教学设计、教（学）案、说课稿的区别.pptVIP

Step 1. Warming-up To warm up, we will talk about Kurt’s Day Off. I’ll ask students to guess what Kurt did on his day off by brainstorming. This is going to activate students’ background information about different kinds of activities and review past tense of verb which is helpful for students’ writing. Then I’ll show students the activities Kurt did to learn some new words like: sale, yard and all day. This will get them a general idea of talking about something in the sequence of time. Step 2. Pre-reading Through warming-up activity above, students might know Kurt had a good day off. Then I will ask: “How was Nick’s day off?” I’ll show students a picture about Nick’s day off before they read and talk about it. By talking about the activity, the place and the weather, students learn the words like yard sale, umbrella, raincoat, get wet, in my opinion etc. naturally. Besides, by talking about the picture, students get some information about Nick’s day off which will help them read better. Among these expressions, “yard sale” is especially new to students. In order to help students understand it, I’ll show them some background information. Step 2. Pre-reading Step 3. While-reading Now it’s time to read. Students are asked to read the letter, take notes of what Nick did and give their opinions about his day off. This is the process of input by reading. Step 4. Post-reading After students finish reading, we’ll first check the answers and share students’ opinions. Next I’m going to help students find out the structure by talking about when Nick did the activities, why he did the activity and what happened. Then I’ll ask students to retell the passage by looking at the structure. By retelling, students not only understand the passage better, but also summarize the structure of writing one’s day off. It’s like this, which actually consists of three parts: beginning, body and ending. Step 4. Post-reading However, only knowing the structure is not enough to write a