全英文GO FOR IT Book2 unit 7说课稿

Tags：

字号：T|T

The design of teaching and the self-examination after teaching
Unit 7 section B from GO FOR IT Book2 (b)
As we all know, in our daily lives, we may meet lots of annoying things. Sometimes they are so annoying that we can’t stand them at all. It’s really a great challenge for us to deal with them when we meet such things, and it is also the key points we will discuss in Unit7 of BookⅡ(B), Go for it as well.
From the teaching plan we can see that the sentence patterns are: Would you mind doing sth? Could you please do sth? I think you’d better do sth. The answer forms are: Not at all. Sorry, I…. The key words are move annoy annoying annoyed cut in line wrong size right away in a minute etc. The language functions are: To express the requirement and to make apologies to sb. for sth.. The main teaching—method used in this period is task-based approach.
Since it is already ordered in the new reform of English teaching that task-based approach must be adopted during our teaching. I just try using it in this period. I hope it can achieve the aims of casting a brick to attract jade.
I devise three tasks in this period.
Task1. Surf your memory.
The main function of this part is to check how Ss finish their homework of previewing 1a in Section B. The ways of expressing annoying things they’ve ever met. Such as: Your barber gave you a terrible haircut. The store clerk gave you the wrong size. etc. And the ways of asking others’ annoying things: Have you ever met any annoying things? What are they? By discussing in pairs. They can also work out many other annoying things they know. For example, when I was sleeping on the bus, the thief stole my money by cutting open my pockets. When I was getting off the bus, the motor driver put their dirty hats on my head to force me to take his motorbike to the place I’ll go to…and so on. By these means, not only can it achieve the purpose of checking their homework, but also achieve the aims of warming up exercise, as well as enliven the atmosphere of the class.
Task2. Interview and report.
In this part, I ask the group leaders to interview what their group members think are the most annoying things in your group and report the results of the interview( the numbers of Ss).
It’s known that every student has his or her own idea, no matte how old he or she is. They don’t have enough chances to express their own complaint and to express their own opinions. As a child in age, they have too much dissatisfaction. They need to say them out. It is just because I resonate Ss’ heartfelt wish that their activeness and attention of joining in this activity is aroused, the strong desire of expressing themselves is also aroused. Ss are very creative, only if you draw their attentions and interests. In this way, they tell us so many annoying things which in my opinion, will guide our work in the future. Some of them are from study, some are from lives and others are from the world of we grownups. To express them can either relieve them or offer us the proofs of education. If Ss want to finish this task, they must get to know all the connected words needed, all the tenses, the superlative degrees of the adjectives be used and the pattern drills of “-What do you think is the most annoying thing?” “-That is …” So they have to pay much attention to what they’ve studied before either in class or after class. Since it is a little difficult for them, should offer them any help needed. And I won’t mind how well they express, I just hope they can express their opinions. I hope they can be brave and active to answer any question, which is what I often pay more attention to. Because in doing so, they will feel the experience of success which is so important in their early stage of English learning.
After the interview, the group leaders will report the result that is the numbers of Ss in their own group who think the thing in the chart is the most annoying things. While they are reporting, I just write the numbers on the blackboard timely. And then, Ss and teacher together add all the numbers together to get the final results to choose the 6 or 8 most annoying things most Ss in this class think. They are also what I will use in task 3.
Task 3. Problem solution. Try to work out the proper ways of dealing with the annoying things they have ever met. In this task, I plan to do the following things.
Firstly, I’ll hand out some pieces of paper on which are some pictures or words to describe some annoying things (these annoying things are the 6 most annoying things most Ss in our class think). And then I’ll ask Ss to stick them on the walls of the classroom.
Secondly, I’ll ask Ss to go around the classroom to choose the most annoying things they think. When they find them, just stay near the places where the pieces of paper are stuck. I n this way, I urge Ss to improve their reading skill. What does each annoying thing mean? What does each word, phrase in each annoying thing mean? They must get to know it either by asking each other or by looking them up in the dictionaries. In this sense, I, at the same time , foster Ss’ abilities of communication and co-operation.
Thirdly, Ss will be asked to prepare in the groups to work out the ways of dealing with what they think are the most annoying things. This is a competitive task which can easily draw Ss’ attention to the preparation of acting out and the performances. Ss can either give some suggestions to stop the annoying things or write a letter to the Consumption Society (3.15) to ask for help (How to write the letter should be paid more attention to). They can also show their ways of solving the problems by acting out or performing the whole things. What’s more, in this way, I can not only help Ss to enrich their life experience, but also improve their abilities of organizing , performing, cooperating, creating and the skills of listening and speaking. All Ss are creative. The key lies not in whether they are clever or not, but in how we teachers arouse their interests of creating or how we teachers urge them to create or how we teachers lead them to create what they want. Perhaps this is the key point the new teaching method -----Task-based approach encourages.
Fourthly, Ss perform their programs. They can use the stage properties they have or the things I offer them. In order to encourage them to act out freely and bravely, I’ll ask the other Ss to clap their hands after each performance. And I myself will also show my praising by giving some comments.
All above are the main tasks in this period, and how I design these tasks and why I do so. After teaching, I find I have achieved what I want.
And what’s more, I never imagine that my Ss have such high abilities of doing everything so well which will encourage me to work harder and harder to improve my abilities of teaching in the future. I’m sure I can and I will.