口语说课稿.doc

口语教学片段设计表姓名：王慧殊所在工作坊：北京地平线话题：Traveling材料：外研社9年级下 Module 1学习者描述与分析：学生有到各地旅游的经历，因此对此话题较为熟悉而且有话可说。学习目标：就自己所熟悉的话题进行交流，并就旅游中所见所闻发表看法。教学准备（如handouts、音视频材料、教学设备等）教学步骤(根据需要增减)步骤与时间分配教师活动学生活动互动形式Before- speaking用国内外著名景点图片导入看图并说出是什么地方老师问，学生答While-speaking提问问题：你暑假去了什么地方旅游？最深的感受是什么？学生回答老师的问题。老师问，学生答给出两篇有关旅游的好处以及外国人对中国人旅游的看法的阅读短文。独立阅读短文基本没有互动提问问题：1.你认同两篇文章的观点吗？2.我们以后在旅游过程中应该注意什么？1. 分组讨论2. 回答问题1.老师问，学生答2. 学生之间讨论After-speaking教学反思： 初三的学生由于要准备中考口语练习机会比较少。本课是作为本模块第一单元有关 Traveling 话题的导入。利用话题导入给学生一些练习口语的机会，并在补充语言输入（短文阅读）的基础上激发学生对旅游过程中一些现象的看法，并由此展开讨论。学生对本话题有经历也有的说。所以讨论比较激烈，也因此交流了以后自己在旅游中应该注意的事项。目标基本达成。（注：上表中“互动形式”的填写请参考“常见英语课堂互动形式”。）常见英语课堂互动形式Common Interaction Patterns in an ESL classroomT - Ss:Teacher talking to the whole class, such as in presenting a text, explaining grammar, giving instructions for an activity.T - S:Questions and answers (dialogues) between the teacher and a student, such as in demonstration, checking comprehension.T - S - S:Teacher initiated dialogues with more than one student, such as in role-playing demonstration and warm-up activities.S - T:Student initiated conversation between a student and the teacher, such as in asking questions about a rule or an assignment.S - Ss:One individual student talking to the whole class, such as in telling a story, reciting a poem.Ss/Ss:Students working in small groups, such as practicing conversation, role-playing.S - S:Two students work in pairs such as practicing a dialogue, carrying out an information gap activity.SS:Students doing their work individually such as reading, co