Module 1 Feelings and impressionsUnit 2 I feel nervous when I speak Chinese.I. Analysis of the Teaching MaterialType of lesson: Reading and writingThis unit is taken from New Standard English, Students Book Four with the topic of describing one s appearance,hobbies and feelings. The purpose of this unit is to tell students how to describe themselves and others,especially their feelings. By studying this unit, students will be able to know how to locate and understand specific information about a description of a person and write a brief description about themselves and others by using feel and the conjunction when .II. Analysis of the studentsStudents are quite familiar with and interested in this topic because it s quite close to their daily life. Whats more, students will feel easier to talk and write about themselves and others after the learning of Unit One.III. Teaching aimsAt the end of this class, students will be able to1) read, understand and apply the key vocabularies relevant to the description of a person correctly , such as glasses,jeans,nervous,pretty,proud,stranger,feel2) understand and apply the functional language of description, such as with short fair hair/I feelwhen I3)locate the key words and sentences about one s description by using the reading skill of skimming and scanning.4) make an oral description of appearance by using with correctly.5)write a brief description about a person, covering one s appearance,hobbies and feelings etc by using with,feel,and a compound sentence with when.6) develop some culture character,like “know it s normal to have bad feelings sometimes in our life but never give up and work harder.”7) take advantage of critical thinking to deal with something they hear or see.IV. Teaching difficult and important points1. Important point1.Students can use the reading skills of skimming and scanning to locate the key words and sentences in a description about a person.2.Students are able to use functional language of description to describe themselves and others both inan oral and a written form.3. Students can know how to face bad feelings and get some ways to deal with them.2. Difficult points1. Students can read fast to get the key information about a description correctly.2. Students are able to write a brief description about themselves and people around by using feel and the conjunction when correctly.V. Teaching methodCommunicative approach Task-based approach PWPVI. Teaching aidsa blackboard, the multi-mediaVII. Teaching proceduresProcedures Ts activityStep 1. Free talk and telling good newsAsk students some questionsabout themselves.Tell them we are going to visit RiverSs activityAnswer the questions.Enjoy the good newsPurposesTo check if the students are familiar with the topicTo arouse students interest and lead in the topicIPre-readingII.While-readingValley High School inSingapore.Step 2. Self-descriptionGive a self-description.Step 3. Description Show a picture and let students describe itStep4. PredictionLet students guess what the passage is about by the title and the picture.Step 5. Fast readingRead the passage and match the questions with the paragraphs.Step6. Careful readingListen and thinkWork in pairs anddescribe it.Share their guesseswith their peers.Read and match.Read , discuss withTo create a situation to present and teach new words and structures.To practise how to describe ones appearance.To develop the students reading strategy ofprediction.To develop students fast reading abilityTo encourage students toAsk students to readtheir partners andwork together to find outparagraph 1&2 carefully and number the words. number the words in the boxas she uses them.how Sally describes herappearanceAsk students to readFind out SallysTo develop the studentsparagraph 3 carefully and fill hobbies and fill in thereading strategy of scanning.in the mind map and answer a questionAsk students to readmind map.Answer thequestion.Fill in the table andTo help form good culture character:Its normal to feel bad sometimes,but never give up and work harderTo develop students readingparagraph4carefully and fill answer the questions.strategy of scanning.in a table, answer twoWork in pairs,ask andTo develop students criticalquestions,and do a pair work. answer.thinking.To practise “ I feelwhen”Step 7. Watch , read and thinkWatch the video and read after it to payTo cultivate studentsability to imitate authenticAsk students to read after the special attention to how English pronunciation andIII. Post-readingvideo and pay attention to how Sally looks and sounds and what she does while talking.Ask students to answer a question.Step 8. Guessing game Ask students to guess who it is by the other s description.Step 9. Group workDivide students into 4groups.Ask each group to give some advice on how to help the students fromSingapore when they feelSally looks and soundsand what she doeswhile talking.Answer the question.Work in pairs.Onedescribes and the otherguesses who it is.Askfor help if necessary.Work in groups andgive some advice onhow to help thestudents fromSingapore when theyintonationLet students look back the structure of the passage and think about how to describe a person.To practise how to make an oral description.To build up a real situation for the students to apply the language theyve just learned To guide students to think about how to deal with badbad like Sally in China.feel bad like Sally .feelings and help others.Step10. Writingwrite a message to their To develop the studentsAsk students to write a message to their parters inparters in Singapore and describewriting ability in target language by involving all theSingapore and describethemselves.Shareworks students in this activity.Tothemselves.Step 11. Assessment and SummaryRevise what we have learnt today together with the students by filling in an assessment chart .Step 12. Homework.and do peer evaluatingaccording to thechecklist.Finish an assessment chart of what theyve learned by check()provide a platform for students to learn from eachother and help each other to improve writing.To help the students to evaluate what they can and cant do at the end of this class.While the lesson is going on,this teaching design may have some changes , which are mainly determined by the students reaction as well as to meet the time limit.Blackboard DesignReflectionSelf-assessment(自我評估)How can I do the following ? Check() in the chart.assessmentTryExcellent Goodhard1.2.3.4.5.6.7.I can read ,and know how to use the words ,such as glasses,jeans,nervous,pretty,proud,stranger,feel I can understand and use the sentences, such as with short fair hair/I feelwhen II can read quickly and find the key words and sentences about ones description.I can describe myself and others with with,feel and when.I can write a description of myself and others with with,feel and when.I can know its normal to have bad feelings sometimes in our life but never give up and work harder.I can think critically about something I hear or see.一、Top 10 qualities of a good English teacher(a study by Denis Girard): 1.He makes his course interesting.2.He teaches good pronunciation.3.He explains clearly.4.He speaks good English.5.He shows the same inerest in all his students.6.He makes all the students participate.7.He shows great patience.8.He insists on the spoken English.9.He makes his pupils work.10.He uses an audio-lingual method.The most popular additional qualities:He shows sympothy for his students./He is fair to all his students./He inspires confidence.二、金字塔學(xué)習(xí)理論可以在日常教學(xué)中進行實踐。在塔尖，第一種學(xué)習(xí)方式“聽講”，也就是老師在上面說，學(xué)生在下面聽，這種我們最熟悉最常用的方 式，學(xué)習(xí)效果卻是最低的，兩周以后學(xué)習(xí)的內(nèi)容只能留下 5%。第二種，通過“閱讀”方式學(xué)到的內(nèi)容，可以保留 10%。第三種，用“聲音、圖片”的方式學(xué)習(xí)，可以達到 20%。第四種，是“示范”，采用這種學(xué)習(xí)方式，可以記住 30%。第五種，“小組討論”，可以記住 50%的內(nèi)容。第六種，“做中學(xué)”或“實際演練”，可以達到 75%。最后一種在金字塔基座位置的學(xué)習(xí)方式，是“教別人”或者“馬上應(yīng)用”，可以記住 90%的學(xué)習(xí)內(nèi)容。 愛德加· 戴爾提出，學(xué)習(xí)效果在 30%以下的幾種傳統(tǒng)方式，都是個人學(xué)習(xí)或被動學(xué)習(xí)；而學(xué)習(xí)效果在 50%以上的，都是團隊學(xué)習(xí)、主動學(xué)習(xí)和參與式學(xué)習(xí)。Many thanks for reading!May you be happy every day!