1. content of teaching materials
This section focuses on festivals and focuses on how people usually spend their holidays.This class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I?...And free to talk about how to spend the holidays.In this class, did leads to general questions and answers as well as new ones.Because the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.
2. status of teaching materials
The selected course in this class is English 6A Unit 6 in Oxford primary school.The teaching of this unit revolves around festivals.In this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and expansion.This arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive level.On how people spend their holidays, especially in Western festivals,.Students are required to collect information in time after class.In the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.
1. teaching objectives
The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three.
[Objective] to students' cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, National Day, Christmas, Halloween, Spring, Festival, favourite; can use When's s...What, do, people, usually, do, at...Did you?....last...Yes, I, did./, No, I, didn, T. and so on.
Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.
[Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in communication.And let students cultivate their sense of cooperation and competition in the process of learning.
2. teaching difficulties
The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.
Doctrine of teaching:
1. teaching method design
According to the characteristics of this English class itself and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and understand.At the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.
2. learning method guidance
To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt.
3. teaching means
According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in learning.Multimedia courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.
1. warm up (Warm up)
(1) announce the way of study in this lesson: group competition.The seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is added.Then, begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it.""
[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the group's performance."One sentence for each class" is an essential part of every class I started in grade six.This section mainly teaches students some clever words and phrases.These sentences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in english.So as to create a good atmosphere for learning english.
2. take the old with the new [lead in]
Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and answer.Then use the Colour topic to elicit the sentence pattern My favourite....
[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching methods.With new students, students can master the sentence patterns more easily.At the same time, combine the new sentences with the old ones.It helps to cultivate students' open thinking ability.
本课内容是本单元的核心教学内容是 “现在进行时”，主要学习句子What are you doing ?I’m … .What is he/she doing? He/She is …. 本单元出现了八个单词，都是动词的现在进行时态今天这一课是第一课时。所以今天的内容主要是呈现并操练八个单词，顺便结合句型进行交际活动。
(1) 能正确听，说，读，写词汇playing shopping studying painting eating runningsleeping writing
(2)正确听，说，读，句型 What are you doing ?I’m … .What is he/she doing? He/She is ….
能正确听，说，读，写词汇 playing shopping studying painting eating runningsleeping writing
Step1 Free talk
Step 2 Lead in
Step 4，sing a song and finish activity
《My home》是小学英语四年级上册的第四单元。本单元的教学内容都是围绕"家"这一学生喜闻乐见的主题展开的。本节课是第四单元的第一课时，教学内容是要学习有关房间的五个单词及进行简单的对家的介绍，本课时是本单元的重点，所以首先应让学生掌握各个房间的名称，再通过Let’s do等TPR活动进行巩固操练，本节课掌握的好坏程度，直接会影响到本单元后阶段有关"描述和询问东西在哪里"的对话和故事的掌握，因此在本单元教学中具有举足轻重的地位。
1.能够听，说，认读五个有关房间的单词 study, kitchen, bedroom, bathroom, living room.
2.能够用This is my home. You can see a living room…句型简单介绍房子。
Theaching difficulty:单词bathroom, living room,的正确发音。
Theaching aid: Cards Tape recorder CAI
Theaching method: TPR Pairwork Groupwork
Step 1 Warm-up
1. Good morning. Boys and girls. How are you? Nice to meet you.
2.Let’s sing《In the Classroom》，OK?
Step 2 Preview
1.Show the CAI（door ,window） What’s this? This is my home, there are many room are there? Do you visit my home? Now, let’s study Unit4 《My Home》。
Step 3 Presentation
1.（Show the CAI）。 This is my home, you can see a bedroom, a living room, a study ,a kitchen and a bathroom
2.Look ,what’s this?（客厅） There are five words on the blackboard, listen to me and guess, which word is "living room"?Teach"living room". There is a TV in the living room. What can you do in the living room? Teach"watch TV".Chant "living room,living room , watch TV."
3.（Show the CAI）。 .Look ,what’s this?（书房） Listen to me and guess, which word is "study"?Teach"study". There are many books in the study. What can you do in the study? Teach"read a book".Chant "study,study, read a book".
4.（Show the CAI）。 .Look ,what’s this?（厨房） Listen to me and guess, Which word is "kitchen"?Teach"kitchen". What can you do in the study? Teach"have a snack".Chant "kitchen ,kitchen,have a snack".
5.（Show the CAI）。 .Look ,what’s this?（bathroom） Listen to me and guess, which word is "bathroom"?Teach"bathroom". What can you do in the bathroom? Teach"take a shower".Chant "bathroom ,bathroom ,take a shower".
6.（Show the CAI）。 .Look ,what’s this?（bed ） What’s this? （room） What’s this? （bedroom）Teach"bedroom". There is a bed in the bedroom. What can you do in the bedroom? Teach"have a sleep".Chant "bedroom bedroom, have a sleep"
7.Listen to the tape and read after the tape.
Show the "Go to the ", put the "living room, study , kitchen, bathroom, bedroom" on, then T act "Go to the living room, watch TV. Go to the study, read a book. Go to the kitchen,have a snack. Go to the bathroom ,take a shower. Go to the bedroom, have a sleep".
Now let’s do, ok? Follow me.
Step 4 Practice
Now, this group is team one, this group is team two. Let’s go,ok?
1.炸地雷： Let’s play a game, Ok? Who can read? Read together.
2.Close your eyes, what’s missing? Guess, then tell us.
3.Now,look at the screen, Guess, what’s this? （Show the CAI ） The student guess.
4.look, this is my home,you can see a bedroom, a living room, a study ,a kitchen and a bathroom.
Who can do like me ? Tell us what’s your room like?
The students look and say.
1.Tell your home to your friend.2. Prepare the"Lets talk."
Unit4 My Home
living room watch TV
study read a book
kitchen have a snack
bathroom take a shower
bedroom have a sleep
Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:
Analyzing teaching material
The teaching methods
The studying methods
The teaching procedures
and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”
This unit is about It is made up of paragraphs.
The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.
The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.
The emotional aim is to help students understand and to develop
students’ sense of cooperative learning.
Then the teaching key points is to help the students get a general idea of the whole
And the teaching difficult points is to make students use their own words to express
According to the analysis above, I’ll try my best to carry out the following theories
while dealing with this lesson:
To make students the real masters of the class while I just act as a director.
To combine the language structure with the language functions.
And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:
The first teaching method I will use is communicative approach, since language is
used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.
The second teaching method I would like to use is task-based approach. A task
resembles activities which our students or other people carry out in everyday life.
Learners should be given opportunities to reflect on what they have learned and how well they are doing.
The third teaching method I want to use is computer assisted language teaching.
Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.
And in order to practice my teaching methods better, the following teaching aids will be used:
A projector, a tape recorder, multimedia and of course the blackboard.
And then, I would like to talk about the studying methods. As students are poor in
cooperative learning skill, many students are not active in English class, and even
some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,
thinking, and speaking. So, to make the students get the knowledge actively,
cooperative learning and task-based learning will be used.
Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.
Step 1 Lead-in
At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,
the students will be eager to know something about and it’s the very time to naturally lead the class into
Step 2 Listening comprehensions
In this step, I will write several questions before listening to the text:
And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .
Step 3 skimming and scanning
In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each other.And then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.
Step 4 Retelling the passage
Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.
Step 7 Consolidation
In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.
Step 8 make a summary
I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.
And now let’s move to the last step
Step 9 Homework
1. Read the passage as frequently as you can
2. Find out some words and sentences you think are beautiful and recite them.
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
That’s all of my teaching ideas about this lesson. Thanking you for your listening.
Good afternoon, teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10, Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. First, let me talk about my students.
Part I Analysis of ss
My students are from Grade One in vocational schools.
No.1 They have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.
No.2 There are distinct individual among them.
No.3 They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity, and are eager to know these differences.
No.4 In my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.
Part II Analysis of the teaching material
Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.
Since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing individual differences and building the sense of cross-cultural communication.
Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods, and I’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using English fluently.
Part III Teaching aims
No.1 Teaching aims
After studying the teaching material and analyzing ss’ present situations, I think the teaching aims are the followings:
1. Knowledge aims
1) To master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc..
2) To understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.
3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.
2. Ability aims
1) To better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.
2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.
3) To foster the ability of cooperation in group activities.
3. Emotion aims
1) To have a general knowledge of differences in table manners, esp. between Chinese and American cultures, and foster the sense of cross-cultural communication.
No.2 key & difficult points
1. Key Points
1) To get the information from the reading;
2) To communicate with partners fluently.
2. Difficult Points
1) How to improve the reading abilities because my students are weak in English, esp. in reading strategies.
2) How to help ss put their learning into practice with references.
Part IV Teaching &Learning methods
A good method requires that the teacher act as a guide while ss as the real masters in class. In my class, ss are mainly guided by tasks progressively.
1. So according to the analysis of the teaching material and the students’ learning background, I will use the following teaching methods.
1) Task-based language teaching
2) Activity teaching
3) Delamination teaching
4) Question-and-Answer activity teaching
2. The learning methods are the followings:
1) Cooperative learning
2) Autonomous Learning
Part V Teaching aids
No.2 Non-testing evaluation
1). A piece of paper to evaluate themselves.
Part VI Teaching procedures.
No.1 As for the concrete procedures, it includes 5 parts.
Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.
Purposes: The easy item may help them build confidence.
Task II: Lead-in. Ss may watch a video about cultural differences, and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point, their group may get marks.
Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time, it may act as a foreshadowing for the reading.
Task III: Presentation with tasks. It includes two items.
Item I: (skimming) Ss look through the reading in 2 minutes, and then finish the multiple choices on their own.
Purposes: This task will train ss to get quick information and foster a good reading habit.
Item II: (careful reading) In order to cope with the reading clearly, there are three portions. Portion A is for Para1. It is about the writer’s experience in China, and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America, and then there are some multiple choices. Portion C is for Para3. It is about solutions, and then ss rectify the table. Similarly, they read individually, and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.
Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now, ss may realize cultural differences further.
Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly, ss do them on their own, and then discuss problems in groups.
Purposes: The three items will give a clear reflection to ss.
Last task, I will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: Watch another video about differences between China and the West, and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.
Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them, and experience the feeling of success. In the process of communicating, they help and encourage each other, and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.
No.2 Design of writing on the blackboard
When in Rome, do as the Romans do A foreigner stays in China awkward.
Do as the Romans do.
A Chinese in America indirect.
No.3 After class, to ss, they have two assignments:
1. Ss finish the table to evaluate themselves.
2. Ss surf the Internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc., and then write down answers.
Purposes: The first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class, they may do it more relaxed. When finishing it, they may pay more attention to the written language and then improve their English.
No.4 Reflection after teaching.
On the one hand, ss can be guided by tasks progressively, and act well. They also have foster cooperation in group activities. On the other hand, the teacher needs to pay more attention to individual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.
Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.
Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)
II. Teaching aims
1. Aims on the knowledge
(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the assessment of “Let’s check” in this unit.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
(3) To foster Ss’ abilities of communication and their innovation.
3. Aims on the emotion
(1)To foster Ss’ consciousness of good co-operation and proper competition.
(2) To lead Ss to show their loveliness to the poor.
III. Key-points of this lesson
(1) To help Ss ask and answer the question: What’s in it?
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
IV. Difficult points
(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.
(2) To finish the survey by themselves.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishin
g a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.
VI. Teaching procedures and purposes of my designing.
I’ll finish this lesson in five steps.
Step 1. Warm-up and preview
1. Free talk between T and Ss about things in the classroom.
2. Sing the song together: Books and pencils.
3. Do some TPR, for example: Show me your English book. Show me your crayon.
4. Review the numbers by asking: “How many crayons do you have?”
Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.
Step 2. Presentation
Now I’ll mainly talk about this step.
1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”
(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.
(2) T: My schoolbag is heavy.
Open the bag and say: “What’s in it? What’s in my schoolbag?”
Take out a Chinese book. Then do the action again. Let the Ss read the sentence.
2. Play a guessing game. Divide the whole class into four groups to have a competition.
Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.
Girl: My schoolbag is heavy.
Boy: What’s in it?
Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.
Boy: What will you do?
Girl: They are for the poor.
Boy: Great! I’ll bring some school things too.
The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.
4. Mention that we should take care of the poor.
5. Play the cassette. Let the Ss listen and imitate the dialogue.
Pay attention to their pronunciation and intonat
ion. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.
Step 3. Practice
Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4. Assessment
Help Ss finish “Let’s check” of this unit and workbook.
Purpose: To check the knowledge Ss have learned in this period.
Step 5. Add-activity
1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.
2. Take care of everything they have.
Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
The Introduction of the teaching plan
for section B(1-2c) unit 5 (go for it)
I have the honor to reveal my analysis of English lesson
here. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts
into consideration. ①Teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment .Ok, let me say something about my teaching plan for unit 5 section B. Today the first I’ll talk about is the first part “Analysis of the Teaching Material and students”
Part One: Analysis of the Teaching Material and students
(一) status and function
The topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is divided into two parts: Section A and Section
B. Section B is divided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking
(二) Teaching Aims and Demands
The teaching aims basis is established according to Ju
nior School English syllabus provision. In accordance with the analysis of teaching material and the requirements of “go for it＂ English teaching syllabuses. The focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. So I’vedesigned the following aims and demands
1. Knowledge objects
Key vocabulary: agent; make money;
travel around the world; get an education
I think you should go to college
But if I go to college, I’ll never become a great
2. Ability objects:
To train students’ ability of listening and speaking
To train students’ ability of communication
3. Moral objects:
Money isn’t everything.
To be interested in taking part in activities in English class
(三)Teaching key points and difficult points
1. Key points:
travel around the world; make money; get an education key structures: I think you should …。If I… I’ll never…
2. Difficult points:
how to train and improve students’ listening ability.
(四) Analysis of the students
The Ss has learned English for about two years so far. Although they are all from the rural area, they can understand some words and some simple sentences. The Ss have taken a great interest in English now.
1. The students don’t have large vocabulary.
2. The students seldom communicate in English
in normal times.
3. The students are lacking in listening and speaking skills.
4. The gap of the Ss’ knowledge level in the same class is quite wide
(五) Teaching aids
Multi-media computer, Tape recorder, some money and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. listening and speaking methods
3. Task-based teaching method
As we all know，the main instructional aims of learning English in the Junior Middle School is to train students’ abilities of listening, speaking, reading, writing and their good sense of the English language So in this lesson I’ll mainly use “Communicative teaching method” ,“listening and speaking teaching method ” and “Task-based” teaching method. That is to say, I’ll let the Ss get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. Above all, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation.
Part Three The Learning Method─cooperation
The students will finish some tasks in limited time to improve their listening and speaking skills. The students will take part in some activities like working in pairs, discussing in pairs. Each unit in “Go for it” contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes.It can arouse students to think and to say what they want to say. Study will become more relaxed and pleased in this kind of environment.
Part Four Teaching Procedure
Step 1 Leading in
T: Good morning, boys and girls!
Ss: Good morning, sir!
T: (Take out a piece of bill) Look! What’s this?
T: Who likes it? Hands up?
Ss: (Ss all put up their hands)
T: (kiss the money) me, too. (Put the bill in the pocket)
Ss: (Ss all laugh)
T: (Show a man who is holding plenty of money)
T: If I have so much money, I will give some to the poor students in our class, and if they work hard, I will give them more. If you have so much money, what will you do? Work in pairs and talk
(Students are talking about it in pairs; they have enough words to say)…
(Talk about the question with many students.)
T: S1, If you have so much money, what will you do?
S1: If I have so much money, I will give some money to my
T: You are so kind. Don’t you want to travel around the world?( translate into Chinese if necessary; Teach: travel around the world)
S1: I think I will.
T: S2, what about you?
S2: If I have so much money, I will buy some new clothes for my parents. They are very hard-working.
T: That’s a good idea. Don’t you want to get an education? (Translate into Chinese if necessary; teach: get an education) S2: Yes, I am sure I will go to college.
T: If you work hard, I think you will go to college.
S2: I think so.
T: S3, if you have so much money, what will you do?
S3: I will open up a company and make more money.
T: That’s great. May you success!
S3: Thank you.
( Ask more students to talk about it )…
T: If we have so much money, we will do a lot of things with the money. So money is very important for us; S4, do you think money is everything? (Translate into Chinese if necessary)
S4: I think money isn’t everything.
T: I agree with you. Money isn’t everything.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.
Step 2 Study the phrases
T shows the phrases in Activity 1 and let Ss read and learn.
Step 3 Circle and survey
1. T: Look at the things in Activity 1, which of the things are the most important to you? Circle three things.
(Ss circle. Wait for a moment)
T: What is the most important thing to you?
S5: To go to college.( help if necessary)
T: What’s the second?
T: What’s the third?
(Ask more students to say)
2. T: Please work in groups of six, and count up the number of
Show the most students in each item.
_____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.
Purpose of my designing: To provide situations to review learned knowledge for the next step listening and make sure the Ss can grasp the key words and phrases and learn to express their own opinion
Step 4 Listen and write “A” or “P”
T: Look at the pictures in Activity 2a, we can see two pictures, the first picture is about Michael and a soccer agent (teach: agent), and the second picture is about Michael and his parents. And we will hear two conversations, Conversation One is about Michael and the soccer agent, Conversation Two is about Michael and his parents. Listen to the recording and write “A” or “P” in the blanks.
A----- a soccer agent
P----- Michael’s parents
(Make sure they know the letters’ meaning)
(T plays the recording for the first time, Ss listen. T plays the recording for the second time, Ss write “A” or “P”)
Correct the answers with the students.
Purpose of my designing: to give students practice n the target languages in spoken conversation
Step 5 Listen and complete
T: Look at the sentences in Activity 2b, read the sentences first. (Students read loudly)
T: Listen to the recording, Listen to the first sentence as a model. (Play the recording; let them know the first sentence) now.
第二册第五单元第二节课， 本单元围绕做"比较"( Makingcomparison) 这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。本节课是本单元的重点，表示数量的some,few的比较。通过学习的比较等级，进一步加深对比较等级的语法现象的理解与运用。同时通过some,few比较等级在陈述句与疑问句中的操练，进一步提高学生听，说，读，写综合素质能力。
德育目标：教育学生热爱劳动。不臀藁?No pains,no gains)。
重点：学习表示数量some, a few的比较等级。
难点：some, a few的比较等级在实际生活中的应用。
为了激发学生的学习兴趣，引起注意，拉近师生距离，首先告诉学生这节课我将带他们去一个有趣的地方，并请他们依据我的提示猜测要去哪里？ 当学生猜出去农场时，我们便"上车"， 一路欢歌(PickingApples)去农场。随着"嘎"的刹车声，电脑打出农场全景， 给学生一种身临其境的感觉，导入正课。
为了调动学生的积极性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位，多角度培养学生运用英语的能力。
本课的又一次高潮是将游戏与练习有机结合，融为一体。设计下棋游戏，棋盘为２０个格，每格均为在苹果园里劳动的情景，并配有本课的重点－－比较等级的练习题。棋盘的上一男一女分别代表男生与女生两大组，值得一提的是决定男女生在棋盘上走几步的转盘，是用本课重点词汇fewest,fewer,a few,some,more与most组成，使学生在玩中进一步体会数量some,a few的比较等级的运用。学生通过转轮，边做游戏边做练习，寓教于乐，极大地激发学生学习兴趣，同时巩固了学生所学的知识。
Unit 5 Lesson 18
Kate some apples.
Jim has more apples than Kate.
Meimei the most of all.
The first truck a few baskets.
The second one is carrying fewer tham the first.
The third one the fewest of all.
Good morning, everyone,
Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.
My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”. I have decided to say the lesson from six parts:
Part One —— Analysis of the Teaching Material
One: Status and Function
1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.
2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.
3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
Two: Teaching Aims and Demands
The teaching aim's basis is established according to Junior School English syllabus' provision.
1. Knowledge objects
(1) To study the new words “fuel”, “oil” and “coal”.
(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.
2. Ability objects
(1) To develop the students’ abilities of listening, speaking, reading and writing.
(2) To train the students’ ability of working in pairs.
(3) To develop the students’ abilities of communiation by learning the useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Love to know more knowledge about tranportation and dare to express their opinions in English.
(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points
The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.
1. Key points:
(1).Be able to express words, phrases and sentences in English.
(2). Know about the improvement of transportation and Danny’s invention.
2. Difficult points:
Be able to talk about their imaginary future transportation in oral English.
Part Two —— The Teaching Methods
Communicative teaching method; 2. Audio-visual teaching method;
3. Task-based teaching method;
4. Classified teaching method.
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.
In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.
Part Three —— Studying ways
1. Teach the students how to be successful language learners.
2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.
Part Four —— Teaching steps
As this lesson plays an important part in the Engish teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.
The entire steps are:
Step1 Warm-up and Lead-in
Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?
Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s leson has something to do with their discussion.
1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.
Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.
2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.
Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.
3. Text Learning and a Quiz
I’ll use CAI to present the whole text. I’ll write the key points on the blackboard while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.
After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.
Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.
4. Key Structures and Difficult Points Learning
First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.
For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.
Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.
5. Read and Say
Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.
Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.
Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.
Part Five —— Summarize and Homework
Ask the students such questions:
What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!
Then show them some exercises and help them to finish them.
At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.
Part Six —— Blackboard Designing
Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping.
OK. That’s all. Thanks for listening to me and helping me.
a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6. 说教学难点 teaching difficult pints (语法；发展交际能力)
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7. 说教具 teaching aids (ulti-edia cputer, sftware, OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.
二，说教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三，说学法 Stud ethds
1. Teach Ss hw t be successful language learners.
2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3. Get the Ss t fr gd learning habits.
I. 复习 (Revisin) 5in (Dail reprt; 词汇diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)
2). Suppse u catch a bad cld, what’s t be dne?
3). Suppse ur bie is bren, what’s t be dne?
4). And suppse the earth, n which we all live, is daaged, what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)
II. 呈现 (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 对话 / 阅读 (Dialgue)18
1. Pre- reading
Activit 3: Predictin
1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the cnference?
2. While- reading
Activit 4: Read and answer
2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.
* 阅读: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 识别关键词e wrds；确定主题句；创设信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。达到对课文的整体理解和掌握。S that the can have a gd understanding f the whle text.)
3. Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs, the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操练 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act ut; rle pla)
V. 巩固 (Cnslidatin) 6
(Discussin; interview; press cnference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作业 (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.