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1DoingagoodjobAnalysisoftheteachingmaterials1.ThislessonisthereadingpartofLesson3Doingagoodjob,Book6ofthePrimaryEnglish.2.Thislessonisabouthowto

doagoodjobtoprotecttheenvironment.Itrequiresthestudentstomasterthenewwords,suchasdrop,paper,dirty,useful,should(n’t),throw,bin,pickupandp

ut…into,etc......andguidethestudentsreviewtheusageof“Howmany/much…”sentences.3.Themostimportantisnot

onlytoguidestudentshowtoread,butalsotodeveloptheirreadingmethods,skillsandtheirreadinghabits.4.Thisstoryisalittledifficultandnot

veryinteresting.SoItrytocreatemorelanguageinvironmenttoletstudentstrytothinkanddoinEnglishinthehelpofthemultimedia

.AnalysisofthestudentsThestudentsofGrade5alreadyhaveabaseinreadingability.Icreatrealcontextstoletstudentsfeel,understandandusethel

anguage.Itrytopromotestudents’readingskillsthroughlistening,self-reading,following,scaningandcarefulreading.Atlas

t,trytomakelanguageoutputeasily.TeachingemphasisanddifficulitiesEmphasis:Helpstudentsformtheability:1.Enabl

etoreadthematerialsaccordingtothesentencegroupandthentounderstandthewholepassage.2.Developstudentsabilitiesofgettinginformationanddealingwit

hinformationinself-readingperiod.Difficulties:Enablestudentstousethewordsandphrases,suchasdrop,paper

,dirty,useful,should(n’t),throw,bin,pickupandput…into,etc......Inrealsituation.TeachingaimsKnowledgeaims1.Enabl

ethestudentstomasterthewordsandphrases:drop,paper,dirty,useful,should,throw,throwawayandpickup.2.Enablestudentsto

readandunderstandthewholepassage,andtofinishtheexercisesandwritingtasks.Abilityaims:1.Developstudentsbasicabilityoflistening,speaking,readingand

writing,2.Stimulatestudentslanguagecreationabilityandthenfinishthetask-basedactivities.3.Developthestudents

’abilityofhowtogettheinformation,keysanddifficultiesinthestepofself-study.4.CultivatetheSsrightattitudetocom

municatewithothers:notvanityandtolearnfromeachother.Emotionaims:21.BeabletocommunicateinEnglishisagreatsourceofhappiness.2.He

lpstudentstosetuptheconsciousnessofsavingandrecycling.TeachingproceduresPre－readingStep1Greetings.Step2Showsomepicturestoletstudentknowwhat’sbet

terandwhat’sbadfortheenvironment.[Methodsandpurpose:Beginwiththeworldtopicofenvironmentalprotection,comparecleananddirtyscenewi

thsomepicturesofstrongvisualimpact.Leadoutthetitlewithdoinggoodthingstoletstudentknowourtoday’stopic.]While－readingStep11

.Listentothewholestorycarefully.2.Answerasimplequestion:Whatarethepupilsdoing?They’repickingupusefulthings.[Methodsandpurpo

se:Throughfirstlistening,getthemainideaofthereadingcontents.Useasimplequestiontosummarizethemainpointsofthe

text.Thisdevelopthestudents’abilityofcapturethekeyinformationquickly.]Step2Silentreadingandunderline[Methodsandpurpose:Thepurposeofreadi

ngindetailbyyourselfandunderlinethediffculitiesistrytocultivatethestudentsself-studyability.Thismakeagoodpreparationforthedetailslearning.]Step3Solv

ethedifficultiesingroups.[Methodsandpurpose:Basedonstudents,learnfirsttoteachbehind.Enablethestudentstocooperatewithothersacti

vely,askforhelp,helpothersandhavefuncompletingthetaskwithgroupmembers.Thiscanincreasetheirstudyinterestsandself-co

nfidence.]Step4Closereadingof1stparagraph1.Lookatthepicture,communicatewithteacherandlearnthenewwords:drop,paperan

ddirty.2.Expandingtheknowledgeofrecyclingandlearnthenewword：useless--useful.3.Pointouttheboys’mistake.Meanw

hile,learnshould—shouldn’tandthrowaway.4.Readafterthetape.Readaccurately.[Methodsandpurpose:Createarealcont

exttolearnshould—shouldn’t，usefulandthrowaway:givesomewarningtothepeoplewhodropthingseverywhere,trytomakestudyservethepracticalpurpose.Setupthecons

ciousnessofenvironmentalprotectionandmakeapreparationforrecycling.Mostwordsgatherinparagraph1,soastobethefirstpart.Soretellthe1stparag

raphatonceafterlearning.]Step5Learnthe2ndand3rdparagraphs.1.Tasksthequestions:a.WhatareMikeandLiLindoing?b.WhataboutJilla

ndLiuXin?3c.Howmanybottlesarethere?2.Readafterthetape.3.Answerthequestions,Meanwhile,learnthephrases:pickupandput...into.4.Reada

gain:PartAask,PartBanswer.[Methodsandpurpose:Readwiththequestions.Thisdevelopthestudents’abilityofcapturethekeyinformationquickly.Th

ethreeanswerscoverallofthecontentofthispart.Thepicturecanhelpstudentsunderstandandgettheusageofthephrase

s:pickupandput...intodirectly.]Step6Learnthe4thand5thparagraphs.1.Teachergivesthetaskbeforereading.MaryandMeimeiarepickinguppaper.Annisputtingthe

paperintoabin.Howmuchpaperisthere?Abouthalfakilo.2.Fastreading.3.Fillintheblankstocompletethesentences.4.Readthesentenc

estogether.[Methodsandpurpose:The4thparagraphissameasthe3rdparagraph.Idesignanexercisetopracticethep

hrases:pickupandput...intowhichwehavelearnedinparagraph3.Throughfastreadingandskimming,teachstudentsdifficultreadingstrategiestopr

omotetheirreadingability.Flexibleteachingmethodsalsocanavoidboredom.]Post-readingStep1Consolidationandpractice1.Readt

hestorybystudents.2.Retellthestorywithhelpoftheblackboardwriting.[Methodsandpurpose:Throughretellthestory,consolidatethemainideaandthekeypoin

tsandprepareforthestretchingactivity.]Step2Apuzzlegame1.Teacherexplainstherulesofthegame.2.Studentschooseato

picandthentalkaboutthetopicaccordingtothepictures.[Methodsandpurpose:Usethewordsinspecificsituations,cultivatingthe

students’abilityofdivergentthinking.Thegameischallengingandcanbringaccomplishmentforstudents.]Step3EnjoyapicturebookaboutthePeppaPig.1.Teacherin

troducethebasicinformationofthisbook.（Thisbookisfromthecartoon：PeppaPig.Thebook’snameis:HappyRecycling.）2.Read

thepictureandcommunicatewithteacher.Step4Writing.1.Writesomesentencesforthepicturebook.2.Maketheirownpicturebookafte

rclass.(Teachergivesanexamplefirst.)[Methodsandpurpose:ThestudentslikePeppaPigverymuchalthoughthey’reinG

rade5.Thepicturebookincludesounds,picturesandsomesentences.Thestory“Doingagoodjob”isnotveryinteresting,sowecanconsolidatethekeypointagainthrought

hislivelyway.4Themainaimofwritingistodevelopthestudents’comprehensiveabilityandstrengthenlanguageexperience.]Step4Homework1.Readyourpicturebookw

ithyourparents.2.Dosomerecycling.[Methodsandpurpose:Shareyourstudyachievementthroughparentschildcoreadin

g.Doingagoodjobonenvironmentalprotectioninourdailylife,theemotionsublimate.]BlackboardDesign:ReflectionInparticular,students

livingspaceislimited,extra-curricularEnglishreadingtimeisevenmorepitiful.Readingissoimportanttohelpustolearn

English.Inrecentyears,thefieldofChineseteachingisconcerningthejointbetweenin-sideclassandout-sideclass.SoIthoughtthatcanwecombinein-sideclassteachi

ngwithout-sideclassreading?Inthislesson,Icreaterealcontextstoletstudentsfeel,understandandusethelanguage.Itrytopromotestudents’readingabilit

ythroughreadmoreandspeakmore.Thistextis5notveryinteresting,andalittledifficult.SoIchooseapicturebookwhichisclosetothecontentthatweha

velearntinthisclass,soastoconsolidateandpracticeinalivelyway.IhopethestudentscanlearnEnglishinthereal,natural,lively,interestingstudyatmosphere.