9AB C5[上学期]
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9AB C5 Dealing with trouble教学设计
◆ Analysis of the teaching material
The lesson I am going to talk about is the first period of Chapter Five in Junior English, Book Nine. If the students can learn this lesson well, it will be helpful to make the students learn the rest of this Chapter. The lesson is about a story of a theft in form of a diary, it tells the students how to deal with trouble.
◆ The teaching aims of this lesson
a. To enlarge the students’ vocabulary: such as: argue; steal sth from sb; stare at sb; dial 110; be afraid of; be in handcuffs; run away.
b. To cultivate the students’ reading, speaking, and listening ability.
c. To encourage the students to keep a diary and to teach them they should be aware of thieves.
The key point and the difficult point of this lesson.
Enlarging the students’ vocabulary and cultivating the students’ reading ability will be this lesson’s key point and difficult point.
◆The teaching aids: Tape recorder, multi-media computer, PowerPoint, some gifts ; video
◆Analysis of the students
Students in my class are in different levels. Some students can use English well; some students lack confidence and interests in English learning; most students are poor at vocabulary and communicative skills. However, the students are teenagers, full of energy and strong curiosity. They are willing to behave themselves. So I will try to provide the students a relaxing atmosphere and more chances for partner practice and group practice; develop the students’ interests in English learning and help them to build up confidence.
◆ The teaching approach.
a. Activity-based teaching approach
Students can hold their attention for about only twenty minutes, so it’s necessary to arrange different activities.
b. Story-based teaching approach
Students are keen on stories; story-based teaching approach can stimulate students’ curiosity.
◆ The learning approach
a. Task-based learning approach
b. Topic-based learning approach
◆ Teaching procedures and the purposes of my designing
Step Ⅰ: Warming-up
I will begin the lesson by showing the students a picture of a policeman, and then ask the students:
What do the men do
What number should we dial when we call the police
The purpose is to build up an English learning surrounding by making short conversations; of course, the topic is connected to the new lesson.
Step Ⅱ: Leading in
Show the students a video of a theft: two young ladies are walking and talking, a young man come up to them from the back, try to steal something from the lady’s. Then ask the students: What happened Tell the students to describe the two ladies and the young man Then show the students more pictures of thefts, ask them to describe what happened to their partners.
This activity aims at arousing the ss’interests and provides the students a chance to speak English, and help the students prepare themselves to learn the new lesson as well.
Step Ⅲ: Listening and guessing
Ask the students to listen to the tape from paragraph one to paragraph five, then ask one of the students what she can hear from the tape, after that, tell the whole class to guess the ending of the story: what did the father and son do later After discussion, play the rest of the tape for the students to listen and check their guessing.
This step is to cultivate the students’ listening and speaking ability, and by guessing the ending of story, students’ strong curiosity will be greatly aroused.
Step Ⅳ: Reading and practice
a. Ask the students to do some reading and give T or F questions to check the students understanding of the text.
b. Let the students answer some questions about the text.
c. Tell the students to put some sentences into correct orders.
This step is to cultivate the students’ reading comprehension and get a general understanding of the story
Step Ⅴ: Discussion (group works)
a. Where do you often see a thief
b. What will you do if you see a thief
This step is a kind of brainstorming. Ss work in groups and discuss how to do if seeing a thief. It aims at establishing the students’ responsibilities and wariness of being stolen.
StepⅥ: Playing a game of finding thieves.
Show the students some pictures of different people. Give the students some descriptions of the thieves; tell the students to imagine that they are policemen or policewomen. They must find out the thieves. If the students can find out the thieves, give them some gifts.
Teenagers are fond of playing games, in fact, playing games can not only make the students learn English but also arouse the students’ interests.
Step Ⅶ: Homework
Ask the students to write a diary about a theft according to the demands.
This step is to develop the students’ language information output ability as well as their writing skills.
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3
◆ Analysis of the teaching material
The lesson I am going to talk about is the first period of Chapter Five in Junior English, Book Nine. If the students can learn this lesson well, it will be helpful to make the students learn the rest of this Chapter. The lesson is about a story of a theft in form of a diary, it tells the students how to deal with trouble.
◆ The teaching aims of this lesson
a. To enlarge the students’ vocabulary: such as: argue; steal sth from sb; stare at sb; dial 110; be afraid of; be in handcuffs; run away.
b. To cultivate the students’ reading, speaking, and listening ability.
c. To encourage the students to keep a diary and to teach them they should be aware of thieves.
The key point and the difficult point of this lesson.
Enlarging the students’ vocabulary and cultivating the students’ reading ability will be this lesson’s key point and difficult point.
◆The teaching aids: Tape recorder, multi-media computer, PowerPoint, some gifts ; video
◆Analysis of the students
Students in my class are in different levels. Some students can use English well; some students lack confidence and interests in English learning; most students are poor at vocabulary and communicative skills. However, the students are teenagers, full of energy and strong curiosity. They are willing to behave themselves. So I will try to provide the students a relaxing atmosphere and more chances for partner practice and group practice; develop the students’ interests in English learning and help them to build up confidence.
◆ The teaching approach.
a. Activity-based teaching approach
Students can hold their attention for about only twenty minutes, so it’s necessary to arrange different activities.
b. Story-based teaching approach
Students are keen on stories; story-based teaching approach can stimulate students’ curiosity.
◆ The learning approach
a. Task-based learning approach
b. Topic-based learning approach
◆ Teaching procedures and the purposes of my designing
Step Ⅰ: Warming-up
I will begin the lesson by showing the students a picture of a policeman, and then ask the students:
What do the men do
What number should we dial when we call the police
The purpose is to build up an English learning surrounding by making short conversations; of course, the topic is connected to the new lesson.
Step Ⅱ: Leading in
Show the students a video of a theft: two young ladies are walking and talking, a young man come up to them from the back, try to steal something from the lady’s. Then ask the students: What happened Tell the students to describe the two ladies and the young man Then show the students more pictures of thefts, ask them to describe what happened to their partners.
This activity aims at arousing the ss’interests and provides the students a chance to speak English, and help the students prepare themselves to learn the new lesson as well.
Step Ⅲ: Listening and guessing
Ask the students to listen to the tape from paragraph one to paragraph five, then ask one of the students what she can hear from the tape, after that, tell the whole class to guess the ending of the story: what did the father and son do later After discussion, play the rest of the tape for the students to listen and check their guessing.
This step is to cultivate the students’ listening and speaking ability, and by guessing the ending of story, students’ strong curiosity will be greatly aroused.
Step Ⅳ: Reading and practice
a. Ask the students to do some reading and give T or F questions to check the students understanding of the text.
b. Let the students answer some questions about the text.
c. Tell the students to put some sentences into correct orders.
This step is to cultivate the students’ reading comprehension and get a general understanding of the story
Step Ⅴ: Discussion (group works)
a. Where do you often see a thief
b. What will you do if you see a thief
This step is a kind of brainstorming. Ss work in groups and discuss how to do if seeing a thief. It aims at establishing the students’ responsibilities and wariness of being stolen.
StepⅥ: Playing a game of finding thieves.
Show the students some pictures of different people. Give the students some descriptions of the thieves; tell the students to imagine that they are policemen or policewomen. They must find out the thieves. If the students can find out the thieves, give them some gifts.
Teenagers are fond of playing games, in fact, playing games can not only make the students learn English but also arouse the students’ interests.
Step Ⅶ: Homework
Ask the students to write a diary about a theft according to the demands.
This step is to develop the students’ language information output ability as well as their writing skills.
PAGE
3
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