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微格教学说课稿


Good evening everyone, it’s my great honor to have this opportunity to share my teaching plan with you. I divided my teaching plan into six /seven parts: analysis of teaching material, analys

is of students, learning objectives, key points and difficult points, teaching methods, teaching procedures. Now I will introduce every part in details. First, analysis of teaching materials. Today my teaching content is taken from Section B 3a of unit 7 in Student Book 4, I can’t stand it! This unit tells us how to make requests and apologize politely. Second, analysis of students Students have learned the sentence structure: Would you mind doing…in Section A, but they are lack of reading skills. Also middle school students are very active and curious, but it is not easy for them to completely focus on the study throughout the class. Third, learning objectives 1. Knowledge Objective (1) Master the words and expressions like stand, wait in line and follow somebody around. (2) Understand the use of sentence structure deeply: Would you mind doing…, Could you please do…When clause. 1. Ability Objective Comprehend the general idea of 3a by skimming and find the

important information by scanning. 2. Emotion Objective Know how to make request and apologize by learning how to complain and stop others’ impolite behavior. Fourth, important points and difficult point Important points Master the words and expressions like stand, somebody around. Understand the use of sentence structure deeply: Would you mind doing…, Could you please do…When clause. Difficult Points Comprehend the general idea of 3a by skimming and find the important information by scanning. Fifth, Teaching Methods Task-based language teaching Independent learning and cooperative wait in line and follow

learning in the form of pair work and group work. Sixth, teaching procedures 1. Pre-reading Show students the first picture in 3a. Let students have a guess based on the picture and questions I ask: Who are they? Where are they? What are they doing? Is the girl happy? What will she do or say? Then I will lead into the title of the passage,” I can’t stand it!” At the same

time, I will guide them to recognize the meaning of stand. 2. While-reading (1) Skimming Ask students to read the passage and get the answer of the multiple choice question: What’s the passage about? Before they start to read the passage, I’ll guide them to finish the task efficiently by skim: just grasp the main idea of article, don’t pay much attention to the details. (2) Scanning Get students to read the passage again. Find the things that annoy people and what they do when annoying things happen. Fill in the chart and check the answers with partner. Then I’ll tell them where the information comes from. During my explanation, I will also guide them to guess the meaning of the new words like annoyed, wait in line and sentence structure like I get annoyed when….When it happens, I… The purpose of this step is to guide students to use another reading strategies: scanning. Be sure to know what you want to find and the look for the exact information quickly. (3) Intensive reading Ask students to read the passage the third time. Work in group of four and finish the true or false question, which are about the

understanding of the details of the passage. 3. Post- reading (1) Retelling. Guide students to retell the passage. The purpose of this step is to make students have a overall comprehension of the passage. (2) Get students look at the pictures in 3b. Let them imagine you are the people in the picture. Complete the sentences. I get annoyed when… When it happens, I… This aims to practice students to make request politely on their own. (3) Summary and Homework 1. Summarize what they have learned this class including words, sentence structure and reading skills. 2. Divide students into three groups. Each group goes to one place in the school to find out at least one impolite behaviors and think about how to stop that. Then, design a poster according to the result.


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