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Good afternoon, ladies and gentlemen. Myname is (). I come from () Middle School in ().Today I’m going to talk about the topic“What should I do?”I will divide the instruction into seven parts： they are Teaching material analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.
一、說(shuō)教材(教材分析)Analyzing teaching material
1. 說(shuō)課型 lesson type (Dialogue/ reading/ listening/revision)
2. 本課在教材中的地位 status and function
Lesson 33 Saving theEarth is a dialogue. The lesson is focused on the topic of the problems of theearth and the functional items of Supposition/ Intentions/ conjecture/Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Sscommunicative/ reading ability.
3. 說(shuō)教學(xué)指導(dǎo)思想 teaching guideline
(Teaching syllabus:Language is for communication, develop their four skills, lay special emphasison reading; Grellet put it well in his book developing reading skills: developreading skill/ discourse analysis; get them to understand the western culturebetter; improve the ability to discover, analyze & solve the problems;Reading is for information, for fun; Use Top- down model or Bottom- up model toactivate Ss schemata; Interactive model)
4. 說(shuō)教學(xué)目標(biāo)和要求 Teaching aims and demands (…be intendedfor Ss in key schools)
1)認(rèn)知目標(biāo) knowledge objects
a. Enable the Ss toremember the following new words & phrases:
Damage, lecture,pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to befamiliar with this sentence pattern:
If the populationkeeps growing so quickly, there will only be standing room left…
Give the Ss areinforced practice on the functional item Supposition.
c. Activate Ssschemata regarding the topic of pollution and help Ss to know more about theproblem of pollution.
2)智能目標(biāo) ability objects
a. Ask the Ss to makeup a similar dialogue.
b. Help them tounderstand the dialogue better and improve the four skills.
c. Develop theirability of thinking independently.
d. Cultivate theirability to discover, analyze and solve problems.
e. Train them tocollect information from the Internet.
f. Train them withsome effective learning methods to optimize Ss’ learning results.
3)德育目標(biāo) moral objects
a. Arouse theirinterest in learning English;
b. Help them tounderstand the background of pollution.
c. Enable the studentsto love our earth and the nature.
d. Be aware of theimportance of stopping pollution & protecting out environment.
e. Encourage the Ss todo something to save the earth.
5. 說(shuō)教學(xué)重點(diǎn) teaching importantpoints (生詞、句型;培養(yǎng)閱讀技能)
a. New words andphrases
b. Sentence pattern:If- clause
c. improve theirreading skills.
d. Talking aboutproblems of the Earth.
6. 說(shuō)教學(xué)難點(diǎn) teaching difficultpoints (語(yǔ)法;發(fā)展交際能力)
a. functional item:Supposition.
b. Develop theircommunicative ability. Act out their own dialogue.
7. 說(shuō)教具 teaching aids(multi-media computer, software, OHP)
The teaching syllabussays that it’s necessary for teachers to use modern teaching facilities. It’sof great help to increase the class density and improve our teaching result. Itcan also make the Ss reach a better understanding of the text by making theclasses lively and interesting. At the same time, it arouses the Ss’ interestin learning English.
二、說(shuō)教法Teaching methods
Five step method;audio-video; communicative approach;
Task-based learning:New Syllabus Design encourages teachers to use this teaching method. TBLT canstimulate Ss’ initiative in learning and develop their ability in language application.Make the Ss the real masters in class while the teacher himself acts as thedirector and bring their ability into full play.
三、說(shuō)學(xué)法 Studymethods
1. Teach Ss how to besuccessful language learners.
2. Teach Ss how todevelop the reading skill — skim & scan; how to communicate with others;how to learn new words; how to learn independently;
3. Get the Ss to formgood learning habits.
四、說(shuō)教學(xué)過(guò)程Teachingprocedures
I. 復(fù)習(xí) (Revision) 5min (Dailyreport; 詞匯diagram; brainstorming; activate schemata)
Activity 1:Imagination
1). Suppose a bottleof ink is turned over and dirties your white shirt, what is to be done? (Washit? Or throw it away?)
2). Suppose you catcha bad cold, what’s to be done?
3). Suppose your bikeis broken, what’s to be done?
4). And suppose theearth, on which we all live, is damaged, what’s to be done?
* What can you thinkof when you see “pollution” this word?(waste, environment, air, water, factory,desert, climate... Try to activate the Ss schemata regarding the topic ofpollution.)
II. 呈現(xiàn) (Presentation) 5min
Activity 2:Presentation
Play the song “EarthSong” sung by Michael Jackson. (Create an atmosphere)
A lot of pictures andvideo clips about the causes and results of the three problems mentioned inthis lesson will be shown on the screen with the help of the computer.
Ss’ presentation onpollution. Attract their attention, arouse their interest, and create a goodatmosphere for communication.
* Activate theirschemata and cultivate their ability in collecting information from theInternet and develop their ability in thinking independently.
III. 對(duì)話 / 閱讀 (Dialogue)18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fastreading, one guided Q to help Ss to get the main idea:
What do you think isdiscussed at the conference?
2. While- reading
Activity 4: Read andanswer
2nd listening/ carefulreading, more Qs to get the detailed information. Develop their reading skills:skim & scan. Pay attention to the pronunciation, stress & intonation.
* 閱讀: Pre-reading;while-reading; post-reading (fast reading/ careful reading; skim/ scan; 識(shí)別關(guān)鍵詞key words;確定主題句;創(chuàng)設(shè)信息差information gap;T or F; 填表格chart/diagram; Predicting; Make atimeline; Make a story map。達(dá)到對(duì)課文的整體理解和掌握。So that theycan have a good understanding of the whole text.)
3. Post- reading
Activity 5: Languagefocus
While Ss are answeringthe Qs, the teacher deals with some key language points.
a. is being caused b.and so on c. go on doing
d. be fit for e.standing room f. if- clause
IV. 操練 (Practice) 10m
Activity 6: Retell
Use your own words toretell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill –Supposition
Purpose: Practise thefunctional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act out; roleplay)
V. 鞏固 (Consolidation) 6m
(Discussion;interview; press conference; debate; quiz)
Activity 9: role play
Suppose you were headof a village, scientist, journalist and villager, make up a conversation andask several groups to demonstrate in front of the class.
* The Ss areencouraged to use the words and expression_r_rs like pollution, damage, be fitfor, turn into, the if- clause, etc.
Activity 10:Discussion
Think of the question:Are we causing damage to the world?
What should we do tosave the earth and protect our environment especially in our daily life?
Collect their answersand form a report.
VI. 作業(yè) (Homework) 1m (Writing; continue thestory; recite; retell)
Write a letter to themayor, telling him sth. about the pollution around your school.
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