2Book-1-Unit-13教案知识讲解.doc

2Book 1 Unit 13教案

精品资料
Design Concept
for Book 1 Unit 13 Television
江苏省吴中中等专业学校 陈 艳
Analysis of the Teaching Material and the Students:
The teaching materials for this unit are selected and organized based on the curriculum requirements and the students’ situation. They are related to the topic and helpful to improve Ss’ comprehensive abilities of listening, speaking, reading and writing.

Teaching Aims, Approaches, Aids and Strategies:
●Teaching aims:
Based on modern English teaching theories like Multiple Intelligence Theory, Constructivism, Humanism and Cognitive Science, and the instructional requirements in the syllabus, I set the teaching aims in a multiple way:
For knowledge: Ss are supposed to 1) grasp new words and phrases related to television. 2) learn proper expressions to ask for and give opinions freely. 3) grasp the usage of attributive clauses led by relative adverbs.4) get extended knowledge about TV, such as kind(Lesson 6 )and functions(Lesson 8), to meet Ss’ professional need.
For ability: Ss will learn to 1) talk and write about the television. 2) improve their comprehensive abilities of listening, speaking, reading and writing.
For emotion: Ss can 1) develop the spirit of cooperation and creation. 2) have a right attitude toward television.
●Teaching approaches and aids:
Task-based Learning, Communicative Approach and Computer- Assisted Instruction are applied in the lessons. With the help of computer courseware, the class density will be increased and the materials and information presented will be more vivid and interesting.
●Teaching strategies:
The teaching process designed for each unit is student-centered and activity/task-based. Different kinds of teaching resources are applied to the lessons to make Ss interested and focused. During the lessons, I will try to limit TTT and increase STT. Students have a lot of opportunities to communicate with their peers and the teacher.
Arrangement for Lessons:
According to the curriculum requirements and the teaching aims of the unit, I divide the unit into 8 lessons, in 7 types. Lessons 1-6 basically cover listening, speaking, reading, writing and grammar in the textbook. Lessons 7-8 are revision and integrated lessons, added to enhance both Ss’ knowledge and abilities. Lesson 7 is to spur Ss to consolidate what they have learned and check Students’ Workbook exercises. Lesson 8 is to give students an integrated training in the four basic skills of listening, speaking, reading and writing (see Tables1-2):

Listening
&
Speaking

Reading
&
Writing
Vocabulary
Expressions
Grammar
Phonetics
…
Revision
Integrated Skills

(Table-1 Structure of the Unit)

Topic: Television (Book 1 Unit 13)
Lessons
Types of lesson
Contents
Lesson 1
Listening
Warming up; Listening Task1&2
Lesson 2
Speaking
Speaking Task 1&2
Lesson 3
Reading 1
Reading Section 1 Task 1,2&3
Lesson 4
Writing
Reading Section 2 Task 4
Lesson 5
Reading 2
Reading Section 2 & Supplementary materials
Lesson 6
Grammar
Attributive Clause II
Lesson 7
Revision
An overall study of the language focus& check of Workbook exercises
Lesson 8
Integrated Skills
A comprehensive training in Ss’ listening, speaking, reading and writing abilities
(Table-2 Contents of the Lessons)
Features of the Design:
● Flexible Use of Materials:
As suggested in the curriculum syllabus, teachers are expected to select suitable materials from the textbook, adopt useful information from other channels, and reorganize all the materials concerned in flexible ways during their instruction.
1. Omission:
Based on the situation of the students, I keep most of teaching materials in the unit, and omit some irrelevant or too difficult parts. For examples, the dialogue in Speaking Task 1 is not related to the topic. It’s replaced by a revised version closely connected with both the unit topic and the suggested function. Some exercises after each part are omitted or changed to help with teaching and learning.
2. Addition:
IN CLASS: Useful texts, pictures, video clips and audio files are added to my lessons to make the classes interesting, and also to help Ss understand the topic better. Besides what’s presented in the textbook, students will learn a lot more about TV, such as TV stations, programs, hosts, a new outlook on TV life, etc. Reading Section Two, for example, are supplemented with some practical passages and tables, to enrich Ss’ knowledge and reading ability in real life.
OUTSIDE CLASS: Pool Resource on campus network for unit teaching and learning:
3. Reorganization:
To make the teaching process go smoothly and logically, some materials are rearranged. For example: Listening Task 2 Ex1 and Ex2 are reversed to train Ss listening skill from general to detail. Writing lesson is rearranged between Reading Section One and Two, instead of at the end of Reading. Students will feel easier to follow the passage structure and the ideas of Section 1.
● Activity-based Teaching and Learning:
“Get me involved, and I’ll learn.” is the motto to direct my design for the instruction of the whole unit. During the lessons, I put emphases on the design of class activities and tasks, including individual work, pair work, group discussion, competition, debate, and so on. Students will be encouraged to work both independently and collaboratively. The activities and tasks are set on different levels, which enables students to concentrate and participate all the time. They can experience things and learn for themselves, and taste the joy of success.

Activities
Lessons
Purposes
Role-play
1,2,3,7,8
to practice listening and speaking
Discussion
1,2,3,4,5,6,7,8
to brainstorm and cooperate with others
Survey
1,8
to get key information, also preparation for further work
Game
3,6,7
to use the language and have fun in learning
Video-show
2,6,8
to experience English in real life, and promote creative thinking
Debate
4，7
to show different opinions, to prepare for writing tasks
Group Assessment
1,2,3,4,6,7,8
for formative assessment, to encourage cooperation and competition
(Table-3 Activities in the Lessons)
● Integrated Training in Skills:
Ss’ involvement in different activities and tasks, and the training of their abilities are the main concerns in the design of this unit. Their skills are trained in all the lessons concerning listening, speaking, reading and writing. Lesson 8 is specially designed to provide Ss with more opportunities to do practice on the four skills. After finishing the big task related to real life, which includes a series of small activities, students are supposed to improve their comprehensive capabilities of using English. As an integrated skill training lesson, Lesson 8 will enhance Ss’ language use and their comprehensive abilities in real-life circumstances.
● Group assessment and worksheet:
Good assessment can motivate Ss to learn English actively. I will assess Ss in different ways. One is their performance in class. I will keep records of their performances and let the Ss assess their peers’ performances by a group assessment sheet.

Performances in Class
Level A(high)--D(low)
S1
S2
S3
S4
S5
Understanding others

Stating your opinions

Pair work

Discussion

More

(Table-4 Group Assessment Sheet)

Another tool is Ss’ worksheet in each lesson. It is designed by the Teacher based on the lesson requirements. The worksheet can direct Ss to focus on the lesson and help Ss to form a good habit of learning. The other purpose is for the teacher to evaluate the Ss’ performance in every lesson.
After eight lessons, the teacher will give every student an overall assessment of this unit according to their worksheet, the group assessment and the T’s record in classes.
Reflections and Follow-up:
●Strengths:
With all the activities and tasks, students are provided with opportunities to ask for and give opinions, to talk about advantages and disadvantages of television. They start to use the learning strategies in their study and seem to be happy in cooperative work. They are interested, focused and involved in the teaching process and have improved a lot in their comprehensive skills in listening, speaking, reading and writing.
●Aspects to be improved:
Problem 1: Some of the materials adopted in the lessons are a bit too difficult for students.
Solution: I’ll try to customize the materials and make them simpler and easier for students to understand.
Problem 2: Some learners are not very active in group work and depend too much on the strong members.
Solution: How to encourage team members to participate actively in group work is an important issue for internal control of the classroom activities. I will balance the level of each group and give special training to group leaders on how to organize group work. Also I will talk to those inactive students to have their opinions and suggestions.
In a word, the teaching-learning effectiveness can be improved if we carry out the teaching plans flexibly based on the curriculum requirements and students’ need.
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