教学设计(英文版)

【星期二第七节教学设计（英文版）】TeachingPlanBackgroundinformationSchool:ChongqingExperimentalForeignLanguageSchoolStudents:30studentsfromJunior3Material:Unit9,GoForIt,PEPTypeoflesson:ReadingLessonduration:40minsDate:November29,2016Aids:textbook,blackboard,chalks,drawingpaper,multi-mediaContents:1.Vocabulary:form,celebration,scissor,symbol,turninto,sendsth.out,beseenassymbolsof2.Reading:BeautyinCommonThingsObjectives:Objectivesforstudents(1).Studentscancorrectlypronouncethefollowingwordsandphrases,understandtheirmeaningsandcorrectlyusethemorally:form,celebration,scissor,symbol,turninto,sendsth.out,beseenassymbolsof.(2).Studentsareabletoimprovetheirintegratedlanguagelearningskills,especiallyusingthefollowingreadingskills,suchasfindingoutthetopicofeachparagraphwiththehelpofthefirstsentenceineachparagraph,readingforkeyinformation,understandingthethelogicbetweenthetitleandthecontent,tocomprehendthetext’smainideaanddetails.(3).Studentscanretellparagraph2withthehelpofthemindmaponthescreen.(4).Byfollowingtheteacher’sexample,studentscanworkingroupsof3,readparagraph4,drawamindmapofitandretellthemainideaofittothewholeclass.(5).Studentscanlearntoworkcooperativelyandshoulderseparateresponsibilitiesingroupwork.ObjectivesfortheteacherIwillcreateastudent-friendlyclassroomenvironmentwherestudentscanfeelfreetosharetheirideas;IwilladjustthedifficultylevelsofthequestionsIraiseandassigndifferentlevelsoftasksaccordingtothestudents’reactions.Focalpoints:Imitatetheexampleofthemindmapmadebytheteacherandcreateamindmapingroupsofthree.Difficultpoints:Studentscancreativelyproduceamindmapofparagraph4withinalimitedtime(about7minutes)andintroducetheirdreamrobotsinfrontofthewholeclass.ProceduresandTimeAllotmentStage1:Gettingstudentsreadyforlearning(2minutes)Theteacherintroduceshimselfasanewteacherofthestudents.Torelaxtheteacherhimselfandthestudents,theteacherplaysajokeonhimself.(Purpose:Createastudent-friendlysituationtoeasestudents’nervousnessandmotivatestudents’learninginterest)Stage2:Pre-reading(6minutes)Theteachermakesapieceofpapercuttinginfrontoftheclass.Studentsareguidedtofindout“beautyincommonthings”.OnevideoaboutChinesetraditionalartisshowntothestudentsandstudentsaresupposedtowatchandwritedowndifferentkindsoftraditionalartforms.Inthisprocess,theteacherpresentsthenewwordsandexpressionslike“scissor”,“form”,“symbol”,“celebration”and“turninto”.Studentsaregivenachancetomaketheirownsentences.(Purpose:tostimulatestudents’imaginationaboutthetopicofthetargetreadingpassageandpreparethestudentslinguisticallyandthematically,whichlowersthedifficultyleveltheymayfacewhenreading)Stage3:While-reading(13minutes)Step1:Findingoutthestructureofthepassage(2minutes)Individualwork:studentsreadquicklytofindoutthestructureofthepassage,whichprovestobemuchmoreeffectivewhenthestudentspaymoreattentiontothefirstsentenceofeachparagraph.(Purpose:toimprovestudents’readingskilloffindingoutthestructureofthepassagequickly.)Step2:Studentsreadforspecificinformationandtheteacherguidesstudentstofindouthowtomakeamindmap.(11minutes)Task1:(1).Studentsreadparagraph1andanswer2questions.Question1:Whatdotraditionalartformstrytoshow?Question2:Arethesebeautifulthingsmadeofveryspecialmaterials?(Purpose1:toimprovestudents’abilitytofindoutthekeyinformation.)(2).Studentsarechallengedwiththequestion“Whyisthepassagetitled‘BeautyinCommonThings’”.(Purpose2:tocultivatestudents’logicalthinkingandimprovetheirabilitytofindoutthesupportinginformation.)Task2:(1).Studentsreadparagraph2andcompletethemindmapwiththehelpofkeywords.(Purpose:toimprovestudents’abilitytolocatetheinformationneeded.)(2).Pairwork:Studentsretellthemainideaofparagraphbyreferringtothemindmap.(Purpose:toimprovestudent’sabilityoforganizingandmakingsentencesaccordingtothekeyinformation.)Task3:Studentsreadparagraph3,answertheteacher’squestionsorallyandcompletethemindmapofparagraph3.(Purpose:toimprovestudents’abilityoflisteningcarefullyandfindingoutthekeyinformationneeded.)Stage4:Post-reading(18minutes)Step1:Groupwork.Readparagraph4,drawamindmapofitandretellittotheclass(13minutes)Studentsworkingroupsofthree.Theyareencouragedtocreateamindmapoftheirown.Theyareencouragedtobeascreativeaspossible.Groupmembersplaydifferentroles:1painterisneededtodrawapictureoftheirgroup’s“clayart”;1mindmapmakerissupposedtogatherinformationandputsdownthekeyinformationonthemindmap;1reporterisexpectedtoretellthemainideaofparagraph4tothewholeclass.Severalgroupsofstudentscometothefrontandsharetheirmindmapswiththewholeclass.(Purpose:totrainthestudents’abilityofworkinginagroupanddeveloptheirimaginationandabilitytodraw,createandreport.)Step2:Brainstormanddiscussion.(5minutes)Studentsareguidedtodiscusshowtocreatebeautywithlittleacts.Severalstudentsareinvitedtosharetheiropinions.Stage5:Conclusion(1minute)Theteacherthanksthestudentsfortheiractiveparticipationandcooperationintheclass,encouragesthemtofindandenjoythebeautyinlifeandmoreimportantlycreatebeautyforothers.(Purpose:toguidethestudentstohaveabetterunderstandingofbeauty.)