教学设计毕业论文.docx

单位代码 10642 密级公开 学号201303214103学士学位论文 教学设计论文作者：陈晓琼指导教师：张之材学科专业：英语专业（师范方向）提交论文日期：2017年4月13日论文答辩日期：2017年4月19日学位授予单位：重庆文理学院中 国 重 庆2017年04月BA Thesis Chongqing University of Arts and SciencesTeaching Design WorkBA Candidate: Chen XiaoqiongSupervisor: Zhang ZhicaiMajor: EnglishSchool of Foreign LanguagesChongqing University of Arts and SciencesApril 2017Table of Contents摘要IAbstractTeaching Design Work11. Introduction12. Analysis of Teaching Factors12.1 Analysis of Teaching Material12.1.1 Analysis of Unit812.1.2 Analysis of Section A (1a-3c)12.2 Analysis of Students32.2.1 Analysis of Students Age and Learning Psychology32.2.2 Analysis of Students Learning Situation32.3 Analysis of Teaching Methods and Aids32.3.1 Analysis of Teaching Methods32.3.2 Analysis of Teaching Aids53. Description of Teaching Plan63.1 Description of Section As Teaching Plan63.2 The First Class (New Words)63.3 The Second Class (Section A1a-2d)73.4 The Third Class (Section A2e-3c)74. Teaching Reflection7References9Acknowledgments10Appendix112017届英语专业学士学位论文 中文摘要 摘要在应试教育的背景下，中国初中生大多缺乏英语实际应用能力，且学生英语学习兴趣普遍低下。为了改变这一状况，在教学设计当中，老师吸收以学生为中心的教学思想，采用任务型教学法，在教学过程中充分运用现代多媒体技术，设计一些有趣的教学活动，分解知识难度，增加学习兴趣。在教师的引导下让学生主动参与到课堂中来，成为课堂学习真正的主人，开口说英语，体会英语语言学习的乐趣，在掌握课本知识，能用英语进行简单生日问候的同时，学会感恩。关键词：以学生为中心；任务型教学；学习兴趣IAbstractIn the background of exam-oriented education in China, most middle schools students do not really want to learn English. They learn it just for the examinations rather than communication. So that most of them learn the “dumb English”. In order that the students can master the knowledge in an easy and interesting atmosphere and learn to be grateful to others, the teacher uses “student centered” and “TBLT” to make this teaching design. In this teaching design, the teacher makes full use of modern multimedia technologies, and designs some interesting learning tasks to decompose the learning difficulties and increase students learning interests.Key Words: student centered, TBLT, learning interest12017届英语专业学士学位论文Teaching Design Work1. IntroductionThe designing focuses on the topic “When is your birthday?” taken from Go for it, unit 8 in Grade Seven. It focuses on Section A (1a-3c). And it will be divided into 3 classes: the new words class, section A 1a-2d, section A 2e-3c.This designing will be written from the following 5 aspects: analysis of teaching material, analysis of students, analysis of teaching methods and aids, description of teaching plan, teaching reflection. And the theories “student centered and TBLT” will be used to analyze the process of designing. The study is intended to know more about middle school students, get familiar with the junior middle schools English curriculum standards and analyze the text books Go for it to design an interesting and useful lesson designing. Under the exam-oriented education, many teachers treat students as a learning machine, in their mind, a good student is who does well in remembering the knowledge and who has high grades in examinations. But as for me, I think teaching is not just for the examinations, the purpose of language teaching is to communicate, and the purpose of education is to educate students to be good people. So, this lesson designing is aimed to make some interesting tasks to increase students learning interests, and then, try to let students talk about birthday and dates in English bravely, after that, guide them learn to be grateful to others, especially to their parents, friends and so on.2. Analysis of Teaching Factors2.1 Analysis of Teaching Material2.1.1 Analysis of Unit8“When is your birthday?” is the eighth unit in Grade 7, Go for it. This unit mainly talks about birthday and dates. All the activities are carried out around the topic of month terms and ordinal numbers. Students have learned cardinal numbers in unit 7, so, the ordinal numbers learning is a further study of numbers.2.1.2 Analysis of Section A (1a-3c)Section A (1a-3c) is the language period and grammar period. The grammar in this unit is to ask about birthdays and dates. Its not too difficult for students to learn the grammar, and all the students have their own birthdays, they will be happy to talk about birthday dates with their classmates. Through practicing speaking, they will know their classmates birthday. So I think they will be active in this class. But its difficult for most students to remember the months and ordinal numbers in class at a short time, so, teachers should encourage and give more time to this kind of students. If the students can learn it well, it will be helpful for them to learn section B. This section can be divided into 3 periods: the new words period, 1a-2d period and 2e-3c period. The three periods are not completely separated. Teacher should repeat the knowledge again and again because of Hermann Ebbinghauss discovery of the forgetting curve. This means, teacher should let the students have impression on the grammars while learning the new words, and review the words while learning the languages and grammars. The grammars do not need to be learned alone, it can be learned in many language sentence examples. Key Wordswhen, month, January, February, March, April, May, June, July, August, September, October, November, December, old, party, first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, fourteenth, fifteenth, sixteenth, seventeenth, eighteenth, nineteenth, twentieth, twenty-first, thirtieth, thirty-first.Key PhrasesHow old? See you! in August on September 5thKey Sentence PatternsWhen is your birthday, Linda?My birthday is on May 2nd.How old are you?Im thirteen years old.Grammar ItemsWhen is your/his/her/Alices/your fathers birthday? My/ his/her/Alices/my fathers birthday is in/onIts in/onHow old are you?Im thirteen years old.See you!Key PointStudents can use “When is your birthday? My birthday is” to ask and answer birthday.Difficult PointDistinguish cardinal numbers and ordinal numbers.Express months and dates in English correctly.2.2 Analysis of Students2.2.1 Analysis of Students Age and Learning PsychologyThe students in grade one of middle school are about 12 to 14 years old. They may be very familiar with this topic, because they all know how to spend a birthday. Most students at this age cannot remember all the knowledge rightly in a class, so the teacher needs to repeat the important knowledge again and again with different ways. 2.2.2 Analysis of Students Learning SituationStudents have learned cardinal numbers in unit7, it is much easier for some of them to master the ordinal numbers, but on the other hand, some of them may not be able to distinguish the cardinal numbers and ordinal numbers very well. Its difficult for them to remember the 12 months. The grammars in this unit are very easy, so, they can talk about birthday in English very quickly, but they may also fell very boring at the same time. They like learning through discussion and cooperation in a relaxing atmosphere. After learning English for several months, students can express their own ideas by using some words and some simple sentences .Its a good chance to exercise their spoken English. 2.3 Analysis of Teaching Methods and Aids2.3.1 Analysis of Teaching MethodsOur country always campaign for quality education these years. So both the student centered and the Task-based Language Teaching method have become more and more popular in middle schools English teaching class, especially in the language period and the grammar period. In this lesson designing, the student centered will be used all through the classes to let the students understand that they are the real host of the class. And the Task-based Language Teaching method will be used more in the grammar period to set some tasks to help the students to learn the grammars by themselves and increase the learning interests of the class. Both the two teaching methods have their own advantages and disadvantages. The students centered and the Task-based Language Teaching method is not completely separated. So the teacher should think about how to use these two methods. Student centered: There are varieties of way to focus on learning. Some ways can be teacher centered; others can be the student centered. In this lesson designing, I want to use the student centered.The student centered was put forwarded by Jean-Jacques Rousseau. In the past few years, whether the student centered or teacher centered in teaching was a hot spot of argument in China. The current research on student centered teaching method is mainly focus on how to use it in class. And finally, most people choose the student centered. In student centered, the students receive guidance and role models, but are allowed to form their own views and moral values (王蔷, 2000). That means students are the host in learning, and the teachers are the organizer, guide and cooperator in classes. Teacher should give more time to the students to thinking or talking about the knowledge the learned, and guidance them to find the right answer. Amin and Chegenizadeh (2012) found that majority of students are happy to use student centered as they could follow up the course easier than traditional and can concentrate more than traditional method. And with the developing of our society, the middle school students have broad vision, they are very smart, under the guidance of teachers, students complete their learning by utilizing a variety of teaching resources through cooperation, discussion and sorts of situations (Hongying LIU & ICETMS, 2013). Such as group work, they can work with their group members to solve some problems by searching information from the books, internet and so on. Except that, they can also learn by some activities: sharing, posters, debates, comparison, role plays, extension activities, spontaneous reflection and so on. If that, students can think by themselves instead of only waiting for the teachers, theyll fell happy and easy in class and they will be more active. Under the exam-oriented education in China, even though some middle schools and teachers said they should obey the student centered, they always use the teacher centered in fact. In order to put the student centered into the language class, what should the teachers do? Li Yan said that teachers should always keep students background, needs, interests, and learning styles in mind. (Li Yan, 2008). I agree with her very much. Only when the teachers know the students very well, can they put some useful activities in class. In this way, teachers will place more responsibility in the hands of the students and take student- centered into practice.TBLT: Task-based Language Teaching (TBLT) is widely promoted in English language teaching nowadays. Its a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. So, the teacher should set some tasks suitable. And TBLT, also known as task-based instruction (TBI) or Task-based language learning (TBLL), is a modern language teaching approach for second language learners. It started in the 1970s when scholars argued that language instruction should teach both grammar and meaning (Skehan, 2003). In 1998, China started to take the TBLT teaching method into classroom experiment in high school, junior high school and primary school (鲁子问, 2001). But what a task is? Prabhu (1987) found that a task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. And Willis said that tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome (Willis, 1996). It has the following characteristics. First, TBLT is more entertaining than other theories. Interesting tasks will stimulate students learning interests, cause the resonance of students and stimulate students enthusiasm of participation. Second, TBLT requires the authenticity of the teaching contents. Candlin points out that the authenticity is not simply about collecting some real materials from daily life, but how to use these materials is also a question for students( Candlin, 1987). Third, TBLT demands that in the process of teaching, students should learn the language by completing a specific task, instead of inputting a large number of language items mechanically and storing them in the brain only. The class will be more interesting if there are some tasks. And the students listening, speaking, reading and writing skills will be trained well by some tasks.2.3.2 Analysis of Teaching AidsThe PPT, cards, stick drawing, audiotape, pictures and Box Fish will be used in this lesson designing. The PPT will make the knowledge more intuitive and save some time without too much hand writing. The word cards will help the students to remember the months quickly, and the stick drawing, Boxfish may catch the students eyes and increase their learning interests.3. Description of Teaching Plan3.1 Description of Section As Teaching PlanThere are three teaching aims in section As teaching plan. First, it aims to help the students to learn to ask and answer birthdays with others. Second, it aims to set an easy and interesting learning atmosphere on class to increase students English learning interests. Third, student can learn to be grateful to others. So, I depart this section into three periods in this teaching plan, the new words period, section A1a-2d period and section A2e-3c period. Students are not only learning the new words, but also make some impression on the phrases and sentence structures in the new words period. It will help the students to fell easier to learn the sentence structures in the second class. And in the second period, there are some interesting tasks seated to help the students to learn the knowledge by themselves or group workers. Its easy to set an easy learning atmosphere in this class, and the students will be active in this class. In the third learning period, most of the students may have good control on the grammars because of the first two classes. They will spend much time on practicing spoken English in this teaching design. Talking birthdays in English with their partners will also help them to practice the grammars, setting some interesting home works will help the students learn to be grateful to others, for example, asking them to find their parents or friends birthdays . Most students cannot master the knowledge in a short time, so they should learn it again and again, step by step. In this teaching design, if they learn well in every small period, they will learn well in this whole section. 3.2 The First Class (New Words)Students are aimed to read the new words correctly, try to remember the important new words and make impression on the phrases and sentence structures in this new words class. Students may fell boring if they read the new words only in class. They have learned the ordinal numbers in unit7, so, its a good choice to review the ordinal numbers in the beginning of the class. The APP of Boxfish is very interesting, ask the students to read the new words after the Boxfish may help them to build a good pronunciation. Then, read after the teacher. And then, ask some volunteers to teach the students to read the new words. Teacher can teach them the phrases and sentence while learning the new words, if that, the class will be more interesting and the students can have impression on the phrases and sentences. They should spend some time to remember the new words after class.3.3 The Second Class (Section A1a-2d)There are three aims in this class. First, students can ask and answer birthdays in English. Second, students can learn to be grateful to others, especially their parents. Third, students listening skill can be trained as well.The teacher can guide the students to review the words at the beginning of the class. It can catch the students eyes in class quickly and directly. Then, ask the students to find the rules between the ordinal numbers and cardinal numbers by themselves or group works. Then, the teacher guide the students to learn the dates, the teacher should set 2-3 examples to teach the students how to express the dates in English, then, ask the students to make some practices. After that, come back to the text book and finish 1a-2d. 3.4 The Third Class (Section A2e-3c)Students may have a good impression on this units grammars before this class. So, they need more time to practice it in this class. Teacher and students should spend lots of time on 2e to learn the phrases and practice conversations. And they just need to spend several minutes to read the grammar focus and finish 3b-3c in this teaching design. After that, there will be a small birthday party in class. There are two advantages to have a small party in the last ten minutes of the class, first, it can practice students spoken English. Second, it will increase students English learning interests.4. Teaching ReflectionIt has some good design concepts in this lesson designing. Firstly, students English speaking skill can be trained well. Reading the new words after the Boxfish can help students to build a standard English pronunciation. And each student has a lot of chances to speak English in the next classes, which can help the s