Lesson 33 The Fisherman and the Goldfish ( I )ppt配套的教学设计方案

English Teaching Plan

Name Subject Lesson type Shang Shuting The Fisherman and the Goldfish Reading

Teaching time 40 minutes Grade Grade 8 Overall Design and Guiding Principles This is a reading lesson which aims to develop students’ reading ability and teach students some reading skills and methods through three-stage reading and different kinds of tasks and activities. Meanwhile, students’ linguistic and cultural knowledge is expected to be enriched through

these tasks and activities. In this lesson I mainly employed Task-based Teaching Method, Three-Stage Teaching method as well as the Communicative Language Teaching Method to create certain scene and ask students to complete relevant tasks, assisting them to learn in a relatively relaxing atmosphere and build a confidence towards reading, thus forming the habit of active learning and improving their comprehensive language competence.

First of all, I will use Task-based Teaching Method by setting several tasks in every stage of reading such as ordering for the whole story and form-completing according to students’ understanding of the story. Secondly, three-stage teaching method will be applied into my teaching process, they are, pre-reading, while-reading, post-reading. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into these three stages in which the top-down and bottom-up techniques are integrated to develop students reading efficiency and strategies. Finally, I will ask students to role play. This section is an evaluation of students’

understanding of the whole story and it is also a way to evaluate whether students can transform input into output since they have acquire some reading skills and methods during reading process.

Therefore, this section is employed as a reinforcement of students’ comprehensive language competence.

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Teaching Context Analysis of teaching material: Lesson33 The Fisherman and the Goldfish is the middle part of unit 6 Movies and Theatre of Hebei Education Press designed for grade 9 students. This is a reading lesson. It is telling a fairy tale about the fisherman and the goldfish written by Russian writer Pushkin. And it will finally deliver a deep meaning for life: Don’t be so greed.

This lesson mainly consists of four parts, that is, lead-in, pre-reading, while-reading and post-reading. The first lead-in part is mainly intended to help students predict this lesson’s topic and stimulate their interest and curiosity of the lesson with the help of video clip and vivid pictures that are drawn by one of my students. Then the second part pre-reading aims at providing students some background information about this story and its writer. The third part while-reading consists of ordering correct number of the story and two form-completing tasks according to story’s plot development which aim at developing students’ reading ability by finishing different kinds of tasks and activities. Finally the fourth part post-reading targets at improving students’ ability of language output, and thus realizing the goal of communicative teaching. All these designing content can effectively realize the objectives of improving students’ comprehensive language competence.

Analysis of students:

The students are smart and outgoing, interesting stories like this kind can totally inspire their interest and can also keep their eyes constantly concentrating on the whole class, class activities must be designed closely around this interesting topic so that their attention can be drawn for a relatively long time, thus pictures, video will be used to achieve this.

Teaching Aims By the aid of this lesson, students will be able to: 1.

improve reading ability by reading the whole story in a thoughtful and integral way and to acquire some reading skills and methods during the process of reading with the aid of some tasks and activities. 2.

talk about the story in English.

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3.

realize how important it is to be satisfied with what they already have and love their present life.

4.

transform input into output. 5.

Improve their own comprehensive language competence by involving reading, listening, speaking, and writing. Key Points and Difficult Points Key points: 1. Understanding the whole story. 2. Knowledge of reading skills and methods during the reading process. 3. Predicting the story at the beginning of this lesson. 4. Conclusion of the whole story. Difficult points: 1. Understanding the whole story. 2. Finishing tasks while reading.

3. Using some reading skills and methods while reading. 4. Role-play after understanding the whole story. Teaching Methods 1.Task-based Teaching Method

2.Situational Teaching Method 3. Communicative Language Teaching Method 4. Three-Stage Teaching Method Teaching Aids 1. text book 2. power point 3. a video clip

4. paintings drawn by one student Teaching Procedures Step 1：Lead-in: (6 minutes) 1.

Questioning: Look at the picture, imagine what may happen between the fisherman and the

goldfish? And then make a story on your own(assigned in advance).

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2.

Show pictures drawn by one student about her own creation of a story of a fisherman and goldfish.

3.

Watch the video carefully and then tell out the story in the video.

The purpose of my design:

(1) to catch students’ attention and arouse their interests.

(2) to liven up the lesson and lead in the topic-----The Fisherman and the Goldfish. Step 2: Pre-reading: (4minutes) 1.

After watching the video, compare this video story with the story you have made, which one do you prefer? Why?

2.

Do you know the writer of the fairy tale “The Fisherman and the Goldfish?

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The purpose of my design: (1) to invoke students’ thinking by comparing.

(2)

to know about some background information about the story and

the writer of it.

Step 3: While-reading: (20minutes)

1.

What is the story about? Please number the order of the story.

2.

Read the story again and fill in the chart in groups.

3.

Read the story carefully and retell the whole story with the aid of following pictures and chart.

The purpose of my design:

(1) to enable students to develop their reading ability and strategies by finishing all of these asks by themselves or in groups.

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(2)Forms will make students cultivate integral and clear thinking during reading and after reading.

(3)Moving pictures will help to draw students’ attention and

stimulate their interest in reading. Step 4: Post-reading: (8minutes) 1.

Conclusion: What does this story tell us?

2.

Role-play: Act out the whole story with your partner and then I will ask some students

to show before class.

The purpose of my design: (1)

to examine whether students can transform input into output. (2)

to develop students’ communicative capability and comprehensive language

competence. (3)

to make students realize how important it is to be satisfied with what you already have

and love your present life.

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Step 5: Homework: (2minutes)

The purpose of my design: this section is a sublimation of the lesson, it is aimed at guiding students to form the habit of active learning and reinforce what they have learned in the class and it can also develop their creative thinking. Teaching Evaluation Evaluation: Strength:

1. The goals and objectives of this lesson were presented clearly and closely related to students’ interest and needs, and the class had been accomplished as was planned before class. 2. Three-Stage Model was applied into this lesson’s teaching process and had reaped a good effect since students could be able to finish every task or activity in every stage. 3. Pictures’ and video’s involvement stimulated students’ interest in this lesson’s learning and class atmosphere was activated a lot by students’ high interest in this story.

4. Teaching content itself had drawn students’ enough attention since it was telling about a fairy story of the fisherman and the goldfish, henceforth, interaction between students and me was extraordinarily effective. 5. Activities designing had well followed students’ understanding and studying rules and those tasks emerged as being stair-stepping.

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Weakness: 1. There was no enough time for some tasks such as role-play part and retelling story part and it was disadvantageous for developing students’ productive and communicative ability, and it would also weaken students’ comprehensive language competence, I must pay more attention to this aspect in my subsequent teaching. 2. My classroom driving ability proved to be relatively poor according to my behavior in

this class. Because I think such an interesting and fascinating story could be better presented to students when I as a teacher could use many different teaching methods and strategies and use more colourful classroom languages.

Teacher Reflections

In view of the above disadvantages in this lesson, I must learn to improve my teaching and learning ability in different aspects in my following teaching days and then make more and more progress. The things I would improve in this lesson will be: ○1To add more interesting and relaxing activities for students in while-reading and post-reading parts, which can be operated by students themselves, for example, a jigsaw can be brought in, I can prepare some fragmentary pictures of this story’s different scenes for each group and then told them to put these pictures together according to the order of story’s plot development to form a complete jigsaw of this story, which will involve their capabilities of using brains as well as hands; ○2To ask students to think up a different ending for this story, which will develop their divergent and creative thinking. ○3To improve my classroom driving ability. Because I think such an interesting and fascinating story could be better presented to students when I as a teacher could use many different teaching methods and strategies and use more colourful classroom languages. I hope I will learn from my every lesson’s teaching and improve myself into a better-equipped English teacher.

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