发布时间 : 星期三 文章2019-2020年高教版中职英语（基础模块 第2册）Unit 10《Why was it built》word说课稿更新完毕开始阅读
2019-2020年高教版中职英语（基础模块 第2册）Unit 10
《Why was it built》word说课稿
Good morning, my dear judges and friends! The pictures you are enjoying on the screen are famous buildings and building groups in Ninghai. Ninghai is full of historical and scenic spots. How I wish my students, who major in the Tour Guide Service can introduce the beauty of Ninghai to the world in the future. This lesson offers me a great opportunity. Today, I’m honored to share with you about how to give a listening and speaking lesson of Unit 10 Why was it built? from English Book 2, published by Higher Education Press from the following five aspects: analysis of the students, understanding of the teaching materials, teaching method, teaching procedure and teaching reflection.
1. Analysis of the Students
I’ll begin with the analysis of the students. The students majoring in the Tour Guide Service have already taken part in the service for some important activities in Ninghai such as the celebration for the first China Tourism Day on May 19th, 2011, so they have a strong feeling for the tourism in Ninghai. It is easier to attract them to take part in the classroom activities.
2. Understanding of the Teaching Materials
Teaching innovation should be based on the thorough understanding of teaching materials. I’ll explain it from three sections: the content and function of the lesson, key points and difficult points, teaching objectives.
1) The Content and Function of the Lesson
This period mainly concerns the words and expressions introducing famous buildings and some dialogues about the history of famous buildings in the world. The main objective is to enable students to use the past tense of passive voice to introduce famous buildings and broaden their eyes. Passive voice is quite common in English communication and a broad vision is necessary for a good tour guide. So how important this lesson is for my students.
2) Key Points and Difficult Points of the Lesson
This lesson focuses on the expressions asking for and introducing the information of famous buildings. The difficult points lie in how to enable students to use what they have learned in the class to solve problems in real life.
3) Teaching Objectives
Based on the content and function of this lesson, I establish the following teaching objectives: Language Knowledge:
① Students are able to command words about buildings such as build, design, locate and
revolution. ② Students are able to command expressions asking for and introducing buildings:
When was it built? It was built in/on… Why was it built? It was built to … Who designed it? It was designed by… What was it used for? It was used for… Language Skills:
① Students are able to predict before listening and listen for detailed information by catching the
key words to understand the dialogues talking about the famous buildings
② Students are able to talk about the famous buildings with each other by using the key words
and expressions
Cultural Awareness: Students are able to get familiar with the history of some famous western buildings. Affection:
① Students are able to broaden their eyes by getting familiar with some famous buildings in the
world and love their own hometown by introducing its famous buildings.
② Students are able to cooperate with others by selectively putting the materials together to
make an introduction of one famous building.
3. Teaching Methods
To achieve the above teaching objectives, situational teaching method and task-based language teaching method are adopted in this class.
4. Teaching Procedures
Teaching procedures are the most important of a successful teaching. Before class, apart from
making a multi-media courseware and Question-Answer cards which will be used in the speaking activity, I’ll divide the students into groups of 6 according to their language ability. As for the students, they need to collect materials about famous buildings in Ninghai (such as pictures, videos, the location and so on). With everything prepared, here come the six teaching steps: Step 1: Lead-in I will play the video showing famous buildings in Ninghai one minute before class to help students begin their English learning in a relaxing atmosphere. With the help of the video, I smoothly begin the class by talking about the tourism in Ninghai to activate students’ background knowledge and preset a task for the students: it is your honorable duty to introduce the famous buildings in Ninghai to the world. And all the following activities are to help them prepare for this duty.
First of all, broaden their eyes. A matching competition will be held between groups and details about the buildings will be introduced later by showing more pictures and asking them the following questions: Where is it? Why was it built? to lead in the study of key expressions. Group cooperation can relieve students’ fear caused by the unfamiliarity with the English expressions of these famous buildings while group competition can fully motivate their learning enthusiasm. Step 2: Listening The students may know a lot about one famous building, but how to introduce it to tourists? I will introduce the magical blanket of Aladdin to link different teaching steps and change the whole boring listening process into a wonderful traveling to enjoy famous buildings in the world and experience how to guide a tourist to visit famous buildings at the same time. This is the point where I integrate the teaching materials and set an interesting situation for students.
Students are certainly eager to begin their traveling, but which buildings are we going to visit? They will listen to three tour guides introducing the three buildings and order the pictures. This step serves as preparation for the following activities by briefly introducing the background knowledge of three buildings, which follows the study law-from the easy to the difficult.
Then we will arrive in the first stop of our wonderful travel-the Statue of Liberty. I’ll ask the students: If you are the tour guide, what questions do you think the tourists will ask? Do you know the answers? With their own predictions in mind, a flash will be followed to check the answers by circling the questions they hear and completing the fact file. In the above process, students are not passively asked to do some meaningless listening activities. Instead, they actively explore for the information through different listening strategies directed by different questions and experience the use of key expressions. The information technology makes it possible to let students play an initiative role in a vivid learning environment. Step 3: Speaking
The Statue of Liberty is a gift from the French people, so in the following step, I’ll lead students to France to visit the Eiffel Tower. Students need to win the passports for themselves by helping the magical blanket finish the Question-Answer cards. They will read aloud after the tape, underline the questions about the information of buildings to put into the Question card of a tourist and then find the answers to put into the Information card of a tour guide. The listening activities act as a role of implicit learning, and then this activity is to cultivate students’ ability to summarize and help students command the key expressions in an explicit way. After receiving enough input, now it’s time for the students to output. I will lead them to visit the Eiffel Tower by showing a flash to let students understand how to use Question-Answer cards to act out a dialogue. After that, we will be in the last stop of our wonderful travel. It’s students’ turn to guide me to visit the Great Wall. A video showing its beautiful scenery will be played and students need to act out a dialogue by using the provided Question-Answer Cards. By role playing, students become the masters of the class while the teacher is a helper who offers the information cards. They are given the opportunity to speak out and practice the key expressions again.
Step 4: Task
Ensuring that the students have enough language foundation after a series of listening and speaking activities, the preset task at the beginning of the class is presented to them. They need to work in groups and finish the following tasks:
First, share the materials they have collected with their group members and choose a famous building they all like.
Then discuss with each other about the building and put together the materials to make an introduction of it.
(Possible questions to think about: What was the building used for? When was it built? Who designed? Why was it built? Why is it famous? Is there any interesting stories about it...)
At last, each group should choose a representative to show the result to the whole class and then the whole class chooses the best tour guide according to the following standards: Contents and Requirement Words and expressions learned in class have been fully used build, locate, design, revolution… It was built in/on… It was built to … It was designed by… It was used for… Pronunciation Full Score 10 10 10 Score Language Manners Creativity Grammar Logic Vividness 10 10 10 10 10 The standards not only act as guidance for the students to work out the group task during the discussion, but also attract the attention of the whole class during the show time.
The highlight of this step is creating a language situation closely related with their major by making full use of local characteristics. And this is what I do to break through the difficult points of this lesson.
Step Five Self-check The following step is self-check. It presents the key contents of this lesson to deepen students’ impression and also helps the teacher to check whether the targeted teaching objectives are reached or not. What’s more, it offers two different levels for students to choose from, which can meet the different needs of students in different language levels. Step Six Homework After class, students need to work in groups again and choose a famous building in Activity1. Collect as much information about it as possible by searching the Internet. Make full use of what they have learned in the class to make an oral presentation in the next class.
5. Teaching Reflection
As teachers, we should always help students study more efficiently and get ready for their future study or future jobs. In this class, all the teaching activities are carefully designed to meet students’ real needs and help students develop their overall language ability by playing an initiative role in a situation close to the real life and future career. And the information technology shows its great advantage in breaking through the key and difficult points of this lesson. It provides sounds, pictures and visual images such as flashes and videos to make it possible to let students intuitively experience the language used in scenes which they are unfamiliar with such as visiting the Statue of Liberty and Eiffel Tower.
6. Layout
At last, I’d like to show the layout as follows:
Unit 10 Why was it built?
Self-check Sheet
The first level I have learn the useful words: ( ) guide ( ) tourist ( ) build ( ) design ( ) stair ( ) revolution ( ) introduce ( ) be famous for ( ) be used for I have learned the useful expressions: ( ) When was it built? ( ) Where was it built? ( ) Why was it built? ( ) Who designed it? ( ) It was built in 1889. ( ) It is located in China. ( ) It was built to celebrate the success of the French Revolution. ( ) It was designed by Alexander Eiffel. The second level I can use the useful words to finish the descriptions of the famous buildings: build design locate guide introduce be used for Hello, everyone. I’m glad to be your _____. Let me _____ the Stonehenge to you. It is _____ in southwestern England. It is a circle of huge stones. People have many questions about it. When was it _____? Who _____ it? Why was it _____ like this? What was it _______? Experts say they are still not sure about all these questions. I can: ( ) understand simple dialogues talking about famous buildings. ( ) use the useful expressions to introduce some famous buildings. Group work participation I collected materials about famous buildings in Ninghai before class. I took an active part in the group discussion. I volunteered to be the reporter.