The Teaching plan for the Open Class

By Anthea

Unit4 Shopping PartII

Teaching objectives :

1. to practise the listening skill

2. to practise the reading skill

3. to talk about the direction

The difficult point

1. to practise the listening skill

2. to talk about the direction

Step1 :Free talk

1. Do you often go shopping? And why?

2. What things do you usually buy ?

Procedures

1. Ask the students to discuss before answering the questions.

2. Give them some example if it is too difficult for them

Step2: Listen to the tape to answer the question.

1. What do the boy and girl need?

2. Where does the boy want to go?

Procedures

Listen to the tape for three times and ask the students to answer the questions.

If it is too difficult for them, they are invited to read the conversations.

The explanation of the meaning of mall to help form the exact concept about the mall by the map of the mall and the mall of Changsha.

Step3 read the passage on page32 partII (converation and picture) to answer the questions together.

1. Why does the boy need a new jacket?

2. Why do they go to the Demarco’s clothing store?

3. Do they know how to get to the Demarco’ s clothing store at first?

4. Where is the Demarco’s clothing store?

Procedures

1. read the questions together

2. to answer the questions

3. introduce and illustrate the word sale, across from information desk

sale

The girl also went to the mall because the sale was for the whole family

Information desk: because they don’t know how to get to the mall, they went to the informaiton desk for directions.

across from: ask the students to look at the map to see the example and ask more students to make more sentences

Step4 Listen to answer the questions by filling blanks.

1. Why does the girl need a new jacket?

2. How do they get to the Demarco’s clothing store?

Illustrate the word fit, sleeve, size, end , aisle

fit: ask the students to show the meaning of the fit. If a coat fits you. the sleeves will be ok and the size will be all right.

aisle show the aisle of the classroom and out of the classroom.

End: ask the students to walk to the end of the aisle of the classroom.

Step5

Act out the dialogue

The design on the blackboard

1. Why does the girl need a new jacket?

2. How do they get to the Demarco’s clothing store?

The class reflection:

Self-reflection

Because the material is too difficult for the students as the listening material. Therefore, they have great trouble in finishing the listening task. The class is mainly in the form of reading. Still difficulty is still there. Thus the interest is insufficiently activated and the thinking is not stimulated. Luckily the ecological circle of the class teching is preserved.

From the others:

评任凤老师的课

——卢大勇

任凤老师上课的内容是Book 5 Unit 4 Shopping Part 2，这堂课整体而言可圈可点。具体从以下几个方面来体现：

1.生态场。任老师从国庆的活动引入“What did you do on National Day?”，启发学生畅所欲言，表达自己的想法，再自然过渡到shopping这个主题上，尊重了Warm up的设计意图。但整堂课侧重点过多，是听力课还是阅读课还是口语课，不太容易界定清楚，这就导致课堂设计中的重难点无法突破。

2.思维场。任老师试图通过各种设问引导学生理解对话内容，问题很充足，如“Do you often go shopping? What do the boy and the girl need?”等等，学生读有所思，围绕问题开展自己的学习活动。但问题本身就很有局限性，学生的思维无法打开，他们的想法被局限在老师的框里，思维跳不出就没有得到很好的升华。

3.教与学方式的转变。小组学习和个人思考都有在本堂课中有所体现，个别学生很乐于表达。但有些活动流于形式，没有较好发挥出小组合作的作用，学生并没有通过老师的教学引导共同去完成某项教学任务。同学们没有清晰的学习目标，学习起来自然事倍功半。

建议：将教学内容化繁为简，让学生从一些单方面先理解透彻之后再进行综合运用，这样整体知识结构呈现出从易到难的自然习得过程；多想想如何让教学更具开放性，来源于书本但同时思维启迪应高于书本。