Unit 3 Could you plea clean your room? 说课稿
重庆市北碚区西南大学附属中学 段春涛
Good morning, distinguished judges! It’s a great honor for me to stand here to interpret my reading lesson. I’ll demonstrate it in the following 7 aspects.
Student analysis:
My students can be categorized into fast learners and they are ud to previewing and reviewing, and have a good level of English proficiency compared with other class in Grade 8. This lesson is the cond period in Unit 3, so they have learned some expressions and ntence structures in the first period, such as “Could you plea ...?”, sweep the floor, take out the rubbish, fold the clothes and so on.
They are highly motivated English learners who are willing to express their own ideas and interested in foreign cultures. In general, they are active, imaginative and creative when carrying out English activities in class.
Teaching and learning materials:
The main reading material is taken from Student’s Book 4 of Go for it! (PEP). This unit mainly talks about family chores, and the language goals are reviewing making polite requests and asking for permission. The main text tells a story about “Nancy” and her mom in the first person, and it describes the common family conflict between Nancy and her mom over doing houwork. The other supplementary reading material is created by me and offered to my students as a scaffold for comparing different cultures in China and America and better understanding the family responsibilities.
Therefore, this unit is very important in the process of developing students’ proper living habits and their n of responsibility. What’s more, it is also helpful to shape students’ cultural character.
With an illustration and little new vocabulary, the text book reading material is easy for students to understand. However, the complicated layout and no title make it difficult for students to grasp the plot.
On the other hand, the supplementary reading material is a short report about American teenagers doing houwork. With a title and subtitles in bold, its layout is salient.
In view of the text features and the English proficiency and characteristics of my students, the focal points lie in how to clarify the plot of the story and explore the theme of sharing responsibilities. The difficult points rest on how to lead students to grasp the plot and emotion changes of the character and how to provide the scaffold for students to act out the story. The critical point lies in exploring the theme and the writing purpo.
The text book reading material is the focus becau it is the foundation. The vocabulary in the last period (page 18) is reviewed, and only the vocabulary about this reading material is prented and practiced (page 19) in the authentic context.
For the supplementary reading material, students only need to extract the information to bridge the gap of comparing themlves with American peers.
Teaching objectives:
According to the National English Curriculum (2011) for compulsory education, the following reading skills are required:
● finding the theme of the passage;
● predicting and understanding the plot of the story;
● using reading strategies for different reading aims;
● reading a large number of English material after class;
● cooperating with others;
● making good u of pictures;
● understanding and comparing foreign and Chine cultures…
Bad on the requirements above, the features of the reading materials, and the characteristics of my students, both product success objectives and process success objectives are suppod to be achieved through this lesson.
In the learning process, students can:
1. rai questions about the story with key words provided;
2. scan for detailed information of the story or the report;
3. compare the information of teens doing houwork in China and America;
4. monitor and evaluate their own study.
By the end of the class, students will be able to:
1. role-play the story;
2. make a report about their plans for sharing houwork;
3. understand different cultures about doing houwork in China and America;
4. be aware of the responsibilities of doing houwork.
Focal points: the plot of the story, the changes of characters’ emotion, comparing the cultural differences.
