Listening and vocabulary教案推荐

Teaching plan

Teacher: Lucy Wang（王丽）

Class：Senior 1, class 1 Teaching duration：40 Minutes Date to give the lesson: October 11th, 2017 Lesson type: activity lesson Teaching aids: computer, blackboard, spaghetti, marshmallow, scissors, tape, whiteboard markers, white paper, string and a measuring tape. Teaching objectives: At the end of the class, students will be able to 1. review and apply the expressions of teamwork spirit. 2. improve their English speaking skills of presenting reasons. 3. have a better understanding of teamwork spirit by taking the Marshmallow Challenge in groups. 4. find out whether they are suitable to be a leader or a member of a team. 5. raise their awareness of cooperation to achieve success in their study and daily life. 6. improve their critical thinking about working in a team. 7. improve their creativity, persistence,

Teaching procedure: Step 1. Warming up (7 mins) 1. Guide students to the key words "teamwork" by reviewing the main idea of the reading text. （1 min）

2. Group discussion: what makes teamwork successful?

Ss share their ideas in groups and write down the key points by using a

mind-map. (2 mins)

Each group decides 3 most important factors contributing to the success of

teamwork. (1 min) 3. Oral presentation: one student from each group presents their decisions with reasons orally. (3 mins)

Step 2. Introduction of a game: the Marshmallow Challenge (3 mins) 1. Introduce the general information of the marshmallow challenge with some pictures. (1 min) 2. Inform the students of the basic rules for the game. ( 2 mins)

Step 3. Game (20 mins) 1.

Hand out the material for the game to each group: a scissor, some string, some tape, 25 sticks of

spaghetti. 2. Marshmallow challenge: each group should build their structure to support a marshmallow in 18 minutes. 3. Check the result and decide the winner. Reward the best 3 groups with some marshmallow.

Step 4. Feedback on the game (2 mins) 1. Tell Ss to make a decision: Do you want to a leader or a member when working in a group? Get them to think of their own reasons. 2. Ideas sharing: ask some leaders to share their decision and reasons.

Step 5. Video watching (9 mins) 1.

Watch a video to get further understanding of the "Marshmallow Challenge".

The source for the vedio: Youku, TED，搭一个塔，建一个团队，2010. 2.

Ask some of the students to share their feedback of watching the video: what we can learn from the speech?

Step 6. Summary (2 mins) 1.

Guide Ss to the spirit of teamwork. 2.

Wish Ss could work together to get good results in the coming sports meeting.

关于“Teamwork”一课的教学反思

广州市第二十一中学

王丽

这一课设计在高一人教版必修一第三单元结束的时候，上课背景是学校的家长开放日。上课思路的启发来自于华师骨干教师培训的“破冰之旅”，当时我们作为受训者，在刘XX老师的带领下，进行了“棉花糖挑战”，对于团队精神有了更深刻的认识。

我想，必修一第三单元讲述了两姐弟和表哥表妹四个人结伴沿湄公河，从源头到入海口做了一次单车旅行，这需要克服重重困难、进行亲密无间的团队合作才能实现的。且我的学生即将参加学校的校运会，这也需要全班合作才能取得好成绩。因此，我想除了文本的理解，这个单元的教学也是文化品格塑造的好机会。并且，“棉花糖挑战”能够使全体学生都参与动手，亲身实践，比起任何说教都让人印象深刻。

这节课的总体思路是联系课文引入，小组合作头脑风暴，团队合作挑战，组员分享心得，观看视频升华，最后总结。

上完后，学生相当兴奋，对自己的成果或失败也能客观地认识。在场的家长课后也很高兴地和老师分享感受，并拍摄现场活动照片和发布了上课小片段到家长微信群，分享给未能前来听课的家长。

我自己反思做得比较好的地方在于：1. 引入快速：能从课文出发，引导学生思考课文主人公成功进行自行车旅行的原因，从而找到本节课的切入点，顺利过渡到第二个环节。2. 头脑风暴环节，能给学生做示范，引导学生用mind-map的形式思考团队合作成功的要素和他们认为这些要素重要的原因，并口头表达出来。此举能激活学生的背景知识，创设机会给学生用英语陈述，并且用mind-map实现了思维的可视化。并利用某个小组的思想火花，顺利引入“棉花糖”挑战的环节，让他们对挑战充满自我检测的欲望。3. 在解释挑战的规则时，运用了网上找到的图片和规则介绍，用英文介绍了规则，确保学生知道挑战的步骤和成功界定的标准。这是为学生设置了任务，明确了任务目标。4. 在挑战过程，我能全班巡视，适时鼓励，做到全面观察学生的参与情况，为后续总结阶段做好素材的积累。5. 我把时间的倒计时通过实物投影仪的方式展示在屏幕上，让学生能有更强的时间观念。

但是由于时间把控不到位，做完挑战后几乎没有总结的时间，所以后边学生分享心得和观看视频进行升华未能按计划实施。由此我反思，首先在头脑风暴阶段还可以更加紧凑，以便节约时间。其次，在用英文解释规则的时候，花费了时间让学生去明白他们要做什么。其实，适当地用中文补充解释，可能会更快过渡到下一环节。最后在挑战材料分发的过程还可以更科学地设计，事先布置一些学生帮手整理和分发，就能节约出多几分钟。如果这些时间节约积累起来，后续环节是能顺利进行的。

因此，今后，我要更重视在教学设计中的时间规划，以及实际教学过程中的时间掌控意识的培养，并建立一些提示时间的技巧，如写定一些时间节点，或在课件中采用倒计时器去提醒自己。

这节课让我深刻体会了做老师的创造性和每节课对老师的自我挑战，我将不断磨练和提升自我，向更高的台阶迈进。