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说课稿范例-王萍


参赛序号 B10
Unit 4 Earthquakes (说课稿) 英语 051 王萍 Good afternoon, everyone. May 12th will be an unforgettable day to this piece of land, and people living on this land. The 1min earthquake shook China but shocked the world. It also brought us back to the sorrowful memory 32 years ago----Tangshan earthquake. That was a night the earth didn’t sleep. Today I’ll interpret this reading text, taken from NESFC book 1 Unit 4 Earthquakes. A vivid picture still exists in students’ mind and they can recall the great damage caused by the horrible earthquake. Although they were not familiar with Tangshan Earthquake, they are able to imagine it. Besides, students also feel sympathy for people who lost their homes, families or even lives. After this class, students’ affect would be deeper. In this class, I’ll adopt TBLT method. Constructivists hold the view that learning should be based on learners’ experiences and what they already know. As students can still vividly recall the Wenchuan Earthquake, I’ll use it as a leading-in to make them use English in a real environment. Besides, I’ll also design some task for students to learn individually and corporately. This is aimed to cultivate their habit of self-learning as well as corporation. Next, I’d like to explain my teaching objectives to you. As it’s a reading class, new words and phrases are the very basic knowledge. After reading, students will be more familiar with the new word in this unit. I’ll also help them to understand the words in context or by paraphrasing. Students will be clear of the organization and the main idea of the text. While dealing with the text, students will use strategies such as skimming and scanning. By skimming, they can divide the text into parts with the clue of “time”. And by scanning, they will get the main idea of each part and to finish a form which contains detail information. In addition, when we are facing such a disaster, we need the courage to stand up, hope to overcome it and patriotism to be united. That’s

the affect our students can absorb from the text. The key points is to get students be familiar with the words, to grasp the main idea of the text and to deep understand the text by a discussion of the title. And the difficulty lies in this discussion part. Students are lack of vocabulary to express their ideas freely. Therefore, before this task, I’ll make linguistic demands comfortable for them by provide them some instructive words or sentences. Now I will specify my teaching procedure. Step 1 leading-in (3 mins) After greeting the students, I’ll show some newspaper title about Wenchuan Earthquake and let the students read them together. It is an emotional rush to them and will certainly attract their attention. Step 2 pre-reading (10 mins) Pictures about some other great earthquakes in the world will be displayed in front of the students one by one. Under each picture, 1 or 2 words will be given and the students are asked to tell their impression with 1 sentence with the key words given. Some keys are directly from the text and students can acquire them better by using them. Next, I’ll give a brief introduction on “how do earthquake take place”. The Wenchuan Earthquake will be cited as an example. Step 3 While—reading (20 mins) By showing students a picture of Tangshan Earthquake, all the attention will focus on it. First, students will skim to find out the clue in this text and try to divide it into parts according to the clue “time”. Second, they will read it carefully again. Through scanning, they are doing two things: first, to underline some difficulties; and second to sum the main idea of each part. Third, students are asked to finish a form by pair work. It can help them to get a clearer idea of the time and the relevant events or results. Fourth, I’ll add some basic knowledge about what to do in an earthquake by some T or F questions. It’s quite necessary while confronting an earthquake.

Step 4 post-reading (11 mins) Two questions will be raised to help students deep understand the text. 1. What’s the meaning of the title “a night the earth didn’t sleep”; 2. Can you suggest another title? They’re all open questions. But though group discussion, students cannot only understand the text deeper, but also develop their ability of reflection. The last part will be homework. Students are required to search some information about some “little heroes” in Wenchuan Earthquake and write a letter to them. While they are reading the stories of these heroes, I do believe our students will think and grow. That’s all for my interpretation. Thank you!


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