1、Unit 7 Whats the highest mountain in the world? （Section B 1a-1d）Teaching Design . . The Guiding Ideology and Theoretical Basis As we know that the principles of communicative class can be reached only when teachers create appropriate experiential scenarios. And the teaching unceasingly establishes
2、the classroom instruction situation, take the question as the master line, guides the student to cause suspicion, the question and answer, stimulates the student creative thought ability, is helpful smoothly achieves the teaching goal to the teacher. Psychology demonstrate, pleasant learning can als
3、o prove to fully arouse students interest in learning, enthusiasm and play the potential of students, thus increasing memory effect. And the training aim in English teaching is to cultivate students not only to master fundamental language skills, but also to use foreign language to achieve communica
4、tion. Let the student carry on the spirited language practice, enhances enthusiasm which the student studies. The goal of Go for it! is to make language learning motivating and successful through a step-by-step progression that builds confidence and lead to open-ended activities where students can a
5、ctively relate learning to their personal lives. . . Analysis of Materials Section B in Unit 7 has changed the topic from the comparison of nature and culture to animals. This part introduces something about elephants, pandas and panda research base. Through listening, speaking, reading, writing and
6、 other activities, the teacher can guide students to learn more comparative sentence structures. On the one hand, the contents in la-le consolidate the fact description with numbers. On the other hand, it expands more sentence patterns such as multiples to compare two different things. In activity 1
7、a, it shows some information about an elephant and a panda, and students are supposed to compare them with comparative sentence patterns. Meanwhile, it also foreshadows the groundwork for later listening. In activities 1b and lc, the listening material is mainly about the description of baby pandas
8、with length, weight, color and so on. In activity 1d, students are supposed to take turns telling something about pandas. In emotional education, the teacher should guide students to understand why and how to protect the endangered animals such as the giant panda.After much deliberation, I design th
9、is language learning, speaking and writing class based on the latest English Curriculum Standard. . Analysis of Students Since this is the second part of this unit for Grade Eight, the students have been stimulated to talk about the comparison of nature and culture. And Ss also could describe pandas
10、 based on what they saw at the zoo. However, not all of them have known the details, especially the baby panda. In emotion education part, the teacher can guide them to think why and how to protect them. In order to help students grasp the key points well, I will use the following steps. First, the
11、clear learning objectives help students to monitor their own learning. Next, provides step-by-step language support for students to follow. Then, activities encourage learners to contribute their own ideas and feelings and to be active in class, and develop studentslanguage system. . Teaching Object
12、ives 1. Knowledge Objectives: To get to know the useful words and expressions weigh, at birth, adult, up to + many times +comparative + than + 2.Ability Objectives:To improve the English listening skills. 3. Emotional Objectives: To know more about pandas and try to protect them. . Key and Difficult
13、 Points 1. Key points Get to know the useful words and expressions weigh, at birth, adult, up to Improve SsEnglish listening skills. 2. Difficult points Use this sentence pattern “ + many times +comparative + than + ”freely. Finish a writing about panda. . Chart of Teaching Process . Teaching Proced
14、ures Step1. Lead-in 1.Greet the Ss warmly. 2.Free talk about “What do you usually do in your free time?” T:Hello, everyone！ Ss: Hello，Miss Zheng！ T:Nice to see you here！ Ss: Nice to see you, too！ T: You know, China is a great country. And we have leant something about it in this unit. So, can you re
15、tell something like the mountain, the river and so on? S1: The Yangtze River is about 6,300 kilometers long and it is the longest river in China. S2: The Yellow River is 5,464 kilometers long and it is the second longest river in China. T: So, that means Ss: The Yangtze River is longer than the Yell
16、ow River. S3: The Great Wall is the longest wall in the world. If were only talking about the parts from the Ming Dynasty, its about 8,850 kilometers long. As far as I know, there are no other man-made objects as big as this. S4: Qomolangma is the highest mountain in the world. Its 8,844.43 meters h
17、igh. T: Great. Also, there is a special kind of animal in Sichuan, China. It is a symbol of China. Whats that? Ss: Pandas. T: Can you describe pandas? What does it look like? (Think it over for a moment.) S1: Theyre black and white. S2: Theyre fat and cute. S3: They eat bamboo, but sometimes they ea
18、t meat. Lead-inPresentationPracticeListening DiscussionWritingSummaryHomework S4：They look like bears. S5: They are mammals. T: Today, we are going to learn Section B in this unit. It will show us more information about pandas. Step2. Presentation (1a) 1. Show the learning objectives. 2. Compare fac
19、ts about two animals and make sentences. 3. Make a set of sentences in group and then share in class. T: Lets see what we should learn in this class. Here are the learning objectives. By the end of this class, we will be able to 1. Get to know the useful words and expressions like these. weigh, at b
20、irth, adult, up to(lead Ss to read) + many times +comparative + than + (give examples and help Ss understand the word comparative) 2. Improve my English listening skills. 3. Know more about pandas and try to protect them. T: Are you clear? First, lets look at two animals and make sentences according
21、 to the given words. T: Look at the first one, who can say? S1: This elephant is 350 cm tall. T: Great. So, how about this panda? S2: This panda is 150 cm tall. T: So, which one is taller? Ss: This elephant. T: Now, can you use than to make a sentence about it? S3: This elephant is taller than this
22、panda. T: 350 minus 150 is Ss: 200. T: And we can put 200 meters before taller, so the sentence should be S4: This elephant is 200 cm taller than this panda. T: Do you agree? Ss: Yes. T: How about these ones? S1: This elephant weighs 5,000 kilos. T: Great. How about this panda? S2: This panda weighs
23、 100 kilos. T: So, which one weighs more? Ss: This elephant. T: Now, use than to make a sentence. S3: This elephant weighs more than this panda. T: Do you think so? Ss: Yes. T: Thank you. How much is 5,000 divided by100? Ss: 50. T: We can say 50 times. The sentence should be S4: This elephant weighs
24、 50/many times more than this panda. T: Do you agree? T: Next ones. Make a sentence, please. S1: This elephant eats 150 kilos of food a day. T: OK. How about this panda? S2: This panda eats 10 kilos of food a day. T: So, which one eats more? Ss: This elephant. T: Use than to compare them. S3: This e
25、lephant eats more than this panda. T: Do you think so? Ss: Yes. T: Thank you. How much is 150 divided by10? Ss: 15. T: We can say 15 times. The sentence should be S4: This elephant eats 15/many times more than this panda. Step3. Practice (group work) 1. Make a set of sentences in group of four. 2. A
26、sk some groups to share their sentences. T: Now can you compare two things or persons like this?. Please work in groups and make a set of sentences. (practice in group work, then ask some to share) T: OK, stop. Which group want to show first? S1: China has over 5,000 years of history. S2: The US has
27、 about 300 years of history. S3: China has longer history than the US. S4: China has many times longer history than the US. (ask more groups to share their sentences) Step4. Listening (1b&1c) 1.Have a prediction before listening. 2.Listen to the tape and finish 1b&1c. 3.Check their answers. 4.Watch
28、a video and help understand. T: Now, we have learnt more about the panda. Next, turn to Page 53 and look at 1b &1c. They will show us something about baby pandas. Look at Activity 1b, there are some numbers. Who can read them for us? S1: 100, 16, 20, 50, 120, 0.1, 0.2, 15. T:Another student, please.
29、 S2: T: When you listen, just check the number you hear. Understand? Ss: Yes. T: Look at Activity 1c, there are some sentences. Read them by yourself and predict what part of speech each one should be? (1min for Ss to think for a while.) T: For the first one, they should be Ss: Numbers. T: Yes, they
30、 are numerals. Why do you think so? Ss: Because of kilos. T: The numerals should be the ones in 1b. Which ones are better? Ss: (Variety answers) T: For the second one, it should be Ss: A numeral. T: Why is a numeral? Ss: Because of cm. T: Which one is better? Ss: (Variety answers) T: So does the las
31、t one, right? Ss: Yes, and because of years. T: Which ones are better? Ss: (Variety answers) T: For the third one, they should be Ss: Noun. T: Maybe an adjective for the first one. T: Now listen to the recording and finish 1b&1c together with your predictions. (Listen to the recording together.) T:
32、Which numbers did you hear? S1: 100, 20, 0.1, 0.2, 150. T:So how about the answers in 1c? S1: At birth, a baby panda is about 0.1 to 0.2 kilos. S2: At birth, a baby panda is about 15 cm long. S3: A baby panda is not black. It is pink and it has no teeth. S4: A panda can live up to 20 to 30 years. T:
33、 Are you all right? Ss: Yes. T: Now close your books. Lets watch a video about a baby panda and help you better understand. (Watch a video together.) Step5. Writing (1d) 1. Sum up the description sentences about pandas. 2. Work together and finish group writing. 3. Ask some to read their writing out
34、. T: Can you describe a baby panda now? (Lead Ss to repeat the description sentences about pandas they have learnt in the conversation.) T: Can you write a short passage about pandas according to the tips?. Please work in groups and finish one writing together. Dont forget to use comparatives and ti
35、mes. (Several minutes for Ss to finish writing) T: Time is up. Who can show us? S1 :(Read out their group writing) S2 :(Read out their group writing) (Give big hands to them.) Step6. Discussion 1. Why do we protect pandas? 2. How can we protect pandas? 3. Talk in groups and then share together. T: C
36、an we see pandas everywhere, like dogs or cars? Ss: No. T: Why? Ss: Few. / Not many. /Endangered. T: Right. Theyre endangered. So we should Ss: Protect them. T: But how can we protect them? I think you have your own ideas. Please talk in group. (2min for Ss to talk) T: OK. Whats your idea? Ss:(Varie
37、ty answers) T: Protect the wild environment. Dont cut down more bamboo. Tell people the importance of saving them. Better understand their habits. (T leads Ss to sum up together.) Step7. Exercise 1.Show Ss the exercise. 2.Let Ss think over and answer individually. T: OK, here are some exercises. Can
38、 you finish them? (Yes) Please think them over. Ss: (Answer the questions individually.) Step 8.Summarize 1. Make sure Ss get the knowledge objectives. 2. Give examples to help understand. T: No. 1, weigh is a Ss: Verb. T: You know, there is an ancient story named Cao Chong Ss: Cao Chong Weighs an E
39、lephant. T: The noun connected with weigh is Ss: Weight. T: Some girls like to lose weight. Do you understand? Ss: Yes. T: No. 2, adult. You are teenagers, and I am an adult. Yes or No? Ss: Yes. T: No, 3, up to. Understand? (Yes.) No. 4, at birth. What does it mean? Ss: When was born. T: And this se
40、ntence pattern. We use than to compare two things together, and we also use comparatives in this sentence. Right? Ss: Yes. T: Today, we have learnt that we can also put other words like times and meters in this sentence pattern. Ss: Yes. Step9. Homework 1. Finish your own writing about panda. 2. Lis
41、ten to the recording and imitate to have more beautiful pronunciation. T: Homework for today. Finish your own writing about panda. Can you? Ss: Yes. T: Look at the whiteboard. Just now, we have described the pandas in this class. It can be the main body of your writing. Then please add a beginning a
42、nd an ending to it. For the beginning, you can give a brief introduction. For the ending, you can write why and how we should protect them. If you do like this, it will be a good writing. Ss: Yes. T: Listen to the recording and imitate to have more beautiful pronunciation. Understand? Ss: Yes. T: So
43、, which group is better in this class? Ss: Elephant. T: Congratulations. Ss: (applause) T: A student mentioned the Chengdu Research Base. Do you know it? Next class, we will go into the base and know more about pandas. So, see you next class? Ss: See you! . Whiteboard Design . Advantages and Disadva
44、ntages Advantages In this teaching period, the teacher had an excellent design according to the contents, the students and the New English Curriculum Standard.Here is what the teacher did well. 1. The learning objectives were set really useful and efficacious. Ss could understand and achieve them ea
45、sily. 2.At the beginning, the teacher led Ss review what they had learnt in this unit and then changed the topic from the comparison of nature and culture to animals naturally. 3. The teacher came up with an acceptable way to present multiples by a mathematic form, and tried to present the new sente
46、nce pattern by drills, without more explanations. 4. Before listening, the teacher had Ss have a prediction first according to their experience. Thats a good way to develop information literacy of students and overall ability to learn. 5. The video was chosen successfully. Ss could better understand
47、 the description through vision directly. 6. The conversation brought Ss more source material for writing. They just needed to pick up the useful sentences to make up their own writing. Meanwhile, it also showed whether they comprehended the original meanings nicely and thoroughly. 7. “How can we pr
48、otect the pandas?” Thats the emotion education part of this class. It was the best time when Ss considered pandas with great interest to discuss the protection. Ss could share their ideas in groups. 8. The ending served as a connecting link between the preceding and the following. Disadvantages 1. Maybe the teacher should show the phonetic of the new words and let Ss recognize and read by themselves. 2. Before writing, the teacher should give specific requirements, like they must use the comparative sentence pattern with time. The teacher could check if Ss mastered it well at the same time.
