观摩研讨会上 老师上课的教案和说课稿

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The students are going to be informed what they are going to do in this lesson and what their final outcome will be. At the same time they are going to be encouraged to size up the tasks, as well as themselves.

告知学生本节课的主要任务体现了师生民主平等，也有利于学生自主规划、主动参与活动。活动以教师讲解为主。

III. Pre-reading task: to predict the possible content of Anne’s letter

The teacher is going to help the students form the schemata by a discussion of the following question betweet partners.

— Before we open the letter, can you predict what she might write in her letter?

The teacher wirtes the following two patterns on the Bb if necessary to set up a scaffold before the pair work:

? She will tell us …

? She wants to know …

and takes down the possible guesses and also the questions on the blackboard after the pair work.

1. The students are going to predict the possible content of Anne’s letter.

2. The students are going to work in pairs. Each pair will either give a sentence to predict what she might write in her letter or will think of a question Anne may ask.

3. Some pairs of students are going to tell what they predict.

读前活动重点在于构建学生阅读图式，为下步阅读活动做好铺垫。在这个过程中，训练学生预测能力。在语言方面，如果学生有困难，教师提供一个“支架”。活动以自主和pair互动为主。

IV. While-reading task: to read for information needed

1. The teacher designs some questions to help the students pick out the things Anne talked about and questions she raised already, and to encourage them to reason some presumption.

— What did Anne write in her letter?

— What did she ask in her letter?

— What are the things she doesn’t talk about? Why not?

— Is this a first letter or not?

— What are the questions you think is polite to ask in your reply letter?

2. The teacher will go around the class to observe, help and monitor while the students work in pairs or in groups.

For reference:

Tips & Warnings for a first letter:

l       Remember not to share too much too soon. Wait until someone knows you before you air your family problems and secrets.

l       Use careful judgment when deciding how much information to share with a stranger. Always be cautious when it comes to revealing personal information.

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The students are going to read the letter for information needed.

1. Through the text reading and their prediction comparing, in- divivually, the students are going, to read Anne’s letter and to pick out the things that she talked about in her letter and questions she raised already. Then they are going to have a class interaction to collect what thye pick.

2. They are going to have a discussion in pairs or in groups about what Anne didn’t refer to her letter and then to have a class interaction to collect their ideas.

3. They are going to have a further discussion in pairs or in groups about whether Anne’s letter is the first letter or not according to what they find she didn’t write.

4. They are going to work in groups to aware the precautions they might need to take while writing to a pen pal at the very beginning.

 

 

 

阅读本身是个信息输入的过程，应该是学生自主活动。教师的主要任务是搭建支架（如设计问题）提高学生阅读的效率，提供足够时间让学生自主阅读，设计话题诱发小组合作学习，同时教师提供必要的资源。因此这阶段活动主要以学生自主、合作为主，教师的责任以调控、评价、帮助等为主。学生的阅读活动从自己的预测（图式）与文本的互动开始，获取主要信息（Anne告知的和询问的），并通过学生间互动（小组合作），深入解读信息背后的文化知识（tips & warnings for a first letter）。

V. Post-reading tasks

Task one: a jigsaw puzzle

读后活动的主要目的是操练语言、拓展话题。为此，这里设计了三个任务，贯穿两条主线：语言和话题。

任务一主要通过完成jigsaw puzzle，让学生体验方位的表达。这一活动建立在文本理解的基础上，既要训练学生的scanning能力，又要引导他们关注有关语言的表达。活动以学生合作互动为主。

The teacher is going to help the students complete the jigsaw puzzle.

1. The teacher is going to give them the jigsaw puzzle and to organize the group work.

2. The teacher will go around the class to observe their group work, and help them if necessary.

3. The teacher will make some comment about their work.

The possible answers to the puzzle:

⑴ is the Teacher’s House

⑵ is the school

⑶ is the park

⑷ is the swimming pool

The students are going to complete the jigsaw puzzle according to the information from the reading text.

1. They are going to to scan for the information needed and to work in groups to complete the jigsaw puzzle. They are going to give the reason why they put each piece in the particular place.

2. Some groups will be chosen to present how they work out the puzzle and why they put the piece in the place before the whole class, with the help of the overhead projector and the computer.

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