Teaching Plan for Our Daily Life 2 Daily life教案.docx

1、Teaching Plan for Our Daily Life 2 Daily life教案Teaching Plan for Our Daily Life (7th Grade)The content of my lesson is from the first semesters English textbook of 7th Grade.(深圳牛津版)This teaching plan consists of the following six parts: 1) analysis of the teaching material and students, 2) teaching

2、methods, 3) learning methods, 4) teaching procedure, 5) background design and assessment, 6) common problems and corresponding solutions.Note: This teaching plan should be used for two periods. Part 1: Analysis of the teaching material and students1. Knowledge background2. Teaching aims and demands3

3、. Key and difficult points of teaching4. Analysis of the students5. Teaching aids1. Knowledge background1) Content: The lesson is a reading test about peoples daily life. Through a story of a teenager, it introduces some activities that most people do every day. 2) Emphasis: It emphasizes on the phr

4、ases of daily activities and the related sentence pattens.3) Function: By studying this lesson, the students will be able to learn common sense of daily life. At the same time, they will master the related phrases and sentence pattens, and learn how to use such phrases and sentence pattens.2.Teachin

5、g aims and demands1) Knowledge objectivesa.The students can master the new vocabulary: discuss, achieve, attend, finish, return, assist, collect, fail, continue, violin, uniformb. The students can master the key phrases: one of the, put on, make phone calls, on the way to, fail an exam, return to, a

6、ttend a clubc. The students can understand and summarize the main idea of the reading testd. The students can use the main sentence patterns and phrases in communicating with others2) Ability objectivesa. Listening: The students can get information and views from the listening materialb. Speaking: T

7、he students can describe peoples daily life and regular activitiesc. Reading: The students can get and summarize the main idea of the passage and learn from the detailsd. Writing: The students can write a short passage on his daily lifee. Others: The students can train both the abilities of working

8、independently and studying in pairs or groups 3) Moral objectivesa. To arouse the students passion for learning Englishb. To encourage the students to be active in class activities and to be confident of themselvesc. To train the students to trust and cooperate with others4) Strategic objectivesa. T

9、o develop the students cognitive strategy: taking notes while listening to the recordb. To develop the students communicative strategies: working in pairs and discuss about their daily life in English3. Key and difficult points of teaching1) Key points of teachinga. To master and use the new vocabul

10、ary and key phrases about daily lifeb. To make sentences on ones everyday activities with the use of the key sentence pattensc. To summarize the main idea of the passage 2) Difficult points of teachinga. To get information and views from the listening materialb. To write a short passage on ones dail

11、y life4. Analysis of the students (in general situation)1) The students are not familiar with the phrases on everyday life2) The students are relatively poor in reading skills3) The students are shy and unconfident to communicate with each other in English5. Teaching aids1) Pictures on daily life an

12、d regular activities2) Eight pieces of A4 paper 3) Multi-media computer 4) some school things as small griftsPart 2: Teaching methods1. General idea2. Concrete teaching methods1. General ideaSince the main instructional goal of learning English for the middle school students is to enhance their abil

13、ities of listening, speaking, reading, writing and their good sense of English language, I will mainly use the methods which can help the students to get a better understanding of the text and improve their different aspects of language skills. 2. Concrete teaching methods1) Situational Language Tea

14、ching approach, which can attract the students attention, arouse their potentials and establish the interaction between the teacher and the students by creating some kinds of scenes and carrying out some scene-activities. 2) Task-based Teaching Approach, which can provide the students with the oppor

15、tunity to complete the tasks and achieve some specific results.Part 3: Learning methods 1. The students will listen to the tape and get the information from it. In this way, their abilities of listening and note-taking will be trained. 2. The students will learn the new vocabulary and phrases throug

16、h repeating them while listening to the tape and reacting to the pictures that showed by the teacher.3. The students will read the text quickly and find out as much information as possible. It aims to train the students independence on reading. 4. The students will do some exercises which can help t

17、hem master some key sentence pattens.5. The students will take parts in some class activities like working in pairs or groups and their ability of using English will be trained. Part 4: Teaching procedure Step 1: Lead-inStep 2: PresentationStep 3: Practice Step 4: ProductionStep 5: Review Step 1: Le

18、ad-in (10 minutes)A. Show the students some pictures on peoples daily life and ask them what their meaning are. The phrases write on the pictures should be in colour. (5 minutes)(Purpose of my design: The iconic and the symbolic modes of thought are two of the three modes of thinking. So I use the p

19、ictures and words in colour to attract the students attention and interests.) B. Brainstorm: Let the students think about and list as many regular activities as possible go shopping, get up, have lunch, go to school, watch movies, wash clothes, take a shower, listen to music, have a walk, do homewor

20、k, drink water(4 minutes)(Purpose of my design: Brainstorm can not only creates an atmosphere of unconditional positive regard and protect the image of the students, but arouse the students interests in speaking up their regular activities. ) C. Clarify the subject of this class Our daily life (1 mi

21、nute)(Purpose of my design: Teacher is the mediator in students study. It is important for the teacher to let the students understand the shared intention of the class and the students can better get the main points of their study.)Step 2: Presentation (40 minutes)A. Master the new vocabulary and ph

22、rases: (23 minutes)1) Play the tape of the reading passage and ask the students to find out the new words and phrases in the test while listening to the tape. (5 minutes)discuss, achieve, attend, finish, return, assist, collect, fail, continue, violin, uniform, one of the, put on, make phone calls,

23、on the way to, fail an exam, return to, attend a club(Purpose of my design: Actually, it is quite easy for the students to find out the new words and phrases in the test while listening to the tape. However, I consider the need of making the students have a sense of competence. That will make them f

24、eel competent and capable of learning. In addition, it can encourage a positive self-image, self-esteem and self-confidence. ) 2) Lead the students to read the new words and phrases, and make some explanations when it is necessary to help the students learn the vocabulary and phrases by heart as soo

25、n as possible. (10 minutes)(Purpose of my design: The clarity of presentation is very important in teaching. The teacher should explain the knowledge clearly and help the students to master the knowledge better.)3) Divide the students into 8 columns according to their seats and give one piece of pap

26、er to the first student of each column. Each column should cooperate to write as many new words and phrases that just learned as possible in 5 minutes. The column which win will be awarded.(8minutes)(Purpose of my design: Significant learning will only take place when the subject matter is perceived

27、 to be of personal relevance to the learner and when it involves active participation by the learner. The students are still in teen years, it is necessary to use some games to let them learn in active and self-initiated situation. Also, the game can also arouse their motivation through competition.

28、 For most of the students, they are eager to pursue a goal to receive an external reward.)B. Master the reading text (12 minutes)1) Ask the students to close their books and choose the right answers for the following questions based on their memory of the text. (2 minutes)(Purpose of my design: I co

29、nsider the students learning strategies when designing this task. I want to train their strategy of memory. They can learn to get more main information through the training for more times.)1. Wendy is probably _ most other students.a. similar to b. be different from2. The passage is mainly about _.a

30、. Wendys daily life b. Wendys holidays3. A whizz- kid is probably _.a. a good driver b. a good student2) Ask the students to find the following words in the passage. Then guess and choose the right meanings for these words. (5 minutes)1. Clienta. a customer b. a manager2. Assista. help someone b. pl

31、ay with someone3. Faila. be successful b. be unsuccessful 4. Collect a. take away b. put on 5. Discuss a. eat quickly b. talk about (Purpose of my design: I consider the students learning strategies here again. In doing this practice, the students are encouraged to make some guesses or judgements. T

32、herefore, their compensation strategies will be trained.)3) Ask the students to read the passage in detail and work in pairs to complete the list with information in the passage. Write only notes (one to three words or figures) for each answer. (5 minutes)(Purpose of my design: I design this task with two reasons. I want to make the students centre on their learning and trai