观摩研讨会上老师上课的教案和说课稿
LessonPlanforAroundOurSchool
杭州外国语学校谢慧萍
TeachingMaterial
P26,Reading,Unit3AroundOurSchool,
CambridgeEnglishforSchoolsStudents’BookOne(SeeAttachmentI)
TeachingObject
Class7(A)JuniorTwo,HangzhouForeignLanguagesSchool
TeachingAims
Criteria
Notes
1.Themaintask(Outcome)
ThestudentswillbeabletowritealettertoAnneandpostitontheblog,whereAnnewillbeabletoread.
这是本节课主要任务，其它活动都是为此做准备的。
2.LanguageFocus
(1)Thestudentswillbeabletousethefollowingwordsandpatternproperlyingivensituationsortheirdailylife:
flat;café;inthenorth/south/east/westof…
(2)Thestudentswillbeabletodescribethedifferentlocationsofthebuildingsintheirschool,whichisaboardingschool,andactivitiesconcerned.
本单元主题是Aroundourschool，所以学校的方位和附近环境描述是学习重点。语言要点就是根据这个定位，并结合学生实际解读、提取的。
3.LanguageSkills
Thestudentswillbeabletofindtheplaces(inthejigsawpuzzle)accordingtotheletter.
这个很生活化的活动可训练搜寻有效信息的阅读技能。
4.LearningStrategies
(1)Thestudentswillbeabletoguessandreasonthepresumptionbytheinformationcollectedfromthereadingoftheletter.(认知策略)
(2)Thestudentswillbeencouragedingroupstowritebackaletterabouttheirschoolscaffoldedwithpatternsfromthetext.(情感策略)
学习策略是在学习活动中得到体验的。因此根据学生学习能力的特点，把推测能力(认知策略)和合作能力(情感策略)的培养分别结合到阅读和写作活动之中。
5.Affection
Thestudentswillbeabletofocustheirattentionontheclassroominstructionandperformance.
初二阶段应该培养学生的学习意志，从单纯的兴趣过渡到有意识
学习。6.Culture
Thestudentswillbeabletoawaretheprecautionstheymightneedtotakewhilewritingtoapenpalattheverybeginning.
方位和环境描述、书信写作是语言层面内容，背后是文化知识和意识。所以在课堂活动中，要引导学生关注此类内容和活动。
Difficulties
Thestudentsmightfinditshortoftimetoconstructaletterwithagoodlogicorderandinwell-organizedlanguage.
初二写作训练刚刚起步，是难点。解决办法有三个：教师适当提供支架、组织小组合作学习和足够时间。
TeachingAids
Blackboard,Chalk,Computer,OverheadProjector,
Visualizer,JigsawPuzzles,letterpaper,atreasurechest
Setting
Thestudentssitinfour-membergroupsarounddesks.
这样的设计有利于学生的合作学习
Procedures&Activities
TeachingProcedures&Activities
LearningProcedures&Activities
Notes
I.Pre-taskphase:totalkabouttheblog
TheteacherisgoingtoplaythesongBigBigWorldandopenthewebsiteBBWtointroducethemtheblogandthetheme“BigBigWorld”.
—Shallwesingasongtogether?
—Doweliveinabigbigworld?Howbigisthisworld?ButIsayitisasmallworldafterall.Why?Internet,emails,msnmaketheworldsmall.Hereisablog.It’sourblog.Wecanseeeachotheronholidayoverthisblog.
⑴ThestudentsaregoingtolistentoandsingalongwiththeEnglishsongBigBigWorld.
⑵Theyaregoingtohaveaninteractionwiththeteacher,answeringsomequestions.
⑶Theyaregoingtobeencou-ragedtotalkaboutanyblogtheyknow.
⑷Theyreadtheblogtogethertowarmthemselvesupforthefollowingactivities.
教师建立一个博客BBWorld，为课后教学构建平台，并以博客主题歌给学生热身，培养学习情感。活动形式以师生活动为主。
II.Task–introduction&Task–acknowledgement
Theteacherisgoingtoinformthestudentswhattheyaregoingtodointhislessonandwhattheirfinaloutcomewillbe.
—AgirlnamedAnnevisitedtheblogandsheleftaletter.Areyouinterestedinwritingherback?
—Intoday’sclasswearegoingtoreadherletterandwriteheraletterback.
Thestudentsaregoingtobeinformedwhattheyaregoingtodointhislessonandwhattheirfinaloutcomewillbe.Atthesametimetheyaregoingtobeencouragedtosizeupthetasks,aswellasthemselves.
告知学生本节课的主要任务体现了师生民主平等，也有利于学生自主规划、主动参与活动。活动以教师讲解为主。
III.Pre-readingtask:topredictthepossiblecontentofAnne’sletter
Theteacherisgoingtohelpthestudentsformtheschematabyadiscussionofthefollowingquestionbetweetpartners.
—Beforeweopentheletter,canyoupredictwhatshemightwriteinherletter?
TheteacherwirtesthefollowingtwopatternsontheBbifnecessarytosetupascaffoldbeforethepairwork:
?Shewilltellus…
?Shewantstoknow…
andtakesdownthepossibleguessesandalsothequestionsontheblackboardafterthepairwork.
1.ThestudentsaregoingtopredictthepossiblecontentofAnne’sletter.
2.Thestudentsaregoingtoworkinpairs.EachpairwilleithergiveasentencetopredictwhatshemightwriteinherletterorwillthinkofaquestionAnnemayask.
3.Somepairsofstudentsaregoingtotellwhattheypredict.
读前活动重点在于构建学生阅读图式，为下步阅读活动做好铺垫。在这个过程中，训练学生预测能力。在语言方面，如果学生有困难，教师提供一个“支架”。活动以自主和pair互动为主。
IV.While-readingtask:toreadforinformationneeded
1.TheteacherdesignssomequestionstohelpthestudentspickoutthethingsAnnetalkedaboutandquestionssheraisedalready,andtoencouragethemtoreasonsomepresumption.
—WhatdidAnnewriteinherletter?
—Whatdidsheaskinherletter?
—Whatarethethingsshedoesn’ttalkabout?Whynot?
—Isthisafirstletterornot?
—Whatarethequestionsyouthinkispolitetoaskinyourreplyletter?
2.Theteacherwillgoaroundtheclasstoobserve,helpandmonitorwhilethestudentsworkin
pairsoringroups.Forreference: