teaching plan.docx
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teaching plan.docx
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teachingplan
Teachingplan
一、Teachingobjectives:
(一)Languageknowledge:
1.Bytheendoftheclass,mostofthestudentscanmasterthefollowingthreenewwords:
quiz,Canadian,ministerandusethemappropriately.
2.Bytheendoftheclass,mostofthestudentsarefamiliarwiththeEnglishexpressionofcertainplacesandanimals.
(二)Languageskill:
1.Bytheendoftheclass,thestudents’capabilityofextractinginformationfromthecertainlisteningmaterialsandcomprehendingthelogicalconnectionbetweensentencesamongthemwillbestrengthenedsoastobeefficientEnglishlearners.
2.Bytheendoftheclass,thestudents’competenceofexpresstheirownperspectives
Andviewsorallywillbeenhanced.
(三)Affect:
1.Bytheendoftheclass,mostofthestudents’interestsandmotivationoflearningEnglishwillbeprovoked.
2.Bytheendoftheclass,mostofthestudents’internationalperspectivesandpatriotismwillbecultivated.Moreover,confidencesaboutourowncultureswillincrease.
(四)Learningstrategy:
1.Bytheendoftheclass,mostofthestudents’cooperativeandinvestigativeandparticipatoryabilitieswillbeimprovedsothatstudentswillbetrainedintoantonymouslearners.
2.Bytheendoftheclass,mostofthestudents’abilityofgatheringinformationthroughmultiplechannelswillbestrengthened.
(五)Culturalawareness:
Bytheendoftheclass,mostofthestudentswilldeveloptheirawarenessthatdifferentculturespossesstheirownfeaturesandalenientattitudetowardsthesewillbeformed.
二、
Teachingcontent:
Lessontype:
warming-upandpre-reading
Themodule:
Canada-“TheTrueNorth”isinthebookofnewseniorEnglishforChinaproducedbyPeople’seducationPress,Bookone.Themoduleservesasalinkbetweenthewholebooks:
consolidatethepreviouslessonandforeshadowthedevelopmentoftheperiodlatter.
三、
Teachingmethods:
Task-basedlanguageteaching(TBLT),commutativelanguageteaching(CLT),inputhypnosis,cognitivetheories.
四、
Teachingaids:
map,flashcard,PPT,tape-recorder.
五、Learningconditions:
Studentsatthisperiodtime,atcertainextent,havecomparativestrongcuriosity.Thus,fosteringandmaintainingtheirmotivationandinterestsoflearningEnglishareofvitalimportance.However,students’autonomouslearningabilitiesstillentailedofimprovement.Theypossesscertaindegreeoflanguagecompetence.But,equippedthemwithcomprehensivelanguageabilitiesarealongwaytogo.
六、Teachingprocedures:
(一)Beforeclass:
Dividetheentireclassintofourgroupsandrequirethemtosearchinformationintheinternet.Eachgroupwillhaveaspecificaim:
someneedtofindoutthepoliticalsystemofCanada;someneedfindthegeographicalinformationaboutCanada,justtonameafew.Surely,Iwillgivethemsomeinternetaddresssothatthesearch-for-informationtaskwillbelessexhausting.
[设计意图]
事先叫同学在网上或在我所给的网址中找到上课所要使用的信息既帮助同学实现了预习工作,也提高了学生的信息搜寻能力和信息的提取能力,为上课做好准备工作。
(二)Duringclass
Stepone:
(5min)
T:
Lastunitwelearnsomethingaboutthestars,inthesky,right?
Today,wearegoingtotravelintoanotherplaceinourplant.Doyouknowwhereitis?
S:
no
T:
okIamnotgoingtotellyoudirectly.Lethaveaquizandlateryoucatellmewhatisit?
[设计意图]
这个环节可以调动学生已学的知识和积极性。
同时引入两个生词,不仅自然而且生动。
学生对生词的掌握还能更生动些。
StepTWO(lead–in):
Competition(6min)
Thewholeclassisdividedintofourgroups.Intheppttherewillbesixcartoonimages.Iwillaskthestudentstochooseoneofthecartoonimagesandaskthemtogivethecorrectanswers.Tensecondwillbeoffered.Otherwisetheauthorityofgivingtheanswerwillbetransfertoanotherstudentinothergroup.Tenpointswillbegiventothegroupwhogivetherightanswers.
T:
Soletusdoacompetition,therearesixpicturesonthescreen.Iwilldividethewholeclassintofour.Iwillpickthestudentswhohandsupasquickaspossible.Tensecondwillbeoffered.Otherwisetheauthorityofgivingtheanswerwillbetransfertoanotherstudentinothergroup.Tenpointswillbegiventothegroupwhogivetherightanswers.Areyouclear?
(可以用中文稍微给以一些比赛信息)
T:
SOone,two,start.Wendy,good,youarethefirsttohandup.Whichoneyouwanttopick?
S:
Pig
T:
goodyouchoosepig.Hereisthequestion
WhatlanguagedoCanadiansspeak?
AEnglishBEnglishandGerman
CEnglishandFrenchDEnglishandSpanish.
S:
C
T:
congratulation.Therightothervolunteer.Whotry?
WhatisthecapitalcityofCanada?
….
[设计意图]
这个环节可以调动学生已学的知识和积极性。
活跃课堂的气氛和提高学生对这节课的兴趣.在这个活动中同时也加如对生词的解释,让学生在“乐中学在学中乐”
Step3:
(4min)
GivestudentsavideoaboutCanada.Writedowntheinformationtheygetfromthevideo.Atthesametimegivethehintstothestudentsifnecessary.
[设计意图]
通过一段视屏,不仅让学生得到更多的有关加拿大的信息,同时可以锻炼学生的在有限的时间内收集信息的能力和技巧。
Step4:
Havediscussion(5min)
Showamapontheblackboard.AskstudentstotelleachwhatCanadalikeintheirmindortheycanexchangeinformationtheygetfromtheinternet.Eachstudentshouldplayacertainroleandparticipateinthegroupwork.Makesurethecontentofthediscussionissetdown.
[设计意图]
让学生把目前为止得到的信息,行整合。
通过讨论的方式,既加强了学生的合作能力,也增强了团队合作精神。
锻炼学生的口语表达能力
Stepfour(5min)
AskgroupleaderstocometothestagetotelluswhatCanadaisintheireyes.
[设计意图]
这一环节主要锻炼学生的口语表达能力和胆量。
让多元的信息进行整合。
Step5:
(8min)
Makeaformativeassessmentaccordingtothestudents’responsesandatthesametimemakeasummaryaboutalltheinformationgivenbythestudents.
[设计意图]
这一环节让该得到表扬的同学得到了表扬,鼓励了他们的积极性。
为下一步做好准备。
让学生对加拿大的理解进一步加深。
Step6:
(5min)
T:
wow,wehavesomanyinformationaboutCanada.Sodoyouwanttovisitthere?
S:
yes
T:
IliketovisitCanadato.Usuallywhenwearegoingtovisitaplace,wewillmakeatravelplan.
Thisismytravelplan.
Timeandplacestovisit.
Moneytospend
Timetostay.
Transportations
[设计意图]
复习以前学过的知识,为下一步做好准备
为学生做好例子。
Step7:
Pairwork(8min)
Makeyourownplanandshowittous
[设计意图]
让学生自己动手,操作能力有提高
Step8:
*(2MIN)
Homework
Rememberthenewwords
Previewthenextperiod
Makeassessmentaboutyoutravelplan.
[设计意图]
巩固已学的知识,让学生进行自评提高学生的评价能力
七、Blackboardnotes
八、
九、
一十、
一十一、
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