Camellia unit2Word文件下载.docx
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Camellia unit2Word文件下载.docx
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(sectionA)
Goodmorning,LadiesandGentlemen!
Welcometomyclass!
First,Iwanttoexpressmygreathonourtostandhereandsharesomeofmyteachingideaswithallofyou.Today,myteachingtopicisUnit2:
What’sthematter?
SectionA.Idividemyteachingideasintosevenparts:
analysisofteachingmaterial,analysisofteachingobjective,analysisofstudents,analysisofteachingmethods,analysisofteachingaids,analysisofteachingprocedureandblackboarddesign.
Fromnowon,Iwillintroducemyteachingideasonebyone.
Ok,let’scometothefirstpart:
analysisofteachingMaterial.Inthispart,languageeducationidealof“Goforit”isthatknowledgeisusedfortakingactionanditemphasizedtheusageoflanguage,training“innovating”,practisingability,developingstudystrategies.Accordingtothe“coursestandardofEnglish”,Englishclassshouldbeastageofopen,flexibleandcolorful.Communicationistobevariousbetweenstudentsandteachersaswellasstudentsthemselves.Theteachingmaterialshouldprovideaplantformforstudentstocommunicateandpracticefreely.Themainpurposeofunit2istoteachstudentshowtotalkabouttheconditionofhealthandhowtogiveadviceaccordingtovariousheathyproblemsamongpeoplethemselves.Itmainlyprovidessomenewvocabulariestothestudents,especiallysomenamesofourbodypartsandtheexpressionsofdifferentillnesses.Thecontentofthislessonisrelatedcloselytostudents’dailylife,soitisapttocausethemtousesimpleEnglishtocommunicateandexchangetheinformation.Inactivities,italsopromotetheemotioncommunicationbetweenstudentsandteachers.
Thenextisteachingobjective.Accordingtotheconcretedescriptionaboutthetotalgoalof“coursestandardofEnglish”,combinetheteachingmaterialinUnit2sectonA,Idividethoseobjectivesintoknowledgeobjective,abilityobjectiveandemotionobjective.
First,Knowledgeobjective.
Inthissection,studentswilllearntomastermorevocabulariesabout
somenamesofourbodypartandsomeimportantexpressions,suchasarm,ear,stomach,etc….Notjustforenlargetheirvacabularies,butalsolet
studentstalkabouthealthandmakesuggestioninEnglishfluently.Meanwhile,IwillintroducetheuseofModalAuxiliary,suchasshouldandshouldn’t.Iwillalsoleadmystudentstoinquire,describehealthyconditionandansweritwiththetargetlanguage.
Second,ablityobjective.
Tosomeextent,actually,studentswillmakeaprogressinlistening,speaking,readingandwritingthroughtheclass.First,theycanlistenthelisteningmatrialaboutthistopiccompletelyandgraspthemaininformationofit.Second,studentscandiscusssomeotherhealthproblemsbythemselvesandraisethesolutionoftheseproblems.Third,theycanreadthesimpledialogeorpassageofthistopicfluently.Thelastbutnottheleast,studentscanmakeasurveyandwritesomesuggestionsforpepole’shealth.
Third,Emotionobjective.
Throughtalkingabouthealthandgiveadvice,exchangedifferentviews,studentswilltakemorecareaboutthepepolearoundthemandalsoknowmoreinformationabouthowtokeeptheirbodieshealth.
Thenextisthekeyanddifficultpoints:
Thekeypointsofthisunitaresomenewwords,suchasarm,ear,,stomachetc…
Thedifficultpointsare,teachstudentshowtouseModalAuxiliaryandalsoteachthemtotalkaboutthehealthandgiveadvicewithtargetlanguage.
Now,let’scometothesecondpart:
theanalysisofstudents.Oneofthe
mostimportantcharacteristicsofstudentsinjuniormiddleschoolisthattheirabstractthinkingabilityisrelativelylow,buttheabilityofimaginingisverystrong,andtheirattentionscanbescatteredeasilyaccordingtothesepoints.EspeciallyforthestudentsinGradetwo,theyhaveastrongabilityofmemorizeandimitat.Theyalsohavestrongeagerforknowledgeanddesireofperformance.Bueitneedtodeveloptheirabilitiesofexpandingandusingknowledge.Basicedonthat,Iwillarrangemylessonthroughsomeactivities,suchasinvestigation,role-playing,games,pairworkordiscussion.Inordertostrengthenstudents’interestandattentionbetter.
Then,let’smovetomyconceteteachingmethods.Thislessonwilluse“Task-basedLanguage”teachingmethodmainly,SoinmyclassIwillleadmystudentstostudyEnglishthroughfinishingtheconcretetaskallthetime,letthemusespecificlanguageforspecificpurpose,obtainandaccumulatestudyexperiencethroughfinishingthespecificcommunicationtask.Toleadmystudentstolearningindoing,learningforusing.Besidesthat,I’lluseanotherthreekindsofteachingmethods.Thefirstisdirectteachingmethod.Inmyclass,I’llpaymoreattentiontogivestudentsmoreexamplestomakeclassmorevividandalsomakestudentsusethemintopractice.Besidethis,Iwillshowsomepicturesofourbodyparts.Iwantstudentstogetmorerealimagesaboutit.Studentscanbroadentheiroutlookthroughit.AndthemostimportantistheycanimprovetheiroralEnglishquickly.Thesecondisaudio-visualteachingmethod.Inoneway,Iwillpreparesometape-recordingofthissectionforstudentstolistening.Inanotherway,Iamgiongtoshowshortflasheswhicharerelatedtothesectionclosely.Mixtheimageofseeingandlistening,itcandevelopstudents’abilityoflisteningandspeaking.Thethirdone,andalsothemostimportantoneofmyclassissencecommunicationteachingmethod.InmyclassIwillmakeagreatefforttoprovidestudentsenoughchancestolisten,speakandread.Therefore,Iwilldesignthecommunicationthatcontacttextreality.Also,Iwillpayattentiontolinkupallkindsofsencenaturallyandemphasizetheautivationofsummarizing,reasoningandthinkingwell.Whatever,throughflexibleteachingmethods,makestudentslearnEnglishmorejoyfully,easilyandwhole-heartedly.Thatisallaboutmyteachingmethods.
OK,nowlet’smovetothenextpart:
teachingaids.Inmyclass,I’llmainlyusemultimediatoassistmyclass.Iwillputcartoon,pictures,recording,music,flashandchartintoit,whichmakemyclasscolorfulandattractive.Tosomedegree,itisgoodforstimulatingstudents’activities.Anditcanalsoenhancethecommunnicationbetweenstudentsandteacherinsomeway.
Afterthat,pleasefollowmeintomyfifthpartandalsomymostimportantpart,thatisteachingprocedure.Therearefivepartsinmyteachingprocedures:
theyarewarming-up,leadin,presatation,practiceandhomework.
Ok,let‘scometothefirstone,warming-up.Atthebeginningofmyclass,Iwillplayahappysongtomystudents.Thisstepcanattractstudentsintomyclassandthewholeclasswillgoeswitharelaxatomosphere.Then,let’smovetothenextpart:
leadin.Iwillshowthemapictureofdifferentnamesofourbodyonthescreenwithaperiodofsoftmusic.Themusicandpicturemakestudentshavegreatintrestedinclass.Afterthat,I’llaskthemaquestion,“Howmanypartsofthebodycanyouname?
”Letthemdiscuessitthenfindsomestudentstoanswerit.Throughthismethod,itcandevelopstudents’cooperatioonspiritandalsotraintheirabilityoforalexpression.Nextstepispresentstion.Followthepicture,Iwillshowthemsomeindividualpicturesofourbodypartsandintroducethesebodypartsonebyone.Inodertohelpmystudentstoreviewthevacabulariestheyhadlearntbefore.Anditisalsoagoodwaytohelpthemmasterthekeypiontsquickly.Ialsopreparesomeactivitiesformystudentstodeveloptheirabilities.Inthisclass,Iwillmainlyusethefollowingsteps:
stepone,pairwork.Letthemreadthesebodynamestogetherthenpracticeitwiththeirdeskmate.Throughthisactivity,theycancommunicationwitheachotherwell.Anditcanalsodrilltheircooperationspirit.Steptwo,playinggames.Allthestudentsclosetheirbooks,we’llhaveainstructortosay:
Touchyournose/head/rightear….Let’sseewhichstudentdoitcorrectlyandquickly.Firstallthestudentsdothisgame.Thenhavecompetitionsbetweenboysandgirls.5boysand5girlstothefronttodowhattheinstructorsaid.Ifyouarewrong,pleasegobacktoyourseats,thelastonewhostandsatthefrontisthewinner.Withthismethod,itcanhelpstudentstocontrolthesenamesinhappymood.Itcanreachthegoaloflearninginplaying.Stepthree,showthemashorthumorousflashtoleadtothekeygrammar“what’sthematter?
”ThepurposethatIshowafunnyflashtothemistoletthemlearnanewgrammarpointwithintresting.Stepfour,showthemseveralhumorouscartoonpicturesofdifferentkindsofillness.Thenteachthemtothestudents.Usethehumourospicturescangivestudentsdeepimpressionandmemorizethemeasily.Toputtheabstractthingsintosimpleone.Stepfive,playashortflashabouttheactivity1b,andletstudentsusetheknowledgeintopractice.Notjusttolistentherecording,butalsoseetheflash.Becausemixthewayoflisteningandvisiontogether,itmakesstudentsmasterthecontentmoreeasily.Stepsix,roleacting.Iwillaskseveralgroupsofstudentstoactthedoctorandpatientsinhospital.Withthismethod,itcandevelopstudent’sabilityofactingandalsoenhancetheirconfidence.Inanotheraspect,itcandrillthemusethelanguageintopractice.Inordertostrengthentheknowledgetheyhavelearnt,Ialsopreparesomepracticeforthem.Fistone,listenintherecordingofactivity2a.Iwillplaythetextrecordingforactivity2a.Studentswilldotheexcisesafterlistening.Thisstepcanimprovethestudents’listeningskill.Secondone,letthemhaveadiscussionwiththeirgroupabouthowmanykindsofsuggestionstheycangivetootherswhensomeoneissick.Andthenasktheleaderofsomegroupstomakeaconclusionabouttheirdiscussion.Throughthediscussion,itcanprovidelargerroomforstudentstoexpress
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