作业微格说课报告.doc

外国语学院师范生

微格教学实验报告

年级：11级
班级：4班
小组：第四小组
姓名：黎泳清
学号：1103010409

广西师范学院外国语学院教师教育教研室制
2012年3月
微格训练教学实验报告
第 次
主 讲 人
黎泳清
学 号
1103010409
年　　级
11级
指导教师
邓芳娇老师
实验日期
　2014年5月　4　日
教　　室

课题名称
外研版.七年级.下， Module 1 Unit 1 Whose bag is this?
训练目的
□导入技能 　□教学语言技能 　□提问技能 　□讲解技能 　□变化技能
□强化技能 　□呈现演示技能 　□板书技能 　□结束技能 　□组织技能
背景知识
Learners Analysis:
The students that I am supposed to teach are the first-year students of junior high school. Most of them have learned English for more than 3 years. For the linguistic proficiency, they have some general idea of general and special questions, but not very good at it. In addition, as for the affective state, the students at this age are usually eager to speak and curious, but they are easy to get absent-minded in class. Therefore, in this class, I will design various activities to arouse their interest and give them opportunities to speak, which help them concentrate on the class.
Materials Analysis:
The lesson that I am going to teach is Module 1 Unit 1”Whose bag is this?” taken from English Book 2, published by Foreign Language Teaching and Research Press. This is a listening and speaking class. The text is a dialogue about some things’ belongings in the class’s Lost and Found box. As the first class of this module, it’s sensible to give the students a general picture of the topic of this module.
教学目标
Linguistic objectives
1) By the end of the class, students will be able to make ask general questions and make correctly answers.
2）By the end of the class, students will be able to ask special questions leading by ”whose” and make correctly answers.
Strategic objectives
1) By the end of the class, students will be able to identify things’ belongings by communicating in English.
Emotional objectives
1) By the end of the class, students will be able to have a better understanding of the spirit of returning lost things to their owners
教学
重点
难点
Key points
Ways out
1) Special question sentences leading by” whose”.
2) Using the nominal possessive pronounce to answer questions.

Difficult points
Ways out
1) Students will have difficulties in writing down all the sentences leading by whose and general question sentences.
2) Students will have difficulties in acting out the sketch in the lost and found office in the airport.
1) Give some pause when listen to the task sentences.

2) Provide students with some necessary sentence structures and some key phrase.
教学方法（理论）

My teaching philosophy:
In today’s language teaching, teachers should take the role of scaffolding for the students. He should not tell the students everything, but provide support for the students to find things on their own. Besides, a class should be a maximizing meaningful interactions class and students should try their best to speak in English. Therefore, the class time should be given to the students’ interactive activities.
Specific teaching methods:
1) Top-down method in listening comprehension
2) the guided discovery method inn grammar teaching
教学用具
（含教学软件）
Computer, chalks, text book.
Teaching Procedure
Steps（min）
Students’ activities
Teacher’s activities
Designing purpose

Stage1: (6min)
1) Talk about what they had lost and what they had found in their school life fierce.
2) Predict the things will be talked about in the dialogue.
1) Ask the students to talk about what they had lost and what they had found in their school life.
2) Ask the students to predict what things of the lost and found office will be talked about in the dialogue by brainstorming.
To motive the students’ interest and let the students have a preparation for this lesson.
Reasons for stage 1:
The purpose of this stage is to arouse the students’ interest and to bring a close link between the students’ prior knowledge and the in-coming input. The design of the first stage in this way is based on the constructivist theory. The constructivist theory believes that learning is a process in which the learners construct meaning based on their own experience and what they already know. So, in this stage, I want to help students make good preparation for this lesson.

Stage2:
(10min)

1) Listen to the dialogue and do the multiple choices carefully.
2) Listen to the dialogue and do the exercise.
1）Ask the students to listen for the main idea of the dialogue and do multiple choice question basing on the dialogue.
2) Ask the students to listen to the dialogue for the second time and find out their real owners of those things talked in the dialogue.
To let the students have a general idea of the dialogue and pay attention to the details.

Stage3: (6min)

1) Listen to the dialogue and write down the asked sentences as many as possible.
1) Ask the students to listen to the dialogue for the third and fourth times and write down the sentences leading by “whose” and general question sentences as many as possible.
To let the students have a better understanding of the dialogue.
Reasons for stage 2and stage 3:
Socio-constructivist theory believes that learning is best achieved through the dynamic interaction between the teacher and the leaner and between the learners. For this reason, I ask the students to listen to the text for third and fourth times with the listening activities more and more difficult from getting the gist, to catching the details, and to getting some complete sentences. In this way, I set up scaffolding for the students ladder by ladder by carrying out a series of closely connected and difficulty-increased activities. Then the students can extend their skills and knowledge to the fullest potential. In this process, teacher’s role, as a guide and facilitator, can be enacted vividly.

Stage 4: (22min)
1）Read the dialogue and focuses on task sentences.

2) Take part in the discussion and the sketch.
1) Ask the students to read the dialogue by themselves and pay attention to the sentences leading by “whose”, some general question sentences and some adjectival possessive pronounces and nominal possessive pronounces.
2) Ask the students, each of them playing a role, to discuss then act out a sketch in the lost and found office in the airport in groups of 4 using sentences leading by “whose” and some general question sentences, then use some adjectival possessive pronounces and nominal possessive pronounces to answer.
To let the students have a better understanding of those sentence structures and their functions.
Stage 5: (1min)
Take notes about the homework.
Ask the students to write down their sketches acting in the class and to find out some useful words and phrases in the dialogue.
To let the students use what they have learnt into practice.
Reasons for stage 5 and stage 6:
These two stages are stages to check whether the lesson finish the teaching objectives and to see the effectiveness of this class, and these stages should be connect with production such as speaking and writing. Besides, students are eager to speak, this activity can motivate them. What’s more, I design many activities before to help students to prepare for this activity, which meets the requirements of students’ right language level.
板书设计/媒体设计

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