英語的說課稿精選:《What’s he like》（通用5篇）
作為一無名無私奉獻(xiàn)的教育工作者，往往需要進(jìn)行說課稿編寫工作，說課稿有助于學(xué)生理解并掌握系統(tǒng)的知識�？靵韰⒖颊f課稿是怎么寫的吧！下面是小編幫大家整理的英語的說課稿:《What’s he like》，歡迎閱讀與收藏。
英語的說課稿:《What’s he like》 篇1
Good morning, my dear judges, I am the second competitor. It’s a great honor for me to be here to share my teaching design with you. My presentation consists of the following parts: the analysis of teaching material, the analysis of students, teaching procedures and so on.
The analysis of teaching material
Firstly, I’d like to talk something about the analysis of teaching mateiral. This book is from Unit 1 of PEP primary English book. and the main topic is some adjectives and sentence structures to describe a person. Through learning this unit, students will be able to use these words and sentence structures to talk about people in their daily life.
The analysis of students.
Secondly, I will analyse my students. Students in grade 3 have just learnt some basic English knowledge, but it’s still quite difficult for them to use the sentence structure in daily life. So I will mainly use Communicative Approach and Situational Approach to help them learn better.
The analysis of teaching aims.
According to New Crriculum Standard, I set three teaching aims. The first one is knowledge aim: students will be able to read and write some adjectives like polite, shy, helpful, clever.... The sencond one is ability aim: through coorperation and discussion, students can use the words and structures to describe other people smoothly and fluently. The last one is emotional aim: Ss can be interested in learning English by doing different activities.
The analysis of teaching key &difficult point
Based on the analysis of teaching material, students and the teaching aims, my teaching key and difficult points are as follows. The teaching key point is that Ss can read and write the new words and sentence structures in this lesson. The teaching difficult point is that Ss are able to use these words and sentence structures to describe a person in their daily life.
The analysis of teaching methods.
To overcome teaching key and difficult point, I will mainly use Communicative Approach and Situational teaching method.
The analysis of teaching procedures.
Now, let’s focous on the most important part of my teaching design, that is the teaching procedures. It inclouds four parts, warming-up, presentation, consolidation, summary&homework.
Step1:Warming-up.
After the daily greeting, I will ask my students to do some actions to cheer us up. In this way, I can creat a active learning surrounding for my students and let them learn happily.
Step2:Presentation.
In this step, I will use five pictures to introduce the new words to my students. In these five pictures, there are five different people, students are asked to describe each person and from their description, I can get the new words easily, they are “polite, helpful, clever...” And after the introduction, I will play a game named “finger game” with them. The reason why I do this is to help students be familiar with the topic and understand the new words and phrases in the listenning material, so as to sweep the listenning obstacle. Then I will play the tape for three times. Before I play the tape for the first time, I will ask my sstudents what’s it about. And after they finish the listenning, I will ask some students to tell me the answer, they may get part of the information and I will combine their answers and get the main idea. And then I will play the tape for the sencond time, before they listen to it, I will ask them to get some details according to the structure given “what’s Wu Yifan like” after their listenning, I will ask someone to tell me the answer and I will get the “He’s hard-working”. After they totally understood the listenning material, they are asked to listen to the tape for the third time, and pay attention to the pronunciation and the intonation of the speaker. If possible, they can also imitate it. By listenning to the conversation for three times, students will master every little details in it .
Step3:consolidation.
In this tage,I will play a game named Apple game with my Ss: I will show an apple tree covered with many apples on the PPT, and on each apple, there is a word. Then I will ask students to read these words, the more they pronounce, the more apples they will get. At last, who gets the most apples will be awarded a smiling face. After doing this, they
Next, I will play another game with my Ss named Point and Say: Students are asked to show their own photos and describe their appearance using the new words and sentences.In this way, what we have learnt in this class will be consolidated.
Step4: Summary&Homework.
At the end of the class, I will guide students to summarize what we have learnt today. And give them today’s homework: they should draw a picture about their favorite cartoon character and try to describe him or her next class.
The analysis of blackboard design.
Lastly, I will put forward the analysis of blachboard design, my blackboard design inclouds three parts, topic , key words and key sentence structures. You can see very clearly what we have learnt today.
That’s all for my presentation, thanks for your listenning.
英語的說課稿:《What’s he like》 篇2
【The analysis of teaching material】
The content of selected teaching material is What’s he like?. It is taken from PEP Primary English book 5, unit 1. After learning this lesson, students will be able to describe a person by using the new words and sentences.
Based on the analysis of teaching material and New Curriculum Standard, I set following three teaching aims.
Knowledge aim: Students will be able to read and write the new words likeyoung, old, strict...
Ability aim: By practicing, students will know how to describe a person in their daily life.
Emotional aim: By doing various activities, students’ interest of learning English will be fostered.
Besides, the teaching Key&Difficult points are as follows:
Key point: the understanding and the spelling of the new words.
Difficult point: the usage of the words and sentences in real situation.
【The analysis of students】
Students in Primary school have learned English for just few years, they have some basic simple English surroundings, but it is still vary difficult for them to memorize some knowledge in short time. At the same time, they are curious and active，but their attention can be scattered easily, so I will design some interesting activities to attract their attention.
【Teaching method】
By using teaching method, students can learn better, so in this class, I will mainly use Situational teaching Method and Communicative Approach to arouse their interest.
【Study method】
As for learning methods, I will lead my students to use Independent study method and Cooperation study method.
【Teaching procedures】
Warming-up & Lead-in.
At the beginning of the class, I will sing a song namedfamily to my students, it is like this...at the same time, I will ask them to tell what they have heard in the song. In the song, there are some words about people’s appearance like short, tall...so in this way I can lead in the topic today. At the same time, a nice learning atmosphere will be created.
Presentation.
In presentation part, to help my students understand the meaning of the words better, I will show them some pictures, for example, In the first picture, there is a basketball star Yao Ming and in the second picture a famous movie star Pan Changjiang, so they can easily recognize the meaning of these two words, “tall” and “short”. Then I will show them other pair of pictures, such as, an old man and a little child, to help them get the meaning of “old” and “young” better. So in this way, I can introduce the meaning of the new words one by one. Then, I will lead them to read the words to correct their pronunciation. By showing them pictures, students can understand the meaning easily and they can be more interested in class.
Consolidation
After teaching new words, to help them consolidate what we have learned in the class, I will do two activities. First activity, word cards. Before class, I have prepared some word cards, on each card, there is a new word in the class, then I will show them to my students one by one, they have to read the words as quickly as possible. Game is a very interesting way to attract students’ interest and they can take part in the activity actively. Second activity is “ you draw I describe”. Students are divided in several groups at the beginning, two people in a group, one student should draw a simple picture about a person he is familiar with, and the other one will have to describe it. And then exchange their roles. During the whole process, they have to use the new words and sentences. After 5 minutes’ preparation, several groups will be invited to show their dialogue in front of the class, and I will give them some comments. By doing this activity, students can put what we have learned in use, and at the same time, their confidence of speaking English will be improved.
Summary&Homework
At the end of the class, to recall the main content of the lesson. I will ask someone to help to conclude what we have learned in the class. In this class, we have learned how to describe a person by using some simple English.
Then lastly, I will give them homework today, that is to describe their parents after class and next class to show to us. The purpose of giving this task is to help to consolidate the knowledge in the class.
【Blackboard design】
What’s he like?
short tall
old young
funny strict
What’s he like?
He is...
Now, I would like to talk about my blackboard design. As you can see, this is my blackboard design, it is very clear and logical, students can easily get what we have learned in the class.
That’s all for my presentation, thanks for your attention.
英語的說課稿:《What’s he like》 篇3
Good morning/ afternoon, dear judges! I'm very glad to be here to present my class today. I'm number X candidate applying for the English teacher of the secondary school. And my topic today is Unit 1 “What’s he like”. To get a better understanding of my instructional designing, I'm going to divide it into 6 sections, that is, the analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now I am going to present them one by one.
Part One: Analysis of the Teaching Material
The first and foremost is the analysis of the teaching materials. This lesson comes from Part A, LET'S TALK, Unit 2, PEP Primary English, Book 5. Its main theme is talking about people's character, which is a common topic among students. Actually they all have had such experience to use language to describe things, so this lesson will be quite useful to students' daily life.
According to the analysis of teaching material, I set up three teaching aims: knowledge aims, ability aims and moral aims.
Knowledge aims: Ss are able to master the sentence pattern “Is he/she young/old...? Yes, he/she is./No, he/she isn’t.” Besides, Ss can understand the dialogue between Wu Yifan and Oliver.
Ability aims: Ss’ ability of listening and speaking can be enhanced through a series of activities and group discussion. In addition, Ss are able to use the sentence pattern to describe a person in their daily life.
Moral aims, Ss are able to evaluate a person properly and not judge a person just by appearance.
Based on aims, the teaching key points and difficult points are as follows.
Teaching key points is How to help Ss to master the sentence pattern “Is he/she young/old...? Yes, he/she is./No, he/she isn’t.” and understand the dialogue between Wu Yifan and Oliver.
Teaching difficult point is: Ss can use the sentence pattern in their daily life and describe their friends.
Part Two: Analysis of the students
OK, let's turn to the analysis of students. Students of Grade 5 have studied English for more than 2 years and grasped a certain amount of English knowledge. They are eager to show, eager to learn. They can cooperate with their classmates to finish a task. On the other hand, students' ability of using English is limited; their abstract thinking is not fully developed and they can be easily distracted. Therefore, all of these shall be taken into consideration into today's teaching.
Part Three: The Teaching Methods
According to the analysis of teaching materials and students, I'm going to arrange my lesson by using the Task-based Method and The Communicative Teaching approach.
Part Four: The Learning Methods
The learning Methods of this lesson will be focused on cooperative and researched methods. Students will finish a series of activities to today’s lesson.
Part Five: Teaching Procedures
OK, so much for the teaching and learning methods. And the next one is the most important part of today, the teaching procedures, which will be demonstrated in the following steps:
Step 1. Warming up & Leading-in
I’ll broadcast the song “My new teacher” for warming up. And then play a “Word competition” game to review some words.
I’ll do just like this: Firstly, group division. Group 1, 2, 3 and 4. Would you like to have a PK? Great. I’ll show words by PPT. Please speak them loudly and quickly. Ready? Go. Wow, group, you are the winners. Congratulations.
By doing so, Ss’ interests to today’s lesson will be greatly stimulated.
Step 2: Presentation
1.Bring up the topic
I’ll show pictures of Mr. Lee and ask the following question:
T: Is Mr. Lee tall or short? Ss:......
T: Is Mr. Lee funny? Ss: ......
To elicit the topic “What’s he like”
2.Let’s try
Show pictures of Wu Yifan and Oliver. Create a situation about they see Mr. Lee today ans ask the following question:
What does Mr. Lee doing when they see him? Ss can guess. Then, I’ll show pictures of “Let’s try part”and do in this way: Look at these pictures, can you try to guess?
Ss may have different opinions, then, I’ll encourage Ss listen to the tape and finish the listening exercise of “Let’s try” part. Ss’ ability of listening can be improved by doing this.
3.Let’s talk, in order to help Ss have a good understanding of the dialogue, so, I’ll do the following things:
(After seeing Mr. Lee, Wu Yifan and Oliver start to talk about their teacher.）Do you want to know who are they talking about? Ss: ......
T: would you like to listen to the dialogue and find out the answer? Ss: ......
Then, encourage Ss listen to the dialogue for a second time and finish the following exercise:
1.Who is Mr. Young? He is___________.
2.Is he young? No, _____.
3.Is he funny? ___, he is.
After that, through ask and answer to practice the sentence pattern.
Step 3: Practice
To help Ss have a good command of the sentence pattern, I set three activities in this step:
Activity 1: Ss read the dialogue between Wu Yifan and Oliver after the tape, then, they are encourage to read the dialogue by themselves.
Activity 2: Encourage Ss talk about their teachers. They may reference to the words on page 4.
Activity 3: Play the game “Sentence dragon”.
During this session, I’ll pay attention to different Ss and provide help timely as soon as needed.
The communicative methods will be well applied in this step to improve Ss’ ability of listening and speaking. Ss’ interests to learn English can also be aroused through games.
Step 4: Consolidation
Create a situation about picking their new English teacher up at the airport. The monitor will describe the new teacher to other Ss. Ss are divided into four groups and create a short play in such situation.
The purpose of this step is to develop Ss' comprehensive ability to use language through the usage of Task based teaching approach.
Step 5: Summary
Ss will summarize what we have learnt today. The teacher give supplement timely. Then, the teacher remind the Ss that we should not judge a person just by appearance.
Students will have a further understanding of today’s lesson and review the knowledge.
Step 6: Homework
Homework is important for the further development of students' language ability. So, Ss are encourage to talk about their friends with their family members.
Last but not the least, let me talk about my blackboard design. On the black board, the topic will be shown, and then sentence pattern will be written on the blackboard. That’s all my presentation, thanks for listening.
英語的說課稿:《What’s he like》 篇4
Good afternoon everyone ! I’m very glad to interpret my lesson here today.The lesson plan I'm going to talk about is from Book I Unit 7 What does he look like ?—the first period. The language goal is: Describe people’s looks . and there are some new description words in it .My understanding of teaching materials include three parts :
(1)the first one from 1a to 1c . In this part ,help students learn the new words and language .try to describe people with them .
(2)the second part from 2a to 3 ,in this part mainly practice their listening and writing .
(3) the last part is Grammar Focus , in this part I’ll ask students to sum what they have learned in class and Explain some important things to them
l In this unit students learn to describe people . and the main content of this lesson are the sentences : What does heshe look like ?What do you hey look like? the answers and some description words.
l The ability aim is to describe people’s looks .
l As a new lesson I’ll use different kinds of methods to encourage the students to practice . Make them describe various people and be interested in my class .
There are eight steps in the lesson . Here are the steps .
Step I Revision .
Show some pictures of people or other things to revise description words they have learned
Like :old young eautiful ugly cute long and so on . Here are the pictures :
Step II presentation .
First , I‘ll use some pictures to teach new words : Show some famous star’s photos to teach new words . such as Yao Ming . He is tall . He has short hair . Here I’ll introduce the new language : What does he look like ? He is _______ . He has ________ . and then let students ask and answer with the pictures, Then do 1a match the words with the pictures . finish1b, listen and fill in the blanks . Students read the conversation together .
Step III pair work .
1c: In this part point out the sample conversation . and ask students to make a new conversation imitate it . look at the picture on page 41, they describe one of them,and other students find him or her . After this do Exercise 1 on paper .
Step IV listening .
In this part we’ll finish 2a and 2b . This activity provides guided listening and writing practice using the target language .first listen and circle the correct word, either is or has, When they hear it in the conversation. and then point at the chart in 2b, listen and complete it . then finish Exercise 2
Step V Game .
Describe someone in the class . Ask your classmates to guess who he is describing then do Exercise II.Work in groups . and at last find which group has the most right answers and they are the champion . have a flag .
Step VI Pair work and writing
Describe Lily’s new friend . complete the dialogue with words to describe Nancy’s looks . then write a new conversation imitate it Finish Exercise 3.
Step VII Sum and Test .
Review the grammar box . Ask students to read the questions and answers . Point out some important things : I’m , they’re , he’s and she’s with description of height and build .
Step VIII Homework .
Write a short passage about your good friends ,mother , or father .
I think using the target teaching method and the change of pictures and the competition may arise students interest . Each student can attend the teaching steps . and try to describe various people .improve their abilities .
At last is my blackboard designment :
What does he look like ? Words :
He’s tall. Short hair
He has short hair . curly hair medium build hinmedium height
That's all for my presentation. Thank you for your attention.
Exercises :
1. 完成對話：
A: Do you know my good friend Linda ?
B: Linda ? What _____ she look ______ ?
A: She’s ______ ______ (中等身材)， she’s very ______ (瘦)
B: What about her hair ?
A: Oh, she has long and _______ (卷曲的`)hair . She has a round face with ______ _____ (大眼) and a small mouth.
B: What about her clothes ?
A: Well, she often ______ (穿) a red dress .
2.看圖寫句，你能描述下列圖畫中的人物嗎?
1. She is ____________________.
She has ___________________.
2. He is ____________________.
He has ____________________.
He likes __________________.
3. She is __________________.
She has ___________________.
She wears ___________________.
3.補(bǔ)全對話：
A: So you ___ my sister ?
B: What _____ she look like ?
A: She ______ medium height. And she ____ short hair .
B: Is ____ thin ?
A: No, she isn’t , And she always ______ glasses .
B: Does she ____ curly blonde hair ?
A: Yes, she does.
B: Oh. I know ____ !
Test
單項選擇：
1. ____ doesn your father look like ?
A. How B. What C. Who D. Where
2. He always _____ black shoes .
A. wear B. put on C. puts on D. wears
3. --- What does old Henry _____ ?
---- He’s sad.
A. look like B. looks like C. look for D. look at
4. He _____ tall and he _____ a medium build.
A. is, is B. has, is C. is , has D. has, has
5. This person is medium height. She ________ short hair .
A. is B. have C. has D. there is
句型轉(zhuǎn)換：
1. She has long blonde hair .
______ ______ long blonde hair .
2. The boat looks like a duck .
______ ______ the boat ________ _______ ?
英語的說課稿:《What’s he like》 篇5
Good morning, everyone! It’s my great pleasure to be here sharing my lesson with you. I’ll talk about this lesson from five parts：Analysis of the teaching material and objects, the teaching methods, the studying methods, the teaching procedure.
Part1. Teaching material and objects
the content of my lesson is new senior English for China, student’s book 1, unit__. This unit is about ____________. I will finish part1 and part2. This lesson plays an important part in the English teaching in this unit. Following the new national English curriculum, after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are as the followings:
1.Knowledge objects:
a) The Ss can understand the content of the lesson.
b) The Ss can understand and use the grammar points.
c) The Ss can use the sentence patterns to express their thoughts in the proper situation.
2. Ability objects:
a) To develop the Ss’ abilities of listening, speaking, reading and writing.
b) To train the Ss’ ability of working in pairs.
c) To improve the student’s reading ability, especially their skimming and scanning ability.
3. Moral objects:
a) By completing the task, the Ss increase their interest and set up self-confidence in ________
b) Cultivate Ss’ awareness of keeping a harmonious friendship, put the moral education in the language study.
Important points and difficult points：________________
Part2. Teaching Methods
According to the analysis of the teaching material and the students’ learning background, I
will mainly use the Communicative Approach(交際教學(xué)法), Whole language teaching(整體語言教學(xué)法)and Task-based language teaching(任務(wù)教學(xué)法)
Part3. Studying Methods
Our students are relatively lack of the cultural background of English. As senior students they have a certain ability to read, but they are poor in cooperative learning skills. Some students are not active enough in class. Therefore I’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge through the mental process of hearing, saying, observing and thinking. That is to say, let the Ss study language by "Observation—Imitation—Practice "approach.（觀察—模擬—實踐三步教學(xué)法）
Part4. Teaching procedures
StepⅠ Warming up（3minutes)(Pair work)
Brainstorming: Get students to find out the names of ______ according to the pictures given and tell “When, where and why were ________________happened?”
Then some pictures of _________will be shown on the screen and the teacher will tell the students that they will get to know more about ______________.引入主題
Step Ⅱ Prediction (3minutes) (Group work)
1. Get students to read the title “In search of the Amber Room” and guess what the article will mainly tell about？Teacher will write the key words of their answers on the blackboard.
2. Students will get the answer after the first reading.預(yù)測主題，讓學(xué)生在思考后帶著疑問閱讀全文。
Step Ⅲ Reading
I. Skimming for fist (8minutes)of______.
�。═he writer tells the history of _________ room according to the order of time）
跳讀全文，獲取必要信息填寫表格。再根據(jù)表格內(nèi)容，引導(dǎo)學(xué)生填寫課文結(jié)構(gòu)圖，讓學(xué)生明晰全文的結(jié)構(gòu)。
II. Scanning for specific information (10minutes) (Group work)
Read the passage for the second time and answer the following questions.
1. What were used to decorate ________?
2. Where was the_______ first put after it was given to the Czar?
3. What changes happened to _______ in _______?
4. Why did________ hide ________ away when the Nazis army came?
5. Why did the people rebuild a new ________?
5個細(xì)節(jié)問題的設(shè)計，由淺入深，能夠照顧不同層次學(xué)生的思考，使所有學(xué)生都有所收獲。
III. Thorough comprehension and discussion (4+6=10minutes) (Group work)
1. Get the students to read the passage between the lines and finish the multiple choices below and tell the reasons.
1) What does the word “reception” in paragraph2 mean?
A. meeting B. dinner C. speech D. welcome area (in a hotel)
2) We can infer from the passage that____
3) What's the writer's attitude towards _________?
A. negative B. neutral C. positive D. indifferent
2. Get students to tell the answers as well as the reasons.
三個選擇題的設(shè)計，訓(xùn)練學(xué)生猜詞，推測和對作者觀點(diǎn)態(tài)度理解的閱讀思維。
Step Ⅳ Conclusion and questions from students (2+3minutes)
Ask 2 students to draw a conclusion of what he has learned in the passage and other students to raise some questions that they can't understand in the passage.
學(xué)生對本課所學(xué)內(nèi)容的總結(jié)和提問，也是對學(xué)生個體學(xué)習(xí)的尊重。
StepⅤ Homework (1minute)
I Teaching Aims:
1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)
2. To encourage Ss to practice, participate, and co-operate in the classroom activities.
3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think …
II Teaching Approaches
Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).
So during this lesson, emphases are to be laid on:
1. Student-centered teaching
2. Task-based learning
3. Activity-based teaching (individual work; pair work; group work; class work)
III Teaching Aids:
1. a projector
2. a multi-media computer system
They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks. 2
IV Teaching Procedure
Step 1 Warming-up & lead-in
Activity 1 Free talk (class work)
I will invite Ss to answer the following Qs.
Q1: Who do you think looks coolest in our class?
Q2: Do you like him/her?
Q3: If so, why? If not, why?
…
Activity 2 Picture-talking /Music-talking (individual work)
Download some pictures/music from the Internet. Guiding Qs may be:
Q1: Who’s she/he?
Q2: Do you like him/her?
Q3: If so, why? If not, why?
Q4: Do you think he/she is perfect?
…
Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Step 2 Pre-reading
Activity1 Look and guess (class work)
In this activity, Ss are required to look at the title/subtitle and guess what they will read.
Activity2 Brain-storming (class work)
In this activity, Ss are encouraged to think of as many words as possible to describe the picture/…
Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …
Step 3 Reading
Activity 1 Skimming (class work)
Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.)
Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible.
Activity 2 Scanning (group work)
Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form:Title
Part/Para.
Main idea.
Detailed information.
1 a. topic sentences/introduction
b. examples/supporting ideas
c. conclusion
Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.
Activity 3 Report (class work).
Invite some group members to report their work to the whole class.
Goal: To overcome Ss’ shyness and stimulate Ss to speak in public.
Activity 4 Further understanding and word study (pair work)
3
Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.)
Q1: What does the word “this” in the last Para. but 3 refer to?
A. B. C. D.
Q2: What is the Chinese equivalent for the phrase “investing in loss”?
A. B. C. D.
Q3: The word “flawless” in Line 5 of Para.2 can be replaced by ___
Q4: Which of the following statements is true or not true?
…
Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly.
Step 4 Post-reading
Activity1 Role-play(pair work)
Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview.
Activity2 Discussion (Group work)
Topics may be :
Q1: Do u want to be perfect?
Q2: Do u think there is anyone in the world that is perfect?
Q3: Look at the subtitle/title “Remind yourself ”, remind yourself of what? …
Activity3 Poster-designing/Cartoon-designing/…(group work)
Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of …
Step 5 Homework
Task 1 Write a summary of the passage (about 100 words) (Individual work)
Goal: To spur Ss to consolidate what they have learned.
Task 2 Look up some more information about … (Individual work)
Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic.
Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills.
As for my blackboard-design, since time is limited, I’d like to give a brief introduction. Title
Here is the form Here are some new words for Ss So much for my presentation. Thank you very much. Bye-bye.
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