Learning about Language教学设计(第一课时)

案例分析

吴敏良

Title Lesson type

Teaching materials analysis It is a lesson about vocabulary based on Cultural Relics, from PEP Book 2 Unit 1, which includes some important new words and expressions related to cultural relics.

Ss are Junior 1, who are of strong curiosity towards the world, so the Students analysis space trip and travel topic will be interesting to them. They are not able to put the words and phrases into use freely. Besides, they are active enough to join in class activities, so they need some practice in various situations to use the newly learned knowledge and skills.

At the end of this lesson, Ss are expected to: Teaching objectives 1.recognize and properly use new words and phrases; 2.recognize parts of speech of words in some contexts; 3. use correct forms of words and phrases in this unit in sentences and texts. Teaching Key points Teaching Difficulties Teaching methods Teaching Situational Teaching Method Multi-media; PPT; Blackboard; Projector Recognize part of speech shift Use key words and phrases correctly in certain contexts.

Make students participate in class activities Vocabulary Cultural Relics Length 40 minutes

aids Teaching Procedures

Stages Activity Activities 1: Purposes recruiting 

To raise Ss’ interest in the topic of cultural relics 

To make students prepare for learning the vocabulary.

volunteers in the Palace Museum

Show Ss some pictures about Palace Museum, which is a 1.

Lead-in

(3 mins)

national cultural relic. Advocate an advertisement about volunteers needed in Palace Museum.Students who can pass the test could get the offer and the test is based on the vocabulary of Unit 1. Activity 1 Guessing Games 

To help students to recognize Part A new words Students use their own 

To make students use new words to describe the words 2.

Learning in this unit in English

words properly by creating certain contexts. words and Part B phrases

According to the pictures 

To make students have (30 mins)

and sentences, students need to fill in the blank with correct forms of words. Activity 2 Memory Text Students will learn how to enough input and then offer them chance to produce what they have learnt. 

To create a context where students can recite the usage

shift part of speech of some of key words. key words and collocations 

To provide a situation for first and then use them to complete a short passage. In addition, they need to recite the passage in one or two minutes

Activity Practice Image students were 3 Simulation students to create some dialogues by using new words or phrases volunteers in the Palace Museum, students need to use five new words or phrases to create dialogues. 3. Summary (5min) Make a brief conclusion of 

To conclude this period the words and collocations we have learnt in this lesson. Finish 4.Homework (2 min) Practice 3 briefly and to reinforce some importance. in 

To consolidate what students have learnt in class and preview the content of next period. Textbook on page 3; Preview the language points of this unit

Blackboard Design 1.Words 2. Phrases

教学反思

很多传统的词汇课，只是老师简单地给学生灌输词汇的词性，搭配等，学生只是一味地听，因此学生会觉得枯燥。为了让学生更自动和有兴致地参与到课堂学习，我主要通过设计了一些情境，即故宫英文解说员的招聘，这个情境贴切本

单元的主题，并通过三关考核的设计，逐步深入地让学生分层次地掌握本单元的词汇，最后也以相关情境的形式，提供给学生输出的机会，把词汇学习最终回归为生活中对英语的应用上。这也是本堂课的主要亮点，但由于缺乏经验，也存在不少缺点。

首先，我给学生关于活动的指令不够简洁清晰，虽以PPT是形式展现，但文字过多过长，而且还是英文，不利于学生快速地明白活动的指令，可简化字体，必要时可换为中文。其次，由于课堂的时间有限，没有给太多时间讨论，所以有时候会导致学生不太敢表达自己的观点。若以小组的形式呈现结果，学生就会比较大胆和积极。还有最重要的是每个活动之间的任务跨度有点大，这会导致学生的输出达不到预期的结果，所以活动之间需要逐步递进。另外我也觉得自己在对学生反馈的语言不够，很多时候只是简单地说“good，well done”等，我可以在这方面丰富自己的语言。