ll be designed to equip the students with the detailed information
of the speech.
Teaching
Objectives:
By the end of this session, most students will be able to
understand the reading material, meanwhile, they will learn to be
confident and express themselves properly. This will be achieved by
the followings:
1.
Skim the passage to know some
general information of the story; topic sentences of each
paragraph, etc.
2. Scan the passage to perceive some
more detailed information of the speech; which monitor they would
like to be, why they like it, how they ask for support,
etc.
3. Retelling the story to have a better understanding of the
structure and learn to make a speech like the passage.
4. Discussing to know what kind of person these three
students are and try to be confident as them. The most important
thing is find out their own advantages.
|
Teaching &
Learning Focus:
1.
Have a good understand of the
reading material.
2.
Learn to be confident and make a
speech.
|
Anticipated
Difficulties & Solutions:
1.
Some new words may obstruct
students from understanding the passage well.
2.
Students may have a difficult
time analysis the personality of these three people and retell the
stories.
Solutions:
1.
Get students to guess the
meaning of the words according to the certain context.
2.
Enable students to cooperate
with partners and show their opinions.
|
Teaching
methods:
Individual reading, group work and other task-based
approaches.
|
Teaching
aids:
Multi-media, reading material.
|
Teaching and
learning arrangements
|
Stages/timing
|
Activities
|
Purpose
|
Greetings(1min)
|
The teacher greets the students
and have a free talk.
|
To help students know today’s
topic and attract students’ attention to the
class.
|
Warming-up /
Leading-in(3mins)
|
The teacher presents a picture
and then ask students to describe the picture. Teacher can ask
students the following questions:
What do you think of the boy in the picture?
What can he do?
Students try their best to talk something about the
picture.
Key structure:
--He is good at singing.
--He does well in singing.
(Teacher can present another picture and then practice as the
same.)
New year is coming. There is a new year party. But I can’t do
it by myself. Who can help me?
Monitor.
Free talk:
1.In your class, who is a good monitor? Why?
2. What is he like?
Word bank:
be good at…
get on well with…
be ready to help…
do well at…
|
This step is designed to arouse
students’ interest in learning today’s topic because the man in the
picture is familiar to students. So they would more likely to talk
freely. And the key sentence do well in is shown for the
first time. Students can understand the meaning easily from the
context.
修改：
情景设置不错，但是话题相关度不强。转换到monitor比较生硬，而且无法使学生更好的理解monitor的含义。
另外，word
bank不可以在这个环节给出。
|
Free
talk(3mins)
|
T: Who is your class
monitor?
What can a class monitor do?
How about the PE monitor?
And study monitor?
What can you do for your class?
Which monitor would you like to be for your
class?
|
Then teacher turn the topic to
students’ life. They can talk based on their authentic life and
express their own idea. In this step, students can also find
advantages on themselves, which helps the final
activities.
|
Skimming(4mins)
|
Q1: What are they
doing?
They want to be monitor and make a speech for
it.
Q2:How many people are speaking?
Who are they?
Three. Lingling, Daming and Tony.
Tips: Read the first sentence to get main idea. Pictures
can also help us.
Get students to skim the passage, especially the first
paragraph and first sentence of the each paragraph.
What’s the passage about?
A. Self-introduction
B. Speeches (演讲词) about running for
(竞选) the monitors
C. How to choose a monitor
Tip1: Pay attention to the first paragraph of the
passage.
Lingling would like to be _____________________.
Daming wants to be ________________________.
Tony would like to be ________________________.
Tip2: Pay attention to the topic（主题）
sentences.
What’s Lingling like?
1.Get on well with everyone.
2.Work hard and do well at school.
3.Be ready to help others.
Q: What does do well at school mean?
She does well at school.
=She is good at studying.
？？
|
修改：
这个问题设置过于简单，没有体现思维的深度。Tips虽然很重要，但是学生基本都知道通过图片和首段，建议可以从文体出发。
The questions are very easy for students. This step aims at
getting students to have a general idea of the passage. Moreover
some reading strategies will show from the steps in finding
answers.
修改：
不太建议分段阅读，最好进行整体阅读。在进行整体阅读时，提问要注意培养学生的深层思维，加入一些深层次的问题。
|
Close-reading
(8mins)
|
Get students read the passage
carefully and find out the reasons why they run for the
monitor.
Tip3: Underline(划线) some key
words.(while reading)
Lingling:
1. get on well with classmates
2. work hard
3. do well at school
4. is ready to help others
Daming:
1. enjoy sports
2. run very fast
3. fit and healthy
4. play ball games well
5. is good at football and basketball
6. get best scores in every match
Tony:
1. help his mother do cleaning
2. like a clean and tidy house
3. make the classroom beautiful
T: What else do they say?
S: Choose me for/as…and we can…
T: Who will you support(支持)?
Why?
|
This step is created to get
students know initial meaning of the speech for running for a
monitor. Another reading tip for students is to underline key words
while reading. It isn’t difficult for them. So students can make
their own sentences using new words.
|
Read for thinking
(7mins)
|
The teacher asks students to
work in pairs and solve these
problems.
Q1: Do you like Daming to be your PE monitor?
Q2: What do you think of Tony? If you are Tony, what will you
say?
Q3: What is the most important thing when you run for a
monitor?
|
It aims at checking if students
have known the story deeply and express their own opinion towards
monitor of class. By the way, they will learn to be confident and
how to make a promise.
|
Group
work(12mins)
|
If next term,
you’ve got a chance to run for the
monitor. Which monitor would you like to be for your class? What
will you
say?(下学期，如果你有机会竞选班长/委员/课代表)，你会选择哪一个？你准备怎么演讲？
Which monitor would you like to be?
I would like to be…
Why ?
I can…well.
I get on well with…
I do well in…
I am ready to …
Ask for support:
Choose me for/as… I’m sure…
Evaluation:
![七年级英语备课组第八次活动--教案潘天姿初稿]( "七年级英语备课组第八次活动--教案潘天姿初稿")
T:
1.
Who can be the
...monitor?
2.
Why do you choose
him/her?
|
This step sets to check if
students understand today’s topic and whether they can express
their inner idea. Try to be confident in themselves. When others is
listening, they also need to take notes and then retell after the
speech.
|
Summary(1min)
|
Try to be confident! Everyone
has his price. Be ready to help others.
|
To raise students to be a
confident person and find their price.
|
Homework(1min)
|
Must to do:
Write a passage about the monitor you choose. You have to
include, who they are, what job they do and why they can do
it.
Challenge to do:
Look up the dictionary and find a suitable monitor for
yourself. Think about if you want to win, what else you can
say.
|
To consolidate what learnt
today. Different homework for different level students is more
suitable for students.
|
