读《新设计，新说课—初中英语优质课例》后写的一篇说课稿。

Good afternoon, ladies and gentlemen! It’s my great honor to share my teaching design here. I’ll interpret my teaching plan from “3W” and “1H”, that is “who”, “what”, “why” and “how”.

First of all, I’ll start from “who”. My students are the center of the class. As Grade 9 students, they have had some basic knowledge of English，but they daren’t to express themselves in class.  They have learnt some types of pollution and their causes and effects in last topic, so in this class, I mainly encourage them to express themselves better.

Secondly, I’ll talk about “what”, the materials. The lesson is from the textbook of Grade 9, Unit 2 Saving the Earth, Topic 2 All these problems are very serious. Section A. （板书：Unit2 Topic2 Section A） It’s a listening and speaking lesson. The theme of this topic is environmental problems. It further talks the topic after topic 1. And it lays a basic foundation of topic 3, How to protect the environment. In Section A, sandstorm is mainly talked about with the function of complaining. 

Based on the above analysis, I set teaching aims from the four aspects:

For linguistic ability, by the end of this class, students will be able to understand and use the key words and phrases fluently, such as sandstorm, desert, change into, stop sb from doing sth and so on. And most students will catch some information of tree’s functions and the causes of sandstorm.

For learning ability, students will use listening strategies to improve their learning efficiency more often, such as listen for main idea and listen for details.

For thinking ability, students can summarize the information they have learned and heard.

For cultural character, students will know how serious the environmental problems are and their consciousness of protecting environment will be enhanced.

Among all these aims, catching some information through listening is the focus of this class. However, students may have some difficulties in retelling how sandstorm comes into being.

In order to stress the key points and break through the difficult one, I mainly use Task-based Method and set questions from easy to difficult for different students to understand the text. And I use PPT and blackboard for aids.

Next, I’ll talk about “how” and “why” at the same time in teaching procedures. There are 3 stages, pre-listening, while-listening and post-listening. In each stage, I set 3 tasks to achieve our aims.

Stage1 will take 10 minutes, after a warm greeting between teacher and students, students’ preview works will be checked. It’s activity 2 in page 36. This task helps students grasp the key phrases in this lesson. In task2, students will watch a video of sandstorm and have a free talk “What do you think of the sandstorm?” This task is to motivate students’ background knowledge and arouse their interests. In task 3, students see the pictures of 1a, read the sentence in bracket, and answer the questions: “Who are talking?” “What’s the weather like outside?” Then guess, “What are they mainly talking about?” From this task, students’ abilities of predicting will be improved. 

In stage2, while-listening, students will finish 3 tasks. They’ll take 15 minutes. In task1, students listen to 1a and check their guesses of the main idea and finish 1b, students will learn to focus on main idea of the conversation when listening for the first time. In task2, students listen to 1a again, find out how kangkang complains about the bad weather, and then imitate. From this task, students can grasp the function of complaining. In task3, To enhance students’ abilities of listening for details, students watch the flash and try to finish the mind map of tree’s functions. （板书：画三棵树，分别在树上写上“stop the wind from blowing the earth away” “save water” “stop the wind from blowing the earth away”，然后阐述they are the functions of trees as well as forests because three “木” is “森”. 写下“森”和“forest”）.

In stage 3, post-listening, there are 3 tasks, too. And they’ll take about 15mins. In task1, students read la, find out the causes of sandstorm, （板书：画斧头，写上“cut down trees”） and then students analyze how sandstorm comes into being in groups. To summarize students’ answers, I’ll write their answers on blackboard. （板书：擦掉树在旁边按顺序写上“water has gone” “water wash the earth away” “wind blow the earth away”， “forests have changed into deserts”画风when the wind blows strongly, 画沙尘暴the sandstorm come into being. 在末尾写下sandstorm.）From this task, students’ abilities of summarizing will be improved and they know how sandstorm come into being through cooperation.    Based on task1, task2 is to retell how sandstorm come into being. To make their retelling more logical, I’ll lead them to add some conjunctions between each steps, such as “as a result”, “then”, “what’s worse” and so on（板书“as a result”, “then”, “what’s worse”）. And I’ll encourage students to show themselves, don’t be afraid of making mistakes. From this task, students’ expressing and inductive abilities will be enhanced.    In task3 I’ll lead students to discuss how to avoid sandstorm in groups and then share their ideas, I’ll tell them each of us should do something to protect our environment , like protect trees, plant more trees（板书:把斧头变成树，擦掉cut down）. The main purpose of this task is to strengthen students’ consciousness of protecting environment. 

At the end of this class, I’ll ask some students to sum up what we have learned from this class to see how many aims we have achieved and I’ll assign homework for students to write a composition about how sandstorm come into being and how to avoid it. 

Finally, this is my blackboard design. That’s all. Thank you!

参考资料：《新设计，新说课—初中英语优质课例》