Street-stallEconomy’sTeachingDesignⅠ.Analysisofstudents’abilitiesThestudentsparticipatinginthislessonarefromGrade1inhighschool.Mostofthemhavegraspedsomebasicvocabularyandcanreadforgeneralinformation.TheyalsocanexpresstheiropinionsinEnglish,thoughtheymaymakesomemistakes.Asforthetopic,theywillbeinterestedinitbecauseofitsclosenesstoreality.Ⅱ.AnalysisofteachingcontentThecontentconsistsof3passagesaboutstreet-stalleconomy.Thefirstoneisaboutthereturnofstreetstalls.Thesecondonetellsofthebenefitsofstreet-stalleconomy.Thelastoneexpressessomeconcernsaboutstreetstands.Allofthematerialischosenfromthenewswebsite,ChinaDaily,whoseinformationisreliableandaccurate.ThroughorganizeanddeletesomeunrelatedsentencesoraddsomeChinesenotesbesidesomewords,threepassagescanbereadeasilytostudentswithoutlosingtheaccuracyorfluencyeventually.Thevocabularyofthe3passagesisaround760words.Afterreading,thereisasmallreporttocheckifthestudentshasgainedthedefinitionanddifferentaspectsofstreet-stalleconomy.Ⅲ.Teachingobjectivesⅰ.Linguisticabilities:1.Studentscanmemorizesomebasicvocabularyaboutstreet-stalleconomy;2.Studentsareabletolearnaboutthebenefitsandbadeffectsofsmall-stalleconomy;3.Studentscanspeakouttheirownopinionsaboutsmall-stalleconomybyrole-play.ⅱ.Thinkingabilities:1.Studentscananalyze,classifyandsummarizeinformation;2.Developtheirpluralisticthinking.ⅲ.Learningstrategies:1.Previewthelearningmaterial;2.Gettheinformationbyscanning;3.Enjoycooperativelearningandlearnfromeachother;4.Getusedtopresentinpublicandgainconfidence.ⅳ.Culturalcharacter:1.Letstudentslearnmoreaboutsocietyanddifferentoccupations.Ⅳ.Importantanddifficultteachingpointsⅰ.Importantteachingpoints1.Studentscangettheinformationbyscanning;2.Studentsareabletolearnaboutthebenefitsandbadeffectsofsmall-stalleconomy;3.Studentscandeveloptheirpluralisticthinkingⅱ.Difficultteachingpoints1.Studentscanspeakouttheirownopinionsaboutstreet-stalleconomybyrole-play;Ⅴ.DesignprocessAccordingtotheCurriculum,theteachingcontentcanberelatedtohottopicsaboutsociety.SoItriedtoconnectteachingwithreality.Afterchoosingthetopic—street-stalleconomy,thenextstepistofindappropriateteachingmaterials.Chinadaily,asafamousmagazine,itsEnglishversionisalsoreliable.SoIchosesomenewsreportfromthewebsite.Iwantedstudentstoknowaboutthebackground,benefits,badeffectsandsuggestionsaboutit.ThenIdeletedandeditedthematerials.Imeanttodesignthislessontobeareadinglesson,soIfollowthetraditionaltask-basedteachingmethod.Thereadingpartismainlydividedintothreestages.However,thislessonistotallydifferentfromthepastreadingclass.Thislessondemandsstudentstoreadthreepassagesbyscanning.Butinthepast,studentsonlyneedtoreadone[passagebyskimming,scanningorcarefulreading.Ithinktheoldteachingmethodhasitsadvantages,butreadingseveralpassagesinoneclassisobviouslyattractingstudentsandadaptstocurrentEnglishabilitiesofstudents.Ⅵ.TeachingstagesThislessonincludes7stages,whicharegreetings,lead-in,pre-reading,while-reading,post-reading,summaryandhomework.Inthosestages,6taskswillbefinishedontheclass.Ⅶ.DetailedteachingprocedureStage1.GreetingsT:Goodafternoon,class.Welcometomyclass!Areyoureadyforourclass?Let’sgo!Stage2.Lead-inTask1.Knowsomethingaboutstreet-stalleconomy.T:Pleaselistentothissoundandguesswhereitisfrom.(playthesoundofstreetvendors.)T:Class,whereisthesoundfrom?Ss:Street/Stand...T:Good.Itisfromthestreetstallsorstands.(write“streetstalls/stands”onblackboard.).Now,pleasereadafterme.Streetstalls.Streetstalls.Good.T:Whataretheydoing?S:Sellthefood/sell...T:Great.Theyaresettingupstreetvending.(Write“streetvending’onblackboardandteachthewordtwice.)T:Whatdotheydo?S:Businessman/salesman...T:Nicetry.Theyarestreetvendors.(Write“streetvendors”onblackboardandteachthewordtwice.)Stage3.Pre-readingTask2.Talkaboutsomethingaboutstreet-stalleconomyT:Now,Iwouldaskyouaquestion:wouldyouliketoshoporeatonstreetstalls?why?Pleasethinkaboutit.(Ask3-4studentstoexpresstheiropinionsaboutstreetstalls.)S:Yes.BecauseIthinkthefoodischeap.../No,Idon’twantto.Because...T:Thankyou!Asforme,sometimesIlikeshoppingoreatingonstreetstalls.Becausegoodsarecheap,diverseandfunny.(explainthereasonsandshowPPT.)...Sometimes,Idon’tlikeshoppingoreatingonstreetstallsbecauseitmaybeunsafe...(ShowpicturesandreasonsonPPT.)T:Now,let’sseeapieceofnews.ChengduallowedpeopletosetupstallsinMarch.(show“designatedareas”andteach.)Besides,inGuangyuan,therearesomanystreetstalls.T:Asweknow,streetvendingisbanned.Vendorswerechasedawaybycityadministrators.(teachword“cityadministrators”.)Butnow,thesituationhaschanged.Why?Ss:Theywanttomakemoney...T:Todaywewilllearnmoreaboutit.Thatisstreet-stalleconomy.Stage4.While-readingTask3.Readpassage1andanswer.1.Whyisstreet-stalleconomyback?2.Willcityadministratorschasevendorsawaynow?Whatwilltheydonow?Task4.Readpassage2andfillintheblanks.Task5.Readpassage3Listsomebadeffectsofstreet-stalleconomy.______________________________________________Listsomesuggestionsaboutstreet-stalleconomy._______________________________________________T：Nowpleasereadpassage1andfinishtask.Timeisup.Let’schecktheanswer(Task4andtask5isdonebythesameway.Studentscanthepassage,findtheinformationandsharetheanswers.)Stage5.Post-readingTask6.Makeareportaboutstreet-stalleconomy.T:Wonderful.Class,nowlet’sdoareportaboutstreet-stalleconomy.First,Ineedareporter.Anyvolunteer?Thesecondoneweneedisaphotographer.Ok.Thankyou.T:Therearestill5roles.Groupleaders,pleasecomehere.Choosetheroleyoulike.T:Class,pleaseworkingrouptodiscussyouropinionsaboutstreet-stalleconomy.Onegroup,onerole.Thenyouchooseonestudenttobeinterviewed.Clear?Giveyou6minutes.T:Ok,.Timeisup.Let’swelcomereporterXXXandphotographerXXX.Reporter:Goodafternoon,everyone.IamthereporterXXX.Today...Stage6.SummaryT:Todaywehavelearnedsomethingaboutstreet-s