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