还剩4页未读,继续阅读
文本内容:
Unit5WhydoyoulikepandasSectionB2a-2cDearjudges.KmFengXianfromShitaiZhandaMiddleSchool.Todayitsmygreathonortobeheretopresentmylessonplan.NowIllpresentmylessonplaninthreeparts:firstlythegeneralintroductionoftheteaching;secondlythedescriptionofteachingprocedures;thirdlyteachingreflection.OKnowletsmovetothefirstpartthegeneralintroductionoftheteaching.Firstlyletsanalyzetheteachingmaterial.ThematerialisfromGoforitBookTwoofGradeSevenUnit5WhydoyoulikepandasSectionB2a-2c.Thisunitisaboutanimalsinazoo.Itisdividedintotwoparts-SectionAandSectionB.InSectionAstudentshavelearnedsomewordsofanimals.Theycanalsotalkaboutthepreferencestosomeanimalsandtellreasonsbyusingthetargetlanguage.InSectionBstudentsgoontopractisetheusageofadjectivesinrealsituationsandthenturntolearnthereadingpart.Alltheinformationinthepreviousperiodshavepavedthewayforthereadingpart.TodayIwilltalkaboutmyplanofthispart.ThereadingpartmainlyfocusesonelephantsinThailand.Itmainlyintroducessomefactsofelephantstheirabilitiestheimportanceofelephantsandhowtosavethem.Nowletstalkaboutthestudents.AsforstudentsofGradeSeventheyaresmartandoutgoing.Theyareinterestedintalkingaboutanimalswhicharerelatedtotheirlifeclosely.Thereforetheyhavegreatdesiretoexpressthemselves.Moreovertheyhaveacertainvocabularyandexpressionsofthistopicandhavesomebasicskillsinreading.Somostofthestudentscanfinishthetaskssmoothly.HoweverforstudentsofGradeSeventheyarelackofconfidenceandtheycanhardlyconcentrateonthistopicforalongtimesoitsnecessaryformetoencouragethemandmakethemmoreactiveinclass.ThenletstakealookattheGuidingIdeology.AccordingtoEnglishcurriculumstandardsthecorecompetencyisthereflectionofeducationvalue.Itincludesfouraspects:linguisticcompetencyculturalawarenessthinkingqualityandlearningability.Basedontheseaspectsmyteachingobjectivesaresetasfollows:Bytheendoftheclassstudentswillbeableto:1recognizethenewwordsandphrasesinthisreading:symbolflagforgetplaceindangercutdownetc.
2、usereadingstrategiestounderstandthestructureanddetails.
3、buildthemindmapandretellthepassage.developtheirlogicalandcreativethinkingability.improvetheirawarenessofprotectinganimalsandenvironment.AmongtheseobjectivesIthinkNo.2andNo.3arethekeypointsthatistousereadingstrategiestounderstandthestructureanddetailsandtobuildthemindmapandretellthepassage.ForthedifficultpointIthinkitishowtodevelopstudentslogicalandcreativethinkingability.InordertoachievetheseobjectivesanddealwiththesekeypointsanddifficultpointsIadoptthefollowingmethods:communicativeapproachtask-basedapproachPWPapproachandTop-downapproach.Thenlet/smoveontothemostimportantpart:teachingprocedures.KIIdivideitintosixstepsincludinglead-inpre-readingwhile-readingpost-readinghomeworkandself-evaluation.Toleadinthetopicaguessinggameisdesigned.Iwouldlikethestudentstoguesswhichanimalwewilltalkaboutbyshowingthemsomewordsaboutelephantstraits.Thepurposeofdesigningthisstepistoarousestudentsinterestandleadintothetopic.Atthesametimethenewword“ivoryisimpressedbythemwhichwillappearinthereadingmaterial.InordertogetstudentstoknowtheinfluencethatelephantsinThailandhaveonpeopleIplayashortvideoforthemandleadtotheintroductionofsomewordsandphrases.Inthenextpre-readingstepsomenewwordsandphrasessuchassymbolflagingreatdangercutdownkillforetc.willbepresentedbyshowingpicturesandaccordingtothecontext.Bydoingsostudents/attentionwillbeattractedandthentheywillhaveadeeperimpressiononthesewordsandphrases.Duringwhile-readingstepstudentswilldoafastreadingandacarefulreading.ForthefastreadingpartIguidestudentstoscanthepassagequickly.Afterthattheywillbeaskedtochoosethebesttitleandmatchthemainideaforeachparagraph.Inthiswaystudentswillhaveageneralunderstandingofthepassagesstructureandbereadyforthenextactivities.Meanwhilesomereadingtipshavealsobeenmentionedinthispartwhichwillgivestudentssomereferenceintheirreading.ForthecarefulreadingpartIdesignthreetasks.Intaskonestudentsreadparagraphonecarefullyandanswerfourquestions:whowherewhatandwhy.Atlasttheywillbeguidedtomakeaconclusion:elephantsinThailandareveryimportant.Intasktwostudentswillreadparagraphtwocarefullyandtrytoanswerthequestion:Whatcantheelephantsdobyfinishingthemindmap.FinallytheywillknowthatelephantsinThailandareverysmart.IntaskthreestudentsaretoldtoreadparagraphthreecarefullyandhaveknownelephantsinThailandareingreatdangerbycomparingthetwofigures.ThenIguidethemtofindtheanswerstothequestion“WhyaretheyingreatdangerAndfinallyIinspirethemtothinkthesolutionstotheproblems.Inthewholecarefulreadingprocessstudentsareguidedtounderstandthedetailsofthepassagebydealingwithaseriesofquestionswhichcandecreasethedifficultyofthepassageandarousestudentsreadingmotivation.Atthesametimetheirabilityofunderstandingandsummarizinghasbeenactivatedandthishaspavedthewayfortheirhigherthinkingability.Thefourthstepispost-reading.Inthisstepstudentsreadthepassageagainandcompletethemindmap.Afterthattheywillbedividedintofivegroupsandeachgroupmemberswillworktogethertoretellthepassageaccordingtothemindmap.Itcanhelpstudentstograspthestructureofthepassageonthewholeandtheircomprehensivethinkingabilitywillbeimproved.Whatsmoreretellingaccordingtothemindmapnotonlyconsolidateswhattheyhavelearnedbutalsostrengthensstudents/expressiveability.Andthenstudentsattentionistransferredfromelephantstopandas.Thepurposeofdesigningthisstepistoletstudentsknowthatpandashavethesimilarsituationaselephantsandleadthemtopayattentiontopandas.Wecansavetheelephantsandwecanalsosavethepandas.Sostudentscanfinishthismindmapveryeasilywiththehelpoftheaboveone.Meanwhiletheirthinkingabilitywillgouptoahigherlevelaswell.AtlastIwillplayavideoaboutthecurrentsituationofanimalsintheworldandcallonstudentstolovetheanimalslovetheenvironmentandlovetheworld.ThefifthstepisHomework.InordertoconsolidatethetopicanddeepenstudentsthinkingandimaginationIdesignedthreetasksaccordingtodifferentdifficultylevels.ThefirstoneisforallthestudentstofinishsoImarkitwithonestar.Thesecondoneandthethirdonearealittlebitdifficult.StudentscanchoosetodoaccordingtotheirabilitiessoImarkthemwithtwostarsandthreestars.ThelaststepisSelf-evaluation.BytheendofthisclassStudentscanevaluatewhattheyhavelearnedaccordingtotheitems.Itcanhelptheteachertothinkoverherteachingprocess.Atthesametimetheteachercanalsogetdifferentfeedbackfromstudents.OKnowletstalkaboutmyblackboarddesign.Somekeywordsandphrasesarelaidoutontheblackboardinalogicalway.Thepurposeofdoingsoistohelpstudentsclarifythestructureandandthenstudentswillknowhowthepassageisarranged.Nowletsmoveontothelastpart:myteachingreflection.Inbrieftherearesomeshiningpointsofthislesson.Firstlyit/seasierforstudentstolearnnewwordsbypicturesandcontext.Secondlytheteachingfocusesonreadingskillsandstrategies.Thirdlytheteacherdesignsallkindsofactivitiestodevelopstudentsthinkingabilities.Howevertherearesomeshortcomingsforexampletheteachingcontentisabittoomuch.Forstudentswithweakfoundationitsdifficulttokeepupwiththerhythmofteaching.SoIwillgiveguidanceinstudyafterclass.Thatsallformylessonplan.Thanksforyourlistening.。