May 9, 2011
instructional design outside the research version of an English teaching job in Volume 4 basic module unit
default from WANG Pei-zhang Categories 2011-05-09 13:35:41 Word Count: Unit 4 School Becomes Interesting one, the overall interpretation and analysis unit
Unit 4 School Becomes Interesting analysis of the unit cell content in the theme post student learning and life. Through the study of this part, so that students are familiar with campus life, vocational schools, vocational schools to understand the characteristics, in order to stimulate their interest in vocational school life. Requires students to understand the introduction of daily life and study the language, can use simple English to introduce their school life. Analysis of teaching students the object is 10 1 Landscape Architecture class students. A total of 52 people in the class, students were generally poor foundation, listening, speaking, reading and writing abilities in different aspects than the weak, a small number of students can not even write properly regulate the 26 English letters, so they lack self-confidence and interest in learning , self-learning ability is poor. Class into the first class: Warming up ① ② ③ ④ Listening and Speaking ⑤ ⑥ ⑦
2 hours: Listening and Speaking ① ② ③ ④
3 hours: Reading and Writing ① ② ③ ④ ⑤ ⑥ ⑦
first 4 hours: Grammar Language in Use ① ② Skill Practice ②
5 hours: Around the World Oral Practice (introducing my school life)
6 hours: Pronunciation ExerciseMy Progress Check Skill Practice ② vocabulary test questions
Description:
1. take into account the Listening and Speaking ⑤ ② the conversation than the conversation simple and complex is a Key Sentence (We have skill-training classes in the afternoon.) I Listening and Speaking ⑤ ⑥ ⑦ to adjust to the first class, so that better reflect the level of teaching content, and all of Key Sentences are in the middle of a specific context.
2. Pronunciation Exercise adjusted to the last lesson, the students want to learn phonetic / I / and / i: / pronunciation and pronunciation rules, since the reading again the words of this unit, pick the starting sound with / I / and / i: / of the word to, followed by the students vocabulary test, so that the interface between teaching more natural.
3. P54 Skill Practice ③ the content and the themes of this unit is not deleting. In addition, For Better Performance is good for students based arrangements, poor foundation of our students, so this part deleted.
4. because “student workbooks” in P35 ②, P36 ② and P39 ① ② fill in the blank exercise the choice of words there are many repetitions, I will integrate into the vocabulary of the test questions, test students vocabulary to facilitate their use.
5. I added the Oral Practice (introducing my school life) the content, is to strengthen students language proficiency. Second, the sub-class instructional design
first class teaching objectives 1 as much as possible for students to have some words with the campus environment.
2. able to understand the introduction of daily life and study the language and simple English to communicate.
3. inspire students to live and study in vocational schools of interest. Teaching points 1 have the following key words: workshop, practical, always, start, subject, skill-training, car-repairing, by …, do sports, computer lab10
2. Terms have the following communication:
When do you usually get up in the morning?
I always walk to school.
When do you start your classes?

What do you do after classes?
What subjects do you have?
We have skill-training classes in the afternoon.
They are very useful. teaching English simple and difficult to talk about their school life. Communicative teaching methods, scenarios, task-based language teaching learning methods of cooperative learning, inquiry-based learning instructional media multimedia language lab, the process of teaching courseware and teaching picture preset time teaching teachers student activities activities designed to 2 nto 1 play a school students in the garden shed on the video training course, ask students the following questions:
a. Are the students in the classroom?
b. Where are they?

c. What are they doing?
d. Are they happy?
2. students answering questions, teachers, students said: Today, we begin to learn Unit 4. After this class, you will be able to talk about your school life.
courseware projection, show the following:
Unit 4 School Becomes Interesting < br />
You will be able to talk about your school life. the students to see the video left to answer four questions. Answers:
1. No, they aren . 2. They are in the
greenhouse.
3. They are learning to grow plants. or They are learning practical skills.
4. … to introduce the topic of this unit, to stimulate students professional interests. 18 istening to guide students to improve learning two dialogues:
Dialogue One (P48 ③ ④)
1. To guide students according to the word, key words and the book

The picture on the forecast conversation. (The dialogue is about school life.)
2. (Courseware projectors) time to read the questions to the students for half a minute, then play the recording twice, ask students to fill in the blank exercises to complete the selection below. (As the case may be put once more recording)
① When does Claire usually get up in the morning?
A.6: 30 B. 7:00 C. 7: 30
② When does she have breakfast?
A.6: 30 B. 7:00 C. 7:30
③ How does she go to school?
A. By bike B. On foot C. By bus
④ When does she start her class?
A. 8:00 B.8: 20 C. 8:30
⑤ What does she do after classes?
A. Does sports
B. Listens to music
C. Goes shopping
Dialogue Two (P50 ⑤)
1. to guide students to read the dialogue and try to fill in the missing words.
2. Play the recording twice, to enable students to correct answers.
3. deal with difficult sentence to explain besides the use
law: Besides maths and English, we have skill-straining classes. (courseware projection) to enable students to circle the following sentence the correct word:
① The factory is beside / besides the school.
② Besides / Beside Chinese, I also study English and French.

4 teachers in the classroom visits to observe the students read the case.
5. the students answer the following questions (courseware projection)
① What classes does Bob have?
② Why does Bob like to study computer science and car-repairing?
③ What training classes does your school have? (allowing students to answer in Chinese, English teacher) predicted conversation.
After students listen to recorded questions read
two times to complete the selection
fill in the blank exercises.
students read the dialogue and try to fill in the missing words.
listening to the tapes, filled
correct answer.
at the same table divided between the role of Long
read dialogue.
5 left to answer two questions. This task is designed to ensure that all students understand the material under the guidance of the problem, understand the details. Students with problems, “listen,” mind there is a “listen” target, it will reduce the “listen” difficulty, enable students to experience success.
listening to the recording prior to the students try to fill in the missing words, the aim is to train students to guess the word based on the ability of the context.
here dedicated to the students read the dialogue, the dialogue because it is relatively simple, easy to imitate, the output for the next part of the preparation. 3 nowledge Review 1 teacher asked: What have you learnt in this English class?
Words:
Sentences:
2. Students to list completed, teachers induction (courseware projection).
Words:
Classroom, factory, library apartment, workshop, practical, always, start, subject, besides, skill-training, car-repairing, use, useful, by bus, get up, do sports, computer lab
Sentences:
① When do you usually get up in the morning?
② I always walk to school.
③ When do you start your classes?
④ What do you do after classes?
⑤ What subjects do you have ?
⑥ We have skill-training classes in the afternoon.
⑦ They are very useful.
students have learned the word list

and sentences.
left two students to read words and sentences again. Through such a problem, and guide students to recall the lesson learned, so that students have learned the knowledge of a play, sort of process, in order to better achieve the teaching objectives of this lesson.
5 o imitate the use of 1 for students in pairs, talk about their campus life. Require students to at least talk about three aspects, can refer to the lesson by listening to the two dialogues.
2. tour guide teachers have difficulties.
looking for partner.
jointly determine which
introduced several aspects.
free dialogue practice
learning. Attempt to reflect the students in the “with school, learning to use” teaching philosophy. 2 ayout homework 1 gives each student a printed material.
Material, including material on all aspects of the knowledge review key vocabulary and sentence patterns, requires students to carefully review.
2. preview P49 ① words and phrases, pay attention to their pronunciation and meaning in Chinese. Review and preview. Independent review of the classroom so that students have learned, you can effectively consolidate the learning content. Teaching reflect the actual needs according to the teaching, flexible and creative use of materials, the materials content, presentation order and teaching methods, or adjust the appropriate choice is to mobilize the enthusiasm of students, improve teaching effectiveness is very important element. Warming up ①