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Class-oriented Material Selection and Lesson Planning

2021-06-03 来源: 51Due教员组 类别: Essay范文

给大家推荐一篇优秀的教员代写paper-- Class-oriented Material Selection and Lesson Planning我们都知道,教师在讲课时为学生选择合适的材料是一种必然的能力,这样学生才能从内部学到最多的东西。 而选择适合学生水平和需要的材料,其实也算是教师的一种必需品。 因此,本文想对我选择的课程和阶段进行概述,我将用于标准技能课程,希望它可以为其他老师如何更好地处理材料选择和课程计划提供一些有见地的建议。

It is known to us that it is an inevitable ability for the teachers to choose the suitable material for their students while lecturing so that students can learn the most from within. And the selection of material suitable to the level and needs of students can actually be regarded as one necessity for a teacher. Therefore this essay would like to give an overview of my chosen class and stages that I would use for a standard skills lesson, hoping that it can give some insightful suggestions to other teachers as for how to better deal with material selection and lesson planning based on studentslevel and needs.

The specific class that I would like to choose is the one that is made up by seven intermediate adult male professionals in Saudi Arabia who need English for business purposes and those seven intermediate adult male professionals are in CEFR Level B1. As those seven intermediate adult male professionals are in CEFR Level B1, they have stepped over a threshold in their English learning and they are able to involve themselves in steady conversations and put forward their own opinions on a given topic (CLL Centres de Langues. 2014). To put it more specifically, they can follow the major points of a discussion on concrete subjects; describe a dream or an event; explain an idea or a project simply; express personal thoughts; express personal idea on an article, a book or a film; give and question about an opinion; hold a conversation or discussion; roughly understand a magazine article or newspaper; watch news broadcasts and get the general meaning; ask others to paraphrase or explain fully if not understand; etc. (CLL Centres de Langues. 2014). Based on this, a fair knowledge can be obtained that my class students are already with a certain level of English but not enough, which determines that the material chosen for the class cannot be too easy or too difficult.

My chosen material for my class is a reading passage called The Body in the Gym and it is a short murder story with the themes of crime and mystery (Mark Hancock, Annie McDonald. 2012). The first reason why this material is suitable for my class is that the awareness toward crime can help cultivate studentslegal consciousness so that they can better manage their own behaviors in the business environment. It can be understood in this way that one is quite easy to break the law and then pay for it while doing business due to the regulations of business law or some other laws. Another reason why this material is suitable for my class is that its difficulty degree is moderate and students can roughly understand it. They can better understand it if they turn to some type of tools for help, like the dictionary, the Internet and any other accessible source. In this sense, students can learn something new and get what is unfamiliar to them digested. At the same time, students can consolidate and reinforce what they have learned before. In addition, murder case tends to arouse the attention and curiosity of the class because all my students are male and the males appear to show strong interest in suspense. As a result, my class may concentrate themselves more on the class content so as to make the value of the class be played to the full in the end.

After identifying why my chosen material is suitable for my class, what follows is the vocabulary that I would like to teach and how I would teach it. The vocabulary that I would like to teach is primarily the below words and phrases: inspector, muscle, do the robbery, send sb. in, game over and come off. Concerning these words and phrases, I plan to teach them through the matching method. The left line will be the aforementioned words and phrases that I would like to teach one by one and the right line will be the explanation toward those words and phrases listed in the left. Students can do the matching activity by looking them up in the dictionary or searching them on the Internet. Having finished the matching activity, students are required to make sentences with the words and phrases listed in the left, which can help suggest whether they have really understood the usage and meaning of those words and phrases.

And what comes next is the detailed illustration of how I will use the text in a reading lesson, during which the standard formula of warmer/pre-teach and a comprehension task will be used. Before introducing the passage, I will firstly ask students a question as for whether they have known something about crime in the past or not and how they look at crime. Invite some students to share the crime stories they have heard to their classmates and those who have no idea as for crime stories should listen carefully toward the stories told by their peers. Then show students several photos of criminals in the jails in order to better inform students that crime should not be committed under whatever situation. Accordingly, students can bear in their mind that they have to obey the law no matter they are doing the business or in their daily life.

After the warmer phase, directly distribute the handouts of the passage to students for them to do comprehension activities. Let students skim the passage for the first time and figure out what two big events happened in the passage. Try to know as clearly as possible toward the whole process of how those two big events occurred. Later on, guide them to intensively read the passage for the second time and judge who is the murderer. While judging, students have to give their supporting details as for why they make that decision. Or maybe it can be put in another way that they have to say whether they agree with the inspector’s judgment and why or why not. In the meantime, students have to do six fill in the blank tasks for their second reading and they are respectively the following ones:

1. The doctor says the body on the floor of Coogan’s Gym was killed at about         .

2. The man who was seen leaving the building at five past twelve had        shoulders,   hair, and a beard.

3. Coogan was killed with a         weight.

4. The robber of a 24-hour pharmacy wore a         football skirt and         jeans.

5. A lot of         were stolen in that 24-hour pharmacy, but no        was taken.

6. Coogan was killed at exactly          as the pharmacy was robbed.

After the fill in the blank activity, ask students whether they know the inspector is a man or a woman to detect whether they have paid attention to the word “she” at the end of the passage. Through this, I would like to remind all the students to take a rigorous and meticulous attitude while reading and such attitude also applies well to the business. The statistics on the contract in the business environment are highly related with the personal interests of each and every one who are in business.


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