Using LanguageⅠ教学教案设计

Instructional design Chang’an No.1 High School, Yang Jialiang I. Teaching background The analysis of students: this class is designed for senior three students who have done a great deal of task-based reading practice but still have difficulty in solving it effectively. Faced with NMET, the students share common worries on task-based reading, especially after their poor performance in the special test of task-based reading on May 10, 2019. The analysis of teaching material: the teaching materials are mainly selected from textbook 9 and NMET papers from 2010 to 2018. The main text adapted from unit 5 advertisement inside in textbook 9 of People’s press is

suitable for senior three students to practice. The exercises selected from NMET papers are authentic and efficient for students to taste at present. The analysis of teaching motivation: The designer as well as the teacher has noticed the issue of task-based reading from students’ poor performance in recent tests and intends to give them some tips and guidance towards this reading task. Considering that students may better get a full understanding of the tips in their familiar context, the designer chose to pick a passage in students’ textbook

9 and adapted it into a task-based reading exercise.

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Key information. Title Keeping advertisers honest ---- task-based reading tips Teaching contents clues of conclusive sentence; subtitle & topic sentence; conj.& adv.; pron. ; parallel structure. Students Senior 3 (65students) Time & date 16:10-16:50, Monday, May 27, 2019 Teaching objectives 1. Students learn to use the tips to better finish their

task-based reading exercises.. 2.Students may notice the critical thinking applied in their daily study by finishing different learning tasks. 3.Students may have a taste of the English language culture by reading

the study materials and feel the values conveyed by them. 4. Students may improve their learning strategies by expanding the thinking styles of the class. Teaching focus How to enable students to master the different types and tips

Main structure Five typical types of task-based reading exercises Main function Help students find the clues and check their answers when doing task-based reading exercises. Learning strategies Reading ; finding; group work and discussion; critical thinking

Teaching methods Task-based Language Teaching

3p teaching methods (presentation-practice- production) Teaching aids Traditional teaching aids & multi-media

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Homework design Apply what you have learned to analyze the task-based reading exercises (No.36 to No. 40) on your 8th exam paper.

III.Teaching procedures: Step Interaction patterns 1 2 3

Leading in by reflecting mistakes Reading and clozing conclusive sentences Subtitles & topic sentence Parallel structure Conj.& Adv. Pron. 4 Clozing another passage Student

activity thinking practicing Practicing & finding Practicing & finding Practicing & finding Practicing & finding Practicing & finding Practicing & thinking Self-reflecting Applying Teacher activity presenting explaining Checking &presenting Checking & presenting Checking & presenting Checking & presenting Checking & presenting Giving the answers and leading students to think concluding Checking Time (mins) 3 5 4 4 4 4 4 5 5 6 Discussing Homework 5 2

IV. After teaching reflection

In order to give this class, I have prepared for a week and practiced for 3 periods. Now, before giving it publicly, I got different feelings about teaching and learning. First of all, I would like to draw some conclusion about the strengths on this class. 1. The class is effective. Students got interested in it and they have learned how to use different tips to better solve their task-based reading exercises. 2. The class has been given smoothly and successfully. By practicing in 3 different classes, I improved the instructional design for many times. According to the experiences, this class was carried out smoothly and successfully. However, there are still many drawbacks for this class, Some are out of the design, while some are out of my teaching ability. 1. Many tasks adapted from NMET papers, so for some students, they could hardly follow the class by finishing the tasks one by one. There is too little time for them to reflect and think.

2. My teaching ability still needs improving. During the practice classes, I still made some mistakes orally or logically. I have corrected what I have found before this class. More critical ideas and advice are welcomed and will be replenished after giving it publicly.

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