课件37张PPT。The Teaching Plan of Lesson 4
In Unit 5 of Module 2
Let’s dance
Analysis of the students
Analysis of the teaching material
Teaching aims
Important and difficult points
5. Teaching aid and methods
6. Teaching procedures
Contents Frankly speaking, compared with the students in the key middle schools, my students don’t have good reading habits and are a bit weaker in reading ability, but like all the students, they are active and have vivid minds. They are eager to know anything new, and like to express themselves. So they must be curious about music and dance, and even they want to learn to dance.
The lesson I’m going to teach is Lesson 4 in Unit 5 of Module 2 . The main topic in this unit is Rhythm, and the fourth period is a reading passage with the title Let’s dance. It is about dances. Through the teaching activities, the students are supposed to get enough information about dance as their input and retell it and finish a grammar- filling exercise about the text as their output. At the same time, with the help of the teacher, the students should read the text with gapped sentences and be able to complete the gaps using topic, linking words and reference clues. To help the students learn vocabulary related to music and dance. a. To improve the students’ reading skills by skimming and scanning.
b. To give the students some reading strategies and help them read the text with gapped sentences and be able to complete the gaps using topic, linking words and reference clues.
c. To ask the students to retell the text and finish a grammar-filling exercise about the text. a. To arouse the students’ interest in dance.
b. To make the students understand the traditional dances of our country and other countries in the world.
c. To enlarge the students’ great love of our country. How to help the students understand the passage well and do some exercises related to the text.To teach the students some reading strategies and help them read the text with gapped sentences and be able to complete the gaps using topic, linking words and reference clues. a multimedia computer a. Direct teaching method ( to arouse the students’ interest in dance)
b. Task-based teaching method (to improve the students’ reading skills)
c. Active cooperation method (to ask the students to help each other to get the correct answers.)
d. Consolidation ( to develop the students’ testing skills)VI. Teaching proceduresLead-in Input OutputSum-up HomeworkI. Lead-in (5 minutes)Task 1: Warming up1. Do you like dancing ? What kind of dance do you like?
2. What kinds of dances do you know?
3. What kinds of dances are popular in your town? Why?
4. What dance would you like to learn?Aim: To arouse the students’ interest in this lesson through some easy questions. Possible problem: Some students may not be very interested in music and dance. So I’ll ask the students these easy and practical questions to catch the students’ attention. I. Lead-in:Task 2: Pre-reading Show some pictures of various dances to the students to enjoy, meanwhile learn some new words which will turn up in the text to get ready for the next step.Aim: To introduce the topic of this lesson Possible problem: Some students may not be very familiar with the names of dances. So I’ll show them the names in English to make them get ready for the further study about the text. Different types of dancesBalletDragon DanceDifferent types of dancesLion DanceYanggeDifferent types of dancesPeacock DanceDifferent types of dancesWaltzDifferent types of dancesBreakdance skimming scanning II. Input:Learning and practisingAim: To train the students’ ability of fast reading. The question designed fits all the students. How many kinds of dances are introduced in the text and what are they?Task 1: SkimmingAnswer: Three. They are Ballet, folk dance and popular dance. II. Input ( 18 minutes) Exercise: Read the text quickly and answer a question. (2 minutes) Task 2: Learning reading strategies and practising II. Input:Aim: To improve the students’ reading ability by making contextual connections.Introduce some reading strategies to the students and ask them to choose the right missing sentences to fill in the blanks with the help of the reading strategies.
Reading strategies: 1. Read the whole text to get the general idea.
2. Make sure the topic of the missing sentence matches the topic of the whole paragraph.
3. Make sure that the sentence fits in with the sentences before and after it. Look for time references (时间提示), pronoun references (代词提示), or linking words(联系词) Exercise: Put the sentences below in the correct gaps in the text. Use the strategies to help you. ( 8 minutes )( Tell the students to look for pronoun reference. The pronoun “they” in this sentence refers to “popular and social dances” in the above sentence. ) ( Tell the students to look for the time clue. The time in this sentence “in the mid-1980s” fits in with the time “in the 1970s and 1980s” in the above sentence.)a) In the mid-1980s, breakdancing became popular. (5).b) They are easy to learn and are usually danced in couples. (3)(Tell the students to find the topics of this sentence and the paragraph. Both of them are about ballet.) ( Tell the students to look for linking words. The word “other” in this sentence is related to the word “including” in the above sentence and related to the word “another” in the next sentence. c) Other kinds of folk dances are sword dancing and the colourful peacock dance. (2)d) One of the most famous ballets is called ‘Swan Lake’ (1) e) In the 1960s, people dance without touching their partner. (4)( Tell the students to look for the time clue. The time in this sentence “in the 1960s” fits in with the time “in the 1970s and 1980s” in the next sentence. )(Possible problem: It is quite difficult for the students to do this exercise. So cooperation is important here. I’ll ask the students to discuss in groups of four for this exercise. It should be mastered by all the students.) Ask the students to read the text more carefully again, get the details and then answer the following questions in pairs. Task 3: Scanning(7 minutes) II. Input:Aim: To practise the students’ ability and help them understand the text better. The designed questions should fit different students of different levels.Exercise: Read the text again and answer the following questions.Scanning1 . How does Ballet tell a story?
2. Who started folk dance?
3. What is the main difference between folk and popular dance?
4. Why did a lot of new dances come from the United States?
5. What type of dancing became popular in the mid-1980s?
.
1 . It tells a story with music and actions but no
words.
2. Ordinary people.
Pop dances are usually popular for only a short
time.
4. The mixing immigrant cultures produced new
forms of dance.
5. Breakdancing.
The answers to the questions are: RetellingGrammar Filling III. Output: Task 1: Retelling (8 minutes)Aim: To help the students get a more clear clue of the whole passage, ask them to have an oral English practice and greatly develop their understanding ability in order to finish the next step well . With the help of the text structure, retell the whole passage.BalletItaly and Francemusic and actionsno wordsgroupordinary peoplefrom one generation
to anotherPopular dancefolk dancefor only a short timePossible problem: It may be difficult for some students to retell the text. So the teacher’s help is necessary here. Task 2 Grammar filling (10 minutes)Aim: This is a type of test in NEMT. So I design this exercise to improve the students’ testing skills and consolidate the whole text. Ballet, 1.______began in Italy and France during the 15th century, is still an important art form in Western culture. It tells a story with music and actions 2. _____no words.
Folk dances come from ordinary people, 3. _____they are taught from one generation to another. China is famous for many different types of folk dances,4.__________ (include) the dragon dance and the lion dance. Other kinds of folk dances are the sword dance and the colourful peacock dance. Another well-known folk dance is the Yangge. You can see people 5._____ all ages 6. ________ (dance) in the street during festivals.whichbutand including of dancing Task 2 Grammar filling Popular or social dances come from folk dances, 7._________they are usually popular for only a short time. Until the 18th century, social dances were only held in palaces or the homes of noble families.8.________, social dancing became more popular in the late 18th and 19th centuries. As a result, Waltz became the 9._____ popular example of ballroom dances.
The mixing of immigrant 10.________ (culture) produced new forms of dances, such as tap dancing, the Tango, and the Cha-Cha. Later, Rock’n roll and disco were popular. although HowevermostculturesIV Summing up(1 minute) We’ve learned something about dances and known some traditional dances in China and other countries in the world. I’ll make the students understand that art has no limit among countries. We love dances, we love our country, and we love the world full of arts.V Homework(1 minute) Write a short passage in 30 words
to summarise the text.Aim: To improve the students’ summarising and writing abilities, which are demanded in NEMT. Thank you for your listening!
