2010教師資格初中英語(yǔ)說(shuō)課：Let’s explore the Ming Tombs!

　　3. Grammar Focus (10 minutes)

　　This is a difficult point in this lesson.

　　First, I will pick out all the sentences with adverbial clauses of time from the text. And I will ask the students to find out all the conjunctions about time.

　　Second, I will use examples to help the students summarize how to use these conjunctions by comparison. And in this way the students will go through the old grammar points with their own thinking.

　　Then we will move on to the new points. I will help the students to master these new points with explicit illustration with examples.

　　Third, I will show an abstract of the text with blanks. And the students should fill in the blanks with the right conjunctions. This exercise can help the students learn to make use of the former summary to distinguish the right conjunction from the other ones.

　　At last, sentence making is employed here. So the students can practice how to use the adverbial clauses of time to consolidate what they have learnt.

　　4. Intensive Reading (3~4minutes)

　　Intensive reading helps to get details. So I design some questions about detail information to check the students' comprehension.

　　Step 3 Outline the Story

　　In this task, I design two activities:

　　Activity 1. Use one sentence to sum up the main idea of each paragraph. It can help students to master the whole story. And it can also help them to go through Activity 2.

　　Activity 2. Retell the story in your own words. Retelling the story demands the students' higher ability to organize the whole passage orally. And it needs their good understanding and good memory as well as good language ability. This activity is a challenge for the quick learners to improve themselves.

　　Step 4 Discussion

　　After the former task, the students can master the whole story. To go further, I'd like to enlighten the students to think more about the text. And the discussion about the public rules will help me to achieve the emotion objects I mentioned.

　　First, I will ask: Do you think the three boys' travel experience was pleasant? Why not? If you go traveling, should you do the following things? For example, should you wait in the queue? Should you push other people? The students will tell me yes or no.

　　Second, I will let the students discuss and name some other public rules.

　　Step 5 Additional Materials

　　Activity 1. Listen More. This is Part 2 from this lesson. Here the students are supposed to get some detail information to fill in the blanks with.

　　Activity 2. Read More. Here I select an interesting short story about traveling. Most of the new words are not translated. So the students will guess the meaning of these words while understanding the whole story. It can help the students to cultivate their language sense. And here is only one question to check their reading comprehension.

　　Step 6 Project

　　I will show some pictures first and tell students about my travel experience to arouse their interest. Then, I will ask them to write an e-mail to their friends to tell him or her about their own travel experience. At last, I will ask some students to read their compositions as examples for the class.

　　In the end, I will show the assignment for the students to do at home.

　　This is my design of the blackboard. All the useful expressions and grammar points are listed on the blackboard.

　　Part 6 Reflection

　　In the process of teaching, I carry on task-based teaching method. I design six tasks for the students to complete, and each task is harder than the former one. I try to make the lesson rich, effective, and instructive. But as we know, not all the students are of the same level, a few of them may have difficulty in Task 5-- retelling the story. However, every coin has two sides. If all the activities are designed for the average students, the quick learners will not improve their ability in such a class. I hope I can find out some multi-activities for students of different levels to solve this problem.