Unit 7 It’s raining! Section B (2a-2c)教学设计（精品）.doc

1、2011 Go for it! 7B Unit 7 Its raining! Section B (2a-2c) Dear ladies and gentlemen , I am so honored to share my teaching ideas here.My topic today is taken from Section B(2a-2c) of Unit 7 in Student Book 2. Ive decided to say the lesson from three parts. Part One General Introduction Before I get t

2、o the details, there are 2 questions to be answered. No.1.What is this lesson? This unit aims at talking about weather and activities. This lesson is period five, it aims to improve students reading and writing ability.There are 3 parts,2a requires students to describe the pictures.After that,studen

3、ts read the postcards and match them with the pictures above.As for 2c, students need to fill in the chart according to the postcards. No.2. What are my students like? Theyve been studying English for more than 5 years. They are able to express the weather and what people are doing.Actually they are

4、 about the average level in my city. OK,lets take a closer look. Based on the analysis of students,according toNew National English Curriculum and Core Qualities of English, by the end of this class,students will be able to: 1.Congnize the vacabulary of holiday activities. 2.Use reading strategies t

5、o understand the text. 3.Summarize the structure of postcards. 4.Describe and share holiday by postcard. 5.Be positive about life and think about the true meaning of vacation. The teaching keys and difficult points are based on the students and material.They are reading strategies,summarizing,retell

6、ing,writing a postcard using present progressive tense and deep thinking. As for teaching methods,Situational teaching method,Communicaitve approach,PWP and Top-Down-Top approach are necessary for this class. Students have learned happily in my class through PK games,teachers effective feedback,faci

7、al expressions,body language,warm and positive comments.Ill create a relaxing,safe,YES environment for them to express themselves freely.Also students will be involved to exchange ideas with partners and make self-assessment after class. Part Two Teaching Procedures As you can see,theyre the teachin

8、g steps in my class. Pre-reading aims to activate students existing knowledge. Students attention and interests will be attracted and motivated through the game,students close eyes for a while and think: What comes into your mind when we talk about holiday?It can liven up my lesson. Now that my stud

9、ents heart belong to me,free talk comes-Say you, say me in pairs.My students share their holiday activities with others freely, including me. Its time to move to the next period. I set a situation-time tunnel,to take them back to summer holiday and focus on 2a,students are encouraged to make a predi

10、ction. While-reading :construct schema. Next,I lead my students to answer two questions.Make sure they get to know the topic and types of passage. To improve students quality of thinking and know the structure,elements of holiday better,students are required to read for certain purpose within a limi

11、ted time, then change the information into the mind map. This part aims at reading for language.For this part,if students have any trouble understanding the text,they are encouraged to ask questions.Ill show two key sentences and invite them to guess the words from the context,students can understan

12、d the new language through teachers questions,feedback and examples.Finally Ill write down some important phrases on the blackboard.I simply want to help themget ready for the coming output. What comes after that is repeating the scripts.The correct pronunciation,the natural intonation,the word stre

13、ss and continuous reading can help students form a good habit of speaking. Post-reading :The purpose is to help students master the actual use of English and lead them into deep thinking. Retelling is a way to have students use English to do things.Students retell with the help of mind map. Summary

14、comes after that.Ill show kids the little dog and compare it to the postcard,.Students work in groups and find out what to write on a postcard.Thats the key point .Students get prepared for writing. The actual use of English is coming,I create a real situation for them,telling them we re now having

15、National Day Holiday,so I shared my postcard to my sister with them.What would they like to write and share with friends or anyone else?My students would have a chance to choose their own lucky numbers,under the numbers are the six places.They start imitative writing,sharing weather,activities,their

16、 sad or happy,exciting,embarrased feelings. After they finish writing,students share the postcards and others are supposed to listen carefully.After that,they do the peer checklist and make a comment on others postcards,for example,say the highlight. At the end of the class,students watch a video ma

17、de by myself to broaden students horizon and think deeper:What is the true meaning of having a vacation?After they summarize what theyve learnt today,This is homework,it is combining online task with offline task,I want to encourage students to go back to our life and explore new knowledge. Part Thr

18、ee Features of Design Strategies such as prediction,fast reading,careful reading,guessing the words from the context all help students know how to read.Summarizing is based on this.I use the thinking tool-mind map twice,it can help students organize the information,also,retell and write.These activi

19、ties can improve their quality of thinking. In this class,we also combine English study with information technology.There are two self-made videos.The first video is to set the scene,aims to let students use the present progressive tense.Another highlight is homework. This is an overall design based

20、 on the context.From perception,experience,thats input,to intake,finally,output and create.We focus on the structure,information,language,passage and thinking. At last, I want to say that as English teachers, we should make full use of the textbook. But on the other hand, we need to process the textbook to make it better suit the characteristics of our own students. By thinking out of the box, we can be the bosses of the textbook, not the slaves of it. Thank you for your time and attention.