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TeachingPresentationOxfordEnglish8BUnit4GulliverinLilliputJiangMinMaanshanExperimentalMiddleSchool(幻灯片1)(教师出镜)Goodmorningrespectedjudgesandteachers!ImJiangMinfromMaanshanExperimentalMiddleSchool.Itsmygreathonortobeheresharingmylessonplanwithyou.(幻灯片2)Mypresentationisdividedinto3parts一(点幻灯片)generalintroduction(点幻灯片)teachingprocedureand(点幻灯片)thefeaturesofmydesign.(幻灯片3)Part1isthegeneralintroduction.(幻灯片4)Filtalkaboutitfromthefollowing7parts.Guidingtheoryanalysisoftheteachingmaterialanalysisofthetargetstudentsandsoon.(幻灯片5)Firstthelessonisdesignedunder(点幻灯片)theguidanceofthecorecompetence(点幻灯片)theactivity-basedapproachtoEnglishlearningand(点幻灯片)theBloomstaxonomyoflearning.(幻灯片6)TheteachingmaterialGulliverinLilliputistakenfromtheEnglishtextbookBook2forGrade8byYilinPress.(点幻灯片)AsstudentshavelearntanextractofAliceinWonderlandwhentheywereinGrade7theymightbefamiliarwiththegenre.(幻灯片7)Thewholeunitiscomposedof7sections:(点幻灯片)WelcometotheunitReadingGrammarIntegratedskillsStudyskillsTaskandself-assessment.(幻灯片8)Wecanseethecontentsofthewholeunitfromthisdiagram.(点幻灯片)InWelcometotheunitComicstripdifferenttypesofbooksareintroduced.(点幻灯片)Inthereadingpartittalksaboutappreciationofthenovel.(点幻灯片)InGrammarIntegratedskillsandStudyskillsittalksabouthowtochooseandrecommendbooks.(点幻灯片)InTaskitisaboutthegoodreadinghabits.(点幻灯片)thethematicmeaningoftheunitistheloveofreading.(幻灯片9)Whatrilpresenttodayisthesecondperiodofthisunit:Reading.Tilinterpretitfrom3dimensions:(点幻灯片)whathowandwhy.(点幻灯片)ThethematiccontextbelongstoManSocietyandsubthemeistherepresentativeworksinthehistoryofliterature.ThetextisaboutGulliverinLilliput.ItisadoptedfromGulliversTravels.Thereare5paragraphswhichcanbedividedintotwoparts.Part1isfromPara.1toPara.2whichtellswhathappenedbeforeGulliversawthetinymen.TherestofthepassageisPart2whichtellswhathappenedafterGulliversawthetinymen.(点幻灯片)Thegenreofthepassageisanovelwhichisorganizedintimeorder.Thepastsimpletenseandthepastcontinuoustenseareusedwiththetimeadverbialclausestoshowthedevelopmentofthenovel.Alsothewriterusesdifferentdescriptionstomakereaderscreatepicturesintheirmindandusescontrasttomakethenovelinteresting.(点幻灯片)Theeditorchoosesthepassagetoarousestudents5interesttoreadmoremasterpieces.(幻灯片10)Then(点幻灯片)IlluseKWLmodeltoanalyzethetargetstudents.(点幻灯片)StudentsofGrade8havegenerallymasteredthereadingstrategyofpredictionandtheycanunderstandthenovelwritteninthepastsimpletenseandthepastcontinuoustense(点幻灯片)buttheyrecuriousabouttheplotthefeaturesofthenovel.(点幻灯片)SotheywilllearnwhathappenedinLilliputandappreciatethenovel.(点幻灯片)Butsometimestheycan*thinkdeeplysoitisnecessarytoarousestudentsdeepthinkinginclass.(幻灯片11)Basedontheanalysisabove(点幻灯片)theteachingobjectivesofthewholeunitaredesignedlikethis.(点幻灯片)AndIhavesettheteachingobjectivesofthisperiodasfollow.Bytheendofthislessonstudentswillbeabletofirstunderstandthenewwordsincontextandobtainthemainideaofthenovel;secondperceivethelinguisticandrhetoricfeaturesofthenovel;thirdtalkaboutwhatwouldhappennext;lastoneistoappreciatethenovelandlovereading.Sotheypointtotherealizationofunitobjectivesand(点幻灯片)theyarealsoinlinewiththeactivity-basedapproachtoEnglishlearningand(点幻灯片)highlightthecorecompetenceandreflectthecognitivelevels.(幻灯片12)Accordingtotheteachingobjectivesandstudents9learninglevels(点幻灯片)teachingfocusesaretohelpstudentsobtainthemainideaandperceivethelinguisticandrhetoricfeaturesofthenovelsuchasappearancedescriptionpsychologicaldescriptionactiondescriptionandcontrast.(点幻灯片)Thedifficultpointsaretohavestudentstalkaboutwhatwouldhappennextandlearnhowtoappreciatethenovelandtrytomakethemlovereading.(幻灯片13)Forteachingapproach(点幻灯片)Iadoptcommunicativeapproachandactivity-basedapproach.(点幻灯片)TofacilitatemyteachingIusethemultimediaandtheblackboard.(幻灯片14)AsforevaluationIadoptteachersevaluationself-evaluationandpeer-evaluation.(幻及丁片15)Part2isteachingprocedure.(幻灯片16)Myteachingprocedure(点幻灯片)canbedividedinto3stagespre-readingwhile-readingandpost-readingwhichtakeup6minutes20minutesand14minutesrespectively.Thereare7activitiescategorizedbytheactivity-basedapproachtoEnglishlearningfromlowerleveltohigherlevel.Activity1toActivity4(点幻灯片)belongtolevelonelearningandunderstanding.Activity5(点幻灯片)belongstolevel2applyingandpracticingandActivity6andActivity7(点幻灯片)belongtolevel3transferandinnovation.(幻灯片17)Duringthelead-inpart(点幻灯片)IplayavideoaboutGulliverstravelswithtwoquestions.(点幻灯片)Bydoingthisitcanstimulatetheirinterestandrecalltheirexistingknowledgeaboutwhattheyknowaboutthenovel.(幻及丁片18)ForActivity21presentthetitleandtheintroductionsothattheycouldgetsomebackgroundinformationsuchasthenamethewriterthetypeofthebookandsoon.(幻灯片19)ThenthepictureispresentedandIhelpstudentspayattentiontothedetailofthepicture.Atthesametimetheybuildinitialcollectionwiththetext.(点幺J灯片)ThesetwoactivitiesarethestagesofrememberingasIshowedinBloomsTaxonomyofLearning.(幻灯片20)Activity3readingforgistisdesignedtochecktheprediction.(点幻灯片)Studentsreadthetextveryquicklyandmatchtwopartswithmainideas.Thenstudentsnotonlyobtainthemainideabutalsodeepentheir(点幻灯片)understandingofnovel.(幻灯片21)InActivity4readingfordetails(点幻灯片)studentsareaskedtoreadandfindtheelementsofthenovelandthen(点幻灯片)teaseouttheplot.(点幻灯片)AfterthatIaskthestudentsonequestion.HowisthenovelorganizedandthenletthempayattentiontodifferentcolorsofwordswhichhelpsstudentsknowhowtoorganizethenovelintimeorderandwritethenovelfromwhatGulliverdidsawsaidandfelt.Thesequestionscheckwhetherstudentshaveunderstoodthepassage(点幻灯片)soitisthestageofunderstanding.(点幻灯片)Attheendofthisstagethefirstteachingobjectivewillberealized.(幻灯片22)Activity5readingforfeatures.(点幻灯片)InordertohelpstudentsanalyzethelinguisticandrhetoricfeaturesofthenovelIaskstudentstoreadthetextparagraphbyparagraph.FirstreadPart.1andanswertwoquestionswhichhelpstudentsknowagoodreadcanattractreadersattentioninthebeginning.(点幻灯片)NextreadPara.3andanswerquestions.Thesethreequestionshelpstudentsknowthatagoodreadshouldusewordsproperly.(点幺J灯片)ThesefourquestionshelpstudentsknowthatagoodreadcanhelpreadersformpicturesintheirmindandfeelGulliversfeelingwithappearancedescriptionandpsychologicaldescription.(点幻灯片)AfterthatgoonreadingPara.4andPara.
5.(点幻灯片)Byansweringthequestionsandfillingintheblanksithelpsstudentsknowtheusageofactiondescriptionwhichwillformavividpictureinourmindandpushthedevelopmentoftheplot.Moreoveritcreatesachanceforstudentstoapplywhattheyhavelearnedintotheirthinking(点幻灯片)soitisthestageofapplying.(幻灯片23)Thenreadforcomparisonand(点幻灯片)findoutdifferentnumbersofthesmallmenindifferentParasandwhatGulliverdidandhowGulliverfeltindifferentsituations.Ithelpsstudentsanalyzethedevelopmentoftheplot.Thenstudents(点幺J灯片)readthetextagainandtrytofindthefourproblemsGulliverhadandhelpthemanalyzethatagoodreadcanusecontrasttomakethenovelinteresting.(点幻灯片)Soitisalsothestageofanalyzing.(幻灯片24)Activity6appreciation.(点幻灯片)Iaskthestudentstoreadthepassageagainwiththequestion:whichsentencesorwordstellyouthemenweresmall”Hereistheanswerfromoneofmystudents.(学生通过climb看出小人小)Thisactivityhelpsstudentsevaluatedirectdescriptionandindirectdescriptionofthenovel.(点幻灯片)Soitisthestageofevaluating.(点幻灯片)Attheendofthisstagethesecondteachingobjectivewillberealized.(幻灯片25)Activity7Creating.(点幻灯片)Studentsworkingroupsanddiscusswhatwouldhappennext.Thisactivityistohelpstudentshaveanopportunitytointegratewhattheyhavelearnedtodayandcreateanendingwithimagination.(点幻灯片)Soitisthestageofcreating.(幻灯片26)Tosummarizethewholelesson(点幻灯片)studentsreviewwhattheyhavelearnedinthisclasswiththemind-map.(点幻灯片)ConnectingtheoperationunderthedoublereductionpolicyandtheanalysisofmystudentsIdesigntwolevelsofhomework.(点幻灯片)Attheendofthisstagethethirdandfourthteachingobjectiveswillberealized.(幻灯片27)Thisismyblackboarddesign.SincethetopicofthisunitisaboutagoodreadIdesignitintheshapeofabook.Ontheleftitstheelementsofnovel.Ontherightitssomethingthatmakesagoodread.(幻灯片28)Thelastpartisfeaturesofdesign.(幻灯片29)Firstly(点幻灯片)Iapplybackwarddesigninmyteaching.FirstofallIidentifydesiredresultsbythinkingaboutthequestion.WhatdoIwantthestudentstounderstandandknowinthisclassIanalyzethethemeoftheunitintegrateeachperiodand(点幻灯片)gettheobjectivesofReadingthen(点幻灯片)determineacceptableevidencebythinkinghowIchecktheyhavelearned.Therefore(点幻灯片)Idesignsomecriterias.Finally(点幻灯片)planlearningexperiencesandinstruction.(点幻灯片)Ithinkaboutwhatlearningactivitieswillenablestudentstoachievethedesiredresults.(幻灯片30)Secondly(点幻灯片)activitiesarecategorizedbytheactivitybasedapproachtoEnglishlearning(点幻灯片2次)fromlowerleveltohigherleveland(点幻灯片)alltheactivitiesarecloselyinterrelatedandcomplementary.(幻灯片31)Thirdly(点幻灯片)thelessonisteachinglearningandevaluationintegrative.(点幻灯片)Evaluationforteachingandlearningispursued.Andallactivitiesarecarriedouttoensuretheconsistencyof(点幻灯片)teaching(点幻灯片)learningand(点幻灯片)evaluation.(幻灯片32)Thatsallformypresentation.Thankyou.。