Unit 3 Sports and Fitness Discovering useful structures 说课逐字稿 -2024-2025学年高一英语人教版（2019）必修第一册

Good afternoon，distinguished judges, my number is . The lesson I am going to represent is taken from Book 1 Unit3 Sports and Fitness and it’s the Discovering Useful Structures part entitled Make small conversations. I’ll interpret my lesson mainly in the following 3 aspects. They are the learning objectives, the evaluation tasks and the teaching and learning activities. All these three parts are based on the Curriculum Standards, the analysis of teaching material and the students themselves. So at the very beginning, I’ll illustrate the teaching principles, teaching and learning methods, analysis of the teaching material and the students. According to the Curriculum Standards, our classroom teaching should be aimed to help students cultivate their English subject core competencies, which include language ability, thinking quality, cultural awareness, and learning ability. How can we achieve the goal, we need to integrate the components of the curriculum into our class by adopting proper methods through a series of theme-based activities where they go through the learning processes of learning and understanding, applying and practicing, and transferring and creating. Only when we teachers create appropriate learning activities can we achieve an effective class. So my teaching method of this class is activity-based approach to English learning, and the learning methods are learning through activities, cooperative learning and inquiry-based learning. As for the analysis of the material, I try to answer three questions: what, why and how. This teaching period mainly deals with the grammar: tag questions. And it carries a considerable significance to the cultivation of students’ spoken English. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality. The students are required to use this grammar naturally by observing, experiencing and practicing. As for the analysis of students, they have learned and previewed some points about this grammar, so it’s not totally strange for them. They are not very motivated because most of the students feel it difficult while learning grammars. But the context is familiar to them. So based on all of the analysis above, I design the learning objectives of the lesson and which are also the teaching objectives of the lesson. That is by the end of the lesson, the students will be able to 1.Have a good understanding of the basic usages of tag questions. 2. Enable to use the basic phrases structures flexibly. 3. Develop speaking and cooperating abilities. 4. Strengthen students’ great interest in grammar learning. The key points and the difficult points: And now comes the second part of my statement: the "evaluation task". Well，to detect the achievement of students' learning goals, whether they have learned, to what extent, and what they have not done enough, it’s a basis for teachers' next teaching decisions. Students can also self-evaluate through it. Effective evaluation tasks need to meet three criteria: match objectives, be clear, and be feasible to implement. So for this lesson, the evaluation task is to use tag questions to role-play one of the situations given. During the process of achieving this task, the teacher should observe the students’ performance and give instant and proper feedback. Also the group members can evaluate each other and the student can self-evaluate according to the given requirements. And next is the third part, the teaching activities. Guided by the objectives I design 6 steps and 4 activities. Firstly, I’ll invite my students to enjoy a piece of video which is about a nursery rhyme using tag questions. Then, I ask my students what is special about this nursery rhyme to lead in the grammar: tag questions. There are three purposes of this step: Thematically it activates students’ prior knowledge about this grammar and lead them into the lesson. Psychologically, it creates an open learning environment and arouse their interest. Mentally it provides students’ thoughts on what a tag question is. Then comes activity one, students start to read the conversation below and underline the tag questions and their answers. After the students find out the answers, I’ll further ask them what functions do the tag questions have? intention: to know the students’ puzzles about tag question and to help students figure out what tag question is by perceiving the conversations. activity 2 Practicing. My students will be invited to completed the conversations with appropriate tag questions or correct answers. Though activity 1 and 2, the teacher could guide the students by asking “can you figure out how tag questions are structures? And when do we usually use tag question?” Intention: is to help students to better understand what tag question is by analyzing, inferring and summarizing, and make some complement by cooperative study. activity 3 Work in pairs and use tag questions to role-play one of the situations below. I’ll suggest practicing their conversation in group, and I’ll invite some volunteers to show their work for the whole class. Intention: In this part, I want my students to use the tag question into practice and it’s also the cultivation of their team work and courage to show themsrlves. Then comes the evaluation part. During the whole class, the teachers, group members, and the student themselves do the evaluation according to their performance, their final works and the evaluation chart. The must-do homework is to and the can-do is to As for the blackboard design, except for the title and sub-title, The middle part I’ll draw a mind map including the basic structures tag question and the noticing points of this grammar. The left part is for some important or new words and expressions occurred in this lesson, and the right side is for the learning objectives. That’s all for my lesson. Thanks for your listening. 学科网（北京）股份有限公司 $$