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Water Talking(牛津版-八年级下册-Unit2 阅读课-教案)

Good morning, my dear judges, I am the first competitor. I will analyze my teaching plan from the following aspects:

Firstly, I would talk about teaching material.

This lesson is from YiLin English book of middle school, grade 8. And the main topic of this lesson is about how to cherish water. After learning this lesson, students’ awareness of cherishing water can be aroused and they can also cherish water in their daily life.

After analysis of teaching material, let’s move on to the next step: analysis of students.

Their thinking ability of the image ok and they have abstract thinking ability. Besides, their attention can be scattered easily and show great interest in funny things, which means the teacher should spare no effort to arouse students’ interest in learning this lesson.

According to the new curriculum standard, the teaching materials and the students’ present situation. I set the aims as follows：

Knowledge aims: Students can master the key words and structures of this passage/

Students can get the main idea of this passage through reading.

Ability aim: Students can improve their ability of skimming and scanning.

Emotional aim: students will learn to cherish water.

Next, I want to put forward the key points and the difficult points of this lesson. They are:

students can get the main idea of this passage and understand the importance of cherishing water.

students can improve their sub skills of scanning and skimming.

In my opinion, the main instructional aims of learning English in middle school is to develop the students’ abilities of listening, speaking and their good sense of the English language. So, in this lesson I mainly use…

situational teaching method, task-based teaching method, communicative approach.

Next, I'll describe the most important parts of my teaching design—the teaching procedures.

Step 1 Warming-up

Greet with the students and show students pictures with ppt. These pictures will show the sea, the river, and a drop of water. Then ask students what do they know about water, and let invite several students to answer this question. This step designs a topic which students are familiar to and can also motivates students to take part in the discussion actively.

Step 2 Pre-reading

Show the picture in our books to the students and let them to predict what will be talked about according to the title and the picture.

Prediction can help students to develop their thinking ability, besides it can also help students to understand this reading material better.

Step 3 While-reading

Global reading: Ask the students to read this passage quickly:

(1) find the main idea of this passage

(2) check whether their prediction is true.

Answer questions: who is talking to daisy?

The journey of this drop of water:

cloud-Yangtze river-lake-Huangpu River-clean up-pipes-tap-sewage plant-into river and back to the sea.

Careful reading: read the passage carefully with skimming skills and answer the following questions.(1) Where does this drop of water come from?

(2) What does Daisy’s brother think of her?

(3)what does clean up mean?

True or False: when Daisy heard the voice the first time, her voice was faint.

When the drop of water said it get cleaned up, Daisy felt happy.

The lesson tells us to cherish water.

Daisy’s brother doesn’t believe her sister is talking to water.

In the while-reading part, I design several kinds of exercise which can help students to master the main idea and search some detailed information from the passage. In this way, students’ ability of skimming can scanning can be improved.

Step 4 Post-reading

(1) retell the story

(2) discuss what can you do to protect and cherish water

The two activity can let students consolidate the new knowledge in this lesson and develop students ability of speaking and communication. Besides, their ability of cooperation can also be improved.

Step 5 Summary and homework

Invite one student to summarize what we have learnt today.

Search the internet to find the areas which are water-deficient area and write a short passage to give some advice to government.

At last, I would like to talk about the blackboard design, it is very clear and students can get the main content of this lesson directly.

高三英语写作Writing 教案

Teaching Aims:

Knowledge aim: Students will know more about argument and the information it contains.

Ability aim: Students’ writing ability of argument can be improved by the end of the class.

Emotional aims: Students will how to protect the environment and be willing to share their ideas with others.

Teaching Key Points:

The information contained in body language.

Teaching Difficult Points:

It’s hard to find the proof to prove their ideas.

Teaching Methods:

Communicative teaching method. Task-based teaching method.

Teaching Procedures:

Step 1 Warming-up

1) Greeting

T: Hello, boys and girls. How’s the weather?

2) Sing a song

I have a beautiful song for you. Seasons in the sun. You can sing this with me. Here we go.

Step 2 Pre-writing

1) Lead-in

T: Today we will learn a new kind of writing-argument. Who can tell me how many parts it concludes? Yes, three. What are they? The topic, demonstration, proof.

2) Demonstration

T: Please look at the PPT, and there is a argument. Let’s find their topic、 demonstration and

proof. OK! Stop here, How many section in the article? What is the topic? Where can you find it? What’s the proof? Where you can find it? Try to find the format of this writing. Then I will write it on the blackboard.

3) Brain-storming

T: With the development of science, many chemicals are used in daily life. Many farmers welcomed them as a great way to stop crop disease and increase production. Recently, however, scientists have been finding that long-term use of these fertilizers can cause damage to the land and, even more dangerous, to people’s health. How do you think of it? And why?

Step 3 While-writing

T: Write an argument on your textbook. Pay attention to the format, punctuation, sentence structure and tenses. You have 20 minutes to complete your argument individually. It should contain 120 words. Try your best.

Step 4 Post-writing

1) Self-editing

T: Check your writing after you finish it.

2) Peer editing

T: Change your article with your desk mate and edit it. Then give him or her some suggestion.

3) Sharing

T: Who wants to share your argument with us. Come to the front please.

Step 5 Summary and homework

1) Summary

T: What we have learned today? And how many parts it concludes?

2) Homework

T: Copy the article carefully, and hand it in next class.

Blackboard Design:

Arguement

1st paragraph: describe your idea directly and clearly.

2nd paragraph: give your proof to prove your idea.

3rd paragraph: make a conclusion conform to your opinion.

Teaching Reflection:

Unit 4《 Earthquakes--writing》教案

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Good morning/afternoon, everyone! I'm very glad to stand here to interpret my teaching design. Today my topic is “Earthquake” (writing part). I am going to introduce my lesson from the following aspects: the analysis of teaching material and students, teaching aims, teaching key points and different points, teaching and studying methods, teaching procedures and blackboard design.

Ⅰ. Analysis of the teaching material

First of all, let’s focus on the analysis of teaching material. This unit comes from New Senior English for China Book 1 Unit 4. It is about the whole process of the earthquake: signs, damages, rescues and so on. Writing part consists of three sections: section 1 is a newspaper story and its outline. Besides, in section 1, the introduction of outline was also been mentioned. Section 2 is a task for students to write another outline, and section is also a task for students to write an article according to his outline. Because of the time limiting, I would focus on outline in my teaching and encourage students to write the article after class.

Ⅱ. Analysis of the students

Then, I’d like to talk something about the students. Outline is very helpful for students in their article writing. And in the first year of senior high school, it is necessary for students to grasp this point well. But it is also difficult for students to write a great outline at their first try. So I set the format as the main knowledge aim of this class.

Ⅲ. Analysis of the teaching aims

Based on the syllabus and the analysis above, I set the teaching aims as follows:

Knowledge aim: By the end of the class, students will know the format of a newspaper outline, which includes: a headline, a list of main ideas and a list of important details.

Ability aims:

Students’ awareness of finding important information from a newspaper can be trained.

2. Students’ news writing ability can be improved by the end of the class.

Emotional aim:

1. Students will be aware of interdisciplinary learning.

2. Students will be more interested in learning English.

Ⅳ. Analysis of the key and difficult points

According to the teaching aims, the key point of this lesson is getting students to master the format of a newspaper outline. And the difficult point is finding some important information about one special event by themselves.

Ⅴ. Analysis of teaching and study methods

To help students achieve the teaching aims much easier, I will mainly use task-based teaching method, multimedia method and communicative teaching method and so on. For students, I will encourage them to learn to communicate with their classmates and become the real host of the class.

Ⅵ. Analysis of the teaching procedures

Now I will talk about the most important part of my teaching. That is my teaching procedures.

Step1: Warming up

In this step, I would use the video of report rescuing after earthquake to attract students’ attention on the class and create a circumstance for today’s learning. After watching this video, I would ask them some questions:

What do you get from this video?

Who was mentioned in this video?

Why they took that activity?

Those questions could make students be aware of the importance of outline and their interest to learn this will be aroused.

Step2: Pre-writing

Then comes to step 2: pre-writing. I would show them the outline on the textbook. That is also about that video mentioned above. Then I would explain that outline can help us organize our ideas before writing the article. And I would tell them an outline should include: a headline, a list of main ideas and a list of important details. Besides, some important words, such as outline, headline, and cyclist would be also explained in this step.

Through this step, the direction will be clear for students. Thus they know the structure of an outline, and this is the foundation of today’s writing class and it is also the teaching key point.

Then I would encourage students to find out the outline from the example. Then I would check it. This step could make students enhance the knowledge they have just learned.

After that, I would run a brainstorming activity: take 5 minutes to find one special event that they want others know and write down everything about that event. And in this brainstorming, they don’t ever judge their ideas and just write down everything that comes to their mind.

Then I would ask them to tell their event to their desk-mates and check whether their ideas are clear enough. In senior high school, we find that many students have trouble in writing because of they don’t know how to write and what to write about. So in the two steps above, we focus on those two difficult points and try to solve them.

Step3: While-writing

After that, I would give them some guides such as: pay attention to the punctuation, sentence structure and tenses.10 minutes would be given to them to complete their outline individually.

Guides are necessary for students’ writing, they should have some limitations in writing. So they can do better in writing.

Step4: Post-writing

When they finished their writing, I would run self-editing: Ask students to check their outline according to the example on page 32 in textbook and then do some editing. Then peer editing: Ask students to check and edit their partners’ outline and give them some suggestions. At last, share with the whole class, i will invite some students to share their outlines in the front and give them some comments.

Three kinds of evaluating and editing can make the writing better, and according to the New English Curriculum Standard, evaluation between students can improve their ability to judge and also enhance their writing ability.

Step5: Summary and homework

Before the end of the class, I would sum up what we have learned today and show them some other outlines on the screen. After class, write another outline and article about one special event happened in students’ hometown. This homework is close to students’ real life and it can make students do a better understanding of outline and article.

VII Analysis of the blackboard Design

This is my blackboard design, clear and simple.

How to make an outline?

Cyclists Ready to Go on the Road for Disaster-Hit Areas

Paragraph 1

Main idea: Cyclists plan to get money for disaster-hit areas

Detail 1:

Detail 2:

Detail 3:

That’s all for my teaching design. Thank you for listening。

VIII.Teaching Reflection

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