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TeachingplanforUnit3Book7Goodmorning,ladiesandgentlemen!I’mverygladtobeheretosharemyteachingideas,I’mNo._Nicetomeetallofyou!Today,mytopicisUnderthesea.Togetabetterunderstandingofmyteachingplan,Iamgoingtoanalyzethelessonfrom6parts:Analysisoftheteaching、teachingaims、thekeyanddifficultpoints、teaching&learningstrategies、teachingproceduresandblackboarddesign.Part1:analysisoftheteachingFirstly,I’lltalkaboutpart1———analysisoftheteaching.Thetopicistakenfromunit3ofbook7.It’sthefirstperiodofthisunittellingustwoanecdotesabouthowOldTom,akillerwhale,helpedwhalershuntandhowitsavedJames’life.AfterclassIhopemorestudentswillpayattentiontoprotectingseaanimals.SeniorTwostudentscancooperatewitheachothertofinishatask.ButtheirabilityofusingEnglishisstilllimited.Soitisverynecessarytobuilduptheirconfidence.Part2:TheteachingaimsAccordingtothenewstandardcurriculumandthesyllabus,afteranalyzingtheteachingmaterial,Ithinktheteachingaimsareasfollows:1.knowledgeaimsKnowledgeaimsaretoenablethestudentstoknowthemeaningsofnewwordsandexpressionsandunderstandthecontentofthepassage.2.AbilitiesaimsAbilitiesaimsaretodeveloptheSs’readingstrategieslikeskimmingandscanningandtotraintheSs’abilityofcooperationandcommunication.3.EmotionaimsEmotionaimsaretostimulatetheSs’confidence&interestinEnglishandarousethestudentstoprotectseacreatures.Part3:ThekeyanddifficultpointsBasedontherequirementofthesyllabusandthestudents'characteristics,thekeypointsaretolearnsomenewwordsandexpressions,understandtherelationshipbetweenthekillersandthewhalersanddeveloptheSs’readingability.Thedifficultpointsaretounderstandtherelationshipbetweenthekillersandthewhalersandmakethestudentsrealizetheimportanceofprotectingseacreatures.Part4:Teaching&learningstrategiesInordertoachievetheaimsandovercomethekeyanddifficultpointsmentionedabove,Idecidetochoose“CommunicativeApproach”、“Task—basedTeachingMethod”and“SituationalTeachingMethod”asthemainteachingstrategies.Learningstrategiesareskimming&scanningandcooperative&individuallearningmethods.Part5:TeachingproceduresNow,Iwilltalkaboutthemostimportantpart:part5—teachingprocedures.Thereare4stepsinthispart.Step1Pre-reading(5m)Showsomecommonseacreaturesonthescreenandasksomestudentswhattheyknowabouttheseanimals.Thenfocustheirattentiononthekillerwhalesandtellthemwhykillerwhalesgotthename.Inthisway,Sswillpaytheirattentiontoourclasseasilyandquicklygetfamiliarwiththetopic.Step2while-reading(20m)I’llgivethemabout20minutestoreadthepassageandfinishthefourtasksfromeasytodifficult.Iwillofferthemsomehelpifnecessary.Task1:Howmanycharactersmentionedinthepassage?Whoarethey?1.was16yearsofagewhenhewenttoworkatthewhalingstation.2.orderedClancytogototheboatastherewasawhaleoutthereinthebay·3.wasswimmingbytheboatshowingthewhalerstheway4.toldClancythattheywouldreturnthenextdaytobringinthebodyofthewhale5.wascarriedbythewavesfurtherandfurtherawayfromthewhalers.6.knewthatOldTomwouldprotectJames.ItistodeveloptheirabilityofskimmingandscanningTask2:MatchthemainideaswitheachpartItistodeveloptheirabilityofsummarizingthemainidea.Task3:Readthefirstanecdoteandputthefollowingstatementsinorder.()Thewhalerskilledthebaleenwhalewiththehelpofthekillerwhales.()OldTomswambytheboat,showingustheway.()Clancyarrivedatthewhalingstation.()Thewhalersreturnedforthebaleenwhalethenextday.()Clancysawahugeanimalinthewater,whichwasOldTom.()Clancyheardahugenoisecomingfromthebay.()Themanwenttotheboatandheadedoutintothebay.Itistodeveloptheirlogicalthinkingandtopickoutinformationquicklyandcorrectly.Task4:Comprehending--Readthepassageagainandchoosethebestanswers.1.Whydidthemenstartturningtheboataroundtogohomeafterthewhaledied?A.Becausetheydidn'tneedadeadwhale.B.Becausetheycouldn'tfindthewhale'sbody.C.Becausetheyknewthatdeadwhalewouldn'tfloatuptothesurfaceforaround24hours.D.Becausetheyknewthekillersatethewhale'sbody.2.WhathappenedtoJamesafterhewaswashedofftheboat?A.Hegothurtbyashark.B.Hewasabandonedbytheotherwhalersandfeltterrified.C.Hedroppedhishopeandwasnearlydying.D.HewasheldupinthewaterbyOldTomandrescued.3.Wecaninferfromthetextthat.A.thekillerwhalesmaybetrainedbythewhalersB.thekillerwhaleswanttohelpmancatchthewhalesthemselvesC.thekillerwhalesneednotrainingforhelpingthewhalersD.thekillerwhaleswanttoeatthewhalesafterkillingthemTask—basedTeachingMethodisusedhere,Sscanunderstandthegivenmaterialbetterbyusingdifferentreadingskills.Andtheirabilitiesofcommunicationandcooperationwillbealsowellimproved.Step3Post-readingExercise1:Retellthestory.Iwas16whenIbeganworkatthewhalingstation.Ihadbeentold1.everyyearthekillershelpedwhalerscatchhugewhales.AfterIworkedthereI2.(witness)itwithmyowneyesmanytimes.OneafternoonwhenIwassortingoutmyaccommodation,Iheardaloudnoise3.(come)fromthebay.ThenIexperiencedhowthekillers,4.(especial)OldTom,helpedusleadthewayandcatchawhale.Firstly,themaninthebowoftheboataimedtheharpoonatthewhale,thenletitgoandtheharpoonhitthespot.Secondly,thewhale'sbody5.(drag)swiftlybythekillersdownintothe6.(deep)oftheseaafteritdiedandthenthekillershadagoodfeedonitslipsandtongue.7.thekillerswerefiercehunters,theyneverharmedorattackedpeople.8.thecontrary,theyprotectedpeople.Forexample,oneday,theseawasroughanditwasdifficult9.(handle)theboat.ThewaveswerecarryingJamesfurtherawayfromus.Jameswasterrifiedof10.(abandon)byus.JustthenasharkappearedanditwasOldTomthatsavedJames.AllofuspraisedOldTombysaying“Welldone”.ThepurposeistodeveloptheirabilityoffillingingrammaticalclozeExercise2:DiscussionIwillplayavideoaboutJapanesekillingwhalesandhaveafreeta
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