概要： 2. The teacher is going to organize a tresure hunting game, ⑴ telling them how to work: — Work in a treasure hunting group! Discuss in groups where the treasure is? Who might find it? Why? (2) giving an example as a scaffold for their language if necessary: — I think the treasure is in the south of the town. It might be in the swimming pool. I will find it, because I go swimming there every day. (
观摩研讨会上 老师上课的教案和说课稿,标签：高中英语说课稿,英语说课稿,http://www.67jx.com2. The teacher is going to organize a tresure hunting game,
⑴ telling them how to work:
— Work in a treasure hunting group! Discuss in groups where the treasure is? Who might find it? Why?
(2) giving an example as a scaffold for their language if necessary:
— I think the treasure is in the south of the town. It might be in the swimming pool. I will find it, because I go swimming there every day.
(3) presenting a finished jigsaw puzzle on PPT:
— Jigsaw puzzle is helpful in treasure hunting. Anne has hidden some treasure somewhere on this map.
(4) preparing a box of chocolate with a large piece of paper “Write and tell me about your town and school.”, as well as four candies for the winners.
For reference:
The big treasure is hidden in the café.
The places are “café, flat, swimming pool, museum, factories, library”
The other places will have an encour- aging sentence and four candies for the group.
The students are going to hunt for treasure.
1. Before the game, they are going to learn some language points and to practise dscribing some maps with them.
2. They are going to work in groups to hunt for treasure in the jigsaw puzzle they have finished. And they will be encouraged to use the language points they have practised.
3. Some groups will be chosen to present before the whole class with the help of the overhead projector and the computer. If possible, team work is encouraged, that is, one student reports while another points out the place where they think the treasure is hidden.
Task three (main task): introduction of our school
任务三要求通过写信形式介绍学生自己学校的设施布局。这是一个“follow-in”活动，其主题内容进一步拓展，让学生有更多的自主、合作的空间。但是书信写作对于刚刚进入初二学习的学生来说有有一定难度，尤其是整个语篇的构建。为此，教师要搭建“支架”，提供给学生一个不完整的书信，帮助学生把注意点定位在方位的描述（这是本节课的重点），同时为课后的书写回信提供一个样本，降低难度。另外，教师要有意识规范小组活动，明确小组分工，提高合作活动的效率。这样除了能够培养学生合作学习的能力，也能降低任务的难度。第三个降低难度的措施是提供足够的活动时间。活动以合作学习为主。
The teacher is going to guide the students in letter writing.
1. The teacher is going to present a map of Hangzhou Foreign Languages School.
2. The teacher is going to tell the students how to group and what to do in the group work.
3. The teacher is going to provide an imcomplete letter to set up a scaffold to make the writing easier, if necessary.
The scaffolding pattern:
Dear Anne,
We live in Hangzhou! It is a … city in the … of …! …
… is in the … of the school. We like … there. Near the … is …. We …
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