阅读课说课稿模板

1、Good morning / afternoon, Respectable judges,My lesson report will go in 5 parts.The first part is concerned with the identification of the Ss' needs.The Ss that I am supposedto teach are the first-year Ss of junior high school. According to the teaching theories, Ss' needs are of the priori

2、ty to be identified so that we can design the class in order to satisfy their needs. The identification and satisfaction of students needsis the nature of learner-centeredness. The Ss at this age, then, are usually active and curious, but, at the same time, they are easy to get absent-minded in clas

3、s if they are kept listening to the teacher all the time in a passive way. Therefore, in this class, I intend to design various activities so as to activate their schemata, to stimulate their interest, and to make them concentrate on the class.The second part of my lesson report is the analysis of t

4、he teaching materials.The lesson that I am going to teach is taken from Module Unit“of Foreign Language Teaching and Research Press, Book 2. This is a listening and speaking class. The topic of this reading text is familiar to the Ss but it is not so easy to cover it within a class because there are

5、 so many new words and difficult sentence structures. Therefore, I plan to cover it within 2 class hours. Clearly, in the first class of this text, it ' sensible to give the students a general picture of the topic.Next comes to the third part of my lesson report: the establishment of teaching ob

6、jectives.Based on the identification of the Ss' needs and the analysis of the teaching material presented above, the teaching objectives can be established as follows.By the end of the lesson, students will be able to:(2)(说明原因，并将重难点融在其中)The fourth part of this presentation is about my teaching p

7、hilosophy of this lesson.Personally I think, the teacher 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 of their own. Next, in a language class, interaction is the core. Therefore, the class time s

8、hould be given to the students" interactive activities. With the teacher 's careful scaffolding andthe students' meaningful interactions, I think that the language class will be successful in developing the learners' communicative competence in the end.Then the last part, Part 5, wh

9、ich is a very important part, is the presentation and analysis of the specific teaching procedures.With the objectives clearly in mind, I design the whole teaching process in 3 stages.Stage1 is leading in with 2 specific steps. The purpose of this stage is to stimulate the students' interest and

10、 to bring a close link between the students' prior knowledge and the in-coming input.So first of all, I will present the Ss with some pictures about which help to catch the students attention and foreshadow the topic of this lesson. All at the same time, I will integrate new words and expression

11、s in the description of the pictures.,Then, I will ask the Ss to predict the content of the recording based on the pre-listening questions in order to facilitate the students to get closer and closer to the listening material,Theory: The design of the first stage in this way is based on the construc

12、tivist theory. The constructivist theory believes that learningis a process in which the learners construct meaning based on their own experience and what they already know. Therefore, in these two steps, I aim at engaging in the Ss' personal experience by activatingthe Ss ' schtamaThe secon

13、dstage is the reading stage with 3 specific steps.The first is the Skimming step, in which I will ask the Ss to skim for the gist of the text and tell it orally in order to let the Ss have a general picture of the text,Then the text comprehension step in group work.I will divide the Ss into _ groups

14、 according to the number of paragraphs in the text. The students in each group are collaboratively decoding the meanings of the text and designing questions on a particular paragraph they are responsible for so that they can raise questions for the other groups to answer in the later class-discussio

15、n step. This is a process in which everyone has to focus on his /her own part that his /her group is responsible for, but simultaneously, he /she can not neglect the rest of the text in case he/she is asked to answer questions by other groups of students.This is the major step in this stage, which w

16、ill take ? minutes.While the students are having the class discussion on the text comprehension by raising and answering questions, the teacher willprovide instant feedback on the students' question-and-answer activity and give necessary explanations of the text.Having finished the question-and-

17、answer activity on reading conprehension, the Ss are required to work out a summary of the text. I will list the key words as cues for the Ss ' reference.Theory: Why do I design the reading stage in this way?Socio-constructivist theory believes that learning is best achieved through dynamic inte

18、raction between the teacher and the learner and between learners. With the teachers scaffolding through questions and explanations, or with a more capable peer s support, the learner can move to a higher level of understanding. For the foregoing reason, I design the question-and-answerActivity ” by

19、means of group work which requires dynamic interaction between the teacher and the learner and between learners. What is more, in this stage, I try to set up scaffolding for the Ss ladder by ladder by carrying out a series of closely connected and difficulty-increased activities. Then the Ss can ext

20、end their skills and knowledge to the fullest potential. In this process, teacher 'rote, as a guide and facilitator, can be enacted vividly.The third stage in this lesson is speaking, taking the form ofDiscussion.In this oral disccusion stage, the topic for the students group workIn this class, discussion is not only a process of speaking output, but also a way for detecting the accomplishement of the teaching objecti