提示: 此文件暂无参考内容, 请自行判断再确认下载!!
作者很懒没有写任何内容
Unit 3 Teenagers should be allowed to choose their own clothes(Section A)Good morning/ afternoon, dear judges! I'm very glad to be here to present my classtoday. I'm number X candidate applying for the English teacher of the secondary school.And my topic today is Unit 3 Teenagers should be allowed to choose their own clothes. To get a better understanding of my instructional designing, I'm going to divide it into 6 sections, that is, the analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now I am going to present them one by one. Part One: Analysis of the Teaching MaterialThe first and foremost is the analysis of the teaching materials. Today's lesson is the Unit 3, Section A of Go For It, Grade 9, published by People's Education Press. Its main theme is about talking about what students are allowed to do. In our everyday life, students have encountered different kinds of rules more or less, so they will be very interested in today's topic. What's more, if they are allowed to choose their own clothes freely just like the title implies, they will be much more excited.Based on the New Curriculum Standard，today's teaching objectives are as follows:1. Knowledge objectivesKnowledge objective is to master the usage of " be + past participle". 2. Ability objectivesAbility objective is to grasp how to talk about approval and disapproval by using the sentence pattern "be allowed to" . 3. Emotional objectivesEmotional objective is to encouraged the students to understand and reflect on theireveryday behavior.Given the teaching materials and the students' characteristics, I suppose the teaching key and difficult points are the usage of "could, should" and how to talk about problems and give advice in real situations.Part Two: Analysis of the students
OK, let's turn to the analysis of students. Students of Grade 9 have studied English for at least 6 years and grasped a certain amount of basic English knowledge. They are active, eager to show and learn; their abstract thinking is developing rapidly, they can cooperate with their classmates to finish tasks, they can make their own judgments based on their life experience. On the other hand, students of Grade 9 cannot use English freely; they make mistakes now and then, and their attention span is limited. Therefore, I should take into account all of these factors in my teaching.Part Three: The Teaching MethodsAccording to the analysis of teaching materials and students, I'm going to arrange my lesson by mainly using the Task-based Method. Part Four: The Learning MethodsThe learning Methods of this lesson will be focused on cooperative and researched methods. Students will finish a series of activities to learn the language points today. Teaching AidsDuring the teaching process, recorder, CAI and computer will be needed. Part Five: Teaching ProceduresOK, so much for the teaching and learning methods. And the next one is the most important part of today, the teaching procedures, which will be demonstrated in the following steps: Step 1.Leading-inIn this step, I'm going to lead in today's topic by introducing some common questions about students in their life. An example is given below:T: What do your parents let you do at home?S1: My mother lets me go shopping on Sundays.T: That sounds nice.So you are allowed to go shopping on Sundays. What about you, Tracy?S2: My father lets me watch TV at home.T: Good. So you are allowed to watch TV at home.Then, I'm going to write two sentences with the passive voice on the blackboard and ask students to discuss what they can do at home. Students shall make a list.
By doing so, students will get a general idea of today's lesson and their interest willbe raised as well.Step 2. Pre-task 1. Thinking: In order to get the students to be more familiar with today's topic, I' d like them to have a thinking game first. I'll show the students some pictures, in which some people are against the rules, such as run the red light, speeding. Then Ss shall think about why these actions should not be allowed. 2. Discussion During students' thinking, I'm going to write a table on the blackboard. Then I'd like the students to work in groups to talk about the situation and give their judgment. Students will fill in the table below.ActionsAllowed or notspeedingrun the red light Step 3. While-task In this step, I'm going to provide a series of tasks for students to finish.(1) Information Collecting: I' d like the students to collect their own personal information and try to express it in the passive voice.(2) Debating Students will be divided into 2 groups to debate over some rules at home, such as whether students shall be allowed to choose their own clothes. I will encourage the students to talk about this topic by mainly using the sentence patterns: 'Teenagers shouldbe allowed to do ... because ...”or “Teenagers should not be allowed to do ... because ...'Through cooperation in the group, students can use the passive voice more freely and correctly, to those who can not grasp this grammar, I will give extra help. During the course, I will emphasize the correct structure of the passive voice now and then. Often students will talk about the following sentences:I am allowed to watch TV for half an hour every night.
I am allowed to go shopping with friends once a week.I am not allowed to play computer games every night.I'll show these sentences on the screen and invite some students to talk about their ideas by using the pattern:Teenagers should be allowed to do sth. (3)ExtensionTo encourage the students to use the language creatively and master the passive voice by speaking, I will continue to provide one topic for students to discuss. The question is "Should students be allowed to bring mobile phone to school?" Students willwork on groups to discuss this, give their answer and reason.Yes or NoReasonShould students be allowed to bring mobile phone to school?Step 4.Post-taskStudents will talk about more rules in the school by using the passive voice.Step 5.Homework Homework is important for the further development of students' language ability. So, I'd students to list 5 thing they are expecting to be allowed to do. Part Six: Design of the blackboardLast but not the least is the blackboard design. As you can see, I have mainly used the tables to activate the language points so that students will grasp them better and use them in the actual life.Unit 3 Teenagers should be allowed to choose their own clothes. Section A The First Periodyou are allowed to go shopping on Sundays.you are allowed to watch TV at home.
OK, so much for my presentation, thanks for your listening.
OK, let's turn to the analysis of students. Students of Grade 9 have studied English for at least 6 years and grasped a certain amount of basic English knowledge. They are active, eager to show and learn; their abstract thinking is developing rapidly, they can cooperate with their classmates to finish tasks, they can make their own judgments based on their life experience. On the other hand, students of Grade 9 cannot use English freely; they make mistakes now and then, and their attention span is limited. Therefore, I should take into account all of these factors in my teaching.Part Three: The Teaching MethodsAccording to the analysis of teaching materials and students, I'm going to arrange my lesson by mainly using the Task-based Method. Part Four: The Learning MethodsThe learning Methods of this lesson will be focused on cooperative and researched methods. Students will finish a series of activities to learn the language points today. Teaching AidsDuring the teaching process, recorder, CAI and computer will be needed. Part Five: Teaching ProceduresOK, so much for the teaching and learning methods. And the next one is the most important part of today, the teaching procedures, which will be demonstrated in the following steps: Step 1.Leading-inIn this step, I'm going to lead in today's topic by introducing some common questions about students in their life. An example is given below:T: What do your parents let you do at home?S1: My mother lets me go shopping on Sundays.T: That sounds nice.So you are allowed to go shopping on Sundays. What about you, Tracy?S2: My father lets me watch TV at home.T: Good. So you are allowed to watch TV at home.Then, I'm going to write two sentences with the passive voice on the blackboard and ask students to discuss what they can do at home. Students shall make a list.
By doing so, students will get a general idea of today's lesson and their interest willbe raised as well.Step 2. Pre-task 1. Thinking: In order to get the students to be more familiar with today's topic, I' d like them to have a thinking game first. I'll show the students some pictures, in which some people are against the rules, such as run the red light, speeding. Then Ss shall think about why these actions should not be allowed. 2. Discussion During students' thinking, I'm going to write a table on the blackboard. Then I'd like the students to work in groups to talk about the situation and give their judgment. Students will fill in the table below.ActionsAllowed or notspeedingrun the red light Step 3. While-task In this step, I'm going to provide a series of tasks for students to finish.(1) Information Collecting: I' d like the students to collect their own personal information and try to express it in the passive voice.(2) Debating Students will be divided into 2 groups to debate over some rules at home, such as whether students shall be allowed to choose their own clothes. I will encourage the students to talk about this topic by mainly using the sentence patterns: 'Teenagers shouldbe allowed to do ... because ...”or “Teenagers should not be allowed to do ... because ...'Through cooperation in the group, students can use the passive voice more freely and correctly, to those who can not grasp this grammar, I will give extra help. During the course, I will emphasize the correct structure of the passive voice now and then. Often students will talk about the following sentences:I am allowed to watch TV for half an hour every night.
I am allowed to go shopping with friends once a week.I am not allowed to play computer games every night.I'll show these sentences on the screen and invite some students to talk about their ideas by using the pattern:Teenagers should be allowed to do sth. (3)ExtensionTo encourage the students to use the language creatively and master the passive voice by speaking, I will continue to provide one topic for students to discuss. The question is "Should students be allowed to bring mobile phone to school?" Students willwork on groups to discuss this, give their answer and reason.Yes or NoReasonShould students be allowed to bring mobile phone to school?Step 4.Post-taskStudents will talk about more rules in the school by using the passive voice.Step 5.Homework Homework is important for the further development of students' language ability. So, I'd students to list 5 thing they are expecting to be allowed to do. Part Six: Design of the blackboardLast but not the least is the blackboard design. As you can see, I have mainly used the tables to activate the language points so that students will grasp them better and use them in the actual life.Unit 3 Teenagers should be allowed to choose their own clothes. Section A The First Periodyou are allowed to go shopping on Sundays.you are allowed to watch TV at home.
OK, so much for my presentation, thanks for your listening.
内容系创作者发布，涉及安全和抄袭问题属于创作者个人行为，不代表夹子盘观点，可联系客服删除。
