Standards. The requests on reading and writing are the following:
读
1． 能正确地朗读课文
2． 能理解简短的书面指令，并根据要求进行学习活动
3． 能读懂简单故事和短文并抓住大意
4． 能初步使用简单的工具书
5． 除教材外，课外阅读量应累计达到4万词以上
写
1． 能正确使用常用的标点符号
2． 能使用简单的图表和海报等形式传达信息
3． 能参照范例写出或回复简单的问候卡和邀请卡
4． 能用短语或句子描述系列图片，编写简单的故事

二、teaching and learning material analysis
The topic of this module is “Animals in zoos”. The language function of this unit is that students can describe different common animals and tell their likes and dislikes of animals. The topic is close to Ss’ daily life and the language is familiar to Ss. Therefore, they would show great interests in this lesson and try to use what they have learnt. In class, they’ll read an article to know more about elephants in 2b 让学生进行整体阅读并选择最佳标题，旨在培养学生快速阅读和归纳语篇中心的能力，并培养学生的动物保护意识和人文素养。 And learn to use a mind map in 2c 渗透构建思维导图的阅读策略培养，帮助学生将抽象零碎信息整理成与主体密切相关又相对独立的块状知识。这不仅有助于学生深入理解语篇，抓住重要信息，而且能够增强学生的思维能力、提升注意力与记忆力、启发联想力和创造力。Last change what they have talked orally into written words. 这样的设计既对已往知识进行了复习巩固，又提高了学生今后学习英语的能力。

三、analysis of students

The Ss in Grade Seven have got some English foundations. They also have higher learning enthusiasm and lively personalities. Animals are very common in students’ daily life, so they would be interested in the topic, especially when they can get to know same names of the animals they often see but can’t name in English. The Simple Present Tense is mainly used in listening, speaking, reading and writing during students’ first junior year. As a result, they won’t have much trouble with their expressions in this lesson. Of course, there must be unprepared students, therefore, I should make some things easier for such students. I predict students will make full use of their abilities of observing and self-study, habits of independent thinking and positive participation in the class.

四、teaching and learning aims & points
（一）Aims on the knowledge
1．The Ss can read and understand the article and use a mind map to remember the content of it.
2．The Ss can write a short passage about animals they like.
（二）Aims on the abilities
1．The Ss can read the article efficiently by grasp some reading methods.
2．The Ss can express and write freely after learning some writing methods.
（三）Aims on the emotion
Through the lesson, students will get the awareness that to love animals is to love ourselves and will try to save and protect animals.
（四）Key points
1．The Ss can read and understand the article and use a mind map.
2．The Ss can write a short passage about animals they like.
（五）Difficult points
1．How to help students deal with a passage with many new words in a short time.
2．The Ss can express and write freely after learning some writing methods.
五、teaching and learning methods
I’ll use the task-based teaching method by designing different efficient tasks and activities. Students can improve themselves and learn a lot through finishing them. As the students are of different levels, I’ll also take hierarchical teaching method. Most students have learnt this unit, so I’ll enhance the degree of difficulty a little. Students will work individually and in pairs or groups when needed. As for assessment, I’ll ask students to pay attention to how they themselves and the others will behave in class at the beginning and praise themselves and one of the other classmates whom they think good at the end.

六、teaching and learning procedure

Step 1 .Warm-up (5 minutes)
1. Greetings and tell Ss what to do.
2. Enjoy the song “My Favorite animals”. (To set the scene and lead Ss into the lesson)
3. My opening speech. (To lead in the topic and the activity look and say animals.)
4. Do the activity look and say animals. (Setting the activity is to interest Ss a lot. I should make things very clear so that Ss can understand how to do it.)
5. Talk about what animals Ss like and why. (This is for revision. Ss work in pairs. And they should use different adjectives to describe animals. Its aim is to help Ss learn to use descriptive adjectives in real situations. )

Step 2.Presentation (15 minutes)
1. before reading
Focus on elephants. Show the picture of an elephant and let Ss describe it. Introduce where elephants are from. (To teach Thailand and Thai) Talk with Ss about some things on elephants to show the word ivory and the phrase made of. Last, deal with the new words and phrases. (New words are not the most important but they make the passage hard for Ss to understand. So I help Ss get to know them by pictures. )
2. While reading
Ss will learn some ways to read the article efficiently. (I put the ways in tasks.)
Task1. Fast read to get the main idea of the article and choose the best title for it.
Task2. Intensively read to finish the tasks given. (I’ll divide the passage into parts. Each part is given a subtitle. Ask Ss to find the relative information. It makes Ss read the article with an aim and understand the article more clearly.)
3. After reading
Show the mind map and tell Ss its use. Work in groups to finish it. (Ss will think back the content according to the mind map. It can help them keep a long memory of what has been read. And they should learn to divide the work and cooperate when in group work. )

Step3. Extension (writing) (20minutes)
Before doing it, there is a transition from the upper part to this part. I’ll design another mind map to guide Ss what to write and how to write the passage. Then Ss can discuss in groups before writing individually. When Ss write their own passage, I’ll walk around and give them a hand whenever they need. Last ask one or two Ss to show their works. (In the transition, I’ll lead in the emotion education. A mind map can be better than any other method guideline. I just need to make everything clear for Ss. I think writing is an individual job. So Ss will work individually, but before writing, they can have a discussion.)

Step4 Summary
After appreciating Ss’ works, there is Emotional sublimation to consolidate the emotion about animals. Then summary what learnt in this lesson. (The purpose of this part is to stress the methods of reading and writing.)

Step 5 Assignment
1. Finish or perfect the passage. (The time in class is limited, not all Ss can finish writing or write a good passage.)
2. Review and recite the article Ss read in class. (Once I read a passage about English learning. It says it’s useful and helpful for English learners to recite some good passages for their writing. So I design the homework.)

Design of blackboard writing

Unit5 Section B Reading and Writing
My Favorite Animals
Names of animals adjectives other words
dolphin elephant smart beautiful Australia China
giraffe horse lazy small Africa India
kangaroo leopard friendly cute in danger cut down
lion monkey scary shy sleep water
panda penguin interesting fun tree pet
rabbit tiger boring … leg …
zebra deer
hippo peacock
wolf cat
dog …
(These words may be used in Ss’ writing. And they can also guide Ss’ writing.)

During my teaching, I’ll try my best to get my class alive and encourage Ss to speak up and use their mind to think in English. The general aim of English learning is to improve Ss’ ability of using English. And I’ll use this to guide my teaching.
To be an excellent English teacher, I still have a long way to go. I hope to get your help and more chances to practise.
Thanks a million!