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unit 3 travel journal 教学设计 教学比赛第一名作品


Instructional Design
New Senior English For China Student’s Book 1
of

Unit 3 Travel Journal

Designer: Ding Yuanjie ID Number: 41104120
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Items


Analysis of the Material

Details
Unit 3 travel journal is from New Senior English for China Student’s Book 1. The topic of this unit centers on travel. Travel is very beneficial and attractive activity to the students who can gains a lot, such as, general knowledge of geography, politics, communicating skills and travel experiences. However, before traveling, we should do a lot of preparation. In this unit, language study include some new words and useful expressions and the present continuous tense. This book fits the senior one students. The advantages of Ss: 1. They are pretty active about what they are interested in. 2. They are willing to share and demonstrate themselves in public. The shortage of Ss: 1. Owing to the limited amounts of vocabularies , they always have difficulties in expressing thoughts and opinions in appropriate way. 2. Sometimes they devoted themselves to the hot topic which they were enthusiastic about so that they didn’t draw their attention on the knowledge we should learn but just focused on the topic. We should remember the main idea about the “Task-based language teaching” and “Situational teaching”. Among each part, “tasks” should be the line of the teaching. In order to complete the task, we teachers play a role as coaches instead of players. As a result, students are always the dominant role. Just give them an order, a tip, a hint or a suggestion to finish the task by themselves. Provide them more chances to speak and think. A. Knowledge and Grammar 1. The students learn how to use the present continuous tense to indicate the future. 2. Grasp the key vocabularies, phrases and sentences: journal,fare,transport,finally,cycle,persuade,insist,proper,properly,rapid,I prefer to... B. Ability 1. The students learn how to make a travel plan. 2. The students learn what the travel journal is and try to write their own ones. C. Feelings and Attitudes 1. Sometimes we need not only do material preparation but also spiritual preparation: courage, ambition, willpower and common sense. 2. Encourage students to work as a team. 3. Encourage student to record what they saw, what they heard, what they thought. Motivate them to be active, optimistic and insightful to life by travel. 1. Learn how to correctly use the present continuous tense to indicate the future. 2. Learn how to make a travel plan.

Analysis of Learners

Teaching Principles

Teaching Aims and Objectives

Important Point of Teaching Difficult Points of Teaching

Make students understand “be+v.ing” can indicate something happening in the future.
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Teaching Aids

A computer, text books, note books, exercise paper, blackboard. The methods are Task-based Language Teaching, Situational Teaching Counseling-Learning Community Language Learning. Show some pictures about my travel and ask Ss to show their experiences. -------Situational Teaching Pair work: Make a conversation... -------Situational Teaching Summarize the points. -------Task-based Language Teaching Step 1. Leading-in Goal: arouse the students’ interest in the unit Step 2. State and Explain the Teaching Plan Goal: give them complete knowledge structure Step 3. Warming Up Goal: lead to our topic Step 4. Role play Goal: train students’ ability of speaking and cooperative spirit Step 5. Observe the sentences. Goal: find out the difference Step 6. Boon time Goal: summarize what Ss find Step 7. More exercise Goal: consolidate the key point Step 8. Homework Goal: ask Ss to think further and train Ss the self-direct study The students should know how to introduce a place in English from history, population, weather, foods and so on. 1. Encourage students to work as a team. 2. Encourage student to record what they saw, what they heard, what they thought. Motivate them to be active, optimistic and insightful to life by traveling.

Teaching Methods

Teaching Structure

Culture Education Moral Education

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Teaching Process
Steps Step 1 Leading-in Specific methods
Sing a song WALK AROUND(走四方), walk around the classroom, issue the learning material and motivate Ss to sing with me. “Walking around the world is my lifetime dream.” Show “读万卷书,行万里路” on PPT. Our ancients told us: “Read ten thousand books, travel ten thousand miles.” This unit topic is “Travel Journal”

Time: 1 minutes Intention: ? To arouse the students’ interest in the unit Step 2

Our plan in this unit...

Show six parts

State and “Owing to the limited time, today we are going to travel in the first part.” explain the teaching plan Time: 0.5 minute Intention: ? To give them complete knowledge structure
1. Show some pictures of my travel trial “I prefer car to plane, because it is cheaper.” 2. Ask Ss listen to the type, do notes and order the pictures according to the type. The main contents of the type : I am standing beside a car. I am enjoying the cool wind on a ship. We are playing beside our bikes. For the foreshadowing.

Step 3 Warming up

Time: 2 minutes Intention: ? To train Ss listening skill. ? To do the foreshadowing.
Pair work: 1. Student A plays a role of parent and Student B plays a role of child and then exchange the role. They practice the dialogue on the list. 2. Find the group number on the list, perform it one by one. 3. When they performs, I write the key sentences on the blackboard.
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Step 4 Role play

Time: 2 minutes Intention: ? To encourage them to use English. ? To lead the point “be+doing” for future. Step 5 Compare and observe

1. Ask Ss to observe the sentences we used: “I am standing beside a car.” “I am staying there for three days.” 2. Compare the two exercises, ask students to find out the difference. 3. Show the process of the analysis.

Time: 2 minutes Intension: ? To encourage Ss to observe and analyze by themselves. ? To train the self-directed study.

Step 6

1. Ask Ss to summarize what they learn 2. Summarize the key points on PPT.

Boon time Time: 1 minute Intension: ? To summarize the whole structure of “be doing” for future tense. Step 7 More exercise
1. Show a list of exercise of “be doing” including filling blanks, correcting, translating. 2. Game: sentence maker Student A: choose 2 notes from the different cups, verbs and time Student B: use the two notes to make sentence: “A: leave + tomorrow B: I am leaving tomorrow.”

Time:4 minutes Intension: ? To consolidate the key points in different ways. ? To use English practically.
Ask: What is the difference between:

Step 8 Homework

be going to... be v+ing will do... Look up the professional dictionaries and summarize.

Time: 1 minute Intension: ? To ask Ss to think further and train Ss the self-direct study.
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Teaching Flow Charting
Start

PPT Pictures

创设情景、激发兴趣,导入新课 观察红山公园远眺楼这一建筑的特征

PPT 图片

出示第一节课标题 展示比较出名的中国建筑 的

学生快速阅读,解决生字词, 形似字

PPT 文字内容

学生完成教师在 PPT 出示的生字词, 形 似字,辨析词义的学习

Ppt 文字内容

提问:知人论世 对于梁思成大家知 道多少呢?

百度,Google 新浪等网页

在老师的指导下,学 生利用现有的网络资 源查找相应资料(例 如图片,视频,相关 文字材料等)

班级 QQ 群

在老师的指导下,学生 将找到的相应资料复 制粘贴到群中

总结: 在同学汇总完毕, 教师带领学生总结归 纳
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Ppt 文字内容

提问:1 作者从哪些方面说明中国建筑的特征? 2 中国建筑的特征有哪些? 3 作者是怎样说明中国建筑特征的风格和手法? 4 作者是怎样说明各民族的建筑之间的“可译性”? 5 作者是怎样说明中国建筑法式的重要性?

学生带着教师的问题,再 次快速阅读文章

提问:根据前面的提示讨论归纳文章的内容,并试 着为文章划分层次,并说明理由。

班级 QQ 群

学生以小组讨论的方式自 主划分出层次,并提交到 班级 QQ 群中

同学根据提交上的内容 进行讨论分析

总结: 在每一组代表汇报完毕, 教师给予相 应评价,并展示自己的 ppt 内容给予回答。

Ppt 文字内容

提问: 1)文章的题目是《中国 建筑的特征》 ,主要内容 就应该是解说“特征”是 什么。所以,文章列举了 各种特征。 请同学们以小 组为单位找出关键句, 筛 选出特征并概括出来。

百度,Google 新浪等网页

在老师的指导 下, 学生利用现 有的网络资源 查找相应资料 (图片,视频, 相关文字等)

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班级 QQ 群

在老师的指导下,学 生将小组讨论的结果 提交到到班级群群中

总结:在每一组代表汇报完毕,教师给予相 应评价,并展示自己的 ppt 内容,进 行补充和总结。

展示关于中国建筑特征的内容,清晰的 Ppt 文字内容、视频‘ 层次,及相关重要内容

End

Legends: Start\End: Summary:

Teacher activity:

Students activity:

Multimedia application of teacher:

Multimedia application of students:
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Affix: References
1. Techniques and Principles in Language Teaching (3nd ed.) , Diane Larsen-Freeman 2. Principles of Language Learning and Teaching (4rd ed.) , H. Douglas Brown 3. Approaches and Methods in Language Teaching, Richards Jack C. and Rogers Theodore S 4. How to Teacher English. Jeremy Harmer 5. Language Teaching &Learning From Theory To Practice. Martin Wild, 刘润清 6. The Oxford English Dictionary (7nd ed.) 7. The Cambridge Advanced English Dictionary 8. Modern Education Technology, 傅钢善

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