Warming up、Pre-reading、Reading、Comprehending教学实录及点评

Instructional design Name: Subject: Lesson type: 赵桐菲

Grade: Unit 5 Launching Your Career Warming up

Teaching time: 40 minutes Grade 2 Overall Design and Guiding Principles This is a warming lesson which aims to develop students’ ability in talking about future plans. Meanwhile, students’ linguistic and cultural knowledge is expected to be enriched through speaking activities. In this lesson I mainly employed Task-based Teaching Method, Natural Approach as well as the Communicative Language Teaching Method to create certain scene and ask students to complete relevant tasks, assist them to learn in a relaxed atmosphere and build a confidence towards talking, thus forming the habit of active learning and improving their comprehensive language competence.

First of all, drawing on the Natural Approach, the lesson will start a real-life conversation to lead in the topic and showing a video clip of different jobs to arouse students’ curiosity. Then I will show some pictures featuring the new words to impress students the key words so as to make preparation for the following talking session. In the third section, I mainly use Task-based Teaching Method by setting three tasks of extensive talking, intensive talking to assist students to fully understand the listening materials and grasp the method of talking about personal plans subconsciously. With the former three sections, students will receive a large amount of input of the future tense structure ,Finally, I will ask students to role play and report. This section is an evaluation of students’ command of words and sentences and their ability of talking about personal plans. Therefore, this section is employed as a reinforcement of students’ comprehensive language competence. Teaching Context Analysis of students:

The objects of this lesson are students in Grade 8. Students in this phase has already learned some tenses such as simple past tense, present progressive tense, thus they must have mastered some skills of tense-learning and fully prepared to learn the lesson cognitively.

However, junior students lack the ability of systematic autonomous language learning and some students have on confidence of English learning. Therefore, it requires teachers to set up the tasks from easy to the advanced to guide them.

What’s more, junior students tend to focus on image thinking because of the absence of the mature, abstract, and logical thinking, thus teachers should design various interesting, fun and relaxing activities to sustain students’ interests and attention.

Teaching Aims Aims of knowledge: (1)

master and use some important words, such as:career, plan and some words about different jobs. (2)

be able to use the future tense structure ”am going to, will ……”.

Aims of ability: (1) be able to talk about the personal plans and communicate with others in correct way . (2) master some relevant communicate skills (3) be capable of talking about personal plans (4) be able to ask about others’ future plans

Aims of emotion: (1)

taste the happiness of communicating in English. (2)

build confidence towards communication, which is generally considered as the difficult points of English learning. (3)

be active and cooperative in team work, enjoy the sense of achievement in cooperation.

Aims of strategy: (1)

master some methods of independent study. (2)

be well versed in transforming input to output. Teaching Methods 1.Task-based Teaching Method

2.the Natural Approach 3.the Communicative Language Teaching Method 4.Computer-assisted Instruction Teaching Aids 1. text book 2. power point 3. a video clip

Teaching Procedure Teaching procedure: I. Warming up Questions: 1. What kind of jobs do you like to do in the future? 2. What’s your favorite place to work in seaside cities, or the disadvantaged areas? Discussion: Discuss in pairs what your hopes and dreams are for you future.

List your criteria in order of importance for choosing your future career.

II. Pre-reading. 1.Think about these questions and discuss them with a partner. At what age did you start thinking about your future career? Do you have the same idea now?

Why or why not? Write down ten jobs that appeal to you.

Read the list again and consider if any of them more suitable for men than women or vice versa. Give your reasons. 3. Swap your lists with your partner and see how different your lists and ideas are.

Teaching Evaluation Evaluation content：

1.

knowledge about the career and personal plans 2.

mastery of the relevant skills of listening. 3.

students’ interests in learning initiatively. 4.

the sequence of teaching activities. 5.

students’ ability of transforming input to output. 6.

students ability in oral communication.

Evaluation approaches：

The teaching and learning activities of this lesson will be assessed as it progresses. That is, we resort to formative assessment in class. Five methods are adopted: 1)

observation 2)

questioning 3)

group work 4)

demonstration 5)

assignment