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人教B2U5Music
Readingforwriting
Introduction
Dearjudges,ladiesandgentlemen,it'sgreathonortostandheretosharemyteachingplanwithallofyou.I’mfromHighschool.AndthelessonI’vechosenisfromBook2,Unit5,Music.Andtheclasslastsfor40minutes.Thisisthestructureofmypresentation.Mypresentationconsistsofsixparts:theanalysisofteachingmaterial,students,teachingobjectives,teachingmethods,teachingproceduresandblackboarddesign.
Analysisofteachingmaterial
Let’setotheanalysisofteachingmaterial.
Actually,thelessonIhavechosenistakenfrombook2unit5music.Thereare8partsinthisunit.Ichoosereadingforwritingasmyteachingmaterial.Itsthematiccontextismanandsociety.Inthisclass,studentslearnthebasicstructureofspeechandfeelthepowerofmusic.
ThenIwillanalyzethepassageIhavechosen.
Clearly,thispassageistakenfromaspeech.Thetopicofthisspeechishowmusicimpactpeople.Thespeakersharesherownexperience,thepositiveimpactofmusiconherandheradvicetoothers.
Analysisofstudents
Let’setomylovelystudents.Mystudentsefromthegradeoneofseniorhighschool.Theyareactiveandenthusiasticinclassandhaveagoodsenseofteamwork.Moreover,theyareveryinterestedinmusicandeagertolearntomakeaspeech.However,duetothelimitededucationallevelofthearea,theydonothaveagoodvocabulary.Theirgrammarbasisisweakandtheirabilityofwritingadecentarticleislimited.Besides,theyalsolackcriticalandcreativethinking.
Analysisofteachingobjectives
Nextisforteachingobjectives.Ihavedividedtheobjectivesinto4parts.Thefirstislanguagepetence.Studentslearnthebasicstructureofspeechandsomerhetoricaldevicesandusethemtowriteaspeech.Thenisforthinkingquality.Studentsdeepentheircriticalthinkingandlogicalthinkinginclassactivities.Thenextobjectiveisculturalawareness.Studentsfeelthepositiveeffectofmusiconpeople.Thefinaloneislearningability.Studentsdeveloptheirwritingandcooperatingabilityaftertakingthisclass.Thekeypointsandthedifficultpointsareshownhere.Thekeypointistoguidestudentstomasterthestructureandrhetoricaldevices.Andthedifficultpointisthatstudentsusewhattheyhavelearnttowriteamovingspeechanddevelopcriticalthinkinginwriting.
Analysisofteachingmethods
Nextisaboutteachingmethodsinthisclass.Iadoptdifferentteachingmethods.Theyaretaskbasedapproach,teachinglearningassessingintegrationapproach,cooperativeapproach,andpeerreviewapproach.
Analysisofteachingprocedures
OK,Somuchabouttheaboveparts.Nextisabouttheteachingprocedures.That’sthemostimportantpartanditcanbedividedinto7parts.Thefirstoneisleadin.Iaskstudentsaquestion“Doyoulikemusic?AndWhatdoyoufeelwhenyouarelisteningtomusic?”ThenIcreateasituationforthem:nextweektherewillbeaconcertinourschoolandtheheadmasterwillinvitesomestudentstogiveaspeechonhowmusicimpactaperson’slife.Studentsareactiveinsharingtheiropinions.Thisactivityintroducesthetopicandattractsstudents’attention.
Inordertohelpstudentslearntowriteaspeech,weshouldlearntheexamplespeechfirst.Weshouldlearnthecontent,thestructureandthelanguagefeaturesthespeakerappliedinherspeech.Firstofall,studentslistentothespeechandbearthefollowingquestionsinmind:1.WhatwasSarah’sproblem?Howdidthemusicchangeherfeelings?2.Howdidmusichelpherduringherdifficulttime?3.Whatisheradvicetoothers?Afterlisteningtothespeech,studentsfinishthetable.Andthentheysummarizethespeaker’sstorywhichIdividedintothreeparts:Sarah’sproblem,howmusicimpactedherlifeandheradvice.Thispartaimstohelpstudentstounderstandthecontent.Afterthat,studentsareaskedtodiscussonhowmusicimpactedtheirlives.Differentstudentsgivedifferentanswers.Theircriticalthinkingabilityareenhancedinthisfreediscussion.
Nowwemoveontoreadforlanguagefeatures.First,Igivethedefinitionoftheserhetoricaldevicesandusesomeexamplesentencestohelpstudentsidentifytheserhetoricaldevices.Thenstudentsmatchthesentencesinthespeechwiththecorrectrhetoricaldevices.Tohelpstudentsfigureoutthefunctionofrhetoricaldevices,theyarerequiredtoparetwogroupsofsentencesandconcludethefunctionofrhetoricaldevices.Bydoingtheseactivities,studentssuccessfullyidentifyrhetoricaldevicesandunderstandtheirfunctioninwriting.
Nowlet’setoreadforstructures.Studentsreadthespeechagainanddividethisspeechintothreeparts:beginning,mainbodyandending.Inaddition,theyfigureoutthemainideaofeachpart.Inthisactivity,studentslearnthestructureofaspeech.
Thenextpartistowriteadraft.Igivespecificwritingrequirementsandtherhetoricaldevicestheyshoulduseinthewriting.Afterfinishingwriting,studentschecktheirwritingswiththeirdeskmatesandrevisethem.Bydoingso,theirwayofwritingaspeechispavedandtheyknowwhatexactlytowriteintheirspeech.Theirawarenessofcooperativeworkisalsoraised.
Afterpeerrevise,Iinvitesomestudentstoetostageandsharetheirspeechestowholeclass.Whentheyaredeliveringtheirspeeches,theyshouldpayattentiontothesetips.Andotherstudent
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