作业 微格教学实验报告.doc

外国语学院师范生微格教学实验报告年级：11级班级：4班小组：第四小组姓名：黎泳清学号：1103010409广西师范学院外国语学院教师教育教研室制2012年3月微格训练教学实验报告第 次主 讲 人黎泳清学 号1103010409年级11级指导教师邓芳娇老师实验日期2014年5月4日教室课题名称外研版.七年级.下， Module 1 Unit 1 Whose bag is this?训练目的导入技能 教学语言技能 提问技能 讲解技能 变化技能 强化技能 呈现演示技能 板书技能 结束技能 组织技能背景知识Learners Analysis: The students that I am supposed to teach are the first-year students of junior high school. Most of them have learned English for more than 3 years. For the linguistic proficiency, students had learned the new words of this module. Besides they have some general idea of general and special questions, but are not very good at it. Whats more, the nominal possessive pronounce is new to students. In addition, as for the affective state, the students at this age are usually eager to speak and curious, but they are easy to get absent-minded in class. Therefore, in this class, I will design various activities to arouse their interest and give them opportunities to speak, which help them concentrate on the class.Materials Analysis: The lesson that I am going to teach is Module 1 Unit 1”Whose bag is this?” taken from English Book 2, published by Foreign Language Teaching and Research Press. This is a listening and speaking class. The text is a dialogue about some things belongings in the classs Lost and Found box. As the first class of this module, its sensible to give the students a general picture of the topic of this module.教学目标Linguistic objectives 1) By the end of the class, students will be able to make general questions and make correctly answers.2）By the end of the class, students will be able to ask special questions leading by ”whose” and make correctly answers.Strategic objectives1) By the end of the class, students will be able to make conversations when they lost some things or find the owners of some things in English.Emotional objectives1) By the end of the class, students will be able to have a better understanding of the spirit of returning lost things to their owners 教学重点难点Key pointsWays out1) Special question sentences leading by” whose”.2) Using the nominal possessive pronounce to answer questions.Difficult pointsWays out1) Students will have difficulties in writing down all the sentences leading by whose and general question sentences. 2) Students will have difficulties in acting out the sketch in the lost and found office in the airport.1) Give some pause when students listen to the task sentences.2) Provide students with some necessary sentence structures and some key phrases. 教学方法（理论）My teaching philosophy: In todays language teaching, teachers should take the role of scaffolding for the students. He should not tell the students everything, but provide support for the students to find things on their own. Besides, a class should be a maximizing meaningful interactions class and students should try their best to speak in English. Therefore, the class time should be given to the students interactive activities.Specific teaching methods:1) Top-down method in listening comprehension2) the guided discovery method inn grammar teaching教学用具（含教学软件）Computer, chalks, text book.Teaching ProcedureSteps（min）Students activitiesTeachers activitiesDesigning purposeStage1: (5min)1) Talk about what they had lost and what they had found in their school life fierce.2) Predict the things will be talked about in the dialogue.1) Ask the students to talk about what they had lost and what they had found in their school life. 2) Ask the students to predict what things will be talked about in the dialogue from the big title “lost and found” by brainstorming.To motive the students interest and let the students have a preparation for this lesson.Reasons for stage 1: The purpose of this stage is to arouse the students interest and to bring a close link between the students prior knowledge and the in-coming input. The design of the first stage in this way is based on the constructivist theory. The constructivist theory believes that learning is a process in which the learners construct meaning based on their own experience and what they already know. So, in this stage, I want to help students make good preparation for this lesson.Stage2: (8min)1) Listen to the dialogue and do the multiple choices carefully.2) Listen to the dialogue and do the exercise.1）Ask the students to listen for the main idea of the dialogue and do multiple choice question basing on the dialogue.2) Ask the students to listen to the dialogue for the second time and find out their real owners of those things talked in the dialogue.To let the students have a general idea of the dialogue and pay attention to the details.Stage3: (6min)1) Listen to the dialogue and write down the asked sentences as many as possible.1) Ask the students to listen to and the dialogue for the third then fill in the blanks.To let the students have a better understanding of the dialogue.Design of Step 2:Tick out the words you had listened from the text.bag ( ) crayons ( ) eraser ( ) football ( ) gloves ( ) wallet ( ) watch ( )Design of stage 3:-Whose bag is this?-Oh sorry! Its _.Reasons for stage 2and stage 3: Socio-constructivist theory believes that learning is best achieved through the dynamic interaction between the teacher and the leaner and between the learners. For this reason, I ask the students to listen to the text for third and fourth times with the listening activities more and more difficult from getting the gist, to catching the details, and to getting some complete sentences. In this way, I set up scaffolding for the students ladder by ladder by carrying out a series of closely connected and difficulty-increased activities. Then the students can extend their skills and knowledge to the fullest potential. In this process, teachers role, as a guide and facilitator, can be enacted vividly.Stage 4: (20min)1）Read the dialogue and focuses on task sentences.2) Take part in the discussion and the sketch.3）listen carefully to what the teacher say. 1) Ask the students to read the dialogue by themselves and pay attention to the sentences leading by “whose”, some general question sentences and some adjectival possessive pronounces and nominal possessive pronounces.2) Ask the students, each of them playing a role, to discuss then act out a sketch in the lost and found office in the airport in groups of 4, one of which acts as a work of the office and other three act as some people looking for the things they lost, using sentences leading by “whose” and some general question sentences, then use some adjectival possessive pronounces and nominal possessive pronounces to answer.3) Make common on their sketch.1) To let the students have a better understanding of those sentence structures and their functions.2) To let students make all new sentences and phrases just learned into practice and practice their spoken English.Stage 5: