文档介绍：该【黑布林英语A Test for Jess说课稿】是由【1772186****】上传分享，文档一共【5】页，该文档可以免费在线阅读，需要了解更多关于【黑布林英语A Test for Jess说课稿】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。英语说课稿
Opening(8分钟)
Goodmorning,,BackgroundAnalysis,TeachingObjectives,TeachingProceduresandthereflectionofthislesson.(出镜1)BackgroundAnalysis
,,thinkingqualityemphasizesthelogic,criticismandinnovationofthinking;Improvestudents*abilitytoanalyzeandsolveproblems,'sthinkingability,:Understanding,ApplyingandCreating,,whichisvitalforstudentstopromotemulti-thinkingthatgoeswellthisbook.
TextAnalysis
Accordingtotheteachingconcepts,:,'.
WHAT
,math,EnglishmusicandartwhileJessdoesn'tlikeschool,,Theyarehavingasciencetest,'',Ben''sparentsaretalkingtoBen',BeniscomingtostudywithJess,theyarehappybecausetheyarebestfriendsagain.
WHY
,.
HOW
Forreaders,-,'smore,someSmallWindowssuchas"Look”「Think"and"Act"areprintedononecornerofthepages,whichisconducivetoreaders,;Ithassomespeechbubblessuchas"Jess,areyoulistenting?,suchasBequick!Gettoyourroom!,theillustrationsofthisstoryarevividandinteresting,magnifyingthefacialexpressionsofthecharactershelpthemobserveanddiscussthestory.
StudentsAnalysis
AsforGrade4students,:SustainedSilentReading,,,,.
TeachingObjectives:
Basedonthebackgroundanalysis,,,,,thefirsttwoareimportantpointsandthethirdoneisthedifficultpoint.
Fortheimportantpoints,,:HowdoesBenfeelwhenheisgrounded?Toanalyzethestory,Iaskthemto
,?OrDoyouwanttosharegoodmemories?AndIalsowantthemtotalkaboutthewaytogetalongwithfriendswhichcanhelptheminreallife.
Teachingprocedures(12分钟)
-reading,while-readingandpost-.(出镜2)
Forpre-reading-Leadintopicpart,studentswillknowthemaincharactersBenandJessbylookingatthepictureandthenconnecttotheirlifeexperience,talkingaboutthequestions“Whoisyourbestfriend?Whafsyourfriendlike?Whatdoyouoftendotogether?Answeringthesequestionsinspirestheirinterestsinreadingthestory.
Forwhilereading—StoryExploringpart,,Studentswilllearnthewordsofsubjects:,studentswillhaveapicuretourofpage7-12withmebyansweringthefollowingquestions:Whataretheydoing?DoesBenhelpJess?Whatishappeningnext?IfyouwereBen,wouldyouhelpJess?Why?Thisstepdevelopstheirabilityofinterpretingandextractinginformation;,Studentswillreadpage13-19bythemselvesandfinishtheworksheettogetthemainideaofthestory,thenthinkofthequestionsuWhatishappeningtoBenandJess?Aretheystillfriends?”Afterreading,,'semotionalchangesbyaskingthequestions:Howdotheyfeel?andWhataretheythinking?:IfyouwereBen,howdoyoufeel?Why?Inordertounderstandtheclimaxwell,thetwokeyquestionsarebeingasked,
Aretheystillfriends?IfyouwereJess,whatwouldyoudo?-:Narrator,?AndWhatareJess'sparentstalkingtoBen's?ItleadsstudentstothinkaboutthesituationsandsolveproblemsfromJess':WhyisBencoming?*feeling.
Forpost-readingactivities,first,-,,studentswillanalyzethetitle:IsitonlyatestforJess?Whafsitfor?Theymayrealizethatit'satestforJessandalsoatestforBen;,,.
Afterclass,,theydon'.
Teachingreflection
Atlast,-,,IuseReactionandAttempttohelpstudentsfocusonBenandJess''reallife,,it',;,studentscanputintocharacters
9shoesandsharecreativeideas,',.
Ending
AsBenjaminFranklinsaid"Readingmakesafullman,meditationaprofoundman,.(出镜3)Thafsallfortoday'!