Unit 8 We are trying to save the earth说课稿 鲁教版英语九年级全册

Unit 8 We are trying to save the earth. 山东鲁教版九年级说课稿
Distinguished judges. Ladies and gentlemen. I am very glad to meet you here online. My name is … I’m from…And It’s a great honor for me to present the instructional design of my class to all of you. And next I’m going to present this class from the following six aspects.
Ⅰ. And now let’s get started from the first part: Analysis of teaching material.
We are trying to save the earth. It’s the 13th unit of Go for it English for ninth graders, which was published by people‘s education press in 2013. In this class, the teaching content is selected from Section A, Activity 1a to 2d for the first period of the whole unit. And this is 45-minute listening and speaking class. The topic of context of this unit belongs to the category of man and nature. And the main topic is environmental protection. This period, the teaching emphasis will be put on Environmental pollution in the world. At the end of the class, the students will be able to get a clear understanding of different types of environmental pollution. They will be able to talk about them and come up with some new ideas to solve these problems.
Ⅱ. Now let’s move onto the analysis of target students.
As they are in the last year of Junior high school,most students are equipped with certain language abilities and skills. They have developed good language proficiency and they are familiar with some useful language learning strategies. However, faced with the stress from the entrance examination for Senior high school,some of the students are not as active as they were. The lack of confidence and feel less interested in English class. All this makes it difficult for them to express themselves clearly and confidently. So in this class,besides the teaching of key vocabulary and the knowledge,I will also focus on improving the students‘ active participation in class, motivating their enthusiasm and arousing their interests and confidence in speaking English.
Ⅲ. So based on the above analysis of teaching material and target students, the teaching aims are identified under the guidance of the new curriculum standard, which aims to develop the students Key competencies of English. And these four aspects are integrated in the teaching aims in the class. And they are identified as followings.
1.Through pair work and group discussion, students can get a clear understanding about pollution and causes as well as master the usage of the important words and expressions about them.
2.Through the pair work and role play activity, students can work out the solutions of different kinds of pollution and come up with more ways to solve these problems.
3.Through fulfilling listening and speaking tasks, students can develop effective learning strategies, especially for listening, speaking and working in groups.
4.Through giving oral reports about different kinds of pollution, students can build awareness of environmental protection and enhance ability in solving environmental problems.
Ⅳ. Teaching points & Teaching methods & Learning strategies
What’s more, I also find that it might be difficult for students to master the key vocabulary and the structure about the topic in the context and it is also very important for the students to express their ideas about the topic according to their life experiences. So these two teaching points will be paid special attention to and will be emphasized in this class. Well, in order to achieve the teaching aims successfully, I also adopt some certain teaching methods and learning strategies in this class. As shown here, communicative approach, task-based language teaching and situational language teaching are all adopted in this class. At the same time, I will lead the students to use some efficient learning strategies. First, they can learn knowledge through individual work, pair work and group work. And they can also master the knowledge through observation imitation and practice. And most importantly, communication in real situation is also very important in my class. All these factors make it possible for students to become so successful language learners in my class.
Ⅴ. And now let’s take a look at the teaching procedures of this class.
This is a standard PWP teaching class for listening and speaking.
So now let’s get started from the first part: lead in.
Well, in this part, I will ask students to watch a short video about environmental pollution in the world. I think it’s a very direct and effective way to attract students attention, activate their interests and leave them a basic impression about the topic. And after watching this video, I will let the students brainstorm different types of for pollution they know and put them into a mind-map. It helps to enable the students to get a clear and structural understanding about the different types of pollution. And then ask questions: what do you know about these kinds of pollution And then I’ll present some pictures about the things related to different types of pollution in the world. And the students may also talk about the things they know about the causes.
So after that they will be able to deal with activity 1a. They should put the things related to different kinds of pollution into the right column. Is this part the students will get a clear understanding and be more aware of pollution and their causes. And if they may also add more words in different columns. I think it’s a good way to activate students’ initiate. So before I start the listening activities, I will put some pictures on the screen and lead the students to talk about them with some complete sentences. I think this is a good way to bring in the new words and phrases in the context. And it helps the students to learn core vocabulary about this topic in forms of various complete sentences. And also these three types of pollution will be presented in the following task of the book. So this paves the way and reduce the level of difficulty for the further tasks.
And then in activity 2b, the students will need to practice the listening skill, listening for details and specific information to complete the sentences in the chart. And after that I will give the students a mind map and some hints to ask them to retell the facts and causes about water pollution. I think it’s a good way for students to make an output. And it also paves the way for the following tasks in the post listening period. And after that the students will do with the activity 2a, which need them to practice the listening skills of listening for gist and for main ideas. And next, the students are going to deal with activity 2b. In this part, they also need to practice the listening skills, the listening for details and specific information and complete the sentences. And after that I still think that using a mind map to ask the students to retell the things they know about the pollution is a good way for them to practice their oral English. And it’s also an important way to help them experiment with new language and knowledge on their own.
And then after the listening tasks, we’re going to deal with activity 2d. In this part
students need to role play the conversation and underline the solutions to the problems. And here I will also let them discuss in Paris to find more solutions to the problems. And then I will ask them to put the the solutions they find out into two different mind maps. And I think it’s a good way for students to make their ideas and the solutions better organized and systematical. So after that the students can use the mind map they made to retell the things the know about air pollution and waste pollution. In this part, it enables students to practice expressing their ideas and paves the way for the final report of this class.
So at last, I will ask students to discuss in groups and work out a report on the different pollutions they know. So here, the students can use the structure shown here to talk about the problems, the causes, the solutions, and last their wishes. So this is the last output part of this class. And it requires students to make integrated use of the key knowledge and vocabulary to express their ideas confidently and clearly.
So now let’s take a look at the student’s performances in the class.
mini 小课堂 微视频
Then after the report,I will ask the students to make a summary of the whole class. And here I will present mind maps to help them summarize what they have learned in this class. And this is a good way to help them work individually and build their own structural knowledge about the topic.
Ⅵ. And at the end of the class, I will sign a stratified homework for students.
In my class the students are divided into different groups according to their language proficiency as well as their daily performances. And homework can also be classified as consolidated homework, inquiry homework and reflected homework. I think the stratified homework is a good way to encourage students learn English spontaneously and independently after class. Here are some of their works after class. I think they did a very good job, right
Ⅶ. Then I will also talk about my blackboard design of this class.
As you can see, on the top of the blackboard is the title of this lesson. And on the left it’s a mind map about the different types of pollution. And here I will also put other words about causes and facts under the each category. And on the right is another mind map about the solutions of these problems. I think these two mind maps on the blackboard may help students to express their ideas logically and systematically. And it’s a good way to develop their structural knowledge about the topic.
Ⅷ. So, the last part is the teaching effect and teaching reflection.
I think that in my class there are some several shining points. First this is a student- centered class, which means that in my class, students are the real masters and they are given plenty of opportunities to experiment with language and acquire knowledge on their own. They can experience different tasks and activities and the flexible use of mind maps enables them to build a structural knowledge about the topic. And they are encouraged to communicate in real situation. However, there is still space for further improvement. I will still work on how to improve students ability to think critically and their innovation. And I will work hard and I’m still on my way. So that is all about my presentation of this instructional design. And thank you so much for your attention and patience. See you later!