名师示范课说课逐字稿-- Festivals and Customs

大家好，我是Kethrine. 今天听了一节22年的名师示范课--说课，写了逐字稿分享给大家，让我们一起精进教学。（分享旨在学习，请勿商用，侵删）

授课内容：译林版 Book 2 Unit 3 Festivals and Customs

Good afternoon distinguished guest and honorable judges, my name is May yuan hua from Changde Foreign Language School, Hunan province. Here comes my teaching analysis on my lesson -- A precious family dinner. It covers eight parts. Let's focus on the first part. When analyzing the text, I try to ask myself three questions, what, how and why?    

    

What, its theme is human and society and its topic is festivals and customers. It mainly described the thing about how Luo Yan's family celebrate the spring festival.

How, it's a feature article. The author uses rich feelings to get readers involved. He also uses detailed and vivid action descriptions to help readers picture the scene by telling a simple story. The author conveys deep meaning to show the thing. So as a teacher, I should provide enough chance for students to experience the characteristics of the future article.

这里科普一下Feature article.

Feature article短篇小说一样的新闻故事。必须将事实报道的严谨性与短篇小说创作的自由性相结合，feature article的形式必须比新闻故事更流畅，故事需要明确的开头、中间段落和结尾。读者不能简单的浏览几个段落，他们需要阅读整个故事才能理解。Feature article强调的是人们感兴趣的事实，并且把这个事实中的人物让读者产生思考，最好是运用不寻常的角度来抓住读者们的兴趣。

Feature article的特点包括: 1.需要有吸引读者情感方面的内容。2.故事提笔即开。3.不需要像政治新闻那样正式。4.可以包含有趣的、新奇的、温暖人心的故事。5.以不同的写作风格呈现，需要使用华丽的语言。

Why,the author tries to promote the better understanding of spring festival and call on us to pass on the tradition.

The following are my teaching objectives. By the end of this lesson, student will be able to know more about the customs of the spring festival and the importance of traditions; analyze Luo Yan and his family's feelings; appreciate the characteristic about feature article; understand true meaning of dinner and why dinner is precious.

The key point of this class is learning about the traditions about spring festival; perceiving the text of features and comprehending the thematic topic.

The difficult point lies in providing sufficient scaffolding for thematic understanding.

As for the analysis of students, I want to present with KWL chart. What students already know? traditions about spring festival, basic reading skills and limited skills of analysis and inference. What students wants to know? Deep understanding of the family dinner and festival, characteristics of a feature article. What student will know? Please refer to the learning objectives.

Based on the new curriculum to develop students core competence. I mainly adopt activity-based approach to link English learning. Student usually learn through activities and take cooperative learning method and inquiry-based learning method.

My teaching procedures consists of the following five parts. I will demonstrate them one by one. In warming up, I involve students in talking about illustration and title, which aims to activate their relevant experience and introduce the topic.

To help students comb through the structure and get a whole picture of the story, I ask student to find out the main idea of each scene and divide the passage into three parts.

In this part, I asked two student to introduce traditions, Luo Yan's family observe and then have a group competition. I mainly want student to know more about traditions about the spring festival and understand the importance.

During this section, in order to help students understand Luo Yan family's feelings by appreciating the language. I get students to imitate the action, translate the beautiful sentence, role play the conversation and recite the sentence.

In order to deepen student understanding of home, I adopt the question chain and ask them to share the understanding of home.

After reading this passage, I ask student to have a discussion and explore the thematic meaning. Then I have student watch a short video about reunion of the spring festival. We should help them to understand the reunion better.

This is my homework and this is my black design.

My reflection about this class. I have done a good job in the following aspects. Comprehensive analysis of the text, theme related activities, logical design of teaching procedure and well designed question chain to invoke student thinking. But my questions are restricted to one single form question and answer and the activities seem a little too much for a thirty five minute class. That's all thanks for your listening.