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Teaching Ideas
Module 12 Save our world
Unit2 Repeat these three words daily: reduce, reuse and recycle.
Good afternoon, respected teachers and judges. It’s my great honour to be here sharing my teaching ideas with all of
you. The content of my lesson is Module 12 Save our world Unit2 Repeat these three words daily: reduce, reuse and
recycle, taken from New Standard English textbook for ninth-graders by Foreign Language Teaching and Research Press.
The following five parts will be covered in my presentation: the guiding theory, general introduction, analysis of teaching
procedures, analysis of homework and blackboard design, and features of my design.
Part1. Guiding Theory
Core Competence of English Subject, the View of English Learning Activities, and Bloom's Taxonomy of Learning.
Part2. General Introduction
Ⅰ. Analysis of the Teaching Material
First of all, I analyze this module integrally with a Structured Overview Organizer.
1
Then I analyze the unit from three dimensions: What, How and Why.
What： Theme: Humans & Nature
Content: The type of this lesson is reading and writing. It’s an expository passage.
The topic of the text is about protecting the environment.
How： Structure: The structure of the passage is deduction and summary that is arranged in the logical order.
The passage consists of three parts :
Questionnaire&Introduction, Advice&Reasons, Conclusionand the Opinion.
The target language: Word building (compounds, derivatives, conversion)
Why： Intention&The thematic meaning: To arouse students’ awareness of protecting our environment.
The Structured Chart of Text Information:
It is designed to facilitate students’ general comprehension of the text information.
2
Ⅱ. Analysis of the Target Students
The target students are English learners in Grade Nine. They are active, imaginative. From the perspectives of their
background knowledge, present difficulty and breakthrough methods,
I adopt SWOT model to analyze the learners.
Ⅲ. Teaching Objectives
Based on the analysis of teaching material and target students, the teaching objectives can be designed.
And the teaching objectives highlight the core competence and reflect the cognitive levels.
By the end of the class, students will be able to...
Ⅳ. Teaching Approach & Aids
Teaching Approach: PWP Approach, Activity-based Approach, and Communicative Approach.
Teaching Aids: the projector, the blackboard and the learning sheets.
Ⅴ. Evaluation
I adopt Teacher’s evaluation, Self-evaluation, Peer-evaluation to evaluate students from all-round perspectives.
3
Part3. Analysis of Teaching Procedures
Ⅰ. Analysis of the Activity Chain (Under the guidance of Activity-based Approach.)
1. The Flow Chart of Teaching Procedures:
There are three steps in the teaching procedures: pre-reading, while-reading and post-reading. (PWP Approach)
10 activities are designed for students to achieve the teaching objectives step by step.
Activities
designed for
the teaching
objectives.
4
2. The 10 Activities on cognitive levels:
Under the guidance of the View of English Learning Activities, I designed 10 activities to explore the thematic meaning.
They are supported by the discourse and reflect cognitive levels. ( Activity-based Approach)
Now I’d like to introduce these activities in details.
Levels
Pre-reading Activities (7 minutes)
Activity 1: Lead-in
I present a word cloud in the shape of a tree and students guess the topic from it. (environment)
Then I broadcast a video about pollution and students need to find out the problems of our environment.
Purpose: To lead in the topic and arouse students’ interest.
Activity 2: Brainstorming
I present some pictures and some expressions about pollution and students brainstorm different kinds of
pollution and how the pollution affects our lives.
Purpose: To activate students’ background knowledge.
感知
注意
Activity3: Prediction
Students predict the meaning of “green” in the title and the topic of the passage. Then I explain the
meaning of “green” here.
Purpose: To develop the predictive skill and remove the word barrier for reading.
Activity4: Questionnaire
I guide students to answer the questions in the questionnaire and find out how green they are. Then I give
them feedback with vocabulary and expressions about pollution and the environment.
Purpose: To motivate students to figure out their familiar ways to protect the environment and get
ready for reading.
5
Levels
While-reading Activities (24 minutes)
获取
梳理
&
Activity5: Read for gist
1.I guide students to read the introduction ( the paragraph below the questionnaire) and the title, then
students can find out the main idea and the topic sentence of the passage.
2.Students are guided to analyze the structure of the passage by skimming the following paragraphs.
Purpose: To tease out the information and get the overall framework of the deduction and summary.
3.Students read the following three paragraphs and find out the meanings of reduce, reuse, recycle.
Purpose: To distinguish the topic sentences in paragraphs while reading.
概括
整合
Activity6: Read for details
Para. Reduce: I present the information map and guide students to check the meaning and the purpose of
reduce by reading the paragraph carefully.
Purpose: To improve their reading capacity of extracting details.
Students are asked to finish the information map by summarizing the advice given in the paragraph.
Purpose: To help students tease out the detail information efficiently.
感知
注意
&
获取
梳理
&
Para. Reuse: Students finish the information map after reading the paragraph of reuse.
Purpose: To summarize advice and reasons in Para .Reuse, and reading skills can be trained.
Para. Recycle: Students answer the questions after reading the
paragraph, and learn how to divide the waste into groups by watching a video.
Purpose: To improve students’ reading capacity and enhance their awareness of sorting out the waste.
Students are guided to finish the information map after reading the paragraph of Recycle between lines.
Purpose: To help students understand better and integrate the relevant information of Recycle.
概括
整合
描述
阐释
&
Para. Conclusion: Think: What’s the writer’s opinion
After reading, students need to find out the writer’s opinion. With the help of a question chain, they can
find out what order the writer put the three steps in. (according to the degree of difficulty)
Purpose: To learn to write logically and pave the way for the next discussion and imitative writing.
分析
判断
描述
阐释
&
Activity7: Read for language
Firstly, I raise a question: How can we give advice
And Students review these information maps and find out the answer.
Purpose:To intake the learned language and transfer skills.
分析
判断
&
Secondly, I raise one more question: How can we write a passage on giving advice And students analyze
the structure of the passage again and try to answer the question.
Purpose:To lay a foundation for the next discussion and imitative writing.
内化
运用
6
Levels
Post-reading Activities (14 minutes)
Activity8: Discussion
(explore more ways to make our school greener)
Think: What’s the environmental problem of our school
(from the aspects of reduce, reuse and recycle)
推理
论证
&
Discuss in groups: How can we make our school greener
Students work in groups and exchange opinions on how to make our school greener.
Purpose:To encourage students to transfer skills of giving advice logically into solving problems in their
daily life. And the discussion can lower the difficulty in writing and get students prepared efficiently.
想象
创造
Activity9: Imitative Writing
I create a real situation: There are several environmental problems in our school, we need to call on more
students to do something to make our school greener.
Instruct: Students can imitate the structure of the passage and pay attention to the target language.
Here are several minutes for them to complete the passage. Then I provide opportunities for students to
share their passages.
想象
创造
Purpose:To develop students’ imitative writing skills of giving advice in a passage.
批判
评价
&
Activity10: Conclusion
Students learn about the environment-friendly actions taken by people around the world. (The UN and
many countries including China are taking actions to protect the environment.)
Purpose:To help students become aware of the importance of protecting the earth and the responsibility
everyone should take in protecting the environment.
想象
创造
Activities are interrelated in a logical way for the student-orientated teaching process.
7
Ⅱ. Analysis of the Question Chain (under the guidence of Bloom’s Taxonomy)
In the question chain, I use Bloom’s taxonomy to scaffold thinking skills that is highlighted in the teaching process.
With the help pf the question chain, students’ ability of critical thinking is cultivated.
8
Part4. Analysis of Homework & Blackboard Design
Ⅰ. Homework
Ⅱ. Blackboard Design
9
Features of the Design
Part5.
Ⅰ. Analysis of the Text from Multiple Perspectives
In this lesson, diverse activities are designed for students to analyze the text. Not only languague and function but
also the structure, the logic and educational values are focused in the whole process.
Ⅱ. Graphic Organizers from Multiple Perspectives
Ⅲ. The Activity Chain on Cognitive Levels
Ⅳ. The Question Chain on Thinking Levels
In the question chain, I use Bloom’s taxonomy to scaffold thinking skills from low order thinking skills to high order
thinking skills. With the help of the question chain, students’ ability of critical thinking is cultivated.
That’s all for my presentation of my teaching ideas. Thank you for your attention.
10(共51张PPT)
Module 12 Save our world
Unit2 Repeat these three words daily:
reduce, reuse and recycle.
外研版 九年级上
Teaching Ideas
Unit2 Repeat these three words daily:
reduce, reuse and recycle.
Module 12 Save our world
First Book for Grade 9
2013-
Foreign Language Teaching and Research Press
& Macmillan Publisher (China) Ltd.
Publishing House:
Content
Teaching
Procedures
General
Introdu-
ction
Guiding
Theory
Homework
&
Blackboard
Features of
my Design
1
2
3
4
5
1
Core Competence of English Subject, the View of English Learning Activities, and Bloom's Taxonomy of Learning.
Guiding Theories
2
General Introduction
Ⅰ. Analysis of the Teaching Material
Structured Overview Organizer
2
General Introduction
Ⅰ. Analysis of the Teaching Material
What , How, Why
2
General Introduction
Ⅰ. Analysis of the Teaching Material
The Structured Chart of Text Information
2
General Introduction
Ⅰ. Analysis of the Teaching Material
Analysis of learners
Ⅱ. Analysis of the Target Students
2
General Introduction
Ⅰ. Analysis of the Teaching Material
Ⅱ. Analysis of the Target Students
Ⅲ. Teaching Objectives
Analysis of
teaching material
Analysis of
learners
Teaching
objectives
highlight the core competence
reflect the cognitive levels
2
General Introduction
Ⅰ. Analysis of the Teaching Material
Ⅱ. Analysis of the Target Students
Ⅲ. Teaching Objectives
学习理解
应用实践
迁移创新
①Summarize and integrate the information about
the advice on protecting the environment.
②Analyze the writer's opinion, evaluate the text
to explain how to give advice in a logical way.
③Express their own opinions about how to make
our school greener.
④Notice the importance of protecting the
environment and take more actions to be
environmentally friendly.
语言
能力
学习
能力
语言
能力
文化
意识
思维
品质
2
General Introduction
Ⅰ. Analysis of the Teaching Material
Ⅱ. Analysis of the Target Students
Ⅲ. Teaching Objectives
Ⅳ. Teaching Approach & Aids
Approach
PWP
Activity-
based
Communitive
Aids
Projector
Blackboard
Learning
Sheets
2
General Introduction
Ⅰ. Analysis of the Teaching Material
Ⅱ. Analysis of the Target Students
Ⅲ. Teaching Objectives
Ⅳ. Teaching Approach & Aids
Ⅴ. Evaluation
Evaluation
Self-evaluation
Peer-evaluation
Teacher's
evaluation
Approach
PWP
Activity-
based
Communitive
Aids
Projector
Blackboard
Learning
Sheets
2
General Introduction
Ⅰ. Analysis of the Teaching Material
Ⅱ. Analysis of the Target Students
Ⅲ. Teaching Objectives
Ⅳ. Teaching Approach & Aids
Ⅴ. Evaluation
Analysis of
teaching material
Analysis of
learners
Teaching
objectives
Activity
Design
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
6
7
8
9
10
To get students prepared
in the perspectives of
vocabulary;
topic interest;
thinking skills.
To achieve the teaching objective
①.
To achieve
the teaching
objective
②.
To achieve
the teaching
objective
④.
To achieve the teaching objective
③.
Analysis of the Activity Chain
10 activities designed for the teaching objectives.
3
Analysis of Teaching Procedures
Analysis of the Activity Chain
Text supported theme exploration
Learning & Understanding
Applying & Practising
Transforming & Creating
Construction of knowledge
Transformation ability
Formation of competence
Read the lines
Between the lines
Beyond the lines
To explore the thematic meaning, activities are supported by the discourse and reflect cognitive levels.
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
7 m
1
2
3
4
Pre-
reading
Lead in
Brain
storming
Prediction
Questionnaire
To lead in
the topic.
To arouse their
interests.
To activate their
existing knowledge.
To develop their
predictive skills.
To remove word
barriers for reading.
Multi-modal teaching resources
Word cloud
Video
Questionnaire
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
24 m
6
7
main idea
Structure
Topic sentences
Purpose: To tease out the information and get the overall framework of the deduction and summary.
Purpose: To distinguish the topic sentences in paragraphs while reading.
Read for
gist
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
24 m
6
7
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
24 m
6
7
Information maps
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
6
7
Information maps
Purpose: To improve their reading capacity of extracting details.
To help students tease out the detail information efficiently.
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
6
7
Information maps
Purpose: To summarize advice and reasons in Para .Reuse, and reading
skills can be trained.
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
6
7
Information maps
Purpose: To improve students’ reading capacity and enhance their
awareness of sorting out the waste.
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
6
7
Information maps
The writer's opinion
Purpose: To conclude the writer's opinion and pave the way for the next
discussion and imitative writing.
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
6
7
Information maps
The writer's opinion
Take these simple
steps and keep on
changing.
24 m
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
6
7
Think
Compare
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
24 m
6
7
Read for
language
How to give advice
Purpose:To intake the learned language and transfer skills.
How to give advice in a passage
Purpose:To lay a foundation for the discussion and writing.
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
14 m
6
7
8
9
10
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
14 m
6
7
8
9
10
To encourage students to transfer skills of giving advice logically into solving problems in their daily life. And the discussion can lower the difficulty in writing and get students prepared efficiently.
Purpose:
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
14 m
6
7
8
9
10
Writing
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
14 m
6
7
8
9
10
Writing
Purpose: To develop students’ imitative writing
skills of giving advice in a passage.
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
6
7
8
9
10
Conclusion
3
Analysis of Teaching Procedures
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
6
7
8
9
10
Conclusion
To help students become aware of the importance of protecting the earth and the responsibility everyone should take in protecting the environment.
Purpose:
3
Analysis of Teaching Procedures
Analysis of the Activity Chain
Pre-reading
While-reading
Post-reading
Activities 1, 2, 3, 4
5
6
7
8
9
10
To pave the way for the following activities.
To prepare for Activity7.
To inspire Ss to express more ideas for Activity 9.
To summarize and conclude Activities1-9.
To lay a foundation for Activities 8,9,10.
The output of the whole process.
3
Analysis of Teaching Procedures
Analysis of the Activity Chain
Activities are interrelated in a logical way for the student-orientated teaching process.
3
Analysis of Teaching Procedures
Analysis of the Question Chain
Bloom’s Taxonomy
3
Analysis of Teaching Procedures
Analysis of the Question Chain
4
Analysis of Homework & Blackboard Design
Home-
work
4
Analysis of Homework & Blackboard Design
4
Analysis of Homework & Blackboard Design
5
Features of My Design
Ⅰ
Ⅲ
Ⅱ
Ⅳ
Analysis of the Text from
Multiple Perspectives.
5
Features of My Design
Ⅰ
Ⅲ
Ⅱ
Ⅳ
Analysis of the Text from
Multiple Perspectives.
Graphic Organizers from
Multiple Perspectives.
5
Features of My Design
Ⅱ
Graphic Organizers from
Multiple Perspectives.
Not only languague and function but also the structure, the logic and educational values are focused.
graphic organizers
structured chart
information maps
5
Features of My Design
Ⅰ
Ⅲ
Ⅱ
Ⅳ
Analysis of the Text from
Multiple Perspectives.
Graphic Organizers from
Multiple Perspectives.
The Activity Chain
on Cognitive Levels
5
Features of My Design
Ⅲ
The Activity Chain
on Cognitive Levels
Activities
reflect cognitive levels.
are interrelated in a logical way.
are designed for teaching objectives.
5
Features of My Design
Ⅰ
Ⅲ
Ⅱ
Ⅳ
Analysis of the Text from
Multiple Perspectives.
Graphic Organizers from
Multiple Perspectives.
The Activity Chain
on Cognitive Levels.
The Question Chain
on Thinking Levels.
5
Features of My Design
Ⅳ
The Question Chain
on Thinking Levels.
Bloom’s Taxonomy
5
Features of My Design
Ⅰ
Ⅲ
Ⅱ
Ⅳ
Analysis of the Text from
Multiple Perspectives.
Graphic Organizers from
Multiple Perspectives.
The Activity Chain
on Cognitive Levels.
The Question Chain
on Thinking Levels.
Save our world
Thanks
谢谢
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