1、中等职业学校国家规划教材 高等教育出版社 基础模块 Book Unit 2 Good morning, ladies and gentlemen, Its a great honor for me to be here to present my teaching ideas. Today the topic of my teaching plan is I can do it. The plan is designed on the base of Unit 2 Bookof English, published Higher Education Press. Im going to tal
2、k about it in six parts. That is, analysis of Ss situation, teaching material, teaching objectives, teaching procedures, teaching reflection and blackboard design. The first part is Analysis of Ss situation. My Ss major in Logistics, and most of them are boys. They have something in common. Firstly
3、they are characterized by energetic and sociable, and they are willing to take an active part in class activities if they are interested in the topic. For example, they are crazy about pop stars, and they are eager to know something about their future employment. Secondly, they are especially weak a
4、t English, which may root in a poor self-image and the negative experience in the junior middle school. Thus the major task of the teacher is to arouse their interest and cultivate their confidence. And the teacher needs to make them aware of the significance of the learning task so that they can se
5、e the value to them personally. The second part is Analysis of teaching material. The book aims at improving Ss ability to use English in their daily lives and especially in their future employment. Since most of the students are confused about the future, the topic of Unit 2 can inspire them to wor
6、k hard and get ready for the future career. This is the 4thperiod, reading and writing. It focuses on the discussion of their future abilities and understanding the application for employment. As my Ss major in Logistics, I design the lesson according to their future jobs, such as driver, sales mana
7、ger, salesperson and so on. The important points are to enable Ss to talk about their abilities, and understand application for employment. The difficult points are to help Ss understand others application forms and they can fill in their own application forms. The teaching objectives are as follows
8、: First, knowledge objectives Ss can understand and read the words and expressions: sales manager, application, apply for, employment, gender, position, ability Ss can understand and use the sentence pattern: I think can be a Second, ability objectives Ss can have a better understanding about their
9、future. Ss can fill in the application form. Third, emotion objectives Enable Ss to evaluate themselves and realize they must work hard for the future employment. Now lets move to the teaching procedures. The focus of my lesson is about the future employment. So I set some real situations for them.
10、I will talk about my teaching procedures in six steps. Step One Lead in. This step is designed to arouse their interest and consolidate the prior knowledge. It will take about 6minutes. First we will play a memory game. I will show them eight pictures with a question “what can you see?” Their answer
11、s will be written on the blackboard.Its not too difficult for them to say the words. After checking the answers, another question will be asked- “what can a nurse do?” This is a good way to revise phrases and sentence patterns. Finally I will ask several students “what can you do?” to revise express
12、ions about abilities. In this way, I will present the new phrase “apply for a position” like this - “When you have various abilities, you can apply for a good position, right?” The memory game can arouse their interest and lead to the topic. The questions can revise the prior knowledge and help them
13、 get ready for the next step. Step Two Presentation.This step is designed to set context and present the new language items. It will take about 8 minutes. First I will tell them: “ These days, Carrefour Supermarket wants to hire a sales manager, and two of my students want to apply for the position.
14、 What should they do first? Can you guess?” In this way, I can present application for employment. Then I will ask Ss to guess the details of the application form, and their answers will also be written on the Bb before we check the answers together. Situational teaching means that the teaching mate
15、rials should be those made in real-life situations. And the situations should be those which the students are likely to encounter in their present and future lives. Since the students are familiar with the Carrefour Supermarket, and most of the students majoring in logistics will work in a supermark
16、et after graduation, they will feel the situation is close to their lives and are willing to take an active part in the class activities. Step Three is Reading. This step can train Ss reading and analysis abilities. It will take about 10 minutes. The reading is also designed in three steps. The firs
17、t is fast reading and answer 2 questions. The second is careful reading for details. The last is to think and answer a question. Since the reading is processed step by step, most of the students can catch up with me and fulfill the tasks. The next step is Step Four Activities.This step is designed t
18、o practice the sentence patterns and help them learn to evaluate others. It will take about 10 minutes. There are two kinds of activities. The first is about my former students. First I will show them an old photo of my students in 2001. It is appealing to the students and they are eager to know som
19、ething about the persons in the photo. I will tell them: “In 2001, they were my students. But now, they are doing different jobs. What do they do, can you guess? Now please have a look at some application forms of them.” The application forms will be presented with some questions, for example, “Is Z
20、hao Jiyao a boy or a girl? How old is he? What can he do? What does he do? Can you guess?” And in this way, they can be familiar with the sentence pattern. The second activity is about my students in class. I will show them a photo of themselves and tell them: “Now, in 2011, you are students of Jian
21、gbin Vocational school. But 10 years later, in 2021, what can you be?” They will be asked to talk about their friends. The Situational Teaching Method pays great attention to students understanding of life, and the core of it is to stimulate studentsemotion. In this step, the old photo is of great i
22、nterest to the students and they are absorbed in the task. And since the students are sociable and outgoing, they are active in predicting their friendsfutures. After that, lets move to Step Five Fill in the Form. This step is designed to consolidate the new language items and encourage them to desi
23、gn the future. It will take about 10 minutes. First theyll read a passage and guess “Who is he?” Then they are asked to help Ou Di fill in the application form. The students are crazy about pop stars and they are willing to finish the task. Then I will play a songI believe I can fly with introductio
24、ns about some vocational school students. The beautiful song can attract them and the introductions can help cultivate their confidence and encourage them to work hard . I will tell them: “They were vocational school students years ago, but now, just as the song says: I believe I can fly. They work
25、hard and are doing good jobs. Then what about you?” In this way I can present the next task naturally. That is , design the future. I will deliver an application form to each student and tell them: “You are vocational school students now, but 10 years later, in 2021, what can you be? Please design y
26、our future.” The form is like this. If time permits, I can present some Ssapplication forms in front of the class. This step can help the students to set their own goals and promote active learning. The last step is Step Six Homework. Since the vocational school students are of different levels, the
27、 homework must be designed of different levels, too. The first homework is for all the students, that is to finish the application form and try to master the items in the form. The second one is multiple, that is to search on the internet and answer: “Besides personal abilities, what other elements
28、are important for employees?” Thats all for teaching procedures. The next part is Part 5 Teaching Reflection The teaching plan is practiced in Grade 1 Logistics Major in my school, the result is satisfying. 1. The situation of the Carrefour Supermarket is close to the students lives and they are wil
29、ling to participate in class activities; 2. The old photo of my former students can stimulate their emotion and attract them to the topic; 3. The song- I believe I can fly with introductions can not only help cultivate their confidence but also help them realize the value of learning. Thus most of t
30、he students can take an active part in the activities. Almost all the Ss can experience the excitement of success. But its a pity that due to the limited time, some students can not finish the application form correctly in class. Blackboard design. In the memory storm in Step One, I will write their
31、 answers on the Bb. And I will also write the new words and phrase “apply for a position” on the Bb. In Step Two Presentation, the Ss are asked to guess the details of the application for employment. Their answers will also be written on the blackboard. Id like to end my presentation with the words form Steve Jobs in his speech at the Stanford University stay hungry, stay foolish. Faced with diverse students, we teachers are also involved in a lifelong process of learning and change. Thats all for my presentation. Thank you for listening.
