UNIT1 cultural relics 说课稿

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教师资格证说课稿尚苗Helloeveryone!I’mverygladtohavesuchanopportunitytotalkaboutsomeofteachingideas.NowIwillintroducemyselfbriefly,mynameis&&&,I’m24yearsold,IamapostgraduatemajoringEducationfromYNNU.Iwillgraduateintheyearof2017.IthinkEducationisagreatwork,throughteachingtheknowledgetoachievemyvalue.I am passionate for nation's education.AstoEnglish,itisthesubjectthatIlikebest.IhavepassedCET4/6andacquiredbasicknowledgeofEnglishandthetheoryofeducation.ThelessonplanwhichIamgoingtotalkaboutisfromNSEFCBook2Unit1CulturalRelics.Iwillexplainhowtoteachandwhytodosointhefollowing4aspects:theanalysisoftheteachingmaterial,theteachingmethodsandstudyingways,teachingprocedures.Part1TheAnalysisoftheTeachingMaterialNow,letmeturntotheanalysisoftheteachingmaterial.Thispartincludes4aspects:teachingcontent,teachingaimsandtheimportantandthedifficultpoints.1.Teachingcontent:Thetopicofthisunitisculturalrelics.Thecontentofthefirstperiodincludesthedefinitionandclassificationofculturalrelics,somefamousculturalrelicsinChinaandabroadandthestoryoftheamberroom,whichincludesthebuilding,missingandrebuildingoftheamberroom.Thestructureofthetextisobvious,sostudentscanunderstandthetextandfindthekeywordofeachparagrapheasily.Throughthislesson,wecanfindthatthetextbooktriestopaymoreattentiontotheimportanceofprotectingtheculturalrelics.2.TeachingaimsBasedontheteachingcontentIsetthefollowingteachingaims:knowledgeaims,abilityaimsandemotionalaims.1).Knowledgeaims:Getstudentstolearnnewwords,expressionsandsentencepatterns.AndhavestudentsknowaboutsomefamousculturalrelicsanddetailedinformationabouttheAmberRoom. 2).Abilityaims:Improvethestudents’readingability.Helpthestudentstolearnhowtotalkaboutculturalrelicsandwaystoprotectthem.3).Emotionaims:Trainthestudents’abilitytocooperatewithothers.Cultivatestudentstohavetheawarenessofprotectingculturalrelics.3.TeachingimportantpointsIthinktheimportantpointsaretotalkaboutculturalrelicsandwhatshouldbedonewiththem.Trainthestudents’readingability,analyzethetextandgraspkeyinformationofthetext.4.TeachingdifficultpointsHelpthestudentstorealizetheimportanceofculturalrelicsandhowtoprotectculturalrelics.Developstudents’readingandspeakingability.Part2:TeachingmethodsandaidsDealingwiththelesson,I’lldomybesttocarryoutthefollowingtheories:MaketheSstherealmastersinclasswhileIactasadirector.letsthestudentsreceivethemoraleducationwhiletheyarelearningtheEnglishlanguage,Toachievemygoal,I’llusethefollowingmethods:1)Task-basedteachingmethod2)Co-operativemethodandinteractivemethod3)QuestionandansweractivityInordertopracticemyteachingmethodswell,Ineedthefollowingaids:1).Multi-media2).Pictures3).TaperecorderPart3:Studyingmethods Whenitcomestothestudyingways,thestudentswilllearnknowledgeandskillsthroughthewaysofindependentreading,discussion,groupwork,analysis.Studentsneedtodevelopsomereadingstrategiessuchasskimming,scanning,summarizinginformation,andsoon.Also,it’snecessaryforstudentstosearchsomebackgroundinformationaboutamberroom.Thestudentsarerequiredtocommunicateanddiscusswithothergroupmembers,Letstudentsgettheknowledgebycooperativestudy.Part4:Teachingprocedures:Herecomesthemostimportantpartofmylessonplanpresentation—theteachingprocedures.Idivideditinto6steps:lead-in,warmingup,pre-reading,reading,post-reading,summaryandhomework.Step1.Lead-inLetstudentstalkaboutthedifferencesbetweentheoneyuancoinandtheoldcoinsfrommanyaspectsPurpose:lead-inthelessontopic”Culturalrelics”Step2.Warmingup1).ShowsomepicturesaboutculturalrelicsathomeandabroadandthefourpicturesonP1whilegivebriefintroductionaboutthem.3)．SolveQuestion3:Doasurveytoknowwhethertheyareculturalrelicsornot4)．Becauseofthestudents'differentideas,havethemdiscussaboutQuestion1:whatisaculturalrelic?Summarizetheiropinionsandgivestudentsthedefinitionoftheculturalrelics5).SolveQuestion2:Doesaculturalrelicalwayshavetoberareandvaluable?Isitenoughtohavesurvivedforalongtime?Askforoneortwostudents'opinionandstatetheirreason6)LanguagePoints:Iwillshowtheimportantwordsexpressionsandsentencesonebyone,thengivethemtherightusage,letstudentsmakesentencesbyusingthelanguagepoints.Step3.Pre-reading:Firstshowthestudentsthepictureoftheamberandplayavideotohelpthemunderstandtheamberbetterandhaveaquickdiscussion. SecondEncouragethestudentstoimaginetheroomwhichismadeofseveraltonsofamberandletthemlookatthetitleandthepictureofthereadingpassageandaskthemtopredictwhatthetextisabout.Step4.Reading1).Readingaloudtotherecordinglistenandreadaloudtotherecordingofthetext2).Fastreading(5mins)Askstudentstoreadthetextquicklyandtrytoanswerthequestions,thenaskstudentscommunicateingroupanddivideitintothreepartsandgetthemainideaofeachpartandeachparagraph.AskSstoCompletethecomprehensionexerciseNo.1andNo.2.Purpose:ImprovethereadingabilitysuchasSkimmingandScanning.Graspingkeyinformationandthegeneralideas.3).Carefulreading(5mins)Readthepassagecarefullyagainandanswerthedetailedquestions:1.WhatcouldtheKingofPrussianeverthinkofhispresenttotheRussian?2.WhywasthegiftgiventhenametheAmberRoom?3.Whatshapecantheamberbemadeintowhenheated?Anyshape.4.IstheAmberRoompureambermadewith?5.WastheAmberRoomspeciallymadetobeagift?No,itwasn’t.6.WhatwastheAmberRoommadefor?ForthepalaceofFrederickI.7.WhatdidtheCzargivetheKingofPrussiainreturn?55ofhisbestsoldiers.8.WherewastheAmberRoomfirstplaced?9.WhatdidCatherineIIdototheAmberRoom?10.IstheAmberRoomstillinRussia?No,itisn’t.11.WhathappenedtotheAmberRoom?ItwasstolenbytheNazisandismissingnow.12.WhendidtheAmberRoomdisappear?DuringtheSecondWorldWar.13.WhatweresavedfromtheAmberRoom?Thefurnitureandsmallartobjects. Purpose:Furtherunderstandthetexttounderstandthedetailsofthepassage.Step5Post-reading1.Firstdiscussthefollowingquestioningroupsoffour.IsitworthrebuildinglostculturalrelicssuchasAmberRoom?Giveyourreasons.2.Retellthestoryingroups.:EncourageSstousetheirownwordaccordingtothegeneralideas.Purpose:IwanttocheckifmystudentsunderstandthewholepassageandiftheymasterwhatImeantotelltheminthelesson,what’smore,it’salsocanpracticetheiroralEnglishthroughretelling.Step6.SummaryandHomeworkAtlast,Iwillmakeasummarytohelpstudentstoreviewwhatwehavelearnedinthisclass.Then,IwillaskthemtosearchmoreinformationaboutculturalrelicsandwriteacompositionaboutWhetherYuanMingYuaninBeijingshouldberebuilt?Thistaskisassignedtocultivatestudentstohavetheawarenessofprotectingtheculturalrelicsandimprovetheirabilityofwriting.BlackboardDesign.Unit1CulturalrelicsLanguagePoints:rarevaluableremaindesignbelongtosurvivedynastyTextOrganization:PartI(para1)Thebriefintroduction:design,color,shape,materialPartII(paras2-4)Thehistory.(present,relocatingandmissing).PartIII(para5)TherebuildingOK,that’sall,Thankyou!