2014年湖南省湘潭凤凰中学高一英语期末复习学案：teaching presentation

2014年湖南省湘潭凤凰中学高一英语期末复习学案：teaching presentation Good afternoon, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach M8U2 Task based on communicative language teaching of cooperative study groups. During the whole class I will focus on students’ long-term development and make full use of “study groups” to enable them to accomplish the given task through autonomic learning, cooperation, communication, experience and probe. In other words, I will adopt the principle of Learner Centered Teaching and Meaningful Learning. My teaching plan will include 6 sections. They’re I. Analysis of the teaching material; II.Analysis of the students; III. Identifying the teaching aims; IV. Teaching theories, methods and aids; V. Learning strategies ; VI. Teaching procedures. I. Analysis of the teaching material The selected teaching material is the second period of M8U2 Task Making an exhibition board about a composer, which is intended to center on the topic of this unit--music and make the students involved in a variety of real and meaningful activities to that is “do to learn”. This section consist of a series of activities which provide students with the opportunity to practice their speaking, reading, and writing skills. Through the class students will learn how to find out about people’s lives and how to write someone’s life story. II.Analysis of the students The students in my class are Senior Two with 8 study groups. Generally speaking, my class have a good command of English with abundant English vocabulary, knowledge and skills. What’s more, they are happy, enthusiastic in class and always participate actively in tasks. Besides, they have been used to autonomic learning as well as cooperative learning. However, as is often the case, they have different language levels and learning styles. So this is the greatest benefit of making the best of “study groups” . III. Identifying the teaching aims 一.Based on the analysis of the teaching material and my students, I set the following teaching aims : 1.The knowledge-learning goals: Help expand students’ knowledge about music and some famous composers . Students are expected to learn how to find about people’s lives and write a biography of a famous composer. 2. The abilities-cultivating goals: Reinforce Students’ reading, speaking, writing skills and cultivate the ability of communication, cooperation and autonomic learning. 3.The emotional goals: Encourage students to build up confidence by participating in different activities and develop sense of achievement and happiness by accomplishing the task together. 二(As to teaching focus and teaching difficulty, I think I should consider how to deal with and use the textbook scientifically and instruct and help students finish the writing task step by step. IV. Teaching theories, methods and aids; 1. According to the Principle of Communicative Language Teaching, Firstly, English teaching must be learner-centered, which focus on the students’ needs—how they learn and what they need to know. So I will make the students the real masters in class. 2. Secondly, learning must be meaningful. That means my whole class should center on a interesting and relevant topic or context (contextualized learning). Thirdly, students must communicate in real-world ways. So I should bring real-world communication into the classroom through pair work/group work to practice using the language (Interactive learning). Meanwhile, language is best learned through activities (do to learn), so I try every means to motivate the students to be involved in the learning process(Task-based learning). 2. Certainly, to make my lesson more vivid , direct and enable students to get more informa- tion, I use the Multi-media Teaching Aids combined with Guidance Paper(导学 案). V. Learning strategies Just as my foreign teacher says, “we can not teach learning styles, but we can teach learning strategies.” The most important is Cooperative Learning Strategy, which contribute to a highly efficient class. Because we learn 10% of what we read; 50% of what we both hear and see; 70% of what is discussed; 80% of what we experience personally. Besides, I will help students to adopt more strategies, like Background knowledge, summarizing , predicting and Negotiate meaning etc. VI. Teaching procedures. Now let me introduce how I carry out my teaching in the following teaching procedures. Step 1. The previewing tasks 1. Before the class, I assigned two previewing tasks. First, asked the students to read about three great composers on P27 to get information to complete the table on P26. (This task is not difficult for students and the material is intended to provide a preparation of material for the writing instead of intensive reading. So I use it to train Ss’ ability of scanning and summarizing by themselves. ) Second, Ss are required to choose one of the famous composers they are interested in and surf the internet or read books to get more English information. (Mozart, Tchaikovsky, Paul Simon, Beethoven, Nie Er, Bach, Schumann, Liszt ) (I design this task with the intention of improving Ss’ autonomic learning and probing as well as reading skills. Because obtaining and processing information from the internet is the basic requirement in the new standard curriculum.《新课 ) 标》 Step 2. Lead in and presentation of the previewing task 1. I start my lesson with a real-world situation “Our school is launching a series of English Month activities, our class is required to make an exhibition board about a composer.” (To draw their attention to the theme and Make the Ss explicit about their main task.) 2. Ss may feel rather puzzled, so I encourage them to accomplish the task together with the teacher’s help and ask: “What is an exhibition board like?” Meanwhile, I show them an example to help them get a visualized answer: picture and biography. (To excite their desire to know more about it and guide the Ss to observe and identify.) 3. Then more questions to introduce the previewing task 1 and get the Ss to work in groups to check and perfect their charts on P26. “Do you know any famous composer?/ How much information have you got about the 3 composers from the page on p27? ” (With this task, Ss g-complete information by comparing ,discussing and cooperation Cooperative Learning Strategy.) 4. Present one or two Ss’ chart . ( To guide them how to get main facts and fill in the chart in note form by comparing and assessing their own work.) Step 3. Asking for further information 1. Ss have got some information about 3 famous composers. They need more information . I use the question: “How can you find out more information about people’s lives? ” (To help the Ss know asking questions is a good way to gain information which also benefit their future study. ) 2. “When we talk about a famous composer, what information would you like to know? (To arouse Ss’ background knowledge and also function as reading and writing guidance for describing a famous person. ) 3. Get the Ss to work in pairs and encourage them to think of some questions to ask about famous composers. (To encourage Ss to improve abilities of organizing language and expressing through cooperation.) 3. Role-play activity 4. Because different students have got different information about composers before class, there is an information gap among them. Thus, I asked them to choose any students in their group to ask questions for further information about their favorite composer. Suggest they should take notes using a table or other form to gather the main facts. (The task in the textbook is intended to ask the students to choose Mozart and ask a member of the school music club for help, which is not real. I think we should respect Ss’ personality and give the Ss more choices rather than force them to write about one composer and we ‘d better rearrange and deal with the textbooks scientifically to bring real-world communication into classroom—interactive learning) 5. Presentation and assessment (To check their oral work and previewing task. Meanwhile it’s a good time to carry out self-assessment in the group) Step 4. Preparations for writing 1. After getting so much information, Ss can prepare to write a life story on an exhibition board. When writing a life story about a famous composer, what should be included? Various answers are encouraged. (Background knowledge and predicting strategies) 2. Based on their knowledge, Ss are shown a sample about a life story of a composer. They can discuss with their group members about what they should write about a life story. Then I will make a conclusion and show the outline. (The task serves as a bridge, which connects information to the structure. With this task, Ss have a clear outline/structure of life story in mind by analyzing, probing, negotiating meaning) 3. With the support of adequate information and clear structure, rich and pure expressions are another factor contributing to a good writing. So I think it’s vital to ask Ss think of or find out as many useful expressions as possible to describe life story of a famous composer from all the materials they got today. They are asked to finish the task individually first and then compare it with other members in the group. (The task serves as a supplementary and help Ss gain more good expressions to finish the writing task successfully by adopting background knowledge and communicating strategies.) Step 5. Homework Complete the exhibition board about a composer with the help of more reference material in the guidance paper. (To increase the effectiveness of class and put what they have learnt into practice individually to realize the combination of cooperative and autonomic learning )