小学英语教案范文全英文版1
Part A Let’s say, Let’s chant Part C Culture
Teaching Aims :
1. Be able to listen, say, recognize the words: apple, ant, boy, bag, Coke, coffee.
2. Be able to listen, say, read and write these three letters: A a; B b; C c
3. Through the chant review the letters of ABC, train a sense of group identity.
Focus Points & Difficult Points :
Read the letters: Big letter C, small letter c; Write down them correctly and handsomely.
Teaching Preparation:
1. Letter cards ,some word pictures, word cards: apple boy eraser ant crayon body head cake Coke coffee bag ball
2. A little blackboard with four-line format and a ball.
Designing for the blackboard:
panda beaver eagle kangaroo (pictures)
China Canada America Australia (words)
Teaching Steps:
Step1. Warm –up
1. Sing a song.
2. Free talk
T: Hello. I’m Wendy. I’m from Hangzhou.
S1: Hello! I’m ... I’m from Hangzhou,too.
T: Nice to meet you.
S: Nice to meet you, too.
T: Let’s play. Ok?
S: Great!
T: Watch out! (T throws the ball.)
S: Oh, no.
Make a similar dialogue with your partner.
1. 1)T : Today, we will learn letters. Do you know letters? Just as A,B,C…… They are letters. What’s the meaning of letters?
S: 字母。
T: Great! A is the first letter. ( T shows letter A.)
T: A a↗↘ S: A a↗↘
T: This is big letter A. 大写字母A。
T: Big letter A. S: Big letter A.
T: Let’s make a big letter A. (With the hands)
Run two trains: Big letter A. (With the hands)
T: This is small letter a.
T: Small letter A S: Small letter A.
T: Look at this girl’s head. It’s a small letter a.
小a, 小a, 小翘辫。
Run two trains: Big letter A, small letter a.
2). T draws an apple: What’s this?
S: It’s an apple.
T draws an ant beside the apple: What’s this?
S: It’s an ant.
T: A for ant, / /,/ /, / /.
A for apple, / /, / /, / /.
2. Teach B b, C c like above.
Pay attention to the pronunciation of c.
Use right hand to make a c.
B for boy, /b/,/b/,/b/.
B for bag, /b/,/b/,/b/.
C for Coke, /k/,/k/,/k/.
C for coffee, /k/,/k/,/k/.
Step 3. Practise.
1. Game: Find out the letters we’ve just learned.
apple boy eraser ant crayon body head cake Coke coffee bag
ball
Read as: apple, small letter a.
) T: You’re so smart. You can read them. Now, let’s write them down.
Look at the blackboard.
T: First, let’s write down big letter A. One, two, three. Now, Let’s try together. Show me your finger.
S: My finger.
T& Ss: One, two, three.
T teaches the writing of small letter a.
2) T: Everyone has his home. Where is A’s home?
Here it is. (T points at the four-line format.)
小学英语教案范文全英文版2
一、 教学目标：
1. 知识目标：能够认读书写单词：same , circle ,
2. 能力目标：能运用句型Line A is longer. Is line A the same as line B?I think so. I don’t think so.通过事物的比较发表自己的看法。
3. 字母组合： ll , ng , nk 在单词中的发音。
二、 课前准备：
1、 单词卡片(宝藏图)： tell , till , long , sing , English , angry , think , sink . 单词卡单词按照划线部分发音相同的为一个颜色。提前卷好了，用一根细线系住。
2、 课件
3、 课堂活动用书第三题。
三、 教学步骤：
Step one : warm-up Review unit 1
1.一起听音跟读，然后小组扮演不同的角色给课文动画配音读课文，引导学生加上适当的表情和动作，最后每段找不同的同学展示，选出优秀模仿小演员。
2. 和学生说今天的比赛很特别，回答问题积极而且好的同学，不但能给大组加分，还能获得宝藏图一份。
Step two : 导入
同学们比赛，老师引导学生快速读一遍课文，看谁读的又快又好，学生在读的时候，老师观察学生，读完后老师找出以为读得快的学生，邀请学生到台前，表扬说：I think he is quick .
再找另一个读得更快的学生请他到台前，说：But she is quicker .
老师马上问问题看学生是否理解：Who is quick ? Who is quicker ?
学生回答，这里谁答对了奖励一张宝藏图，共送出去两张。
2.再邀请两位学生，He is tall, but she is taller.
看板书，老师指一下简单领读单词。She is short , but he is shorter.
看板书，老师指一下简单领读单词。问：who is taller ? who is shorter ?学生回答...is taller/shorter.老师用：
I think so. 或I don’t think so. 来发表自己的观点。
再找两个长得一样高的学生问：who is taller ? who is shorter ?
学生可能会说不出来，老师引导说：He is the same as she.看板书，老师领读并检查小火车，这里谁答对了奖励一张宝藏图，共送出去三张。
Step three: 课文的处理
1.课件展示，先出示一条线A，老师问：What is it ?
学生： line。老师： Yes , it’s line A .
再出示一条B，老师问：Which is longer?学生答：Line B is longer.
老师问：Which is shorter?学生答：Line A is shorter.
老师试着问：Is line A longer? / shorter? / the same as line B? 并且出示课件。
学生回答，老师问：Do you think so?
引导学生用I think so. I don’t think so.发表自己的观点。
每个问题学生回答出来则给他的大组加一分。
2. 课件展示，先出示一个圈A，老师问：What is it ?
学生： circle。
老师： Yes , it’s circle A . 再出示一个圈B，老师问：Which is bigger?学生答：circle B is bigger.
老师问：Which is smaller?学生答：circle A is smaller.老师试着问：Is circle A bigger? / smaller? / the same as circle B?
并且出示课件。学生回答，老师问：Do you think so?引导学生用I think so. I don’t think so.发表自己的观点。每个问题学生回答出来则给他的大组加一分，并且表扬。
3.学生做的很好及时表扬，并出示课件问What can you see ?
根据学生反映，如果学生说出来vase , 则大力表扬并引导Can you see a vase ?
简单讲解vase，并拿起课本让学生只给老师看。如果学生说出来head , 则大力表扬并引导Can you see two heads ?
简单讲解head，并拿起课本让学生只给老师看. 学生回答，老师问：Do you think so?引导学生用I think so. I don’t think so.发表自己的观点。这里谁答对了奖励一张宝藏图，共送出去5张。
5. Boos open listen and repeat , then read in small groups , 每幅图find a pupil 领读，这里领读的小老师各奖励一张宝藏图，共送出去8张。
Step four : 当堂检测，学生是否明白两个事物作比较，做活动用书第三题。
Step six : review .复习今天的重点知识，看板书齐读一遍。
Step five: 字母组合： l l , ng , nk 在单词中的发音。
将手里拿宝藏的学生请到台前，打开他们的宝藏，拿相同颜色单词的两个同学站在一起，listen and repeat
感知字母组合的发音，老师引导着总结出来，板书领读一下。
Step six:chant ，listen and learn ,listen together, 加动作拍手齐唱，最后可以找表演得好的同学到台前表演。
四、家庭作业：
完成活动用书第一题，和第五题。
五、板书设计：
Module 8 Discussion
Unit 2 Line A is longer
line longer
circle shorter
vase bigger
head smaller
the same as
小学英语教案范文全英文版3
一、教材内容分析
本课时中通过字母辨认，图片排序等活动，复习巩固本单元的核心词汇ruler, eraser, book, pen, crayon, pencil box, bag以及打招呼，告别，自我介绍用语。教学目标是能够辨认相似字母的形以及核心词，并能理解并在场景中应用句型I have … 和Me too.
学生刚刚接触到英文的26个字母，对相似字母的辨识还存在着一定的误差，所以教材在Start to read部分安排了字母辨识的环节，例如b和d, Q和D等，目的在于检测和巩固学生对于字母的认识。本节课的另外一个主要目标是复习和巩固之前所学的一些文具的单词以及打招呼，告别，自我介绍用语等，所以在Read and count, Listen and number和Look and match这三个环节都以此为练习的主要内容，学生通过练习可以有效的巩固和复习本单元所学的核心词与句型。
二、学生情况分析
本课教学对象为小学三年级学生。他们初步接触到英语，对英语的听说感兴趣。经过前几个课时的学习，学生已经学习了26个英文字母和常见的几种文具，以上是学生学习本课内容的基础。
三、教学目标
1. 能够辨认字母的形。
2. 能够认读本单元的核心词：ruler, eraser, pencil, crayon, bag, pen, pencil box, book。
3. 检测部分要求学生能够听懂、会说本单元的打招呼、告别及自我介绍用语。
4. 能够学会唱歌曲Hello。
四、教学重难点
教学重点：
听说、认读ruler, eraser, book, pen, crayon, pencil box, bag等文具的名称。
教学难点：
在真实的场景中应用句型I have … 和Me too.
五、教学步骤
1. 热身
(1)教师与学生进行自由对话：What’s your name? My name is … 既可以巩固本单元句型，同时为下一步歌曲的呈现铺垫。
(2)教师播放歌曲Hello，和学生一起演唱，并让学生从歌曲找出三个人物的姓名。
(3)请孩子们回答他们的姓名，同时教师呈现Mike, John, Sarah和三个一模一样的书包。请学生根据人物对于自己书包内文具的描述来确定是谁的书包。
设计意图：通过自由对话来复习已学句型，同时拓展与铺垫歌曲内容，通过听轻松愉快的歌曲，带着找出人物姓名的任务，再通过猜谜小游戏既复习已学单词，同时感知重点句型。
T: Good morning, boys and girls.
Ss: Good morning, Mr. Dong.
T: Nice to meet you again, what’s your name?
Ss: My name is Angela.
T: Hi, Angela, What a nice name, I like it so much!
S: Thank you!
T: What about you?
S: My name is James.
T: Wow, cool! I like your name too.
S: Thank you.
T: Ok! Everyone has a nice name. Let’s listen to a song and find some nice names, ok?
Ss: Ok.
T: (教师播放歌曲Hello) who can try? What names do you hear in the song?
T: look at the three bags, listen and guess whose bag it is?
文本：Mike: I have a pencil box and two books.
John: I have a ruler and two erasers.
Sarah: I have a pen and a crayon.
2. 呈现
(1)听指今做动作
①教师发出指令：show me your … 孩子们根据不同的指令拿出相对应的文具。
(已经给三个人物找到了各自的书包)
T: They have pens, books, rulers, eraser and crayons in their bag. What about you? Let me see, ok?
Ss: Ok.
T: Show me your pen!
学生拿出笔。
②教师从自己准备的书包中拿出一本书，并指着自己说：I have a book. 并以此形式展开几种文具。
③请孩子们用自己的文具来说：I have a … 当孩子说到I have a book. 时，教师则举起自己的书说Me too! 告诉学生如果你有与别人东西相同时，可说Me too!
T: Look! Boys and girls. I have a book. I have two pens, I have a ruler, I have an eraser and I have three crayons.
T: Who can have a try, tell us what do you have?
S: I have four pens, I have one eraser.
T:(教师举起一块橡皮)Me too.
设计意图：通过指今与实物相对应的`环节，呈现并复习上节课所学的单词。通过教师的演示与学生的示范，帮助学生理解并应用句型I have a…, Me too。
(2)Let's chant(看图唱韵律诗)
T: Look at the picture, let’s chant together!
(3)Let's make a new chant(编出新韵律诗)
T: Look at me, let’s make a new chant!
T: (教师手中拿出相对应的文具，同时在黑板上板书)I have a crayon, me too。
3. 操练
(1)Read and count (读一读，数一数)
教师先引导学生读出树干上的文具单词，再请学生数一数每种文具单词的数量，并标示出来。
T: Open your book and turn to page 9. Count them and write it down, you have 2minutes, go!
S: I see two pens …
(老师请学生代表回答)
(2)Circle the same letters
教师请学生圈出一行中相同的字母，并要求学生数出字母的个数。
(已经完成Read and count的活动)
T: Can you find same letters? For example, there are three letter “a” in line1. Have a try!
T: Count them! How many letter “a” are there?
设计意图：通过课本中的练习进一步巩固重点单词，并渗透名词单复数用法。通过圈出相同字母的环节，让学生能够辨认字母的形。
(3)let’s check
教师先请学生观察4幅图片，教师播放录音，然后再请一两个同学说出答案。
(已经完成circle the same letters的活动)
T: Look at the pictures on page 10, please listen and number the pictures, let’s go!
T: Ok. The first one is open the book. So picture 3 is number1.
(老师请学生代表回答)
设计意图：通课本中的对应练习，检测并巩固学生对于打招呼，告别等行为的用语。
(4)Look at match
(已经完成Let’s chek的活动)
T: Look at the balloons on page 10, please listen and number, let’s go!
(老师请学生代表回答)
设计意图：通过课本的对应练习，巩固学生对于单词形和意的认知。
小学英语教案范文全英文版4
一、教学目标
1.能够听懂、会说几个重要节日的词汇，并能用英语表达这些节日所在的月份。
2.能够以图文并茂的形式介绍自己喜欢的某个节日。
3.欣赏并学唱关于月份的歌曲。
二、教学建议
A. Good to know.
1.热身与复习
(1)复习12个月份的英文表达
①教师引导学生认读月份名称的单词卡片，随即发给读词最快的学生。
②拿到词卡的学生一起站到教室前面，按月份的顺序排队。
③全班再次按顺序说出12个月份的英文表达。
(2)教师呈现年历或第一课时歌谣课件，引导学生演唱第一课时所学的歌谣。
(3)师生交流：When is your birthday? It‘s in ...
2.学习新知
(1)教师呈现母亲节图片，引导学生观察画面内容，如：Who are they? What is the girl doing? Why is she giving flowers to her mother? Is it her mother’s birthday?...引出Mother‘s Day之后，让学生跟读词汇。
小学英语教案范文全英文版5
TEACHING PROCEDURES
I、Warming-up
Step one:Let’s the student listen to the review some adj. about the students do actions while listening.
Step two:Do an teacher will ask some questions about the listen 's about part B read and write in grade 's your favourite ……?
II、preview
Step one:ask and answer
The teacher is going to ask some questions. (eg:what is the weather like?)And show off the different pictures about weather. Guide students to answer questions by using warm,cool,hot.
III、Presentation
Let's learn
Step one:words study
Draw a trunk on the blackboard,and then add some light green students(look!The leaves are green season is it now?) Show off the word card ^v^season^v^.Teach them ^v^season^v^.After that,show off ^v^spring^v^.Students read after the describe the weather of ^v^spring^v^ character depend on their owe life.(eg:spring is warm in hangzhou/taiwan.) Then point at the main city on the map,and ask what is the weather like in beijing/shenzhen? Spell together.
Step two:continute to add deep green leaves on the say look!The leaves are becoming more and is ^v^summer^v^in the same way.
Step three:draw the sun and ligth,and acquit very oh,what is the weather like in summer?Guide students to answer it. It's hot,very very hot.
Step four:clean parts of leaves and light,and then colour some leaves into look!Now it's season is it now?'s fall ^v^fall^v^ on the together.
Step five:clean parts of leaves,and then add some cloudy and ^v^now,the weather is very is winter now.^v^.Teach ^v^winter^v^.Ask and answer:^v^what is the weather like in winter in ……?^v^
Step six:show off different picture about weather,and ask and 's the weather like?S:It's season is it now?S: to ask a question^v^what's your favourite season?^v^Guide students to answer it.
Let's start
Step one:show off different picture about ^v^what's the weather like in this picture?^v^
Step two:Play a game
Teacher shows the picture in different order to see who can correctly say the first word, the winners must give incentives.
Step three:Guide students to use patterns of small groups. And finish let's start .(eg:what's your favourite season?……because it's ……)
Consolidation and extension
Let student do some exercise which is from student exercise book.
小学英语教案范文全英文版6
Hello, everyone. I’m glad to be here to give my lesson plan presentation. The lesson plan I’m going to talk about is the reading part from NSECS book 1 unit 1 Friendship. Now, I’d like to explain how to teach and why to do so from the following aspects: the analysis of teaching material and learning condition, the teaching objectives, the teaching method and teaching aids, the teaching procedures, and the blackboard design.
First, I’d like to talk about the analysis of teaching material and learning condition.
The title of the text is “Anne’s Best Friend”. It mainly talks about a Jewish girl, Anne, who treated her diary as her best friend when she and her family hid in a shelter to escape from the killing of Nazis. The text has tow parts, the first part is about the background of Anne’s diary, and the second part is about the content of Anne’s diary. The key point of the text is that students can use different kind of reading skills like prediction, scanning and skimming to get good understanding of the text. The difficult point is that students can summarize the main idea of the whole text and each paragraph.
As for the students, they are in grade 9 in high school, and they have learned English for more than 7 years. They have a certain vocabulary store, while they lack the training of reading skills. They are interested in the topic of friendship because they attach much importance to friendship. And they can make some discussion in English.
According to the analysis of teaching material and learning condition, I make out the following teaching objectives.
First, language skills: students can use reading skills like prediction, skimming and scanning to read the text.
Second, language knowledge: students can learn some new words and new phrases, such as power, on purpose, in order to, etc. and students can be familiar with the topic of friendship.
Third, learning strategy: students will learn to study and solve problems by cooperation and communication.
Fourth, affective objectives: students will value friendship more and cherish what they have.
Last, cultural awareness: students will know more knowledge about the history of World War Ⅱ, especially the suffering of Jewish people during the war.
Then, I’ll talk about the teaching method and teaching aids. I adopt communicative approach. And the teaching aids are blackboard and PPT.
Now, I will focus on the teaching procedures. There are 4 steps.
Step 1 is warming up. It will cost 3 minutes. In this part, I will show students an English song “Forever friend”. Before listening, I will ask students to think about the question “What’s the song about?” so that they will listen to the song with purpose. After they finish the listening, they will know that the song is about friendship. It will naturally lead in the topic of the text. What’s more, students are interested in listening to music, the song will arouse students interest and activate the class atmosphere.
Step 2 is pre-reading, it will cost 5 minutes. First, I will ask students to read the title of the text and ask them “Do you know Anne? Who is she?” if students don’t know, I will tell them that Anne is a Jewish girl who survived in the World War Ⅱand I will talk about the suffering of Jewish people during the war with some related pictures. After students have the background knowledge of the text, I will ask them to look at the title and the picture of the text to predict the content of the text. The purpose of prediction is to make students read the text more carefully during the reading process. They will concentrate more to check their prediction so that they can get their mind closer to the theme of the text.
Step 3 is while reading. It will cost 25 minutes. There are there activities.
In activity 1, I will ask students to skim the text to get the main idea of the text and each paragraph. Because it’s a little difficult for students to summarize the main idea, I will give them some multiple choices to choose, it will reduce the degree of difficulty. The purpose of this activity is to train students’ reading skill of skimming, and they can get the general idea of the text.
In activity 2, I will ask students to scan the text to fill in some blanks. The purpose of this activity is to train students’ reading skill of scanning, and they can get some detailed information of the text.
Activity 3 is close reading. In this part, I will first explain some new expressions that may cause difficulty in students’ comprehension, such as go through, on purpose, in order to, etc. so that they read the text smoothly. Then I will ask students to answer the questions in exercise 2. After answering these questions, students will have a better understanding of the whole text. Next, I will ask students to work in pairs to use some adjectives to describe Anne’s feelings as she was looking out at the night sky. Then I will ask some students to come to the blackboard to write the adjectives. After this activity, students will have a better understanding of Anne’s feelings.
Step 4 is post reading. It will cost 12 minutes. In this part, I will hold a group discussion. I will set a situation to students. That is “imagine you have to go into hiding like Anne and her family, what will you miss most? Why?” I will ask students to work in 4 to have a discussion. After discussion, I will ask some students to report their groups’ opinions and then I will write them on the blackboard. The purpose of this activity is to cultivate students’ spirit of cooperation. And after the discussion, students will learn to cherish what they have.
Then, I will talk about the homework. I will ask students to write a short passage about what they will miss most and why based on the former discussion in class.
Ok, now, please look at here, this is my blackboard design.
miss reasons
This is all my lesson plan presentation, thank you very much！
小学英语教案范文全英文版7
After some practice by asking and answering, I present the next language points:
There’s no …inon ear…
Have …then.
And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life, learn by themselves.
Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.
That’s all. Thanks a lot for your attention.
小学英语教案范文全英文版8
Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the
teaching procedure,and Blackboard , let me talk about the teaching material.
Part 1 Teaching Material:
This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学
大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:
objects:
a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.
c)The Ss can use the patterns to express their thoughts in the proper situation.
objects:
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To Improve the student’s reading ability, especially their skimming and scanning ability.
or moral objects:
a)By completing the task,the Ss increase their interest and set up self-confidence in science;
b)Teach the Ss what is “science”, put the moral education in the language study.
now,let’s come to the Important points and the Difficult points.
Well, how to achieve the teaching objects better, how to stress
the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .
Part 2 Teaching Methods:
In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “Whole language
teaching” (整体语言教学法)and “Task-based” language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language former is a “scene —
activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use
language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.
小学英语教案范文全英文版9
Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.
Part 1 my understanding of the material
First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.
Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.
Third, about teaching aims
Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;
To learn sth about Jane’s research.
Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;
To develop students’ reading skills, such as making prediction and drawing inferences from the context.
Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;
To learn Jane’s bravery and perseverance in achieving her goals;
To reinforce the sense of wildlife protection.
Fourth, about key points and difficult points
I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.
Part 2 Teaching approaches
According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.
Therefore, task—based teaching method, students—centered teaching method and CAI will be used.
Part 3 Preparations before class
I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.
And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.
Part 4 Teaching procedure
I designed 6 steps to deal with this reading passage.
Step 1 lead—in
Activity: picture appreciation and question answering
I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.
The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.
Step 2 pre—reading
Activity: look and guess
The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.
Step 3 reading
Activity 1 scanning
The students are required to scan the text quickly and find out specific information of the following questions.
1 who is the student?
2 what animals are observed?
3 when did Jane Goodall arrive at Gombe? How old was she?
4 what was the purpose of her study?
By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.
Activity 2 skimming
The students are asked to skim the text quickly and summarize the main idea of each paragraph.
By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.
Activity 3 careful reading
For paragraph 1: Video watching and completing a diagram
Get the students to watch a short video of Jane’s research with chimps.
This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.
For paragraphs 2-3: Retelling job
These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.
By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.
For paragraph 4: Question answering
It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.
Step 4 post—reading
I designed 2 activities.
Activity 1: multiple choice questions
These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.
Activity 2: qualities and looking for relevant sentences
It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out
