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北师大版 (2019)选择性必修 第二册Lesson 1 Enlightening a Mind说课课件ppt
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这是一份北师大版 (2019)选择性必修 第二册Lesson 1 Enlightening a Mind说课课件ppt，共40页。
The required elective course book 2 , published by Beijing Normal University PressTeaching Material Learning ObjectivesThe required elective course book 2 , published by Beijing Normal University PressZhong WeiTeaching Design01Guiding TheoriesEnglish Curriculum Standards, released in 2017,revised in 2020 English Curriculum Content with Six Components IntegratedGuiding TheoriesGuiding TheoriesRead the linesRead beyond the linesRead between the linesscaffoldingBloom’s Taxonomy 02General IntroductionAnalysis of the Target StudentsLearning ObjectivesKey and Difficult pointsTeaching Approaches and Aids06EvaluationGeneral IntroductionⅠ. Analysis of the Teaching MaterialThemeHuman and self---life and learning The text is about how Ms Sullivan's teaching as well as Helen's own effort enlightened her mind and finally changed her life. To allow readers to gain a clearer understanding of it, the text focuses on Helen's learning process of the four words, doll, water , love and think. The text aims to lead readers to gain a deeper understanding of education’s influence on people as well as one’s own effort through Helen’s story of changing from a troublemaker to a successful woman. A narration---Time line ★Part 1(1-2): A description of Helen’s childhood situation and her acquaintance with Ms. Sullivan.★Part 2 (3-11): Helen’s learning process of the 4 words. General IntroductionⅠ. Analysis of the Teaching MaterialII. Analysis of the Target StudentsSWWWWWWWWOTStrenghthsThey have some knowledge about Helen Keller’s life and have grasped some basic reading strategies and skills. WeaknessesOpportunitiesThreatsThey show keen interests in learning more about Helen Keller and are willing to explore what changed her life. They show difficulty in reading long texts and lack experience and skills in having an integrated exploration of the text at multiple levels and from different angles.They easily feel discouraged in face of such a long text and stop further exploration after gaining some basic facts after reading this narration. General IntroductionⅠ. Analysis of the Teaching MaterialII. Analysis of the Target StudentsIII. Learning Objectivessequence the teaching order of 4 words and explain the reason; interpret and summarize the connection between the learning process of 4 words and the title; construct the story from Ms. Sullivan’s perspective and present it in an interview. Analysis of the Teaching MaterialAnalysis of the Target studentsAnalysis of theTeaching MaterialAnalysis of theTarget studentsLearning Objectives010204Read the linesRead between the linesRead beyond the linesAfter this class, students will be able to:Bloom’s TaxonomyScaffolding analyze the reason for Helen’s successful enlightenment from different angles;03Read between the linesGeneral IntroductionⅠ. Analysis of the Teaching MaterialII. Analysis of the Target StudentsIII. Learning ObjectivesAnalysis of the Teaching MaterialAnalysis of the Target studentsIV. Key and difficulty pointsKeykKey pointsSequence the teaching order of 4 words and explain the reason. KeykInterpret and summarize the connection between the learning process of 4 words and the title. Difficult pointsGeneral IntroductionⅠ. Analysis of the Teaching MaterialII. Analysis of the Target StudentsIII. Learning ObjectivesAnalysis of the Teaching MaterialAnalysis of the Target studentsIV. Key and difficulty pointsV. Teaching Approach and AidsApproachJig-saw reading Communicative teachingAidsCAILearning sheetsBlackboardBlindfoldsEarplugsSituational teachingGeneral IntroductionⅠ. Analysis of the Teaching MaterialII. Analysis of the Target StudentsIII. Learning ObjectivesIV. Key and difficulty pointsV. Teaching Approach and AidsV. Evaluation EvaluationMultiple evaluation approachesObjective-oriented Incorporated in teaching activities01020303Teaching ProceduresTeaching Procedures1. Activate and share2. Read and explore3. Think and share4. Homework 4 steps are designed to explore the thematic meaning and achieve a comprehensive understanding. 1. Activate and shareTo arouse students’ empathy for teaching a dumb and deaf student as well as learning as a student with dumbness and deafness.PurposeTeaching Procedures1. Activate and shareTo enhance students’ prediction skills and draw their special attention to the title. Purpose2. Read and exploreTeaching Procedures1. Activate and shareTo enable students to gain an impression of Helen’s childhood situation and her acquaintance with Ms. Sullivan, thus better pave the way for their further understanding of the text. Purpose2. Read and exploreTeaching Procedures1. Activate and shareTo boost students’ confidence in gaining a deep learning of this long text with the help of jig-saw reading approach. Purpose2. Read and exploreTeaching ProceduresJig-saw reading approach1. Activate and shareTo provide scaffolding for students to to further explore the text by themselves.Purpose2. Read and exploreTeaching Procedures1. Why did you put the word “doll” and “water” before the word “love” and “think”?easy/concretetouch---spelldifficult/abstractexperience---spell2. Why did you put the word “doll” before word “water” and the word “love” before “think”? What details did you find?Only thought it was a game and fingers went in monkey-like imitationRealized the spelling meant the thing flowing over her handThe first time understood a complex word--- A word for sth. she couldn’t touch. At that moment, her mind returned to the word “love”.01Sequence the teaching order of 4 words and explain the reason; 1. Activate and share2. Read and exploreTeaching ProceduresconfusionEnlightening a mind Helen’s learning process? realizationrealizationconfusionrealizationTwoWhat was the further influence on Helen ?Skim the text from para 3 to the end to find out the answer. 1. Activate and shareTo facilitate students to understand the thematic meaning expressed by the text so as to integrate language learning and meaning exploration.Purpose2. Read and exploreGrasp the key to language, was eager to learn more and use it as much as she could.Discovered more complex words and changed her thinking process1st Enligtenment2nd EnligtenmentEnlightening a mind Teaching Procedures1. Activate and shareTo encourage students to summarize how Helen’s mind was enlightened through the learning process of 4 words so as to achieve the learning objective of reading between the lines. Purpose2. Read and exploreTeaching ProceduresAnalyze and summarize the connection between the learning process of 4 words and the title.021. Activate and share2. Read and exploreTeaching Procedures1. Activate and shareTo cultivate students’ integrated development of language learning and thinking capacity by encouraging them to explore the thematic meaning from different angels. Purpose2. Read and exploreTeaching Procedures3. Think and shareAnalyze the reason for Helen’s successful enlightenment from different angles.031. Activate and shareTo encourage students to synthesis or even create in a new situation so as to deepen the understanding of the theme, which is the significance of education and personal efforts. Purpose2. Read and exploreTeaching Procedures3. Think and share4. Homeworkconstruct the story from Ms. Sullivan’s perspective and present it in an interview. 04Teaching Procedures1. Activate and share2. Read and explore3. Think and share4. Homework Activities are objective-oriented and interrelated, with each serving as the scaffolding to achieve the next one. Activity 4interpret and summarize the connection between the learning process of 4 words and the title; 02Activities 1-301Sequence the teaching order of 4 words and explain the reason; construct the story from Ms. Sullivan’s perspective and present it in an interveiw. 04analyze the reason for Helen’s successful enlightenment from different angles.03Activity 5Activity 6Read the linesRead between the linesRead beyond the lines04Blackboard DesignBlackboard Design5 m25 m35 mShow the topic; Present the teaching order of the 4 words and the reason behind it; .Illustrate the connection between the title and learning processof the 4 words as well as the reason of being enlightened. 05Features of my DesignFeatures of my DesignThe hierarchy of learning objectives are in accordance with Bloom’s Taxonomy, which are totally catered to Students’ cognitive process. Features of my DesignThe hierarchy of learning objectives are in accordance with Bloom’s Taxonomy, which are totally catered to Students’ cognitive process. Bloom’s Taxonomy of Educational Ojectives Features of my DesignThe hierarchy of learning objectives are in accordance with Bloom’s Taxonomy, which are totally catered to Students’ cognitive process. All the teaching activities are interrelated to help students reach zone of proximal development, providing enough scaffolding for students.Features of my DesignAll the teaching activites are interrelated to help students reach zone of proximal development, providing enough scaffolding for students.scaffoldingFeatures of my DesignFeatures of my Design Various approaches are adopted to enable students to explore the text from multiple levels and different angels, thus achieving an integrated development of language skills and thinking capacity. Zhong Wei
The required elective course book 2 , published by Beijing Normal University PressTeaching Material Learning ObjectivesThe required elective course book 2 , published by Beijing Normal University PressZhong WeiTeaching Design01Guiding TheoriesEnglish Curriculum Standards, released in 2017,revised in 2020 English Curriculum Content with Six Components IntegratedGuiding TheoriesGuiding TheoriesRead the linesRead beyond the linesRead between the linesscaffoldingBloom’s Taxonomy 02General IntroductionAnalysis of the Target StudentsLearning ObjectivesKey and Difficult pointsTeaching Approaches and Aids06EvaluationGeneral IntroductionⅠ. Analysis of the Teaching MaterialThemeHuman and self---life and learning The text is about how Ms Sullivan's teaching as well as Helen's own effort enlightened her mind and finally changed her life. To allow readers to gain a clearer understanding of it, the text focuses on Helen's learning process of the four words, doll, water , love and think. The text aims to lead readers to gain a deeper understanding of education’s influence on people as well as one’s own effort through Helen’s story of changing from a troublemaker to a successful woman. A narration---Time line ★Part 1(1-2): A description of Helen’s childhood situation and her acquaintance with Ms. Sullivan.★Part 2 (3-11): Helen’s learning process of the 4 words. General IntroductionⅠ. Analysis of the Teaching MaterialII. Analysis of the Target StudentsSWWWWWWWWOTStrenghthsThey have some knowledge about Helen Keller’s life and have grasped some basic reading strategies and skills. WeaknessesOpportunitiesThreatsThey show keen interests in learning more about Helen Keller and are willing to explore what changed her life. They show difficulty in reading long texts and lack experience and skills in having an integrated exploration of the text at multiple levels and from different angles.They easily feel discouraged in face of such a long text and stop further exploration after gaining some basic facts after reading this narration. General IntroductionⅠ. Analysis of the Teaching MaterialII. Analysis of the Target StudentsIII. Learning Objectivessequence the teaching order of 4 words and explain the reason; interpret and summarize the connection between the learning process of 4 words and the title; construct the story from Ms. Sullivan’s perspective and present it in an interview. Analysis of the Teaching MaterialAnalysis of the Target studentsAnalysis of theTeaching MaterialAnalysis of theTarget studentsLearning Objectives010204Read the linesRead between the linesRead beyond the linesAfter this class, students will be able to:Bloom’s TaxonomyScaffolding analyze the reason for Helen’s successful enlightenment from different angles;03Read between the linesGeneral IntroductionⅠ. Analysis of the Teaching MaterialII. Analysis of the Target StudentsIII. Learning ObjectivesAnalysis of the Teaching MaterialAnalysis of the Target studentsIV. Key and difficulty pointsKeykKey pointsSequence the teaching order of 4 words and explain the reason. KeykInterpret and summarize the connection between the learning process of 4 words and the title. Difficult pointsGeneral IntroductionⅠ. Analysis of the Teaching MaterialII. Analysis of the Target StudentsIII. Learning ObjectivesAnalysis of the Teaching MaterialAnalysis of the Target studentsIV. Key and difficulty pointsV. Teaching Approach and AidsApproachJig-saw reading Communicative teachingAidsCAILearning sheetsBlackboardBlindfoldsEarplugsSituational teachingGeneral IntroductionⅠ. Analysis of the Teaching MaterialII. Analysis of the Target StudentsIII. Learning ObjectivesIV. Key and difficulty pointsV. Teaching Approach and AidsV. Evaluation EvaluationMultiple evaluation approachesObjective-oriented Incorporated in teaching activities01020303Teaching ProceduresTeaching Procedures1. Activate and share2. Read and explore3. Think and share4. Homework 4 steps are designed to explore the thematic meaning and achieve a comprehensive understanding. 1. Activate and shareTo arouse students’ empathy for teaching a dumb and deaf student as well as learning as a student with dumbness and deafness.PurposeTeaching Procedures1. Activate and shareTo enhance students’ prediction skills and draw their special attention to the title. Purpose2. Read and exploreTeaching Procedures1. Activate and shareTo enable students to gain an impression of Helen’s childhood situation and her acquaintance with Ms. Sullivan, thus better pave the way for their further understanding of the text. Purpose2. Read and exploreTeaching Procedures1. Activate and shareTo boost students’ confidence in gaining a deep learning of this long text with the help of jig-saw reading approach. Purpose2. Read and exploreTeaching ProceduresJig-saw reading approach1. Activate and shareTo provide scaffolding for students to to further explore the text by themselves.Purpose2. Read and exploreTeaching Procedures1. Why did you put the word “doll” and “water” before the word “love” and “think”?easy/concretetouch---spelldifficult/abstractexperience---spell2. Why did you put the word “doll” before word “water” and the word “love” before “think”? What details did you find?Only thought it was a game and fingers went in monkey-like imitationRealized the spelling meant the thing flowing over her handThe first time understood a complex word--- A word for sth. she couldn’t touch. At that moment, her mind returned to the word “love”.01Sequence the teaching order of 4 words and explain the reason; 1. Activate and share2. Read and exploreTeaching ProceduresconfusionEnlightening a mind Helen’s learning process? realizationrealizationconfusionrealizationTwoWhat was the further influence on Helen ?Skim the text from para 3 to the end to find out the answer. 1. Activate and shareTo facilitate students to understand the thematic meaning expressed by the text so as to integrate language learning and meaning exploration.Purpose2. Read and exploreGrasp the key to language, was eager to learn more and use it as much as she could.Discovered more complex words and changed her thinking process1st Enligtenment2nd EnligtenmentEnlightening a mind Teaching Procedures1. Activate and shareTo encourage students to summarize how Helen’s mind was enlightened through the learning process of 4 words so as to achieve the learning objective of reading between the lines. Purpose2. Read and exploreTeaching ProceduresAnalyze and summarize the connection between the learning process of 4 words and the title.021. Activate and share2. Read and exploreTeaching Procedures1. Activate and shareTo cultivate students’ integrated development of language learning and thinking capacity by encouraging them to explore the thematic meaning from different angels. Purpose2. Read and exploreTeaching Procedures3. Think and shareAnalyze the reason for Helen’s successful enlightenment from different angles.031. Activate and shareTo encourage students to synthesis or even create in a new situation so as to deepen the understanding of the theme, which is the significance of education and personal efforts. Purpose2. Read and exploreTeaching Procedures3. Think and share4. Homeworkconstruct the story from Ms. Sullivan’s perspective and present it in an interview. 04Teaching Procedures1. Activate and share2. Read and explore3. Think and share4. Homework Activities are objective-oriented and interrelated, with each serving as the scaffolding to achieve the next one. Activity 4interpret and summarize the connection between the learning process of 4 words and the title; 02Activities 1-301Sequence the teaching order of 4 words and explain the reason; construct the story from Ms. Sullivan’s perspective and present it in an interveiw. 04analyze the reason for Helen’s successful enlightenment from different angles.03Activity 5Activity 6Read the linesRead between the linesRead beyond the lines04Blackboard DesignBlackboard Design5 m25 m35 mShow the topic; Present the teaching order of the 4 words and the reason behind it; .Illustrate the connection between the title and learning processof the 4 words as well as the reason of being enlightened. 05Features of my DesignFeatures of my DesignThe hierarchy of learning objectives are in accordance with Bloom’s Taxonomy, which are totally catered to Students’ cognitive process. Features of my DesignThe hierarchy of learning objectives are in accordance with Bloom’s Taxonomy, which are totally catered to Students’ cognitive process. Bloom’s Taxonomy of Educational Ojectives Features of my DesignThe hierarchy of learning objectives are in accordance with Bloom’s Taxonomy, which are totally catered to Students’ cognitive process. All the teaching activities are interrelated to help students reach zone of proximal development, providing enough scaffolding for students.Features of my DesignAll the teaching activites are interrelated to help students reach zone of proximal development, providing enough scaffolding for students.scaffoldingFeatures of my DesignFeatures of my Design Various approaches are adopted to enable students to explore the text from multiple levels and different angels, thus achieving an integrated development of language skills and thinking capacity. Zhong Wei
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