教學(xué)設(shè)計(英文版)

1、精選優(yōu)質(zhì)文檔-傾情為你奉上精選優(yōu)質(zhì)文檔-傾情為你奉上專心-專注-專業(yè)專心-專注-專業(yè)精選優(yōu)質(zhì)文檔-傾情為你奉上專心-專注-專業(yè)【星期二第七節(jié) 教學(xué)設(shè)計（英文版）】Teaching PlanBackground informationSchool: Chongqing Experimental Foreign Language SchoolStudents: 30 students from Junior 3 Material: Unit 9, Go For It, PEPType of lesson: ReadingLesson duration: 40 minsDate: November

2、29, 2016Aids: textbook, blackboard, chalks, drawing paper, multi-media Contents: 1. Vocabulary: form, celebration, scissor, symbol, turn into, send sth. out, be seen as symbols of2. Reading: Beauty in Common ThingsObjectives: Objectives for students (1). Students can correctly pronounce the followin

3、g words and phrases, understand their meanings and correctly use them orally: form, celebration, scissor, symbol, turn into, send sth. out, be seen as symbols of. (2). Students are able to improve their integrated language learning skills, especially using the following reading skills, such as findi

4、ng out the topic of each paragraph with the help of the first sentence in each paragraph, reading for key information, understanding the the logic between the title and the content, to comprehend the texts main idea and details.(3). Students can retell paragraph 2 with the help of the mind map on th

5、e screen. (4). By following the teachers example, students can work in groups of 3, read paragraph 4, draw a mind map of it and retell the main idea of it to the whole class.(5). Students can learn to work cooperatively and shoulder separate responsibilities in group work.Objectives for the teacherI

6、 will create a student-friendly classroom environment where students can feel free to share their ideas; I will adjust the difficulty levels of the questions I raise and assign different levels of tasks according to the students reactions.Focal points:Imitate the example of the mind map made by the

7、teacher and create a mind map in groups of three.Difficult points:Students can creatively produce a mind map of paragraph 4 within a limited time (about 7 minutes) and introduce their dream robots in front of the whole class. Procedures and Time AllotmentStage 1: Getting students ready for learning

8、(2 minutes)The teacher introduces himself as a new teacher of the students. To relax the teacher himself and the students, the teacher plays a joke on himself. (Purpose: Create a student-friendly situation to ease students nervousness and motivate students learning interest)Stage 2: Pre-reading (6 m

9、inutes)The teacher makes a piece of paper cutting in front of the class. Students are guided to find out “beauty in common things”. One video about Chinese traditional art is shown to the students and students are supposed to watch and write down different kinds of traditional art forms. In this pro

10、cess, the teacher presents the new words and expressions like “scissor”, “form”, “symbol”, “celebration” and “turn into”. Students are given a chance to make their own sentences. (Purpose: to stimulate students imagination about the topic of the target reading passage and prepare the students lingui

11、stically and thematically, which lowers the difficulty level they may face when reading)Stage 3: While-reading (13 minutes)Step 1: Finding out the structure of the passage (2 minutes)Individual work: students read quickly to find out the structure of the passage, which proves to be much more effecti

12、ve when the students pay more attention to the first sentence of each paragraph.(Purpose: to improve students reading skill of finding out the structure of the passage quickly.)Step 2: Students read for specific information and the teacher guides students to find out how to make a mind map. (11 minu

13、tes)Task 1: (1). Students read paragraph 1 and answer 2 questions.Question 1: What do traditional art forms try to show?Question 2: Are these beautiful things made of very special materials?(Purpose 1: to improve students ability to find out the key information.)(2). Students are challenged with the

14、 question “Why is the passage titled Beauty in Common Things”. (Purpose 2: to cultivate students logical thinking and improve their ability to find out the supporting information.)Task 2: (1). Students read paragraph 2 and complete the mind map with the help of key words. (Purpose: to improve studen

15、ts ability to locate the information needed.)(2). Pair work: Students retell the main idea of paragraph by referring to the mind map.(Purpose: to improve students ability of organizing and making sentences according to the key information.)Task 3: Students read paragraph 3, answer the teachers quest

16、ions orally and complete the mind map of paragraph 3.(Purpose: to improve students ability of listening carefully and finding out the key information needed.)Stage 4: Post-reading (18 minutes)Step 1: Group work. Read paragraph 4, draw a mind map of it and retell it to the class (13 minutes)Students

17、work in groups of three. They are encouraged to create a mind map of their own. They are encouraged to be as creative as possible. Group members play different roles: 1 painter is needed to draw a picture of their groups “clay art”; 1 mind map maker is supposed to gather information and puts down th

18、e key information on the mind map; 1 reporter is expected to retell the main idea of paragraph 4 to the whole class.Several groups of students come to the front and share their mind maps with the whole class.(Purpose: to train the students ability of working in a group and develop their imagination and ability to draw, create and report.) Step 2: Brainstorm and discussion. (5 minutes)Students are guided to discuss how to create beauty with little acts. Several students are invited to share their opinions.St