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教学设计模板


Teaching Plan
一、Analysis

of teaching material

The topic of this unit is about ... Such a topic is quite attractive for young students and will definitely arouse stu

dents’ interests. This lesson I will teach section A 1a-1c. All the activities are aimed to help students…. As a leading and basic part of this unit, this part is quite important for Ss to learn the other contents of this unit.
二、Analysis

of teaching aims

1、knowledge objectives a. Ss can read and understand the new words: b. Ss can master the sentence pattern: 2、Ability objectives Ss can develop their listening skill to grasp the main idea of listening material; they can also be able to communicate with others fluently 3、Emotional objectives develop the students’ interest of studying English ( learn something about culture)

三、Analysis of key points and difficult points Key points: master new words and sentence patterns Difficult points: use these language points in daily life.

四、Teaching procedures: Step 1.Lead—in (3 mins) First greet the students. Then teacher plays a short video about the topic of today. Then, ask Ss two questions about the video. By doing so, Ss’ interest is much aroused since Ss in such an age like such a video very much. Step2. presentation (5 mins) Teach new words one by one through some funny, attractive and specially related pictures, at the same time, lead Ss to finish the exercise in 1a. In this part, the teacher should teach the correct pronunciation of new words. Step3. Listening drill (24 mins) Pre-listening: ask Ss read these three sentences and guess the answer. By doing so, Ss will build up expectation to the listening content, and because junior high school students have strong desire to prove they are right, so they will listen attentively after prediction. While-listening: listen and Ss can check their answers independently. Then, I will put forward several questions and play the recorder twice. Ss should take notes while listening. Each S finds a partner to discuss these questions then check answers. This activity is for enhancing Ss’ understanding of the material and practicing their ability of taking key notes.

Post-listening: turn to the page of the tape script and read after the recorder. Divide Ss into boys’ group and girls’ group to read aloud the conversation. (they dare to read together and dividing them into these two gender group makes the activity funnier for Ss) According to their reading, I will explain some difficult or long sentences for Ss. Step4. practice (4 mins) Find a partner and read the conversation, making sure each S has the chance to act each role. Ask several pairs to read in front of their classmates. (This activity will deepen their understanding of the conversation and develop their courage) Step 5 consolidation (8 mins) Find a partner to answer question in 1c. Ss should add more questions and they should organize these questions and answers into a new conversation and play it out. As for those Ss who have learned English better, they can lengthen the dialogue by adding other expressions learned before to make the conversation more vivid and realistic. Then, show it to classmates. Ss choose the best pair. (Ss are quite creative, so T should cultivate their creativity in making new conversations; also, Ss are the subject of the class as proposed by Mr. Ye Shengtao) Step 6 homework (1 min) For those low level Ss, they should read the listening material as

fluently as possible and the conversation they made in 1c; as for those who learn English well, they should... (It is not easy for those low level Ss to finish a difficult task, so according to their different level, they should be assigned appropriate homework, which is also in accordance with competence-based instructing system.) 五、Blackboard design The title of this unit is in the top middle of the blackboard. The left and middle part of the blackboard is the established space for important words and sentences structures, while will help Ss understand the key points of this class. And the small part on the right is the generative space, for some non-curriculum words mentioned during the whole class.


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