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1、说课稿Unit6AnoldmantriedtomovethemountainsSectionA:GrammarFocus-4c凤阳县第三中学檀小惠Goodafternoon,respectedteachersandjudges.It,smygreathonortobehereandsharemyteachingideaswithallofyou.dliketoexplainitfromthefollowingfouraspects,(what-who-why-how),whatreferstoanalysisoftheteachingmaterial.Whoistheanalysisoftar
2、getStUdents.Why”consistsoflearningobjectivesandteachingfocus&difficulties.Howistheteachingprocedures.Besides,IaddtheguidingtheoriesandfeaturesofmydesigntomakeyouhaveabetterunderstandingofmylessonNow,Iwillexplainthemonebyone.Parti.GuidingTheoriesMyteachingisbasedonthetheoriesintheNewCurriculumStandar
3、d,2022,suchas-corecompetencies,Theactivity-basedapproachtoEnglishlearningandIntegrationOfTeaChi但LearIIiIle-ASSeSSmeiit”.Also,BloomsTaxonomyOfIearnin2isadoptedinmyteaching.Allthetheoriesdirectmyteachingclearly.Part2.IntegrationOfTeaching- Learning-AssEmentBloom,sTaxonomy o LearningWhatto teachSecond.
4、Whattoteach.Theanalysisofteachingmaterial.ThecontentofmyteachingisfromPEPGoForIt,Grade8,BookBU6AnoldmantriedtomovethemountainsPeriod3GrammarFocus-4C.ThethemeisMan&Societyandthesub-themeisLiteratureandArtThetopicofthisunitisLegendsfcStories.Andthefunctionistotellastory.Themainstructureisadverbialclau
5、seandconjunctions,unless,assoonas,so.that.LetshavealookattheEnglishcurriculumcontentwithsixcomponentsintegratedandthisistheoverviewofthisunit.HereI will explain the text in the period 3 in details from the following three aspects: what, how and why.Iheme: Man and SocietypiThisisaguessinggame.Iwillgi
6、vestudentsfoursentencesascluesTheyneedtoguesswhoheisaccordingtomyclues.PUn)OfToarouweStHdentSieres/andIeadintotheIoDiCOfthiwClaSE.TheMonkeYKEr.感知注意Presentation(12mins)Levels0Activity3Let,sthinkInthisactivity,eachgrouphasonetask.TasklisforZhuBajiegroup.Whatkindofclausesarethey?Howtodistinguishthemain
7、andsubordinatesentence?Task2isforShaHeshanggroupandtheyneedtofindoutthetenseinassoonasclause.Task3isforMonkeyKinggroup.Theyneedtofindoutthedifferencesbetweenso.that&such.that.感知注意&TaskL这三句是什么从句？怎样区分上句和从句？(ZhuBajie(rup)、142.这三个例句中人、*011外引的时间状语从句用什么时态？(ShaHeshangGroup)hkJ.MSUCh伟玳引导结果状语从句如何区分用Sildl还是so
8、?(MonkeyKingGrOUP)获取梳理&概括整合Pue:77RllideVudentStoinducetheRrammar门UefiCntheir卬andClUiiVaie*lUdentfiCOoDeratiVeIeaME史abilil.IZJACtiVity4LetsIearnIinvitedonerepresentativeofeachgrouptoreporttheirfindings.Besides,Imadeasupplementfortheirconclusion.Iftheyhavesomedifficulties,Iwillguidethemandprovidehelp.
9、PurDof;e:TOhelSudentfiIinderslandadverbialCIauSeOftime、COlldilionandre*ullbetter.LevelsFromthesetwoactivities,wecanseemyclassisSiMdent-orientaledandtheteacherisjusttheguider.Practice(ISmins)Levell-LeveUInthispart,studentsneedtofinishthefourdifferentlevelsofchallengestorescueMonkTang.0Activity5&6Prac
10、ticeLevell&2LevelI&2arepracticeaboutchoosingconjunctionsttunless,so.that,andassoonas”.Differentfromthetraditionalpractice,IusegamesprovidedbySeewowhiteboard5tomakegrammarlearningmoreinteresting.描述阐释&分析判断&内化运用Pun)Of;e:TOmakeStUdeMSbefamiliarWhConiUnCt沁ns“uMess,客。Ihaha*soonas”13ACtiVity7PracticeLevel3
11、InthisactivitystudentsneedtofillintheblanksaboutstoryCinderellawith“unless,assoonas,andso.thaf,.AfterthatIhavetwoquestionsforstudentstothinkabout.Questionl:WhatisCinderellalike?Question2:WhatcanyoulearnfromCinderella?PurPoSe:7oheSWudenis/4eabelterIEderSmndinROftheCOniUnCHonSinIheCOnieXlandfacilaleId
12、endeepIeamin2.0Activity8PracticeLevel4Challengefourisretelling.StudentsworkingroupsoffourtoretellthestoryCinderella.Inordertolowerthedifficulty,Ianalyzethestructureofthestorywithstudentsandprovidesomekeysentencepatternsforthem.*+J:U%dJiHICMats*!Mint,MMMWm.DoeIopmeiK:Oneday.QlKklTIhwasig.TheInkekvw(h
13、alIlnk-Beginning：()eUP(IlIalime.MM)IIaJEiidiiifi:A*MNBa.Thecouplev*mw.Jhat.timeorderaRetell(复述)Puroose:ToheIdstudentsconsolidatehowtotellastorv.whichoaveswavtothestorv-tellinaLevelsComDe出ion.Production(IOmins)lZlActivity9:Story-tellingcompetitionIdesignedarealtask-story-tellingcompetitionforstudents
14、.TheyshouldchoosetheirfavouritetraditionalChinesestoriestotellinEnglish.Inordertolowerthedifficulty,Iprovidedasentencebankforstudentsasascaffold.Purpose:Todevelopstudentsstory-tellineabilityandunderstandtraditionalChineseculturebetter.What,smore, to help students learn more efficiently, I provided s
15、tudents a checklist. They do apeerassessment based on the checklist. Let,s enjoy a short video clip about it.Beginning(Introduction)YesNpContentBody (plot/characters)YesNo（内容）Ending (assessment)YesNoLanguage (语言)Tense (simple past tense)YesNoCohesion (衔接)Conjunctionsiunless, as so.that etc.soon as,Y
16、esNo总评Excellent!Good! To be improved! Peer-Checklist想象创造&批判评价Part6.AnalysisofHomework&BlackboardDesignI.HomeworkAccordingtoltDoubleReductionPolicy,Idesignedtwokindsofhomeworkforstudents.First,Mustdohomework,studentsmakeavideoabouttheirfavouritestoryandshareitwiththeirfamily.Second,optionalhomework.S
17、tudentssurftheInternettoknowmoreaboutChineselegendsandstoriesandmakeaposter.Purpose:TOhelpStUdemSconsolidateWhattheyhaveIearnedinHliSClaSS.MeanwhiletoknowmoreabouttraditionalChiHeSeculture.Atlast,IwillaskSsaquestionWhatcanyouIeamfromtheMonkeyKing?11guidedthemtoIeamthespiritbebraveandhard-workinginfa
18、ceofdifficulty,whichresponsestothemoraleducationoftheNewCurriculumStandard.只有苦练七十二变，才能笑对八十难.BlackboardDesignHereismyblackboarddesign.Ontheleftsideisthemindmapoftheclass,whichhighlightsthekeystructureofastoryandgrammar.Ontherightsideisgroupdivisionandpeerchecklist.Ico-conslructallofthemwithmySstogeth
19、er,intheteachingprocess.1 .Highlightthemainconjunctionsandstructureofastory;Part7.Featuresof the DesignI.The Activity-based Approach to English LearningAt last is the features of my design. First of all, My teaching is under the guidance of The aclivitbased aDoach to English Iearning. I designed 9 a
20、ctivities to explore the thematic meaning. All the activities belong to different cognitivelevelsfrom the lower one Leaming&understanding to higher one transferring& innovatingTheactivity-based approach11 践行英i学习活动规，促进如识生成toEnglish learningCognitiveLevel: Leaming&understanding Applying&practicing Tra
21、nSferHng&inn。VatilIg.The Integration of Teaching-Learning-AssessmentSecondly. I paid more attention to the integration of teaching-learning-assessment. On the one hand, I adopted TeaCher 飞 assessmel, Self-assessment、Peenassessmem to evaluate students from all-round perspectives. On the other hand, t
22、he evaluation lakes place both in and after class. At the end of the class, students have a self-checklist. I also designed checklists for their homework.2 .Theteacherandthestudentsco-constructitintheteachingprocess.2.注IRIt-学-评一体化设计IntegrationofTeaching-Learning-AssessinentI.TheThreeDimensionalDynam
23、icGrammarTeachingMethodThirdly,basedonthethemeofthisunit,IadoptThreedimensionaldynamicarammarteachingmethod、whichfocusesonthefbrm,meaning,anduseofthegrammarandhighlightstheimportanceoftheuseofgrammarintealtasks.IV.TheIntegrationofInformationTechnologywithEnglishTeachingLastbutnotIeaSt-77IeIHteEratio
24、nOfinfsmatioiitechnoloRvWithEnEliShteachina.Tomakethegrammarclassmorelivelyandinteresting,!designedsomegameswiththehelpofSeewowhiteboard.Also,IuseSeewolinktomakeitmoreconvenientformetoteach.I4信息技术与英语教学融合IntegrationofinformationtechnologywithEnglishteachingHerearethereferences.Thafsallformypresentation.Thankyouforyourattention.
