一切为了学生的终身发展与幸福
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必修5 Unit5 ---史晓茜


Distinguished judgers, my fellow colleagues, good morning! It’s my great pleasure to stand in front of you and the final grand, so it’s really great, a great opportunity for me to meet you, and also talk about my understanding of this task or the passage. 

Part one: Analysis of Teaching Materials (status and function)

The passage I have in my hand is called “First Aid for Burns”, which is in compulsory Book 5 Unit 5 First Aid. This passage gives the students awareness of the importance of knowing about first aid and I believe it’s very practical and useful for us. This lesson plays an important role in the whole unit. It urges the students to attain some reading skills, such as skimming, scanning and so on, and also practice listening and speaking. And such a topic is related to first aid and certain steps of first aid treatment of burns, so it is very helpful to widen students some common knowledge in this field and also can raise learning interests of students.

Part two: Analysis of Teaching Objects( Students)

Well, so let me begin with some of situation of senior-middle school students. Most of my students are from the countryside, so they are very poor at pronunciation, in other words, they are someone (the persons ) that rarely speak-up, and some are not active in class. So during my teaching, I strongly recommend them to speak up and take every possible opportunity to practice their oral English as well as the writing. Ok, that’s my students.

Part three: Analysis of Teaching Aims(Objectives)

Well, my teaching objectives, next. According to the New Standard Curriculum and Syllabus(新课程标准和教学大纲),the teaching objectives I have is that the students will be able to understand main idea and also the structure of the text. I will also assist the students develop their reading ability, especially skimming and scanning ability, at the same time, the students’ ability of working in pairs can be well-trained. In addition, the students will learn some the language points and grammar points inside the passage. Ok, so that’s the objectives.

Part four: Analysis of Teaching & Studying Methods

Well, after that, as we know, the main instructional aims of learning English in the senior middle school is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language, I’ll adopt “Communicative Approach”(交际交学法)、“Tasks-based Language Teaching Method”(TBLT语言任务教学法)、and the “Students-centered Approach”(以学生为中心建构主义教学法). Well, take the “TBLT Method” for example, the “pre-reading tasks” are my usual practice--- the students would collect any information, like pictures, audio or video clips, some books (relevant books) as well as some forum in the world. Anyway, no matter which kind of teaching method, I am supposed to make the teaching speed or content suit my students, namely, all lives around the students.

On the other hand, some of my students who are from countryside are lack of self-confidence, so I will have my students study in a relaxed atmosphere. They will be taught how to be successful language learner and how to communicate with others. And also they will be conducted to pass “ Observation—Imitation—Practice” (观察-模仿-实践) to study language.

Part five: Analysis of Teaching Procedure

And in class, at the very beginning, there will be my Lead-in procession. In my Lead-in part, the students will be able to talk about what they find out and the form of the text. For example, “ask-answer activity”. I believe the “ask-answer activity” will be really fun part. In this part, I will divide the whole class into four groups to think about the treatments for different situations that they know as much as possible to get them warm up. Yes, you know, “Group-competition”. This part would not be so long.

And afterwards, there will be While-Reading tasks, or the First-Reading tasks. So I’d like to begin with some main idea--- main-idea task. I will give the students some kind of exercises or drills, like True-or-False, Questions or Multiple-Choice, or even some kind of Table for the students following. So it’s main idea.

And also I’d like to ask the students to do some reading skills, for example, Skimming and Scanning for the pacific details inside the passage. And also the topic sentences of each paragraph would be very good exercises for the students to master their reading skills and practice their reading skills.

Afterwards, come to Careful-Reading to see the whole passage.  So you can see, the passage can be very clearly classified as five parts. The first paragraph tells us the functions of the skin. And the second part also paragraph2 shows how we get burns. In the third paragraph shows the three types of burns. And the paragraph 4 is the symptoms of burns. The paragraph 5 tells us what to do if someone gets burned. So that’s the major structure of the text.

And of course, after the major part, I would like to give the students some time to do the language points. (There are many language points and new phrases such as: ★★★.Yeah, Maybe, there will be no enough time to learn the language points and the grammar points, I’ll arrange these parts into the next period.)

And lastly, that’s the conclusion whose form is the question.

And afterwards, we will come to review time. I will give the students some time to review the text we’ve learned. And also the assignment is the writing.

All right, thank you very much. 

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