初中英語9AU4 Reading Never give up 說課稿

2022年安徽省學(xué)前和義務(wù)教育優(yōu)質(zhì)課評(píng)選活動(dòng)2022年安徽省學(xué)前和義務(wù)教育優(yōu)質(zhì)課評(píng)選活動(dòng)說課稿學(xué)科：英語年級(jí)：九年級(jí)上課題：牛津譯林版9AU4Reading說課教師：蕪湖市中江中學(xué)俞丹丹

Dearjudges,it’smygreathonortostandhereandsharemyteachingdesignwithyou.IamYuDandanfromWuhuZhongjiangMiddleSchool.Thisteachingdesignconsistsof6parts.Theyareteachingrational,analysisofteachingmaterials,analysisofstudents,teachingobjectives,teachingprocedures,andblackboarddesign.Solet’sbeginthefirstpart–teachingrational.ThisclassisdesignedbasedontheNationalEnglishCurriculumStandardsforCompulsoryEducation(2022).Inthisbook,thereisapicturetoshowtheinterrelationshipamongsomekeyfactorsinEnglishteachingandlearning.InordertoachievethecorecompetencesofEnglishsubject,therearemanymethods.TeachersshoulddesigndifferentactivitiesduringtheclassaccordingtotheEnglishlearningactivityconcept.Theyshouldalsoanalyzethediscoursecarefullyinordertoachievethebigidea.Theyshouldpayattentiontotheintegrationofteaching,learningandevaluation.Thesetheorieshelpmaketheteachingdesign.Herecomesthesecondpart–analysisofteachingmaterials.TheteachingmaterialinthisclassisselectedfromOxfordEnglish(Yinlinpress)forGrade9students,Module1Unit4Growingup.Itbelongstothetheme“manandself”.Herearethemaindiscoursesinthisunitandtheyhavedifferenttopics.Ourfocustodayisinthereadingdiscourse.Accordingtothedifferenttopics,wecanfurtherdividethisunitinto2sub-units–growinguppainsandwaystolearnabouttheworld.Andhereisthediscourseallocation.Afterthisdivision,wecancomeupwiththebigideaofthisunit.Duringtheprocessofgrowingup,therearepains.Inordertogrowuptobeabetterman,theyshouldlearnabouttheworld.Andthewaysarevarious.Forexample,theycanlearnfrompeoplewithgoodqualities,andtheycanalsolearnthingsfrombooksandothermedia.Also,bytheendofthisunit,studentsareabletoachievethefollowinggoals.First,theyshouldusewordstodescribethegrowinguppainsandtheirfeelingstowardsgrowingup;thentheycanlistthewaysthroughwhichtheycanknowmoreabouttheworldandcomeupwiththeadvantagesanddisadvantagesoftheseways;then,theycanlearnsomethingaboutSpudWebbandotherswhohavegoodqualitiesandlearnfromthem,thenmakeaposterandwriteapassageaboutthem;atlast,theycanlistentoaprogrammeandreadsomebookstoknowsomethingaboutWWIIandvaluethepeacefullifenow.Now,let’sfocusonthediscourseinthisperiod.ItisfromtheReadingpart,anditisabiographyaboutSpudWebbunderthetitleof“theshortestplayerintheNBA”.Theanalysiswillbedonefromthefollowingthreeaspects–what,whyandhow.Aboveall,thisbiographygivessomebasicinformationaboutSpudWebb,andhisbasketballcareerandsomegoodqualities.Next,thisbiographytellsusthatalthoughSpudWebbissmall,heachieveshisdreamatlastbecauseofhishardworkandpersistence.So,thiscansetagoodexampleforstudents.Then,thisbiographyiswrittenintimeorderandinthesimplepasttense.Therearealtogether6paragraphsandtheycanbedividedinto3parts.Afterthediscourseanalysis,let’slookatourstudents.Studentsinthisclassareatdifferentlanguagelevels.TheyareinterestedinEnglish,andtheyarecreativeandactiveinclass.Theyhavealreadyknownsomeinformationaboutthegenreandthetopicinthisperiodisfamiliartothem.Theyhavelearnedthesimplepasttense.Theycanuseamindmaptoorganizetheirideasandchoosedifferentreadingskillstofindinformationanddrawaconclusion.Buttheymaystillhavesomedifficulties.Forexamples,theyhavelittleknowledgeaboutSpudWebbanditishardforthemtoorganizeideasinaconciseway.Soinordertohelpstudentssolvetheproblems,morediscourseswillbeprovidedandasampleanalysiswillbegiven.Basedontheanalysisofthediscourseandourstudents,wecanfigureouttheteachingobjectivesofthisperiod.Bytheendofthisperiod,wehopeourstudentscanknowsomeinformationaboutSpudWebbinabiography,anduseamindmapandaformtomakealltheinformationclearandconcise.Thenbasedonthemindmap,theycanworkoutthestructureofthebiographyandthewritingorder.Then,studentscananalyzetheinfluenceSpudWebbbringstoDavidandhelpDavidmakeapostertorecommendSpudWebbasthepersonwhoinfluenceshimmost.AtlasttheyshouldrealizethattheyshouldlearnfromSpudWebbandkeephard-workingandpersistentwhenmeetingdifficulties.Inordertoachievethegoals,differentactivitiesaredesignedintheteachingprocedures,whichisthemostimportantpartintheteachingdesign.Thereare6stepsintheteachingprocedures.Theyareleadin,pre-reading,while-reading,post-reading,summaryandhomework.Herearethetimeallocationandthenumberofactivitiesineachstep.First,inLeadinpart,twopictureswillbegiventostudentstoshowDavidinthepastandatpresent.Studentscaneasilyfindoutthathispersonalitieshavechangedfromhiswords.Thenaquestionwillbegiventostudents.Thisactivitycanhelpactivatestudents'previousknowledgeandattracttheirinterestinthisperiod.Inthepre-readingpart,studentsshouldpayattentiontothepictureandthetitleandmakeadescriptiontothepersoninthepictureandguessthereasonsbehindDavidinfluencedbySpudWebb.ThenIwilltellstudentthegenreofthearticleisbiographysothatstudentscanpredictthemaincontentofthispassage.ThisactivitycanhelpstudentshaveaprimaryimpressionofSpudWebbandthisnewtypeofwritingcangetthemreadyforthemindmaplater.Inthefastreading,thestudentsareaskedtolookthroughthepassageandfindouttheallthekeyinformationaboutSpudWebb,andworkoutamindmaplikethis.Accordingtothemindmap,studentscanfigureoutthewritingorderandthepassagestructure.Thisactivitycanhelpstudentshaveaquickandbriefunderstandingofthebiography.Thesecondactivityinthewhile-readingisdonepartbypart.SoPart1ispara.1,studentsshouldreadandfillintheblanks.Whilecheckingtheanswers,theywillbepresentedtwopicturestomakethemunderstandthecontentbetter.Then,studentsarerequiredtofindouttheadjectivesthatcanbestrepresentSpudWebb.Theyaresmallandbig.Next,studentscanguessfromthetitlethathecanrealizehisdreamatlast.Thisanalysisofpara.1canhelpstudentsknowsomebasicinformationofSpudWebb.Part2includes4paragraphs.TheyalltalkaboutSpudWebb’sbasketballcareer,andtheyarewritteninthesameway.Therefore,para.2ismadeasasampleandwewillanalyzeitwithstudentstogether.Somequestionsaregiventoallowstudentstopayattentiontodetailsandworkoutsomekeywords.Andtheyneedtopayattentiontothekeystructures.ThissampleanalysiscanhelpstudentsknowaboutSpudWebb'slifeinjuniorhighandgetthemreadyforthelaterself-learning.Afterthesampleanalysis,studentsareencouragedtoworkingroupsandhaveadiscussiontofindoutmoreinformationinhisbasketballcareerfrompara.3topara.5.Again,somequestionsaregiventoallowstudentstopayattentiontodetails.ThiscanhelpstudentslearnaboutSpudWebbandhelpthemdevelopgroupworkskillsandself-learningskills.Afterthediscussion,studentscanworkoutacompleteformlikethis,whichpresentsSpudWebb’sbasketballcareerclearlyandconciselyandshowsthekeyphrases.Basedontheformandthepictures,wewillgivestudenttwoquestions.ThefirstquestionhelpsstudentsunderstandthathardworkandpersistencecanhelpSpudWebbrealizehisdreamandencouragestudentstolearnfromhim.Thesecondquestionisusedtoleadtothelearningofpara.6.Inthelastpart(para.6),thestudentsshouldfirstfindoutthewriter’sopinionsaboutSpudWebb.Then3morequestionswillbegiventoaskstudentstofindouttheevidences.These4questionscanmakestudentspayattentiontothewriter’sopinionandreviewthecontentinthisbiographyagain.Herecomestothepostreadingpart.Inthispart,studentsshouldlookatthethreepicturesagainandworkoutthereasonwhyDavidcanbeinfluencedbySpudWebb.Theycanworkoutthesimilaritiesbetweenthemandfindouttheanswer.Thiscomparisoncanhelpstudentsfindoutthereasonsanditalsoechoeswiththebeginning.Afterthat,adialoguebetweenDavidandhisclassmatewillbeplayedinclass.Studentsshouldlistenandanswertwoquestions.ThislisteningcanhelpstudentsrealizethatitisnecessaryforDavidtotakepartinthecompetit