¡¡¡¡I¡¯m going to talk about a lesson in 7A¡£ It¡¯s the third unit of Module Three¡£ The title of the unit is ¡°Sea water and rain water¡±¡£ This lesson is the first period of this unit¡£ I try to create the conditions in which learning can take place¡£
¡¡¡¡I set up the following three teaching aims for this lesson¡£ The first is to learn the new words and understand the text¡£ The second is to experience the wonderful world under the water, grow the love for the nature and realize that people must protect the water¡£ The last is to use the expressions in the text to talk about the water and show the feelings about the wonderful world under the water¡£
¡¡¡¡I think the focal point of this lesson is to understand the text and experience the beautiful world under the water¡£ To achieve this goal, I must clear away obstacles of new words first¡£ There are only six new words in the vocabulary of the textbook¡£ But I think it¡¯s not enough for my students¡£ Perhaps they have ever used some words but don¡¯t know them clearly¡£ So I list eleven words and phrases for them¡£ I present all the new words by pictures¡£ I choose the typical pictures from the net for each new word¡£ As the students learn the new words, they will be impressed by the nice pictures¡£
¡¡¡¡Then to understand the text, two competitions are helpful¡£ One competition is used as warming-up¡£ The question ¡°How much do you know about the earth?¡± leads to this competition¡£ The other one is after learning the text¡£ It¡¯s the exercise on P49 and just an exercise like ¡°Ask and answer¡±¡£ But I think it¡¯s necessary to do something about the text after learning it¡£ In fact, there is another real ¡°Ask and answer¡± but the questions are different from the ones in the second competition at all¡£ They both help me to know how much my students have known about the text¡£
¡¡¡¡To experience the wonderful world under the water, I prepare two periods of a film¡£ They are all from the film ¡°Finding Nemo¡±¡£ It¡¯s a cartoon film¡£ I use it because it has such colourful frames, it gives the students a strong visual appeal, and children like cartoons¡£ Besides this, the pictures for the new words are helpful¡£ And all the background of the slides is made of the pictures of the sea animals¡£ Although there are not any real objects showed to my students, they will be interested in the world under the water¡£
¡¡¡¡The difficulty of this lesson is to talk about the world under the water¡£ I set up a short play because my students have ever told me that they like this activity¡£ I make the students be the sea animals, so they must show a world from sea animals¡¯ point of view¡£ And the contents of the text are not enough for them to describe a world¡£ So they should add their own feeling into the conversation¡£ It¡¯s a good way to open up their minds¡£ I think I can give some ideas to them when they are preparing, and I must play to the score¡£ In such an open peri
¡¡¡¡od, the teacher must think with the students and share our ideas¡£
¡¡¡¡The teaching aids I use in this class are the multi-media computer and the tape recorder¡£
¡¡¡¡(Now, I¡¯ll say something about the teaching procedures¡£)
¡¡¡¡First, I show them a picture from space and ask them the question ¡°What are the blue parts on the earth?¡± They learned the earth in Grade Six, so they will certainly answer ¡°They are water¡£¡± Next, the question ¡°Where is water?¡± will be asked¡£ The students have learned this too¡£ So I think they will give out the answer such as ¡°in the streams¡±, ¡°in the river¡± and so on¡£ But I mustn¡¯t stop until they give me the answer ¡°in the oceans¡± because the title of the text is ¡°Water in the oceans¡±¡£ And if they really forget this one, I will show them the picture to remind them¡£ Then the title ¡°Water in the oceans¡± appears¡£
¡¡¡¡Secondly, we have a competition¡£ It¡¯s just the first competition I¡¯ve mentioned before¡£ It¡¯s done as warming-up¡£ I think some of my students are willing to show themselves and this one gives them a chance¡£ No matter whether they answer correctly or not, they can learn some things about the earth and the oceans¡£ Since it is a competition, I will give them a prize if they answer correctly¡£ The other one is done in the same way¡£
¡¡¡¡Thirdly, the students learn new words by pictures¡£ After each word, I ask a line of students to imitate¡£ After learning all, the new words are showed in one slide and the students read together¡£
¡¡¡¡Fourthly, the students listen and read the text after the tape¡£ Next, they read loud by themselves¡£ At the same time, I go around, listen and help them with their pronuciation¡£ Then the whole class read loud together¡£ After that, I ask them some questions about the text¡£ There are both wh questions and yes or no questions¡£
¡¡¡¡Fifthly, we have the other competition¡£ The students just write the answers on P49¡£ This is the part of writing of this lesson¡£ For anyone, as soon as he answers all the questions, he can put up his hand to tell the class the answer¡£
¡¡¡¡Sixthly, the students use the expressions they have just learned to make a short play¡£ As what I¡¯ve said, in the short play, they must look themselves as sea animals and talk about the world under the water¡£ So I give name the short play ¡°Our home is beautiful¡±¡£ The title makes them clear that they must focus on a beautiful world and use the first person to talk¡£ I set up four frames¡£ In each frame, there are two roles, and the figures of the roles are all the characters in the film ¡°Finding Nemo¡±¡£ The relationship between each two roles is different¡£ They are Husband and Wife, Father and son and two different pairs of friends¡£ The lovely figures arouse the students¡¯ interest and make them to see the wonderful world through sea animals¡¯ eyes more easily¡£ It¡¯s a pair work¡£ The students p
¡¡¡¡repare for about three minutes¡£ Then two or three pairs come the front to show to the class¡£
¡¡¡¡After the short play, after the students have full love for the world under the water, the sentence ¡°Water is very important to all animals on earth¡± appears¡£ (The oceans are very important to all animals on earth¡£) I think the students can understand more about the sentence now¡£ But at once, I show some other pictures about
¡¡¡¡the water pollution¡£ The contrast may make the students pay attention to the water environment and realize that we must protect the water¡£ Then I give out the question ¡°What must we do?¡± and ask them to make a promise¡£ We learned how to make a promise in Grade Six and it¡¯s an important language point¡£ The last sentence of the text is ¡°We must keep sea water clean and stop polluting it¡£ It¡¯s a right way to join them¡£
¡¡¡¡Finally, I leave a question as homework for them to think about¡£ That is ¡°What will happen if there is no water?¡± It¡¯s also the preparation for the second period¡£ And there is some other routine homework, ¡°Copy the new words¡± and ¡°Recite the first two passages of the text¡±
¡¡¡¡Teaching reflection
¡¡¡¡I think the theme of this lesson is clear¡£ All activities go around ¡°water¡± and they are totally designed according to my students¡£ From being interested, to learning, to expressing, the students use English more and more¡£ In the meantime, they become conscious of the water environment¡£ I think a language must be used in our daily life¡£ We learn the language and we also learn from the language¡£
¡¡¡¡Before the class, I ask the students to get some information about the earth and the water from books or the net¡£ It¡¯s not only useful to the competition, but also make up for the limited knowledge in class¡£
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