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the footsteps of the 20xx world expo is getting closer and closer to us, civilized and harmonious call is still ringing in my ears. shanghai, china obtained the right to host the world expo 20xx, expo 20xx shanghai china will be a world event, the development of shanghais new round of golden opportunity, as it is an important embodiment of our national spirit.
world expo is a great influence and a long history of international activities, is the largest gathering of human beings. people from around the world gathered in one place display their products and skills, boast of their hometown and motherland. expo set the culmination of human civilization, which has a unique appeal, make you feel surging.
world expo is a platform, we are the masters. she put up a platform for us to let the world know us; she built a bridge for us, so we better communicate with the world. this platform may let us display self wantonly. we are the masters here, we have to landlord, let guest experience enthusiasm and happiness.
everyone to contribute for the expo, we are no exception, as a living piece of fertile land in pudongs teachers, we are proud and pride. in the vision of a better tomorrow, we have to do for the world expo will own a wonderful ability, we have through our hands, warm heart and sincerity to practical action to achieve the commitment of shanghai to the world. we should educate the many students: do not throw garbage anywhere, no spitting, no jaywalking 。.。 。.。， hello, thank you frequently mention, let the material on this city with the new york comparable to the spiritual civilization. educate our students to exciting 20xx, willing to shanghais future by copies of power, if only planted a small tree, participants in the shanghai world expo foreign guests feel: this is a forest city, pollution-free city, ancient and civilized city. better city, better life! until the time of the 20xx expo, then, we want to become a glorious volunteers, to changing our foreign friends in shanghai and chinas long history, a
bout our education for the world expo will contribute their efforts.
we expect the majority of teachers will be great enthusiasm for the world expo into practical action to meet the world expo, the expo will be a total growth, and the city of development, the development of shanghai devote their efforts to advance hand in hand with shanghai.
The lesson I am going to talk about is from the teaching materialBook One ，Unit 8.the third part that is used by the kids in Grade One 。
一、Analysis of the teaching material
This is a dialogue that happens in the fruit shop 。several sentences surround selling and buying the fruit will be learned 。During the first and the second part in this unit ，the kids have understood simple instructions and act accordingly ，and they can say simple words ，phrases or sentences by looking at objects and the pictures 。eg: lychee, banana, apple,"What’s this ？It’s an apple."In Unit seven ，we grasped the numbers from one to ten 。The main language points in this unit is to make sentences using the fruit and numbers freely and communicate with others in English in the fruit shop. And pay close attention to the single and plural forms of the nouns 。According to the kids’ English level and the corresponding content in the daily life ，I give them some extra extending 。To train their ability of communicate with the others in English ，I prepare the following design 。
Teaching aims
1、 knowledge and skill aims :
Review the names of the ten different kinds of fruit and recognize the numbers from one to ten 。
Understand simple instructions about the numbers and act accordingly.
Practice English and communicate with others in the situation.
2、 Equip them with the emotion ，attitude and value goals :
Cultivate the spirit of co-operations in the group work
Bring up the good quality of protect and make friends with the animals 。
Teaching importance :
1、 Make sentences using the fruit and the numbers 。 "Six oranges ，please 。’
2、 Distinguish the difference between the single form and the plural forms of the nouns 。"one apple / two apples …"
3、 The sentences used when selling and buying the fruit in a fruit shop.
Teaching difficulties :
1、 Distinguish the difference between the single and the plural forms of the nouns 。
2、 Train their ability of communicating with others in English 。
Teaching aids ；
Multimedia ， flash cards ，fresh fruit and arrangements and decorations of the fruit shop 。
Teaching methods :
Task objective teaching method 。TPR method ， performance and games methods 。
二、Analysis of the learners :
We are facing the 5 to 6-year-old little kids who just graduated from the kindergarten ，and they can not tell the difference between kindergarten and the primary school. sometimes they even don’t know how to behave in the class. So ，I think the most important thing for me to do is to attract their interests and make them love English and feel confident in this subject 。so ，I will play some interesting games with them ，show them the funny cartoon movie and role the plays in the text or have a competation. we should not only focus on the language point itself ，but also set up the real circumstance where I can encourage them to express themselves better 。What I try my best to do is to arouse the kids’ interests and protect their enthusiasm.
三、Analysis of the teaching methods
says that during the Foundation Education period ，the total goal for English lesson is to improve the pupils’ ability of comprehensive using language 。It promotes task teaching structure 。According to the little kids’ physical and psychological characteristics of keeping curios ，active and imitating and showing themselves 。I adopt the "task –research—construct " teaching methods and organize the class to focus on the importance and solve the difficulties 。I give the pupils an open and relaxed circumstance in which they can learn to observe ，think and discuss 。during this procedure ，the pupils’ ability of thinking and using language is developed very well 。
四、Analysis of the teaching procedures 。
1、 Warm up 。
All the class sing English song "Ten little Indian boys " to arouse their interests and help them to step into English learning circumstance happily.
2、 Review the fruit and the numbers those we learned in the first and the second part in this unit 。
A. Watch a funny video 。 and answer the questions 。（learn more fruit and practice more sentence patterns eg: strawberry / watermelon/ pineapple /cherry） ask some questions 。
What’s this ？
What colour is it ？
How many bananas are there ？
Do you like eating bananas ？
What is your favourite fruit ？
Encourage them to open their mouth and speak English as much as they can 。
B. Play guessing game 。to review the spelling of the words using the basic pronunciation knowledge 。
C. Play a game named "up and down "。emphasis on distinguishing the single and plural forms of the nouns 。
3、 Guide the pupils to the main teaching points 。To comprehensive use the numbers and the fruit that is a needed in a fruit shop 。Ask two volunteers to come to the front and choose the right number cards and stick it beside the right fruit according to the other pupils’ instructions 。The quicker one will be the winner 。
Eg: Six oranges ，please 。
4、 Time to practice for all the class 。The pupils choose the right cards they have prepared and put them up above their heads when they hear the teacher’s instructions and give them to the teaching answering loudly: "Here you are 。’
5、 Watch a video ，understand what’s happening in the story ，（This part is important, reasonable and effective）and guide them to protect and make friends with the animals 。
Present the situation of a fruit shop 。the teacher will act a shopkeeper and invite a better pupil to be the customer and finish all the buying steps 。
Shopkeeper : Good morning 。
Customer : Good morning 。
Shopkeeper : Can I help you ？
Customer : Yes ，six oranges ，please 。
Shopkeeper : Here you are 。
Customer : Thank you very much 。
Shopkeeper : You are welcome 。
6、 Consolidation and Practice
Group work : Divide the class into eight groups and every group will be decorated into a fruit shop, ask one pupil to be the shopkeeper and the other members in this group will be the customers 。Encourage them to buy and sell the fruit with what they learned in this part ，I design a real situation that is common in our daily life and the kids will not feel uncomfortable or unfamiliar with it, The teacher will go around the class and supply the help to the unable ones 。In such a peace and pleasant situation they like to speak the dialogue they learned to express themselves 。They can feel the success and become confident in speaking English 。
7、 Conclusion
The teacher would lead the class to read the sentences on the board and ask some more difficult questions 。Maybe the pupils can not understand them clearly ，but it doesn’t matter 。we just give the pupils more information about the language and give them the better language circumstances that can help them in the future learning 。
8、 Homework :
Encourage the pupils to design a little fruit shop at home and teach their family the dialogue in the fruit shop 。When they practice this ， they should take photos and show the other pupils the next day 。
In this lesson ， what I design （not only the presentation of the main teaching points ，but also the activities） attract the pupils interests 。They learn and practice while playing 。 I think it’s really a good lesson of high quality.
Black design
a. To improve the students’ skills of listening ,speaking,reading and writing.。
b. To encourage the students to communicate with others uning the new sentence pattern .
I’ll set up a dream and ask students to pretent themselves as reporters. This way, the students can say freely and needn’t to worry about making mistakes.
Although the Junior 1 has been learning English for almost a year and are having
some basic knowledge. Because of living in China and surrounding environment, students are learning English impassively and irregularly. But The junior 1 has showned themselves very creative,capable and of plasticity as they’re doing so well in what they’re interested in such as games and CAI.
The topic of this unit is the continuation of unit 9 as well as about the past events.
By using the Simple PasT Tense,which is essential in junior English,students will
talk about their past.This topic is about their experiences and places they have
visited on their vacations.So it helps bring back their memories and learning
motivations.
Good morning, everyone. I am from the . I have taught English for over ten years and I like my students. Today, I will talk about Unit 10 where did you go on vacation? Go for it Junior English Book .There are 6 periods to finish this unit. I will talk about the first period with the following parts.。
Good afternoon, teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10, Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. First〔paomian.net〕, let me talk about my students.
Part I Analysis of ss
My students are from Grade One in vocational schools.
No.1 They have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.
No.2 There are distinct individual among them.
No.3 They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity, and are eager to know these differences.
No.4 In my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.
Part II Analysis of the teaching material
Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.
Since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing individual differences and building the sense of cross-cultural communication.
Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods, and I’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using English fluently.
Part III Teaching aims
No.1 Teaching aims
After studying the teaching material and analyzing ss’ present situations, I think the teaching aims are the followings:
1、 Knowledge aims
1) To master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc.。
2) To understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.
3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.
2、 Ability aims
1) To better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.
2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.
3) To foster the ability of cooperation in group activities.
3、 Emotion aims
1) To have a general knowledge of differences in table manners, esp. between Chinese and American cultures, and foster the sense of cross-cultural communication.
No.2 key & difficult points
1、 Key Points
1) To get the information from the reading;
2) To communicate with partners fluently.
2、 Difficult Points
1) How to improve the reading abilities because my students are weak in English, esp. in reading strategies.
2) How to help ss put their learning into practice with references.
Part IV Teaching &Learning methods
A good method requires that the teacher act as a guide while ss as the real masters in class. In my class, ss are mainly guided by tasks progressively.
1、 So according to the analysis of the teaching material and the students’ learning background, I will use the following teaching methods.
1) Task-based language teaching
2) Activity teaching
3) Delamination teaching
4) Question-and-Answer activity teaching
2、 The learning methods are the followings:
1) Cooperative learning
2) Autonomous Learning
Part V Teaching aids
No.1 Multi-media
No.2 Non-testing evaluation
1)。 A piece of paper to evaluate themselves.
Part VI Teaching procedures.
No.1 As for the concrete procedures, it includes 5 parts.
Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.
Purposes: The easy item may help them build confidence.
Task II: Lead-in. Ss may watch a video about cultural differences, and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point, their group may get marks.
Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time, it may act as a foreshadowing for the reading.
Task III: Presentation with tasks. It includes two items.
Item I: (skimming) Ss look through the reading in 2 minutes, and then finish the multiple choices on their own.
Purposes: This task will train ss to get quick information and foster a good reading habit.
Item II: (careful reading) In order to cope with the reading clearly, there are three portions. Portion A is for Para1. It is about the writer’s experience in China, and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America, and then there are some multiple choices. Portion C is for Para3. It is about solutions, and then ss rectify the table. Similarly, they read individually, and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.
Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now, ss may realize cultural differences further.
Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly, ss do them on their own, and then discuss problems in groups.
Purposes: The three items will give a clear reflection to ss.
Last task, I will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: Watch another video about differences between China and the West, and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.
Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them, and experience the feeling of success. In the process of communicating, they help and encourage each other, and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.
No.2 Design of writing on the blackboard
When in Rome, do as the Romans do A foreigner stays in China awkward.
Do as the Romans do.
A Chinese in America indirect.
No.3 After class, to ss, they have two assignments:
1、 Ss finish the table to evaluate themselves.
2、 Ss surf the Internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc.， and then write down answers.
Purposes: The first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class, they may do it more relaxed. When finishing it, they may pay more attention to the written language and then improve their English.
No.4 Reflection after teaching.
On the one hand, ss can be guided by tasks progressively, and act well. They also have foster cooperation in group activities. On the other hand, the teacher needs to pay more attention to individual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.
1.Knowledge objectives
a. To enable the students to read, to spell , to understand the vocabulary correctly.
b. To help the students ask and answer the new sentence pattern: Where did you go on vacation?
a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6、 说教学难点 teaching difficult pints （语法；发展交际能力）
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7、 说教具 teaching aids (ulti-edia cputer, sftware, OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.
二、说教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三、说学法 Stud ethds
1、 Teach Ss hw t be successful language learners.
2、 Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3、 Get the Ss t fr gd learning habits.
四、说教学过程Teaching prcedures
I. 复习知识点 (Revisin) 5in (Dail reprt; 词汇diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1)。 Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? （Wash it? Or thrw it awa?）
2)。 Suppse u catch a bad cld, what’s t be dne?
3)。 Suppse ur bie is bren, what’s t be dne?
4)。 And suppse the earth, n which we all live, is daaged, what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?（waste, envirnent, air, water, factr, desert, cliate.。. Tr t activate the Ss scheata regarding the tpic f pllutin.）
II. 呈现 (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 对话 / 阅读 (Dialgue)18
1、 Pre- reading
Activit 3: Predictin
1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the cnference?
2、 While- reading
Activit 4: Read and answer
2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.
3、 Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs, the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操练 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act ut; rle pla)
V. 巩固 (Cnslidatin) 6
(Discussin; interview; press cnference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作业 (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.
五、说板书Blacbard design
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