本站QQ客服在线 |
视频标签：第十届全国
所属栏目：初中英语说课视频
视频课题：《How do you make a sandwich》湖南谭惠_2016年第十届全国初中
教学设计、课堂实录及教案：人教八年级《Unit 8 Section B How do you make a sandwich》10湖南长沙青竹湖湘一外国语学校谭惠_2016年第十届全国初中英语教师基本功大赛说课大赛视频
Good morning, ladies and gentlemen. I’m Dora from QZHXY foreign language school of Hunan Province. Thank you for this great opportunity. Today I’m honored to share this lesson with you.
Before I get to the details, there are 2 basic questions to be answered:
No.1 What is this lesson?
Well, this is a listening and speaking class. The topic of the lesson is “How do you make a sandwich.” So it's all about food today.
No.2 What are my students like?
They’ve been studying English for more than 2 years. They are able to express common names of foods such as rice, chicken and so on.
OK, now, let’s take a closer look.
I’d like to my lesson into 4 periods. In period 1, I will help my students to make preparations by doing warm-up. In the second period, I will focus on the input, working on words, expressions and sentences. Then, in the third period, I’ll help my students digest today’s content and in the output period, I plan to help my students present what they’ve learned today.
Now, here comes the first challenge, how do I warm up? We all know that warming up is necessary because it can draw the students attention as well as provoke their interest. I choose to use a video clip of a cartoon made by Disneyland. Students love the cartoon because it is funny and dramatic. See, these kids are really attentive when watching the cartoon!
Now that my students’ heart belong to me, it’s time to move to the next period-- input. First, I will work on words and expressions. To get this job done, I need to introduce them, practice them and try to utilize them. Just now, we watch a cartoon, remember? In fact, I choose this cartoon because many of the new words and expressions are included. So I am able to introduce some of them by asking what food they’ve seen in the cartoon. To introduce more, I design a guessing game here. Obviously, students can easily guess out that a ham and egg sandwich can be made. Then by combining all kinds of foods together, students can get to know different flavors of sandwiches as well as the new words and expressions.
Then to practice them, I lead my students to try to summarize the common things in a sandwich and divide them into 3 categories: vegetables, meat, and other things. Up till now, 8 minutes have past. Some students may find it difficult to concentrate anymore. You know, they’re just kids. So to draw their attention back again, I present 5 attractive sandwiches and ask them which one they prefer. This part is pretty popular. Check this out. Now that they become interested, I set up a pair work here. And because they are interested, they are willing to open their mouth. Here are pictures of them during the pair work.
So far, the problem of words and expressions has been solved. The next challenge is, how to input the sentences. Well, this is a listening and speaking class and the textbook provides this one perfect listening material about how to make a sandwich. So I decide to make full use of it. Ladies and gentlemen, think about it. If your 5-year-old son asks you to make a certain food, say, a sandwich, what do you need to know? First, we got to know the ingredients, right? And then we need to know the quantity of the ingredients.I mean, how much butter should be put? How many vegetables should we buy? And, of course, the procedures of cooking. So I invite my students to listen for 3 times of the material, each time for different information.
When listen for the first time, they are required to check the ingredients they need. A very easy task for them. And then for the second time they need to listen for quantity. This will also help them review the sentences “how much” and “how many”. Then for the third time they need to listen for procedures. But there is one problem here. You see, the textbook provides us with a very general chart with only 4 words. The problem is, the speed of the listening material is too fast and without stop. So students will definitely have problems writing down all the information. So I made 2 changes here. First, I add some information into the chart, so it is easier for students to just fill the blanks. Then I cut the listening material into four parts. Each part is corresponding to a step so students will have more time to comprehend the context and notice the target sentences first, next, then and finally.
OK. Enough for the sentences. Let’s move to the next period—digestion.
The real question in this period is: How do I help my students to digest what we’ve learned today.
So, I design 2 tasks here: The first one is to describe the procedures of making a sandwich. This is actually the most difficult part in the whole lesson, so students will absolutely need some help to conquer this problem. The second task is to write a recipe. Here I intend to get students prepared for the coming output .
In task 1, students are required to describe the procedures. Since they can see the pictures and expressions on the screen, it becomes less difficult. Here is a video of how we did it.
The second task is a comprehensive task which includes almost every aspect of what we’ve learned today. So students are actually having a revision of all the content for today and getting prepared for the coming output.
But are my students prepared enough? Let’s come to the final part and find out.
For this part, I design a group work. It’s really challenging not only for students but also for me because a lot of things need to be considered. I need to think about what to practice, how to inspire them to speak up and how to get every one involved?
So the first question is, what to practice? Well, that depends on what we’ve learned . I’d like to summarize as ingredients, quantity and procedures. So I design a group work like this: Four students in a group trying to make the most creative sandwich. Students are required to describe the looks, the ingredients, the quantity as well as the procedures. And then, to inspire students to speak up, I need to make them interested and feel challenged. Here is a video of how I try to do it.
Finally, to get everyone involved, I recommend them to play different roles with different difficulty levels in the group work. For example, student A&B could draw a picture and describe the looks of their sandwiches. Their jobs are easier. Student C&D could talk about ingredients, quantity and procedures. Their jobs are more difficult. In this way, every student, even those whose English are not so good can find something to do. After an 8-minute discussion, I invite 4 groups to demonstrate their sandwiches. Let’s take a look at one of the groups.
Finally, the homework is to make a real sandwich for their family. To make sure they’ll do it, I design a questionnaire and ask for a signature of a parent. By making a sandwich for their families, students will learn to be more grateful which is also my intention.
At last, I want to say that as English teachers, on the one hand, we should make full use of the textbook. But on the other hand, we need to process the textbook to make it better suit the characteristics of our own students. By thinking out of the box, we can be the bosses of the textbook, not the slaves of it. By putting our own original thought into the lessons, we can make our lessons alive. Thank you all.
视频来源：优质课网 www.youzhik.com
