英文说课稿 Lesson Plan Interpretation

Lesson Plan Interpretation

Unit 4 Unforgettable experiences

The 1st Period listening &Speaking

Good morning, ladies and gentlemen. It is my great honor to

interpret my lesson here and the lesson plan I am going to talk about is from SEFC Book 1 A, the first period of Unit 4 Unforgettable experiences. To make my presentation clear, I’ll explain i t in the following 5 aspects: My teaching principles; my understanding of the teaching material; teaching methods and learning ways; teaching procedure; blackboard work.

Ⅰ. My teaching principles

First I’d like to talk about my teaching principles .In the New Curriculum of senior middle school, the speaking and listening is emphasized and the audio-lingual method is adopted in English teaching. We should offer more opportunities for students to be exposed to more authentic English. And listening at a suitable level is one of the best ways. We should also concern about how to create and present good situations with suitable topics for practicing and learning. So in such a teaching case, the governing guideline is to input enough information to the Ss and to activate the Ss to talk in English by providing them with live situations. The main feature is to bine speaking with listening, observing, reading and writing. The good point is that the Ss will know not only how to speak but also what to speak about.

Ⅱ.My understanding of the teaching material

In my understanding of the teaching material, there are three parts: teaching aims & demands, the important functional items and also teaching important & difficult points. According to these, the purpose of the listening material is to help student get familiar with how to talk about personal experience, especially disasters. It demands Ss to pay attention to the detailed information about the material. The purpose of the speaking material is to help the Ss master some useful expressions when they want to show their emotions. In addition , I’d

like to divide this lesson’s objectives into three categories.

① Knowledge objective

Students should know some background information about disasters,

some names of disasters and also learn some words and expressions used to describe the disaster such as earthquake. And they should do some speaking practice to grasp some useful expressions about showing their emotions, such as Help! /I’m afraid to …/Don’t be afraid. /It’ll be ok. /Well done. And so on.

② Ability objective

Because this period bines listening with speaking, the Ss’ speaking ability and listening ability should be trained. So in my class I’ll play a story about Hankstam trapped in the earthquake , and teach them a few listening skills. Besides, in order to cultivate their ability of discussion, dialogue and even performing. Students should be asked to talk freely in English with partners by using the useful expressions and then act their dialogues out.

③ Moral objective

The speaking exercises help teach students to express their feelings when they are having difficulties and how others would say to encourage or fort them. So through the dialogue and acting, the Ss are enabled to understand the importance of friendship and love between human beings.

Ⅲ.Teaching methods and learning ways

Now e to the part of teaching methods and learning ways. In my class, I will take advantage of the situational metho d and “3 P” teaching method, that is “Presentation” “Practice” “Production”. Besides, I’ll use a tape recorder and some pictures as my teaching aids.

Ⅳ.Teaching procedure

Now, I’d like to talk about my teaching procedure. I want to carry it out in the following 5steps: lead-in; listening; speaking; consolidations; homework

Step 1 lead-in

According to the schema theory, I will ask Ss to recall their own experience of disasters and share it with each other. Get them familiar with what is going to learn and prepare for the listening part.

Step 2 listening

According to Krashen’s input hypothesis that learners acquire language as a result of prehending input addressed to them. So a moderate input is necessary. Therefore I will play a story about earthquake to them for understanding. Before listening, Ss are asked to

see some pictures and guess what happened in the pictures. A reasonable guess is conductive to their master of the listening material. Then they should finish the questions and fill in the blanks in the book. They can have a discussion when e across some difficulties, finally I will check the answer and make a conclusion by teaching some listening skills.

Step 3 Speaking

As far as I concerned, speaking is the most important section of my lesson so it should be paid more attention to. And at this stage, I adopt the “3 P” teaching method and situational method.

First I will invite them to a situation of being Hankstram in the earthquake encouraging them to give out as many expressions as

possible ,which is used to express worries and also guess what the doctor will say to fort and encourage him. They are also asked to read a dialogue to find some expressions for encouragement. After that I will list out more relative expressions on the blackboard. What I am going to do next is to produce half-controlled speaking activity. A student is invited to talk with me about a picture about fire. Here I play a leading role, so my questions are designed to activate him to use these expressions spontaneously. Then the whole class is divided into groups to talk about the pictures separately. Ss are familiar with the situations in these pictures ,for they directly e from our daily life; I will make Ss talk freely, so that they can get full involved in the activity. Before they start, I’d like to remind and encourage them to use those useful expressions. After preparing for several minutes, they are asked to act their dialogue out.

Step 4 Consolidation

In this step, students should try their best to recall the useful expressions they have learned in this lesson without looking at their books.

Step 5 Homework

Since the next lesson is the reading course for Ss to improve their reading ability and it is a little difficult, I will ask them to preview the reading part and find out some important words and expressions ,especially verbs in the text. It’ll ensure them to take an active role in the reading course.

Ⅴ.Blackboard work

The last aspect of my lesson plan is the blackboard work. On the left is the answer of the listening part; in the center is a form about useful expressions about showing people’s emotions when they are having troubles, forting or encouraging someone. On the right is the word s and expressions about disaster, earthquake. They should be listed clearly to draw the Ss’ attention again. That’s all for my presentation. Thank you！