Teaching design

Name:

ID:

Date:

1. Objective:

Teaching Ss how to describe their future lives in ten years with regard to job, living place, hobby, daily life, vacation,etc through pattern drills, role-play,communicative activities so that they are able to talk about their future lives in ten years in groups. PD: 能在教师的帮助下用简单的语句描述自己或他人的经历。

2.Worksheet

A. Warming up: fill the following table

Imagine your future life in ten years (with reasons) job

Living place

Hobby

Daily life

Vacation

B. Reading: the author’s life in ten years

Reasons

She’ll be a/an ___.

She’ll live in ___.

She’ll live with ___.

She’ll have___.

She’ll wear ___ during the week and

dress___ on the weekend.

She’ll go to ___ on vacation.

C. Discussion in groups

What’s your future life in ten years will be with regard to job, living place, hobby, daily life, vacation, etc?

(Teaching Ss to describe their future lives by using the future tense.)

3.

(1). Brief introduction:

Since the students I teach are in 7th grade, they have learned English for several years. They are familiar with many basic words in the passage and there are few new words for them to learn,so students can easily understand the whole essay. The most important part of the lesson is teaching them the use of future tense and using the structure “ I’ll___because___” to describe the future life in ten years.

As the teaching material is concerned about future life in ten years, which will gain students’enthusiasm greatly, so I designed Section A to excite their interest. Section B is for them to understand the content and the structure of this passage. And Section C is for students to express their idaes in groups with regard to future lives in groups, which will consolidate what they have learned and develop the ability of coorperation.

(2). What I have learned:

a.The grading standards of English curriculum, including affective attitude, learning strategy, language skill, language knowledge and culture awareness.

b.How to design an objective: identify the teachables including topic, forms and funtions. Then write objective with aligment of the structure of PD.

c.The structure of objective: Teaching Ss A through B so that Ss can do C with the support of D.

d.The key points to evaluate a teaching material: be positive in value system; be interesting in content; be rich in language features for learning; be good in artistic taste in graphic design and have unique features which lend support for a good teaching design.

(3). What I wish to learn but didn’t:

a.How to control a class and have an effective communication with Ss. Since the number of Ss we are going to teach is more than 40 in general, it’s not easy to organize an activity with everyone’s initiative. So how can we optimize the process of teaching and take most students’ feelings into account?

b.How to catch students’ attention during the class?

c.How to arange the blackboard-writing?

d.How to deal with the relationship between the textbook, teaching materials and curriculum resources?

e.How to deal with the relationship with the students as the main body and take the teacher as the guide?

f.How to deal with the relationship between the comprehensive teaching method and Task-based Teaching?

(4). Recommendations

a.Words on screen are too small to see clearly for the students sit at the back.

b.My suggestion is that you inform us in advance before you are going to teach a new item. So that we are able to refer to some materials concerned about the new course and have a better understanding of that.

c.I wonder that if we could organize a stimulating activity of teaching as if we were in the classroom of high school. Maybe we would find out more problems we didn’t notice before from the activity.

d.We can watch teaching videos together and discuss what we are supposed to learn and what we should avoid in the futur

e.