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1、 外國語學(xué)院師范生 微格教學(xué)實(shí)驗(yàn)報告 年級：11級 班級：4班 小組：第四小組 姓名：黎泳清 學(xué)號：1103010409 廣西師范學(xué)院外國語學(xué)院教師教育教研室制 2012年3月 微格訓(xùn)練教學(xué)實(shí)驗(yàn)報告 第 次 主 講 人 黎泳清 學(xué) 號 1103010409 年　　級 11級 指導(dǎo)教師 鄧芳嬌老師 實(shí)驗(yàn)日期 　2014年5月　4　日 教　　室 課題名稱 外研版.七年級.下， Module 1 Unit 1 Whose bag is this? 訓(xùn)練目的 □導(dǎo)入技能 　□教學(xué)語言技能 　□提問技能 　

2、□講解技能 　□變化技能 □強(qiáng)化技能 　□呈現(xiàn)演示技能 　□板書技能 　□結(jié)束技能 　□組織技能 背景知識 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

3、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

4、 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

5、 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. 教學(xué)目標(biāo) Linguistic objectives 1) By the end of the class, students will be able to make ask general qu

6、estions 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. Emotiona

7、l 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 教學(xué) 重點(diǎn) 難點(diǎn) Key points Ways out 1) Special question sentences leading by” whose”. 2) Using the nominal possessive pronounce to answer questions.

8、 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

9、sentences. 2) Provide students with some necessary sentence structures and some key phrase. 教學(xué)方法（理論） 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 t

10、he 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

11、 listening comprehension 2) the guided discovery method inn grammar teaching 教學(xué)用具 （含教學(xué)軟件） 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 i

12、n 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

13、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 t

14、he 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

15、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 o

16、n 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

17、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. Rea

18、sons 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 act

19、ivities 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

20、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

21、 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

22、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 funct

23、ions. 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

24、 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 activi

25、ties before to help students to prepare for this activity, which meets the requirements of students’ right language level.

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32、 板書設(shè)計/媒體設(shè)計 教學(xué)評價 課后 自評 年　 月　 日　 小 組 互 評 優(yōu)點(diǎn) ① ② 不足 ① ② 建議 ① ② 小組 評分 組長簽名 指 導(dǎo) 教 師 評 價 簽名： 年　 月　 日