| Materials and Planning - Unit 8 |
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How can I work in different stages of the lesson?
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Introduction
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本单元探讨一堂课的不同阶段应该采用的不同教学方法。教师可以灵活使用这些方法，但是需要注意的是活动的选择需要符合教学目标，教师要让孩子们清楚这些教学目标，而且要在每堂课结束时让孩子们回顾他们这堂课的收获。
(本单元的Flash课件请参见www.in2english.com.cn/teaching/) |
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Introduction
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How can I work at the beginning, middle
and end of a lesson? Can I only use certain activities in certain stages
of the lesson? This unit has some ideas. |
| 1. How can I start a lesson? |
· How you start depends on what your aim is. If
it is to present new language, for example, you might want to start with
a story, picture, song, dialogue or game which includes the new language.
· Make the aim of the lesson clear to children.
· Think about starting your lessons with routines. Routines can make children
feel secure. Remember to change them sometimes to keep children interested.
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| 2. How can I use the blackboard? |
· It depends on your lesson,
but, children may need to practise language they know with some help from
you, and then to produce language with less help from you.
· They can do this by working on activities in pairs and groups.
· Your role is to support and observe.
· Support children before an activity by checking that they understand your
instructions and by putting pictures, grids, drawings or key phrases on
the blackboard to help them to remember language they need.
· Observe during the activity and give feedback to children on their work
after it. |
| 3 How can I finish a lesson? |
· Try not to finish the lesson
in the middle of an activity. If you run out of time, think about finishing
before your last activity and using a short emergency activity.
· Give children time to think about what they learned in the lesson. This
is an important educational aim for children. They can write or tell you
about this, probably in Chinese.
· Sometimes you can summarise the main points of the lesson.
· Make sure you allow enough time to set homework. |
| 4. Is it best to use certain activities for
certain stages? |
· No. Each teacher and each
class is different. The activities you use may even depend on the time of
year or the time of day!
· If you have a lesson after lunch for example, you may want to use an activity
which wakes children up a little!
· You will need to be flexible in your teaching and balance the use of routines
which children know and like with new activities which will keep children
interested in learning. riting will need to be about twice as large as normal.
Put lined paper under the transparency to help you write or draw. |
| 一、Summary |
| We have looked at ways of working
in different stages of a lesson, and at the importance of giving children
time to think about their learning. It is important to be flexible in using
activities which support your teaching aim and the needs of your children.
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| 二、Glossary |
· stage(n) 阶段
· certain (adj) 某些
· routine (n) 日常事务
· secure(adj) 无虑的，放心的
· role (n) 角色，任务
· support (v and n) 支持，帮助
· observe (v) 观察
· grid (n) 格子
· feedback (n) 反馈
· emergency activity (n) 应急活动
· summarise (v) 总结
· allow (v) 允许
· flexible (adj) 灵活的 |
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