《Lesson Plan for Around Our Schoo》优秀

2019-04-02 说课稿

  Teaching Material

《Lesson Plan for Around Our Schoo》优秀说课稿

  P 26, Reading, Unit 3 Around Our School,

  Cambridge English for Schools Students’ Book One (See Attachment I)

  Teaching Object

  Class 7(A) Junior Two, Hangzhou Foreign Languages School

  Teaching Aims



  1. The main task (Outcome)

  The students will be able to write a letter to Anne and post it on the blog, where Anne will be able to read.


  2. Language Focus

  (1) The students will be able to use the following words and pattern properly in given situations or their daily life:

  flat; café; in the north/ south/ east / west of …

  (2) The students will be able to describe the different locations of the buildings in their school, which is a boarding school, and activities concerned.

  本单元主题是Around our school,所以学校的方位和附近环境描述是学习重点。语言要点就是根据这个定位,并结合学生实际解读、提取的。

  3. Language Skills

  The students will be able to find the places (in the jigsaw puzzle) according to the letter.


  4. Learning Strategies

  (1) The students will be able to guess and reason the presumption by the information collected from the reading of the letter. (认知策略)

  (2) The students will be encouraged in groups to write back a letter about their school scaffolded with patterns from the text. (情感策略)


  5. Affection

  The students will be able to focus their attention on the classroom instruction and performance.


  6. Culture

  The students will be able to aware the precautions they might need to take while writing to a pen pal at the very beginning.



  The students might find it short of time to construct a letter with a good logic order and in well-organized language.


  Teaching Aids

  Blackboard, Chalk, Computer, Overhead Projector,

  Visualizer, Jigsaw Puzzles, letter paper, a treasure chest


  The students sit in four-member groups around desks.


  Procedures & Activities

  Teaching Procedures & Activities

  Learning Procedures & Activities


  I. Pre-task phase: to talk about the blog

  The teacher is going to play the song Big Big World and open the website BBW to introduce them the blog and the theme “Big Big World”.

  — Shall we sing a song together?

  — Do we live in a big big world? How big is this world? But I say it is a small world after all. Why? Internet, emails, msn make the world small. Here is a blog. It’s our blog. We can see each other on holiday over this blog.

  ⑴The students are going to listen to and sing along with the English song Big Big World.

  ⑵They are going to have an interaction with the teacher, answering some questions.

  ⑶They are going to be encou- raged to talk about any blog they know.

  ⑷They read the blog together to warm themselves up for the following activities.

  教师建立一个博客BB World,为课后教学构建平台,并以博客主题歌给学生热身,培养学习情感。活动形式以师生活动为主。

  II. Task–introduction & Task–acknowledgement

  The teacher is going to inform the students what they are going to do in this lesson and what their final outcome will be.

  — A girl named Anne visited the blog and she left a letter. Are you interested in writing her back?

  — In today’s class we are going to read her letter and write her a letter back.

  The students are going to be informed what they are going to do in this lesson and what their final outcome will be. At the same time they are going to be encouraged to size up the tasks, as well as themselves.


  III. Pre-reading task: to predict the possible content of Anne’s letter

  The teacher is going to help the students form the schemata by a discussion of the following question betweet partners.

  — Before we open the letter, can you predict what she might write in her letter?

  The teacher wirtes the following two patterns on the Bb if necessary to set up a scaffold before the pair work:

  ? She will tell us …

  ? She wants to know …

  and takes down the possible guesses and also the questions on the blackboard after the pair work.

  1. The students are going to predict the possible content of Anne’s letter.

  2. The students are going to work in pairs. Each pair will either give a sentence to predict what she might write in her letter or will think of a question Anne may ask.

  3. Some pairs of students are going to tell what they predict.


  IV. Wile-reading task: to read for information needed

  1. The teacher designs some questions to help the students pick out the things Anne talked about and questions she raised already, and to encourage them to reason some presumption.

  — What did Anne write in her letter?

  — What did she ask in her letter?

  — What are the things she doesn’t talk about? Why not?

  — Is this a first letter or not?

  — What are the questions you think is polite to ask in your reply letter?

  2. The teacher will go around the class to observe, help and monitor while the students work in pairs or in groups.

  For reference:

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