English Teaching Plan

EnglishTeachingPlanNameShangShutingGradeGrade8SubjectTheFishermanandtheGoldfishLessontypeReadingTeachingtime40minutesOverallDesignandGuidingPrinciplesThisisareadinglessonwhichaimstodevelopstudents’readingabilityandteachstudentssomereadingskillsandmethodsthroughthree-stagereadinganddifferentkindsoftasksandactivities.Meanwhile,students’linguisticandculturalknowledgeisexpectedtobeenrichedthroughthesetasksandactivities.InthislessonImainlyemployedTask-basedTeachingMethod,Three-StageTeachingmethodaswellastheCommunicativeLanguageTeachingMethodtocreatecertainsceneandaskstudentstocompleterelevanttasks,assistingthemtolearninarelativelyrelaxingatmosphereandbuildaconfidencetowardsreading,thusformingthehabitofactivelearningandimprovingtheircomprehensivelanguagecompetence.Firstofall,IwilluseTask-basedTeachingMethodbysettingseveraltasksineverystageofreadingsuchasorderingforthewholestoryandform-completingaccordingtostudents’understandingofthestory.Secondly,three-stageteachingmethodwillbeappliedintomyteachingprocess,theyare,pre-reading,while-reading,post-reading.Basedontheunderstandingofreadingasaninteractiveprocess,teachingreadingintheclassroomisdividedintothesethreestagesinwhichthetop-downandbottom-uptechniquesareintegratedtodevelopstudentsreadingefficiencyandstrategies.Finally,Iwillaskstudentstoroleplay.Thissectionisanevaluationofstudents’understandingofthewholestoryanditisalsoawaytoevaluatewhetherstudentscantransforminputintooutputsincetheyhaveacquiresomereadingskillsandmethodsduringreadingprocess.Therefore,thissectionisemployedasareinforcementofstudents’comprehensivelanguagecompetence.TeachingContextAnalysisofteachingmaterial:Lesson33TheFishermanandtheGoldfishisthemiddlepartofunit6MoviesandTheatreofHebeiEducationPressdesignedforgrade9students.Thisisareadinglesson.ItistellingafairytaleaboutthefishermanandthegoldfishwrittenbyRussianwriterPushkin.Anditwillfinallydeliveradeepmeaningforlife:Don’tbesogreed.Thislessonmainlyconsistsoffourparts,thatis,lead-in,pre-reading,while-readingandpost-reading.Thefirstlead-inpartismainlyintendedtohelpstudentspredictthislesson’stopicandstimulatetheirinterestandcuriosityofthelessonwiththehelpofvideoclipandvividpicturesthataredrawnbyoneofmystudents.Thenthesecondpartpre-readingaimsatprovidingstudentssomebackgroundinformationaboutthisstoryanditswriter.Thethirdpartwhile-readingconsistsoforderingcorrectnumberofthestoryandtwoform-completingtasksaccordingtostory’splotdevelopmentwhichaimatdevelopingstudents’readingabilitybyfinishingdifferentkindsoftasksandactivities.Finallythefourthpartpost-readingtargetsatimprovingstudents’abilityoflanguageoutput,andthusrealizingthegoalofcommunicativeteaching.Allthesedesigningcontentcaneffectivelyrealizetheobjectivesofimprovingstudents’comprehensivelanguagecompetence.Analysisofstudents:Thestudentsaresmartandoutgoing,interestingstorieslikethiskindcantotallyinspiretheirinterestandcanalsokeeptheireyesconstantlyconcentratingonthewholeclass,classactivitiesmustbedesignedcloselyaroundthisinterestingtopicsothattheirattentioncanbedrawnforarelativelylongtime,thuspictures,videowillbeusedtoachievethis.TeachingAimsBytheaidofthislesson,studentswillbeableto:improvereadingabilitybyreadingthewholestoryinathoughtfulandintegralwayandtoacquiresomereadingskillsandmethodsduringtheprocessofreadingwiththeaidofsometasksandactivities.talkaboutthestoryinEnglish.realizehowimportantitistobesatisfiedwithwhattheyalreadyhaveandlovetheirpresentlife.transforminputintooutput.Improvetheirowncomprehensivelanguagecompetencebyinvolvingreading,listening,speaking,andwriting.KeyPointsandDifficultPointsKeypoints:1.Understandingthewholestory.2.Knowledgeofreadingskillsandmethodsduringthereadingprocess.3.Predictingthestoryatthebeginningofthislesson.4.Conclusionofthewholestory.Difficultpoints:1.Understandingthewholestory.2.Finishingtaskswhilereading.3.Usingsomereadingskillsandmethodswhilereading.4.Role-playafterunderstandingthewholestory.TeachingMethods1.Task-basedTeachingMethod2.SituationalTeachingMethod3.CommunicativeLanguageTeachingMethod4.Three-StageTeachingMethodTeachingAids1.textbook2.powerpoint3.avideoclip4.paintingsdrawnbyonestudentTeachingProceduresStep1：Lead-in:(6minutes)Questioning:Lookatthepicture,imaginewhatmayhappenbetweenthefishermanandthegoldfish?Andthenmakeastoryonyourown(assignedinadvance).Showpicturesdrawnbyonestudentaboutherowncreationofastoryofafishermanandgoldfish.Watchthevideocarefullyandthentelloutthestoryinthevideo.Thepurposeofmydesign:(1)tocatchstudents’attentionandarousetheirinterests.(2)tolivenupthelessonandleadinthetopic-----TheFishermanandtheGoldfish.Step2:Pre-reading:(4minutes)Afterwatchingthevideo,comparethisvideostorywiththestoryyouhavemade,whichonedoyouprefer?Why?Doyouknowthewriterofthefairytale“TheFishermanandtheGoldfish?Thepurposeofmydesign:(1)toinvokestudents’thinkingbycomparing.toknowaboutsomebackgroundinformationaboutthestoryandthewriterofit.Step3:While-reading:(20minutes)Whatisthestoryabout?Pleasenumbertheorderofthestory.Readthestoryagainandfillinthechartingroups.Readthestorycarefullyandretellthewholestorywiththeaidoffollowingpicturesandchart.Thepurposeofmydesign:(1)toenablestudentstodeveloptheirreadingabilityandstrategiesbyfinishingalloftheseasksbythemselvesoringroups.(2)Formswillmakestudentscultivateintegralandclearthinkingduringreadingandafterreading.(3)Movingpictureswillhelptodrawstudents’attentionandstimulatetheirinterestinreading.Step4:Post-reading:(8minutes)Conclusion:Whatdoesthisstorytellus?Role-play:ActoutthewholestorywithyourpartnerandthenIwillasksomestudentstoshowbeforeclass.Thepurposeofmydesign:toexaminewhetherstudentscantransforminputintooutput.todevelopstudents’communicativecapabilityandcomprehensivelanguagecompetence.tomakestudentsrealizehowimportantitistobesatisfiedwithwhatyoualreadyhaveandloveyourpresentlife.Step5:Homework:(2minutes)Thepurposeofmydesign:thissectionisasublimationofthelesson,itisaimedatguidingstudentstoformthehabitofactivelearningandreinforcewhattheyhavelearnedintheclassanditcanalsodeveloptheircreativethinking.TeachingEvaluationEvaluation:Strength:1.Thegoalsandobjectivesofthislessonwerepresentedclearlyandcloselyrelatedtostudents’interestandneeds,andtheclasshadbeenaccomplishedaswasplannedbeforeclass.2.Three-StageModelwasappliedintothislesson’steachingprocessandhadreapedagoodeffectsincestudentscouldbeabletofinisheverytaskoractivityineverystage.3.Pictures’andvideo’sinvolvementstimulatedstudents’interestinthislesson’slearningandclassatmospherewasactivatedalotbystudents’highinterestinthisstory.4.Teachingcontentitselfhaddrawnstudents’enoughattentionsinceitwastellingaboutafairystoryofthefishermanandthegoldfish,henceforth,interactionbetweenstudentsandmewasextraordinarilyeffective.5.Activitiesdesigninghadwellfollowedstudents’understandingandstudyingrulesandthosetasksemergedasbeingstair-stepping.Weakness:1.Therewasnoenoughtimeforsometaskssuchasrole-playpartandretellingstorypartanditwasdisadvantageousfordevelopingstudents’productiveandcommunicativeability,anditwouldalsoweakenstudents’comprehensivelanguagecompetence,Imustpaymoreattentiontothisaspectinmysubsequentteaching.2.Myclassroomdrivingabilityprovedtoberelativelypooraccordingtomybehaviorinthisclass.BecauseIthinksuchaninterestingandfascinatingstorycouldbebetterpresentedtostudentswhenIasateachercouldusemanydifferentteachingmethodsandstrategiesandusemorecolourfulclassroomlanguages.TeacherReflectionsInviewoftheabovedisadvantagesinthislesson,Imustlearntoimprovemyteachingandlearningabilityindifferentaspectsinmyfollowingteachingdaysandthenmakemoreandmoreprogress.ThethingsIwouldimproveinthislessonwillbe:EQ\o\ac(○,1)Toaddmoreinterestingandrelaxingactivitiesforstudentsinwhile-readingandpost-readingparts,whichcanbeoperatedbystudentsthemselves,forexample,ajigsawcanbebroughtin,Icanpreparesomefragmentarypicturesofthisstory’sdifferentscenesforeachgroupandthentoldthemtoputthesepicturestogetheraccordingtotheorderofstory’splotdevelopmenttoformacompletejigsawofthisstory,whichwillinvolvetheircapabilitiesofusingbrainsaswellashands;EQ\o\ac(○,2)Toaskstudentstothinkupadifferentendingforthisstory,whichwilldeveloptheirdivergentandcreativethinking.EQ\o\ac(○,3)Toimprovemyclassroomdrivingability.BecauseIthinksuchaninterestingandfascinatingstorycouldbebetterpresentedtostudentswhenIasateachercouldusemanydifferentteachingmethodsandstrategiesandusemorecolourfulclassroomlanguages.IhopeIwilllearnfrommyeverylesson’steachingandimprovemyselfintoabetter-equippedEnglishteacher.