说课Keep healthy Lesson 2.ppt

,AnAnalysesofTeachingMaterialandTeachingObjectives,TeachingApproaches,TeachingProcess,StayingHealthy,AnalysesofTeachingMaterialandTeachingAims(教材与教学目的分析）,Contents:(内容）Studentsaretoldhowtokeephealthybythreepeoplesexamples,ZhangWei,MikeBrownandWangDandan.Theirlifeissoclosetostudentsthatitseasytoarousetheirinterestinreadingit.,Statusandroleofthetext(作为阅读课的地位与作用）Linguisticsenses（语言学意义）a)Readingstrategiesb)Howtoorganizethestructure.c)Whatsanideallogicorderforwriting.Broadersenses（广泛意义）:a)Helpstudentshaveastrongersenseoftheimportanceofhealth.b)Morewaysareintroducedtostudentsabouthowtokeephealthy.c)AwiderviewforstudentstolearnmoreaboutlifeandcultureinEnglish-speakingcountriesinhealth.,（2）StatusandRoleofthelesson(本课在本单元中的地位）,Keephealthy,Listening,Speaking,Lesson1&4,Reading,Lesson2,Grammar,Lesson3,Writing?,Originalstructureofthelesson(教材原结构）BeforeReading:-forvocabularyReadingStayingHealthyAfterReadingQuestionsoffourtypesRestructureofthelesson(重组教材）Beforereadingfreetalk:preparestudentsforthereadinglearningReadingStayingHealthy(dealingwiththevocabularyhereinthecontextandteachingreadingstrategies.)AfterReadingTrytowriteashortpassageusingwhattheyvelearned,（3）KeyPointsandDifficultPoints(重点难点）Readingstrategiesandteachingwritingbyteachingreading.,(4)TeachingObjectives(教学目标):a)KnowledgeandTechniqueTeachingObjectives:(知识与技能目标）Enrichstudentsvocabularyofthethemehealthandencouragethemtousewhattheyvelearned.TheusageofCausativeverbs.ReadingstrategiesWriteashortpassageabouthowtokeephealthy.,b)Processandmethodteachingobjectives(过程与方法目标）Makestudentslearnbydifferentsettingsincludingindependencelearning,cooperativelearningandinquirybasedlearning.Thus,theywillobtainalearningmodelwheretheycommunicate,cooperatewithothersandlearnfromothers.,c)Emotion,attitudeandvalues（情感，态度，价值观）Astrongersenseoftheimportanceofhealth.Bepositiveandoptimisticandactivetowardslife.BemoreconfidentandgetthesenseofachievementwhenusingEnglish.,AnalysesofTeachingApproaches(教学方法分析）,（1）TeachingModels:CooperativelearningInquirybasedlearningIndependencelearning,理论支持：1)Modernpedagogyseekstohelplearnersbecomemoreindependent,capableofbeingandkeentobecomelifelonglearners.Thus,theconceptoflearnerautonomyhasrisentoprominence(Wenden,1991).Promotinglearnerautonomymeansthatlearnershavearoleinplanning,controllingandevaluatingtheirownlearning.Groupactivitiessupplyonemeansofmovingstudentsawayfromdependenceonteachers.,2)Onecentralbeliefofcurrentsecondlanguagepedagogyisthatlearnersdifferfromoneanotherinimportantways(Robinson,2002)Oneareaofdifferenceliesinthetendencyofsomelearnerstoprefertolearninsocialsettings.Alllearnersneedtoknowhowtosucceedinsuchsettings,andCLprovidesopportunitiesforstudentstodevelopandpracticethestrategiestheyneedtoworkwithothers.,Inquiry-basedlearning(探究式学习的意义）,“TellmeandIforget.ShowmeandIremember.InvolvemeandIunderstand”,Whatsgenerallanguageproficiency?Emotionandattitude(情感态度）culturesense（文化意识）languageproficiency(语言能力)Learningstrategies(学习策略)Howtoachievethat?突出交际、主题为线、句式为主、螺旋发展“Communication-theme-patterns-comprehensivelanguageproficiency,(3)Toteachfishingisbetterthantogivefish.,HowtolearnWhattolearnLifelonglearnersBeapersonwithabigvision,Teachingprocess(教学过程）,BeforeReadingfreetalkShowavideoaboutAmericanstudentslifeafterschooltodrawtheirattentionandbringthemintothesituationofthetargetreading.,Reading:(SQ3R),SQ3Risausefultechniqueforfullyabsorbingwritteninformation.Ithelpsstudentstocreateagoodmentalframeworkofasubject,intowhichtheycanfitfactscorrectly.Ithelpsthemtosetstudygoals.Italsopromptsthemtousethereviewtechniquesthatwillhelptofixinformationintheirmind.,Survey:Scanthereadingtogetshallowoverviewofthereading.Question:PutupquestionsorwhatintereststhemasastudygoalRead:Slowreadfordetails(conceptmap)Recall:Runthroughthereadingmaterialinmindseveraltimes.Review:canbemadebyrereading,byexpandingideas,orbydiscussingwithothers.Aparticularlyeffectivemethodistoteachittosomeoneelse!,Step1(“Survey”)T:ReadquicklyandtellusA)Whatisthereadingabout?B)Whatsthetopicsentenceofthereading?(“Survey”:Scanthepassageforthemainideaandwheretoputthetopicsentenceforwriting),Step2“Question”T:a):Readthepassageagainandputupyourquestionsthatyoudontunderstand.b):Workingroups,tryingtosolvethequestionswiththeothershelporthehelpofthedictionary.(“Question”putupthequestionsasthestudygoalsolvethequestionsbyoperativelearningandinquirybasedlearning.Teacherscomelasttoexplainsomekeylanguagepointsandwords.),Step3“Read”T:Readagain,answerwhathelpsthemstayhealthybyfillingtheconceptmap.eatfruitandvegetables,ZhangWei,MikeBrown,WangDandan,(Slowreadfordetails),Step4“Recall”and“Review”T:Runthroughtheconceptmapandfinishtheform.(Summarizethethreechildrenswaysofkeepinghealthyandputyourown.)(Independencelearningprocess),AfterReading:fromreadingtowriting,T:Nowwouldyoulovetotellpeoplehowtheycankeephealthy?,Whatwillyoutellpeople?,1.Eatinghealthyfood2.Havinghealthylivinghabits3.Doingsports,Sumupyourideasagain,Writingpattern,Assessment(评价）=Formativeassessment+summativeassessment（形成性评价+终结性评价）Beforeclass(课前评价）:Analyzestudentslanguageproficiency,whetherornottheyvemasteredsomebasicexpressionsorgrammaticalstructuresandhaveaclearsenseoftheirlearningstyles,visuallearners,auditorylearnersorkineticlearnersbysettingupsomeactivities.,Inclassassessment（课中评价）,Whatisevaluated?1.Emotionandattitude(情感态度）2.Culturesense（文化意识）3.Languageproficiency(语言能力)4.Learningstrategies(学习策略)Howtoevaluate?1.observation2.AskandAnswer3.GroupWork4.Performanceinactivities5.Quiz,After-classAssessment（课后评价）,1.Testsorexams2.Questionnaire-Feedbackfromstudents,Questionnaire-FeedbackfromstudentsDoyoulik