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有微友一直希望凌哥提供一个英语版的说课稿，可是凌哥好像只提供过一个用英语说教学目标的范例。 好在凌哥的团队中的朱敏明老师做了一个英文版的。朱老师无私投稿，以飨读者。   PEP 6A Unit 6 How do you feel? Part A Let’s learn 说课实录 上海尚阳外国语学校桐乡实验学校 朱敏明 Good morning, ladies and gentlemen. It's my honor to present my lesson plan here. The lesson I'm going to talk about is from PEP Book Seven Unit Six How do you feel? Part A Let's learn. My teaching plan is divided into five parts: the analysis of the the teaching materials, the analysis of the learners, the teaching objectives, teaching procedures and reflections. Analysis of the teaching material and students Firstly, let's focus on the material and learners. This unit talks about feelings, which is a topic that students are familiar with. So, it is easy to draw their attention to the class and make them involved. In the perspective of holistic teaching for a unit, I divide the topic of the unit into three levels. Level one is Expressing emotions. At Level 3, students will learn to give advice for bad feelings. This is Level 2, students will learn to compose a story about feelings. Why do I divide my class into these three levels? I consider the students at different levels. Students will learn all the words together in the first class. And these words are in the mini situations. They can't make good sense. So, they will move on to the whole story. As to the topic today, during the development of the story, they will experience different feelings at different stages of the story. Period 3 is about the EQ. They will learn to give the suggestions according to their own judgment. Teaching Objectives Based on the analysis above, I set the following learning objectives according to the core literacies of English discipline. First, by the end of the lesson, all the students will be able to master these words and express their feelings. In addition, proficient students will also express their reasons as well. Especially, the ability of recomposing a story with different strategies will be trained. And the ability to cooperate will be developed in groupworks. The green ones are easy for them, and the red ones are difficult for them. At last, the students will be able to understand that animals have different feelings so that they can get on well with them. Teaching Difficulties In order to achieve these learning objectives, I will adopt the Stratified Teaching Strategy in the large class. Here is my teaching procedure. Now let's take a look step by step. Teaching Procedures Step 1 Warm-up Before class, I will play a song about feelings, to draw students’ attention, also to lead in the topic. Then the first step is warming up. I will let proficient students say the words about feelings by brainstorming. And I will let less proficient students put the pictures in the circles. Interactive games are very popular. They can activate students’ background knowledge. Step 2 Presentation & Practice Here are the difficult words. How to break through the difficulties? The drama method will be used. I'll set the situation like this:You wear a new T-shirt today and you walk on the street. Suddenly a car goes by with dirty water splash. How do you feel? Then let all the students say and act. First let them try to say the words. If the proficient students need help, I will give the words with same pronunciation. And then let proficient students act and say more. This can help students understand the language easily and naturally. After that I will play a chant along with the pictures. Like this.“ She is worried. He is angry. He is sad. She is afraid. They are happy.” It can let all the students participate in the activities and reinforce the target words in a more vivid way. After the students have experienced the feelings in the drama, I'll let them share their own feelings in meaningful situations in accordance with their real life. Proficient students can express their feelings and reasons well, but some need help about this. In conclusion, we know people have different feelings. And then I let students focus on the animal’s feelings and know that animals have different feelings, too. As prepared before hand, story time comes. First, let students look and say, what do you know from this picture? This is a picture from the first teaching period. It can make the story more reasonable. And then I will add a beginning for the story, “Sarah likes cats very much. She has a naughty cat. What happened then?” I'll let students look and think about which picture should go first. It can train the students' logical thinking. After predicting the pictures, students will listen and number. It can develop students' listening ability and help them know the structure of the story. Then, I'll let them read and focus on the pronunciation and intonation. The last step is writing, the purpose of which is to reinforce the target words and focus on the grammar. Through activities of speaking, listening, reading and writing, I let students further understand the meaning of the keywords and to meet the needs of different students at different levels. Step 3 Production With enough input, valid output can be expected. So the next step is production. There are two activities in this step. After reading the story on the book, I will ask them “Do you really really like this story?” Most of them will say “no”, because it's too simple and not much fun. So, at this step, I will let them rearrange these pictures and ask students to make a longer and better story. But how to make the new story? We can use this mind map. We can add “What do they say? What do they do?” and the reasons which are necessary for the story. Like this: One day the naughty cat climbs the tree, but the tree is so high that he can't get down. He is worried. Sarah is very worried too, but she says “Don't worry. I can help you.” ... Sarah calls 119. So in my story, I change the plots of the details and also use complex sentences. As an example, it is important to provide a perfect model for students to imitate. Then, I let students make up their own story and act it out in groups. I will let the proficient students be the narrator and let the less proficient students act the cat and Sarah or the firefighter. Also, I will encourage them to add the title, the beginning and the ending. Then show their writing. It can increase students' achievement in English learning. Evaluation is also important. Different evaluations are considered for different students. Homework & Blackboard Notes At the end of the class, I will deliver a worksheet. It is an effective way to check whether the students have learnt or mastered the language or not. What's more, do you remember this task? It helps students to output with pictures. And pictures are concrete hints. While working on the sheets, students have to read and think in an abstract way. Thus, I develope their thinking ability from concrete to abstract. Also, this is one of the homework assignments. And another one is to make up a new story and act it out. The layered design focuses on language output about different students. Finally, it's the blackboard design. On the left is a flow map of the story. And on the right is a bubble map of the strategies. Reflection To sum up, with the Stratified Teaching Strategy, students learn the words from drama to the real life, from understanding to application, from concrete to abstract. The green ones are for less proficient students. And the red ones for proficient students. Step by step, from shallow to deep, different activities are designed for the students at different levels, so that most students can participate actively. That's all for my presentation. Thanks for your attention.
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也算是凌哥满足了微友的要求啦！
