Teaching Reflections of Grammar Class Through theExample in Unit 13 Good Intentions

Abstract：This paper focus on the shortages of the teaching plan in Unit 13 Good Intentions and the parts which need to be revised during the teaching procedures. Through the teaching reflections， the author hopes it can motivate other teachers to explore how to apply different teaching methods to diversified the grammar class， improving the teachers teaching ability and arose the students learning interests.

Key words：grammar class; teaching plan; teaching reflections

1. Introduction

The material is from English in Mind in Grade 7， Unit13 Good Intentions， Period Two--Grammar （be going to）.The main idea of this lesson is to let the students master the rules of be going to and its different forms to talk about intentions in the future， which can directly help them master the rules of future tense latter in coming term. Although the students have learnt the different forms （Positive， Negative， Question， Answers ） and the two functions （intention ， prediction） in the previous steps in this class， they have not master feasibly and lack of practice to memorize them and use them in real situations. So the task of the left time in this class is how to design the practice effectively and practically.

2. The Demonstration of the Teaching Plan

Step1. Leading-in. Report： ‘What are the new year resolutions of my family？ based on their homework. Use the form of report to review the new words and phrases they have learnt in last class to warm the class atmosphere. And make the new words and phrases as a bridge， the teacher leads the students to use the positive and negative forms they have learnt in last class to express their new year resolutions， and improve the students oral English.（6）

Step2. Use Inductive Teaching Method to let the students master the two functions of be going to： intentions and prediction， based on the 3b and 3c.（9）

Step3.Use Deductive Teaching Method to introduce the positive， negative， questions and short answers of be going to. And then use Task-based Teaching Method to finish the exercise of be going to. （10）

Step4. Finish the left part in 3b and 3d.（4）

Step5. Use Game Approach and Task-based Teaching Method to practice the different forms of be going to. （Include group work） （15）

3. Teaching Reflections

3.1 The Merits

The teaching plan and the train of thought of the teaching plan are based on the psychological characteristics of students， for example， Game-approach and Total Physical Response are chosen to deign the practice， such as I SAY， YOU DO！/ YOU ASK， WE ANSWER to meet the requirements of the syllabus， giving enough time to the students to have real practice by themselves——here is more than 30% of this class（15mintutes/45minutes）. The presentation part is applied Game-approach， which creates a harmonious， pleasant environment for English learning; makes it possible to achieve the main purpose of middle school English teaching. Meanwhile， the students help， cooperate with each other and learning form each other in the game.

3.2 The Shortages and Improvements

Due to various objective factors， there are some limitations and shortages in the teaching plan， and many details need to be improved.

3.2.1. Leading-in as a bridge brings the connections between the old knowledge and new knowledge to create a easy way to the students to accept the new content. In the teaching plan， the author used report as the leading-in， two students should give their reports but 6minutes is not enough to achieve the teaching aim： give report——correct  mistakes——ask students to answer the questions. So change the report to free talk which can save time and finish the above tasks. （2） Due to the limited time （45minutes）， teaching plan is not equal to the real class， the teacher should leave flexible time for adjusting the teaching process according to the students learning situation. Here delete steps three and leave it as homework and give more time to group work and introduce the two functions of be going to（ table1）.

Table 1： After Revision

3.2.2. Create a real situation not by force to giving the certain knowledge. Take an example as followed.

T： Now， HE SAYS， YOU DO. （Ask one boy to come to the front of the class and act as the picture shows）

T： what is he going to do？  S： He is going to lose weight.

T： Is he going to lose weight？  S： Yes， he is.

T： Now， HE SAYS， YOU DO. （Ask one boy to come to the front of the class and act as the picture shows）

The teacher uses pictures to let the students act them out as the pictures show， to create a real situation to help the students to practice the positive and negative forms with the third person form. However， after the students get the right answer of the pictures， if the teacher again asks ‘Is he going to lose weight？ then this information becomes meaningless as the simple action in the picture is easy to guess. So here the teacher changes the design as followed to get more meaningful information.

T： Is he going to eat sweets？  S： No， he is not.

T： What is he going to do？  S： He is going to lose weight.

3.2.3. As a qualified teacher， it is very necessary to have sound pronunciation and fluency communication as well as the accuracy in the English class. Meanwhile we should pay more attention to every single word in the class， as the students believe what the teacher said is right and they try to memorize it as they hear it， which cannot be corrected easily in the future.

3.2.4. Practice makes perfect. A burst of splendidness on the stage needs many years of careful study and hard training for the actors. A successful class needs to several simulations before the class， which can also helps the teacher to deal with the unexpected situation in class， to indefeasibly apply the certain content as the teaching plan. When you have kept every step in mind， you can be more confident and have extra energy to pay attention to other aspects. For example， body language-face expression， which will directly influence the efficiency of the whole class.

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【作者简介】

马蕾（1998—），女，回族，中央民族大学外国语学院在读硕士研究生，主要研究方向：学科教学（英语）。