Module2 Listening and Vocabulary 名师教学设计
Book 1 Module 2 My new teachers
Listening and vocabulary
Teaching aims:
Knowledge aims:
(1) Make students know some new words.
(2) Some important phrases.
Ability aims:
Practice students’ listening ability and teach them how to summarize a passage.
Emotional aims:
Ask students to work with others and develop their teamwork spirit.
Teaching methods:
Individual practice; Group activities.
Important points and difficult points:
1.choice: If you have a choice ,you can choose between several things.
e.g.: He has to make some important choices.
E.g.：We had no choice but to destroy the animal.
2.pieriod:
(1)a particular length of time with a beginning and an end.
(2)Used in writing to show the end of a sentence.
3.vacation:a holiday or time spent not working.
on a vacation 在度假 go on a vacation 去度假 summer vacation 暑假
Christmas vacation 圣诞假期 vacation spot 度假胜地
Teaching aids:
A multimedia classroom; A blackboard.
Teaching procedure:
Step1: Greeting.
Step2:Warming up
(1)Show a video and ask students who is the animals' PE teacher
(2)Talk about our teachers.
(3)Summarize the words to describe someone.
Step3: New items.
(1) Learn some new words about the passage.
(2) Listen to the tape and fill in the blanks
(3) Listen again and choose the right answer.
(4) review some important phrases in the passage.
(5) Summarize the important expressions.
Step4: conclusion
Step5:Homework.
Write an English composition.
2 / 2Unit2 Reading and Vocabulary 名师教学设计
教学目标
By the end of this class, 90% students should be able to:
1. Instructional objectives
1) recycle name of subjects and adjectives to describe a person(especially teachers);
2) skim to summarize the main idea of each paragraph with the help of key words;
3) scan to find out how the writer convince us when he describes his new teachers;
4) make an outline(mind-map) of the composition themed “my favorite teacher”;
5) develop four skills, mainly reading (skimming; scanning) & writing(how to make your description vivid and convincing).
2. Educational objectives
1) respect, appreciate and love their teachers from the bottom of their hearts;
2) learn to cooperate with others through group works & pair works;
3) express themselves confidently;
4) study independently through previewing, reviewing and self-checking and so on.
I hope in this class I can
3. Personal objectives
1) give clear-cut and effective instructions;
2) guide my students to learn and give the class back to my students.
2学情分析
1) There are 33 Senior 1 students in my class who are better than average—— 17 of them are boys.
2) Here is a relatively small difference among students, for which I will adopt stratified teaching in class.
3) Students in this class are very active, thus preferring to use participatory learning method and experiential learning;
4) They relatively excel in skimming to summarizing the main idea, however their competence in finding detailed information to support the main idea is not so satisfactory, which I will attach great importance to in this class.
5) In this term, they've learned some adjectives to describe a person and names of subjects in module 1 of this textbook, which lay a sound found ration to module
3重点难点
Focal points:
1) Skim to summarize the main idea of each paragraph with the help of key words;
2) Scan to find out how the author convince the readers when they describe the three teachers in the passage;
3) Make and outline(mind-map) of the composition themed “my favorite teacher”;
Difficult points:
1) Scan to find out how the author convince the readers when they describe the three teachers in the passage;
2) Make and outline(mind-map) of the composition themed “my favorite teacher”;
4教学过程
4.1第一学时
4.1.1教学活动
活动1【导入】Stage 1 Getting students ready for learning
Stage 1 Getting students ready for learning (2mins)
Greetings (2mins) (creating a pleasant atmosphere for learning, arousing students’ interests to the topic)
T: Good afternoon, my dear class.
Ss: Good afternoon, Jade.
T: How are you feeling today
Ss: Fine!/Just so so./ A little bit tired.
T: I feel a little bit tired too because I stayed up late last night. So could you please give a sweet smile to cheer me up
Ss: (smiling) Yes! Of course!
T: Thank you! I feel much better. Now, let's get to the topic. Today we are going to step in to the reading part of module 2. What's the title of this module
Ss: My New Teachers!
T: Perfect! And to begin with, please read the learning objectives by yourselves. By the way, what’s the meaning of “objectives”
Ss: “目标”.
T: Good one! We can also say “learning goals”, right Which means that things we need to do in this class, right Now, 30 seconds for you to read it and later you need to tell what we can do in this class.
…
T: Finished OK, Bella, what are we going to do in this class
Bella: We are going to skim the passage and find the main idea…
…
T: Brilliant! Do you have any further questions for this objectives
Ss: No!
T: Quite good! Try to keep them in mind and at the end of the class we will see whether we can do these things, OK
Ss: OK!
活动2【活动】Stage 2 Check preview
Stage 2 Check preview (3mins)
E Task 1 Check the pronunciation of the words
T: Since you’ve previewed, I would like to check it. Look at the word box, read each of them twice up and down. Admit, admit, 1, 2, 3 go.
…
T: How do you read this word
…
T: OK, you please. Could you please teach the whole class to read
Dante: Serious, serious!
T: Good job! And how about this one The stress is on the first of the second syllable
…
T: Any further questions
Ss: No.
T: Good! So when we pronounce a word, we need to pay attention to the stress, right
…
T: OK, now, open your book to page 13. Look at activity 2. You’ve finished it, right Now, let’s check! The first one, who would like to have a try
…
T: Brilliant! We can also say admit do or doing
..
T: The next one Can we say “I really appreciate you helping me”/ “I would appreciate it …”
…
T: What does “write a summary of…” mean
Ss: 总结.
T: Wonderful! Underline it. It’s a good phrase and we can use it in our daily life.
…
T: Any questions OK, now, let’s have a summary. When we do this kind of exercise, firstly, we need to know the meaning of words and the sentences, right And then, while we fill in the blanks, what should we pay attention to
Ss: The form and tense of the words.
T: Brilliant!
活动3【活动】Stage 3 Pre－reading
Stage 3 Pre-reading (7mins)
(presenting some new words, structures; preparing my students thematically, affectively and linguistically; activating their prior schema)
Task 2 Talk about your first impressions of the three teachers.
T: OK, you’ve done a really good job of your preview. Keep up! Now, let’s get to the reading passage. Firstly, what’ the title of this passage
Ss: My New Teachers!
T: Great! And you see, it’s been more than three weeks since you entered your Senior High, right And of course, you have met a lot new teachers. And here are some pictures of them. The first one, your…
Ss: Chinese teacher.
T: The second one
Ss: Our math teacher!
T: Good! How about this one
…
T: Wonderful! They say that first impressions are very important. Do you agree
Ss: Yes!
T: So, I would like to know your first impressions of them. For example, I can say that “my first impression of Jade is that she is really sweet and beautiful”. Understand And a tip for you, you can use the adjectives you’ve learned in module 1, and you can also refer the word box on P11. 30 seconds for you, go ahead.
…
T: Now, let’s just stop here. Any volunteer
Emily: My first impression of the Chinese teacher is that he is serious and strict.
T: OK, serious and strict. This kind of teacher may help you learn well, agree
Ss: Yes!
T: And Kylin, how about you
Kylin: My first impression of my English teacher is that he is enthusiastic and handsome.
…
T: It seems that you like your Chinese teacher a lot. I really admire him. Just now, you’ve talked about your first impressions of your own teachers. And the writer of this reading passage tells us about 3 of his teachers, right And here are the pictures of them. Look at the picture and tell me your first impression of them. You can say like this, “my first impression of the first lady is that she is kind and patient because she keeps smiling. And I think she is a music teacher.” Have you got that OK, work in pairs. 1 minute for you, go ahead.
…
T: Who would like to be the first one
Bill: My first impression of the man is that he is amusing and energetic because he keeps smiling and his face is a little bit red. And I think he is an English teacher.
T: Fantastic! You are trying to use some new words and you even pay attention to some details, such as the teacher’s face. Wonderful! Anyone else
Alan: My first impression of the second lady is that she is very old and strict. And I think he is a math teacher.
T: Good guess. I admit that she is very old, but old teachers are usually very experience, don’t you think so And I think you may make a lot of progress with them teaching you.
…
活动4【活动】Stage 4 While－reading
Stage 4 While-reading
(presenting some new words, structures; preparing my students thematically, affectively and linguistically; activating their prior schema)
Task 3 Skim the passage to check you guess.
T: OK, just now, you've talked about your guesses. Now, skim the passage and check whether your guess is right or wrong. By the way, what does skimming mean
Ss: 浏览/扫读
T: Do we have to read word by word
Ss: No!
T: While skimming, what should we pay attention to
Ss: Key words!/ The first or the last sentence of a paragraph.
T: Quite good! For example, the first paragraph, what are the key words
Ss: …
(在对学生进行的三个问题的引导的时候,进行板书mind-map引导)
kind
Mr. Li
personality
subject
patient
T: When we talk about a person. First of all, we need to know who she or he is, right So, the first paragraph, who is she
Ss: Mrs. Li!
T: And the subjects
Ss: English.
T: Great! The most important question, what kind of teacher she is
Ss: Kind…
T: So when I ask the question “what kind of teacher he/she is”, what words should we pay attention to
Ss: Adjectives!
T: Great! So these are the key words, the name, subjects and some adjectives to describe what kind of people she or he is, got it
Ss: Yes!
T: OK, now, these 2 groups, paragraph 1; these two groups, you are responsible for paragraph 2; and these two, paragraph 3. Skim the passage and circle the key words.
…
T: Have you finished How about paragraph 2, what are the key words How about Stan
Stan: Mrs. Chen; physics; serious; strict; well-organized and clear…
…
T: So, the next time, when we skim a passage, we can circle some key words. Key words are really helpful, right OK, now, since we've known what each paragraph is mainly about, let’s get to some details.
Task 4 Scan to find out details in groups.
T: Here. I have a question. Do you think the writer’s description is vivid
Ss: Yes.
T: Why do you think it’s vivid
Ss: …
T: For example, the first paragraph, the writer says Mrs. Li is kind and patient, right How do we know that Mrs. Li is kind and patient
(补充mind-map; 引导学生建构语篇意识)
kind
Mr. Li
personality
subject
patient
Ss: “She explains English grammar so that clearly that even I can understand it…”
T: Fabulous! You’ve found the right sentences. So these are…
Ss: Examples.
T: Quite good! Examples or some supporting details. These things will make our description convincing or vivid, got it
Ss: Yes!
T: Fantastic! Work in groups of four and find out the details or examples that make the writer’s description vivid and you can also draw a mind-map to help you. And again, these two groups, paragraph 1; these two groups, paragraph 2; and the rest two groups, paragraph 3, OK 2 minutes for you, go ahead.
(Walk around the classroom while the students are discussing and invite 2 students to draw mind-map of paragraph 2 and 3 on the blackboard;
Just write down the key words)
T: Underline the supporting details on your book and you can also draw a mind-map to help you understand the paragraph better.
…
T: OK, time is up. Paragraph 1, supporting details How about Sara
Sara: She explains English grammar so clearly that even I can understand it…
T: Fantastic! Can you us the sentence pattern “She is kind because…”
Sara: …
T: That’s great! Now, let’s look at the blackboard. She is kind because
(guide the whole class to retell based on the mind-map )
[*] Notes:
They say that first impressions are very important.
My first impression of Mrs. Li was that she was…
even (Why does the writer use “even”; Is the writer a slow student or a fast student);
T: How about the paragraph 2
Dante: Mrs. Chen is strict and serious because we don’t dare to say a word unless she asks us to. She doesn't smile much…
T: Now, let’s look at the blackboard. She is serious and strict because…/ She is well organized and clear because…
[*]
We don’t dare to say a word unless she asks us to/ if she doesn't ask us to.
I really appreciate your help/ your helping me;
I really appreciate you(欣赏)
During scientific experiments, she explains exactly what is happening and as a result… (as a result of; result from; result in)
With+-ing/ -ed/ adj./ 介词短语
T: How about the paragraph 3 Jason.
Jason: Mr. Chen is so energetic that we don't fall asleep in his class…
T: Now, let’s look at the blackboard.
[*]
has been teaching; already popular;
enjoy teaching Chinese literature;
get so much energy=energetic;
don’t fall asleep;
rather good-looking=quite=very;
wave about (adv.); rush about;
tell jokes; play jokes on sb
write a summary of/ summarize something;
show respect for; send respects/ regards to
Task 5 What is the writer’s feelings about his new teachers
T: So when we describe a teacher, what aspects can we write
Ss: Name, subjects, appearance, personalities...
T: That’s it! Now, we are clear about the main idea and some details of each paragraph. This time, please read and tell me what the writer’s feelings about the three teachers. For example, the first paragraph, what’s the writer’s feelings towards Mrs. Li
Ss: He feels he is going to make progress with her.
T: Brilliant! How about the second paragraph, Mrs. Chen. Rain.
Rain: …
T: That’s it! Now, we are clear about the main idea and some details of each paragraph. This time, please read and tell me what the writer’s feelings about the three teachers. For example, the first paragraph, what’s the writer’s feelings towards Mrs. Li
Ss: He feels he is going to make progress with her.
T: Brilliant! How about the second paragraph, Mrs. Chen. Rain.
Rain: …
T: Does the writer he will do well in the exam
Rain: Yes.
T: So What does the writer think of Mrs. Chen
Rain: The writer thinks that he will do well in the exam with Mrs. Chen teaching him.
T: Well done! And how about paragraph 3 Ken
Ken: The writer respect him a lot!
T: Very clever! So when we describe a person, we can also write our feelings about them, right
Ss: Yes!
T: Where do we usually put our feelings
Ss: At the end of a paragraph or a passage.
kind
Mr. Li
personality
subject
patient
feelings
活动5【活动】Stage 5 Post－reading
Stage 5 Post-reading (10mins)
(helping my students consolidate what they’ve learned just now; giving them chances to express their own ideas freely; developing their speaking skills; monitoring their progress in pronunciation and intonation)
Task 6 Discuss which of the three teachers you prefer in pairs.
T: OK, you see, this is the writer’s feelings about the three teachers, right Now, I would like to know your feelings towards them. Which one of the three do you prefer For example, you can say I prefer to have Mr. Wu as my teacher because he is really amusing and his jokes won’t make me feel bored at all, let alone make me fall asleep in class. In this way, I will make progress in no time. What’s more, I would rather to have teachers who are good-looking. And here, you can either choose from these 3 sentence patterns or use your words wo express yourselves. Have you got that
Ss: Yeah!
T: Good! 1 minute for you. Go ahead! You can discuss with your partners.
…
T: Time is up. Which pair would like to share
Sophia and Zurich: I would rather have Mrs. Chen as my teacher. Tough she is very strict and serious, I think I am going to make progress with her teaching me.
T: Do you agree You are so great! Sophia. I support you 100 percent. We all know that the strictest teachers are liked by their students the least. However, we will benefit from it in the long run, won't we Any other pair
…
T: You see, different teachers have different styles. And of course, we prefer different types. It's quite normal. But they are all good teachers, do you agree
Ss: Yes!
T: Why do you think so Diana.
Diana: Because they are all very responsible!
T: Good word! Very responsible. What else Jane.
…
T: I agree with you all. Though the teaching styles are different, they are all hard-working and they always want the best for you, agree So what can we do for our teachers Think about it.
Grace: We can buy them some gifts on the Teachers’ Day.
T: Good idea! I like gifts. You know, this teachers’ Day, I received a lot of gifts, though them didn't cost much money, I know that you always think about me, which make me so moved. Thank you, again. What else
…
T: You did a really job! From what you’ve said, I know that you really respect, appreciate and love your teachers, which is marvelous! Thank you, sweethearts!
Task 7 Write a composition about “My favorite Teacher”.
T: So, you see, we’ve known much about the writer’s new teachers. And in order to show respect for your own teachers, I would like you to write a composition entitled “My Favorite Teacher”. Before we write, what should we do
Ss: Title!
T: Great! The title of a passage is the eye or soul, right Choose a proper and a special one, if possible. And then What is the next step
…
T: What’s this
Ss: Mind map.
T: Great! We can make an outline using a mind map, to help us clear the thoughts, right So, the topic
Ss: My favorite teacher.
T: Great! So, firstly, we need to be clear about who our favorite teacher is. And then
Ss: Subjects.
T: What other aspects can be included
…
T: And more importantly, how to make our description vivid
Ss: Examples!
T: Yes, to add some examples and detailed information, right
adj. 1
Who
personality
subject
adj. 2
活动6【作业】Stage 6 Assigning homework
Stage 6 Assigning homework
Step 1 Summing-up (1mins)
T: Can you recall what we’ve learned today Still remember out learning objectives
Ss: Yeah!
T: Perfect. So firstly we understand the passage using two important reading skills. What are they
Ss: Skimming and scanning!
T: The meaning
…
T: Well done! And you need to practice in your daily reading regularly, OK And how to write a write a description of your teachers
…
T: Perfect. Last but not least, from this passage we should respect, appreciate and love...
…
Step 2 Homework (1 min)
T: Last but not least, your homework today. Firstly, review we’ve learned today with the help of module file on page 20. Secondly, draw a mind-map themed “My Favorite Teacher”. Thirdly, preview the listening part of this module. Clear
Ss: Yeah!
T: That’s great! OK, so much for today. See you!
Ss: See you!
活动7【活动】Blackboard Design 板书设计
Blackboard Design
Module 2 My New Teachers
subject
1. Skimming (key words) appearance basic info.
2. Scanning (info. You need) who
Personality
Adj.1 e.g.
Adj.2 details
14 / 14Module2 Listening and Vocabulary 公开课教学设计
Book I Module 2 My New Teachers
一、课程分析
1、学习内容
本节课所授内容是本模块的阅读部分。重点谈了“我”升入高中年级后，对三位新教师的个性以及教师执教风格的描述。旨在让学生运用本模块所学词汇及表达“偏爱”的短语来描述自己的课堂感受，描述喜爱的老师，最终让学生提高表达“学校生活”的综合能力。
2、学习重点
学生在能准确地识读单词，记住释义及主要用法的基础上，能运用本模块所学词汇及短语表达偏爱；会用恰当的词汇描述自己的课堂感受和自己喜爱的老师；能听懂对教师特征及其风格的描述并获取信息。
3、学习难点
学生掌握描述教师特征及其风格的词汇或表达方式。
二、学情分析
高一学生具备一定的听说能力，但掌握的词汇量较少，阅读能力还有待提高，但学生的表现热情较高。本篇文章“My New Teachers”，是学生非常熟悉的话题，因为每年学生升入高一时，总会接触一些新教师。
三、设计理念
引导学生总结、运用新学词汇及短语，并以课外作业的形式，让学生通过其它资源获取更多介绍师生关系等方面的信息。本节教学过程由Lead-in, Skimming, Scanning, Discussion and Acting and Homework组成。
四、学习目标
本节侧重训练学生的阅读技能，在保证学生理解课文的前提下，引导学生从自己的角度描述不同教师的执教风格，同学之间谈论对教师不同教学风格的偏爱，围绕“我最喜爱的教师”和“师生关系”等话题内容，展开讨论，让学生学会更好地理解别人，实现感情交流。
五、教学流程
1.课前准备
Step 1: Lead-in
1. Ask some students to introduce their former teachers to the class, including their teachers’ teaching subject, personal characters, teaching style, etc.
2. Show three teachers’ pictures(younger, middle-aged, older)to the students. Supposing they are the students’ teachers, ask some students to say a few words about them. Students can make full use of their rich imagination and ability of prediction.
3. There are two questions for the students to answer.
Q: Which subject do you like most Why Is there any reason for teachers What are your criteria for a good teacher
A: Students' opinions.
Step 2: Skimming
T: Today we are going to learn a text about the description of three different teachers, Mrs. Li, Mrs. Chen and Mr. Wu. Read the part quickly and find out the answers to the questions.
Q1: What was your first impression of Mrs. Li
Q2: What kind of person is she
Q3: Mrs. Chen is strict, but some students even admit liking her. Please give your reasons.
Q4: What do you think of Mrs. Chen
Q5: Will you fall asleep in Mr. Wu’s class Why
Q6: What is the main idea of the passage
待学生回答后用课件展示以下答案：
A1: My first impression of Mrs. Li was that she was nervous and shy.
A2: She is kind and patient, respecting every student.
A3: Though Mrs. Chen is strict, she is admired for her well organized and clear teaching. So a few students even admit liking her.
A4: Mrs. Chen is serious and strict but a very good teacher. I’ll do well in the exam with Mrs.
Chen teaching me.
A5: No. His teaching style is interesting.
When we are getting bored, he’ll think of ways, such as telling jokes to have us get rid of it.
A6: The passage tells of my three teachers with different teaching styles.
点评：让学生带着问题，快速阅读文章，培养学生在短时间内获取有用信息的能力，并初步了解课文的内容。通过问题检测学生对文章的表层理解，侧重检查学生对课文中的事实、情节是否清楚。
Step 3: Scanning
1. Read the passage again and finish the filling of the table.
Teacher Mrs. Li Mrs. Chen Mr. Wu
Age
Character
Teaching subject
Whether students like her/him
2. Get the students to discuss the questions in groups and then ask them to answer the questions.
① Paragraph 1 suggests that＿
A: Mrs. Li was too young for the students to like.
B: I used to make mistakes and pronounce a word incorrectly, so I didn’t like English at all.
C: Mrs. Li wanted to have me catch up with others, so she went a bit too slowly for the faster students.
②From paragraph 2,we can infer＿
A: Mrs. Chen was so strict as to be hated by some students.
B: If you don’t do what Mrs. Chen asks you to, you will be punished for sure.
C: Though Mrs. Chen is strict and serious, she is still considered to be a good teacher. ③Which of the following is not true according to the passage
A: There are a few students in our class who keep coming to class late because they don’t like the teacher or her subject.
B:I am not good at English, but I’m making progress with Mrs. Li teaching me. C: Mr. Wu, full of energy, is probably popular with all the students.
④Do you agree with the summaries
A: Mrs. Li, though new at work, is kind and patient. Her clear explanation makes English grammar understood.
B: Mrs. Chen, my physics teacher, who is serious and strict, is appreciated by most students for her well organized teaching and clear explanation of the happenings during scientific experiments. With her teaching me, my work is surely improving.
C: A good teacher must like his students, enjoy teaching and especially love her subject. Such is Mr. Wu. So he is popular with his students.
点评：引导学生细读课文，捕捉关键信息，使学生在了解文章基本结构的前提下，学会利用细节重组信息，逐渐对文章进行深层理解。要求学生从字里行间分析情况，培养学生推理判断，分析作者意图以及对文章的概括能力。 Step 4: Discussion and Acting
1. Group work: the students choose three or four of their favourite teachers. Then they give their descriptions to other students. The students can refer to the contents of the table.
Criteria of a good teacher tick cross
friendly
strict and not smiling
give us a lot of tests
play games
tell jokes
know what we need
give advice
funny
make meaning clear
try to be one of us
know much about other subjects
let the students do themselves
explain what we don’t understand clearly
kind and patient
smile to encourage us
use many questions
give us notes
give us other materials
ask students for suggestions
always let us listen
amusing and interesting
well organized
always give marks
say it doesn’t matter when we make mistakes
2. Make use of these criteria to organize the students to give comments on the teaching of their present teachers.
点评：话题讨论是阅读课上的亮点，也是一种重要的语言输出形式。学生从小学、初中再到现在的高中，已经接触了相当多的教师，其中的一些优秀教师给学生留下了深刻印象。结合“Criteria of a good teacher”,确保了学生有话可说。这就为学生交流提供了一个平台，小组内的交流活动也锻炼了学生的合作交流能力。
Step: Homework
1. Try to retell the whole passage.
2. With the progress of society and the development of education, criteria of a good teacher are changing as well. Go to the library or online to find out the different criteria of a good teacher between 20 years ago, 10 years ago and now. Then write the similarities and differences.
点评：课外作业是课堂教学的补充和延伸，以阅读→讨论→交流→写作这样一个过程，就比较圆满地完成了从语言输入到输出的任务。让学生通过不同的途径，了解了一个优秀教师的标准。学生通过这样的教学活动，加深了对教师的了解和热爱，既发挥了学习主动性也配合了教师的教学工作，使师生关系更加融洽，实现“和谐、高效课堂”的双赢。
六、课后反思
教学实施过程中的精彩片段就是Discussion and Acting,待学生熟练掌握了课文内容、对课文达到了一定的深层理解后，进行了“Criteria of a good teacher"这一话题讨论，并且设计得新颖别致，既唤起了学生共鸣的问题，又让学生从同一来源的信息中探求不同的答案，培养了学生积极求异的思维对话能力。在这一过程中，教师从“幕前”到“幕后”，学生完全变为实际参与的主体，他们熟练地运用课文知识并转化为己用，加大了英语信息输入量，使学生的英语语言知识更具交际性。也激发了学生学习英语的浓厚兴趣，营造出了一种“和谐、高效”的快乐教育氛围。但是我在实施过程中也发现了一些存在的问题：阅读后的那部分设计的问题大多是Wh-问题，对阅读能力稍差的学生没有完全照顾到，有一些学生并未能在短时间内回答完所有问题；课文复述对能力稍差的学生难度大了些；有的学生在交流的过程中过多地使用母语。
针对实施过程中存在的问题，我课后了解到：有些学生英语基础差点，回答问题或讨论时，怕出错，怕同学笑话，所以就说汉语或者不积极参与；个别学生思维跟不上节奏，原因是课后没有很好地预习。根据这些原因，我在今后的工作中应该对学生更宽容一些，让学生敢于出错，告诉学生学习语言的过程中必然要经历一个不断犯错误的阶段，多一些鼓励、赞美的话语，让一些自卑的学生重新找回自信，让他们体验参与的乐趣和成功的快乐，多设计几个Yes/No的简单问题，多给与他们参与的机会。另外，我应该更好地指导学生认真预习，高中阅读课文长，难度大，抽象的东西多，预习就显得尤其重要。做好充分预习的基础上，可以适当地调整时间，兼顾各个层次的学生，使他们更好地跟上课堂节奏，融入到课堂气氛中来。
6 / 6Steps Teacher’s activities Students’ activities Time Reflection
The occurrence Of knowledge 1. Lead-in activity2. Introduce the learning objectives. 3. Feedback of the micro-lesson and learning paper4. Set a quiz. 1. Duty report2. Know the learning objectives. 3. Brainstorm 5’
The developmentof knowledge 1. Organize the students’ group work. Get them to talk about one of his new teachers. Take an active part in group discussion and present group work. 12’
The application of knowledge 1. Ask the students to write a passage. 2. Get the students to work in pairs to correct their writings. 3. Get the students to work in groups and choose the best one. 4. Get the students to present their writing and make some comments on it. 1. Write a passage. 2. Work in pairs to correct the mistakes if any. 3. Work in groups to choose the best one and present their writing. 20’
The integration of knowledge Ask the students to summarize what they have learned. Summarize what they have learned. 2’
Assignment Polish their writings and get ready for the new lesson Polish their writings and get ready for the new lesson 1’
BlackboardDesign B1M2 My New Teachers introduction and writing patient devotedwell-educated considerate hard-working responsible strict
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