The speech plan of this lesson
Unit 2课件-2021-2022学年中职英语（第三册）（山东省职业教育出版）拓展模块
2. understand the passage about Helen Keller.
Unit 2
Unit 2
He puts the cardboard on top of the box. 他把纸板放到箱子盖上。 She glued the two pieces of cardboard together. 她用胶把两张纸板粘在一起。
Unit 2
Unit 2
You should try your best to realize your dream. 你应尽力去实现你的梦想。 We should help them realize their wishes. 我们应帮助他们了却心愿。
Unit 2
The noise made it hard for me to focus on work. 噪音让我无法集中注意力工作。 The discussion focused on two main problems. 讨论集中在两个主要问题上。
Unit 2
A: Do you know…? B: What’s it about? A: It’s about… B: What shall we do to realize our dreams? A: As long as you…, you will...
Unit 2
l Movie: 3 Idiots l three Indian gentlemen l manage to realize their dreams l never give up
Unit 2
Li Lei: As long as you have dreams, something nice will happen. Lucy: But I don’t think I am talented enough to realize my dreams. Li Lei: Even if you are not talented, you should always try your best to
英语课堂指令语
(1). what to say when beginning a lesson1. Now it’s time for us to have class.2. Is that the first bell or the second bell?3. There goes the bell. Now class begins.4. Now let me call the roll.5. Let me check up on you.6. Is anybody absent today?7. Everyone is here except Bill.(student on duty)8. Excuse me for being late, Mr. Smith.(A student)9. Why is Bill absent?10. Please come earlier next time.11. Now let’s begin the new lesson.12. Please open your books and turn to page 9.13. Let’s get dow n to some work.(2). what to say when announcing the teaching plan1. We are going to take up a new lesson today.2. Today we’ll conduct the lesson in this way.3. To begin with, I want you to look at the dialogue on page 7.4. Before we take up the new lesson, we are going to review lesson 2.5. This is the 4th period on lesson6. In this period we’ll start with the revision of the first part of the text.6. The aim of this lesson is to teach the use of “some” and “any”.7. We shall have dictation first. Pay attention to the pronunciation and your handwriting.8. If we have time, we’ll have a short quiz.9. Where did we stop/leave off last time?(3). what to say when teaching phonetics1. Notice how my tongue touches my teeth.2. This is a front/central/back vowel.3. Your lips should be spread/loosely spread/rounded.4. Transcribe in phonetic symbols what you have heard.5. You’d better use the falling tone here.6. We must pay attention to sentence stress/sense groups/liaisons.7. Put some feeling into your reading.8. Your should not pause in the middle of a sense group..9. You’ve read quite well except for one place…10. You’ve mispronounced the word… Now listen to me carefully.11. Say…after me.(4). what to say when teaching new words1. The word can be used either as a noun or a verb.2. Can you spell the word “blackboard”?3. What does the word “…” mean?4. What does the “…” stand for in the lesson?5. What is the implied meaning of the word “…” in the context?6. Don’t confuse the phrase “be used to” with “used to”.7. Can you distinguish/tell the difference between …and…?8. Can you think of any word to replace it?9. Please tell me what part of speech the word “…”is.10. And do you know its adjective form?11. Now remember that the word “sheep” h as the same form in the singular as in the plural.12. The phrase “look out” here has another meaning. It’s a warming which means “be careful”.13. Please make a sentence with this phrase.14. Could you give the Chinese equivalent of the phrase?15. Give a synonym and an antonym for this word.16. Do you know another English word which means the same thing? (5). what to say when teaching the text1. Now the text. The short text is selected/ adapted from a shortstory/magazine/novel etc.2. I shall tell you something about the author’s life.3. I shall give you the general idea of the text.4. We’ll read this paragraph first and then explain the difficult sentences.5. Please analyze the second sentence in paragraph 2.6. Can you paraphrase this sentence?7. Can you retell this sentence in a way easy to understand?8. I think it can be understood from the context.9. Now I’ll read the text once more. Please listen carefully.10. Don’t hesitate to ask me, if anything is not clear.11. What’s the function of the clause introduced by “that” in this complex sentence?12. These two sentences are the same in form but different in function.13. What’s your impression of the story?14. Raise your hand if you can’t follow me.15. Say something about what you have learned from(about)the hero. (6). what to say when teaching grammar1. You should have used the future tense, not the present.2. The definite article has been left out here.3. You should not have made such a serious mistake.4. The predicate verb must agree with its subject in person and number.5. Let’s not forget the sequence tense.6. Point out the subject / the predicate / the object / the adverbial, etc.7. The first letter of a proper noun must be capitalized.8. what kind of verb is “get” here?9. It’s a link verb.10. Do not be confused about the usage of the past tense and the present perfect tense.11. Please explain why the order of the sentence is inverted.12. How does a gerund differ from a present participle?13. How about changing direct speech to indirect speech?14. Your sentence is grammatically correct, but idiomatically not. It should be…15. Can you replace the attributive clause with a participle phrase?(7). what to say when doing oral work1. Now let’s do the questions and answers on t he text in pairs.2. Listen carefully and see whether his answer is correct.3. Can you improve on his answer? / Can you make it better?4. Does anybody share his view?5. Now look at the pictures on page 34 and try to tell the story in your own words.6. Well, I’ll ask two students to give us a dialogue on this topic. Who will be the pair to speak?7. Use your imagination while talking about the pictures.8. Speak clearly so as to make yourself understood.9. Now we’ll have discussion. You’re supposed to say something about…10. How do you explain the idea in simple English?11. Would you like to / will you speak a bit louder?12. Certainly. / Yes, I will.13. Please speak a bit louder.(8). what to say when written exercise1. Copy them into your exercise books.2. Write sentences after the given model.3. Write a short passage using these phrases.4. What did you put for No.3?5. See if you can put the verb in the right form.6. Exchange papers with somebody nearby / your partner.7. Mark the right / wrong answer with a tick / cross.8. Give yourself one point for every correct answer.9. Which of the four choices best completes the sentence?10. C is the right choice. It fits the sentence idiomatically.11. Make sure to write them out clearly in your exercise book.12. Please hand in clear copies.13. You’ve make good progress. But there is still much room for improvement.14. You must strive to work harder; otherwise, you won’t be able to catch up with your classmates.(9). what to say when doing translation and composition work1. We’ll have translation exercises today.2. Can you translate it into English / Chinese for me?3. Translate from Chinese / English into English / Chinese.4. What’s wrong with this translation?5. Who can give a better version?6. Is the translation true to the original?7. Now let’s talk about how to write good compositions?8. You must work out an outline before writing.9. Make a draft first, then copy it into your composition books.10. Write a composition about 350 words.11. Write a composition about what you’ve learned from…(10). what to say when teaching handwriting1. Write it in block letters / in print / in italics / in capital letters / in small letters.2. Copy these words five times.3. Write on every other line.4. Your handwriting is illegible.5. Write more slowly and carefully. Don’t scribble.6. Write from memory the English alphabet.7. We start each new paragraph on a new line.8. To begin each sentence, we should capitalize the first letter of the first word.9. Don’t forget to put a full stop at the end of each sentence, or to put a question mark if it is a question.10. Make sure I can read your handwriting.11. I can’t make out your handwriting.12. Leave space between each word. I hope your exercise books will be clean and tidy.13. I’m afraid you will have to recopy it.(11). what to say when organizing blackboard activity1. Go / Come to the blackboard.2. Take a piece of chalk and write the sentence / word out.3. Write it next to / above / below that word.4. Try to keep your handwriting straight / level.5. Move out of the way so that everyone can see.6. Can you see anything wrong with sentence 4?7. Erase the last letter.8. Would you go and fetch some chalk for me, please?9. Where is the eraser / sponge / duster?10. Clean the blackboard, please.11. Leave the answers on the board. You didn’t do it well this time, did you?12. No, I didn’t. Let me try again.(12). what to say when organizing role playing1. Now let’s act out this conversation / li ttle play.2. Any volunteers? I’d like to act the part of …3. Who would like to be…? Come to the front, please.4. Mr. Wang, you play the role of …And the rest of you are audience. Any problems?5. Who would like to act the scene for us?6. try to manage without your book, please.7. Let’s rehearse first.8. Pretend that you are a teacher.9. I think we should clap.(13). what to say when teaching in the sound lab1. Now, first of all, I’d like you to get familiar with the machines you’re to use.2. So switch the machine on.3. Could you plug the recorder in, please?4. Pull the plug out of the wall. / Unplug the recorder.5. Check whether your microphone is switched on.6. Make sure your number counter is at zero.7. Press your call button if you have any problems.8. Listen carefully to the instructions.9. While listening, mark your answer sheet.10. Hang up your headphones before you leave.11. Pull down / Roll up the screen.12. I’m going to show you some slides of English.13. Adjust the focus, please.(14). what to say when controlling the classroom1. Eyes to the front, please.2. Look at me / the backboard.3. Pay attention now. / Could I have your attention?4. May I have your attention, please?5. Try to concentrate now.6. Silence / Attention, please.7. Don’t shout / make any noise.8. Settle down, all of you.9. Don’t keep turning around.10. Stop fidgeting / messing around / playing the fool.11. Behave yourself.12. Word in twos / pairs / threes / fours, etc.13. Form into groups of three, etc.14. Work on your own. / Everybody works individually.15. No cheating / peeping / whispering.(15). what to say when giving assignments or dismissing class1. Now for your homework. Please do Exercises 5 on page 41 in you exercise books.2. For today’s homework, make sentences out of the words on the blackboard.3. Learn the text by heart and do the exercises on page 20.4. Your homework today is to prepare the last two paragraphs for Monday.5. Finish this off at home.6. Hand in your exercise books tomorrow.7. I’m not going to give you any homework this time.8. We’ll leave off here today.9. Class (is) dismissed.10. Let’s have a break.11. See you tomorrow / next week / on Wednesday.。
七年级册英语名师学案
七年级册英语名师学案In the ever-evolving landscape of education, the role of the English teacher has become increasingly crucial. As students navigate the complexities of language and literature, they rely on the guidance and expertise of their dedicated instructors. One such exemplary teacher is the English teacher for Grade 7, whose meticulous lesson plans and innovative teaching strategies have consistently inspired and empowered their students.At the heart of this teacher's approach is a deep understanding of the unique needs and learning styles of seventh-grade students. Recognizing that this transitional period can be both exciting and challenging, the teacher has carefully crafted a curriculum that not only imparts essential language skills but also fosters a genuine love for the written word.The lesson plan begins with a strong emphasis on foundational grammar concepts. Through engaging activities and interactive exercises, students are guided through the intricacies of sentence structure, parts of speech, and proper usage. The teacherunderstands that a solid grasp of grammar lays the groundwork for effective communication, both in written and spoken form. By ensuring that students master these fundamental skills, the teacher empowers them to express their ideas with clarity and confidence.Complementing the grammar-focused lessons are comprehensive units on literature analysis. The teacher meticulously selects a diverse range of texts, from classic novels to contemporary short stories, to expose students to a wide array of literary genres and styles. Through close reading, thoughtful discussions, and analytical writing assignments, students develop the ability to critically examine the themes, characters, and narrative techniques employed by various authors.One of the standout features of this teacher's lesson plan is the integration of creative writing exercises. Recognizing the importance of self-expression and the power of the written word, the teacher dedicates ample time to nurturing the students' creative writing skills. From poetry workshops to short story writing, the students are encouraged to explore their imaginations and find their unique voices.Equally impressive is the teacher's commitment to fostering a collaborative learning environment. Group discussions, peer-editing sessions, and shared project-based learning activities are woventhroughout the curriculum. By facilitating these interactive experiences, the teacher helps students develop essential communication and teamwork skills, preparing them for the challenges they will face in their academic and professional lives.Furthermore, the teacher's lesson plan demonstrates a deep understanding of the diverse learning needs of their students. Accommodations and differentiated instruction are seamlessly integrated, ensuring that each student is provided with the support and resources they require to thrive. Whether it's offering one-on-one tutoring, implementing multimedia learning tools, or adapting assessments, the teacher's dedication to meeting the individual needs of their students is truly remarkable.Beyond the classroom, this English teacher also recognizes the importance of connecting the curriculum to the real world. Through field trips, guest speaker presentations, and community-based projects, students are given the opportunity to apply their language skills in authentic contexts. This approach not only enhances their understanding of the subject matter but also helps them develop a greater appreciation for the practical applications of their learning.The teacher's commitment to professional development further sets them apart. Continuously seeking to expand their own knowledge and refine their teaching practices, the educator regularly attendsworkshops, conferences, and training sessions. This dedication to lifelong learning not only benefits the teacher's own growth but also ensures that their students receive the most up-to-date and effective instruction.Perhaps most importantly, the English teacher for Grade 7 has cultivated a classroom environment that is both intellectually stimulating and emotionally supportive. Through their genuine care and compassion for their students, the teacher has fostered a sense of trust, respect, and mutual understanding. This nurturing atmosphere allows students to take risks, embrace challenges, and ultimately reach their full potential.In conclusion, the English teacher's lesson plan for Grade 7 is a testament to the transformative power of dedicated and innovative educators. By seamlessly blending rigorous academic content with personalized support and creative expression, this teacher has created a learning experience that is both enriching and empowering for their students. As the next generation of learners navigates the complexities of the English language, they can rest assured that they have a mentor who is committed to their growth, both academically and personally.。
Informative Speaking Practice Speech Plan
Informative Speaking Practice SpeechYou will prepare a speech, which you will make on this date: Week 3, Lesson 2.You will work alone to prepare and deliver a speech about a topic of your choice.You will have 3 minutes in which to make your speech.You must prepare a Speech Plan, for your speech.Guidelines:First choose a topic and decide what the general purpose of your speech will be.•Once you have chosen the topic and the type you should write a specific purpose statement for your speech.•Remember to use the techniques for effective introductions and conclusions discussed in class.•Determine the main points you need to make to fulfill the purpose of your speech.•Complete the Speech Plan sheet. You must bring this on the day and hand it to the teacher before you make your speech.Decide what you will say and how you will say it, then rehearse your speech several times (at least once with a group of friends). You should consider good grammar, pronunciation and body language (especially look up how new and difficult words are pronounced). These are important for communicating the ideas in your speech effectively. Rehearse your speech at least three times from memory with other students so you can give each other feedback that will help you to improve your speech and technique before performing it for the assessment.What to do:-Choose a topic then narrow it down to a specific idea.-Decide on at least three main points you will make about your chosen subject.-Practice your speech until you can recite it from memory, then rehearse it at least three times.-Practice with people who can give you tips and advice.-Make sure the speech is appropriate for your audience; both in terms of the content and the language used.-Do NOT prepare a Power Point presentation (PPT).-Do NOT forget to practice making your speech without reading from a script.-Be sure to create speech cards with the outline of your speech written on them.Speech PlanName of speaker: ________________________________________________________________________ Title of speech: __________________________________________________________________________ General purpose: Informative __Specific purpose statement: ______________________________________________________________________________________________________________________________________________________ Structure:•Introduction: -(What will you do?)-•Main body:1.(Summarize each ofyour main points)2.3.•Conclusions: -(State how you willsummarize and -end your speech)Teacher’s comments:__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________。
英文绕口令教案高中生版
英文绕口令教案高中生版Title: Tongue Twister Lesson Plan for High School Students。
Introduction:Tongue twisters are a fun and challenging way to improve pronunciation, articulation, and fluency in speaking. They are also a great way to warm up the voice before a performance or speech. In this lesson plan, high school students will have the opportunity to practice and perform tongue twisters in a fun and engaging way.Objectives:To improve pronunciation and articulation skills。
To increase fluency in speaking。
To build confidence in public speaking。
To have fun with language and speech。
Materials:A variety of tongue twisters printed on cards or displayed on a screen。
Timer。
Whiteboard and markers。
Recording device (optional)。
Procedure:1. Warm-up (5 minutes)。
Begin the lesson with a quick vocal warm-up to prepare the students for speaking. This can include breathing exercises, lip trills, and gentle vocal exercises to loosen up the voice.2. Introduction to Tongue Twisters (10 minutes)。
高中英语说课稿范文优秀5篇
高中英语说课稿范文优秀5篇高中英语说课稿篇一高一英语《Unit 15 The Necklace》一、教材分析；1、教材简析：高一英语第十五单元的话题是play戏剧，整个单元的设计围绕戏剧展开听、说、读、写多种教学活动，内容涉及编故事表演、读剧本、如何写剧本等，让学生初步熟悉戏剧，学会剧本的欣赏、写作和表演。
我上的这节课本单元的第三节阅读训练课，是由法国19世纪后半期优秀的批判现实主义作家莫泊桑的短篇小说《项链》改编的短剧。
通过本单元的学习，既要让学生接触、了解戏剧的一些特点，又要让学生通过语言实践活动来体验语言，而提升自己综合语言运用的能力。
2、教学目标：(知识目标、能力目标、德育目标)知识目标：(1)学习、掌握有关戏剧的体裁，熟悉和体验故事发生的典型环境和剧中人物的典型语言。
(2)在认知、理解剧情的基础上，学会欣赏戏剧。
能力目标：(1)发展学生听、说、读、写的基本技能，提高阅读技巧，培养综合语言运用的能力；(2)能利用上下文猜测词义，同时能根据上下文线索预测故事情节的发展；(3)能根据所读材料运用适当语言进行表演。
德育目标：通过本文激发学生对人生和命运的感悟，整体提高人文素质。
确立教学目标的依据：根据新课标要求，通过听、说、读、写四项基本语言技能的训练，使学生形成综合语言运用能力，激发学生的学习兴趣，为真实语言交际打基础。
此外，每一门课程都应该尽可能结合学科特点，把培养学生的情感融化到日常教育教学中。
3、重点与难点：(1)重点：1.了解戏剧的文体特点并以此指导阅读；训练skimming, scanning, careful reading 等阅读微技能；3.对戏剧深层次的理解及戏剧的欣赏，认识及分析主人公的人物特征及人物性格。
(2)难点：1.阅读技能的训练；2.对戏剧的欣赏及课本剧的表演。
4.教学辅助工具：(1) 收音机；(2)多媒体(3)项链二、教学流程：1、新课导入由前面两节课编故事及表演引出戏剧和学生们所喜欢的不同戏剧类型(funny plays,serious plays or sad plays)，然后通过brainstorm让学生以个人活动的方式列举出中外著名的剧作家，再通过多媒体让学生把作家、作品、国籍进行连线，以此引人法国作家莫泊桑及短剧《项链》。
Inter说
2010年武进区中学英语教师基本功大赛说课稿(9A Unit 3 Integrated skills)湖塘实验中学贺丽金Good morning, everyone! I’m happy to talk about my teaching ideas of Integrated Skills in Unit 3. Three parts will be included in my speech: Analysis of the teaching material, Teaching and learning methods and Teaching1. Status and functionsFirst, I will talk about my understanding of this unit. The topic of this unit is teenage problems. It is a social problem and very relevant to teenagers’ life experiences.2. Analysis of the studentsAs we all know, the students in Grade 9 are facing high school entrance exams, so they have more problems and stress in their life and study. Therefore, the lesson must be very attractive to them, so they will be willing to speak up.And this lesson also plays an important role in this unit because it forms a connection link between the preceding lessons and the following lessons.3. Important and difficult pointsThe main purpose of this lesson is to train students’ listening and speaking skills.Difficult points are to help students get the abilities of obtaining information and making up dialogues to share problems and give advice.4. Teaching objectivesSo, I establish three different levels of teaching objectives.1) Ability objectives are to get studetns①To extract information from a student profile and a conversation②To talk about personal problems and give advice2) Knowledge objectives are①To learn some new words and s entence structures.②To learn to express feelings and sympathy, ask for help and give advice3)And, four Moral objectives will be set like this:①To a rouse students’ interest and self-confidence of speaking English② promote their participatory, cooperative and autonomous learning abilities③ deepen their cultural awareness④ and develop their positive attitudes towards problems in their life and study1. Teaching StrategiesDue to above objectives, Task-based Method, Communicative Method and Situational Method are mainly used in my teaching. The new English curriculum also encourages teachers to use these methods to stimulate students’ initiative of learning.2. Learning StrategiesWhile, students will mainly use Group Cooperative Method and Communication Strategies in order to promote their participatory, cooperative and autonomous learning awareness. Using these strageties can make students real masters in class while teachers act as directors and bring them abilities of listening, speaking, reading and writing.Step 1 Lead-inThat is the general guidance of my teaching. Then I want to talk about my teaching procedures briefly. At the beginning of the lesson, I plan to introduce a very famous American TV play－Growing Pains. When introducing the main characters, I will teach them the new words in this lesson.I believe such a beginning will greatly arouse students’ interest and build atmosphere of learning English and western culture. Thus, students will be involved in the new lesson quickly. And teaching new words in situation can make students remember them easily.Step 2 PresentationThen, another photo, including Sue, Millie, Amy and Sigmund Friend will be shown to lead in the main characters in today’s lesson.I think such a transition is very natural. It can make students feel curious about the main characters in today’s lesson and desire to go on the lesson.After that, studnets will be asked to read Sue’s profile silently and find out what problems she has.Reading silently can develop students’ thinking skills and the ability of abtaining information. Task-based method is used here beause they should find out Sue’s problem while reading.Step 3 Pre-listeningNow, students must be eager to know what advice she will be given. Then ask them to go through the notes andfill in the first 4 blanks. If they have difficulty understanding the notes, I will ask them to work in groups. Studying the listening exercises carefully before listening can develop student s’ good habits of pre-listening and also reduce difficulty of listening.Step 4 While-listeningNow, it is time for students to listen. They can listen to the tape three or four times. For the first time, just listen without writing anything. While listening for the second and third time, fill in the blanks. If they still can’t finish all the blanks, play the tape again and ask them to focus on these blanks. I will stop where they have problems. Students listen to the tape several times. Each time, they have different tasks. Extensive listening for the first time will get students to achieve the general sense while comprehensive listening can improve their ability of abtaining information in details. Teachers can also adjust their teaching according to student s’ feedback by monitoring their activities.Step 5 Post-listening (A3)After students get all the right answers, I will ask a question: How does Sue feel at last? Then get students to Finish A3. Next, students check the answers and solve difficulties in the report in groups. Meanwhile, I walk around the classroom and help with their problems. At last, have them read the report and think about two questions: 1) What do you think of Sue? 2) Will you ask a youth worker for advice if you have problems? Checking answers in groups can offter them a chance to think and compare by themselves. And the two extra quesionts can stimulate students’ thinking and promote their ability of assessing a person.Step 6 Speak upThen, I will continue my lesson like this: Everyone has problems from time to time. Are you willing to share your problems with others? Can you give your friends useful advice? Let’s learn Millie and Amy’s dialogue about sharing problems and giving advice.Then,play the tape and ask a question: What is Millie’s problem?Then, play the tape again and ask them to imitate it and act it out. It is also necessary to ask some top students to read it. I will assess their reading.Students read the dialogue in two ways. Imitation can improve students’ pronunciation and intonation while reading by demonstration can set an example for other students. Furthermore, teachers’ proper and positive assessment can strengthen the top students’ initiative of learning English.Before making their own dialogues, I’d like to help students summarize some expressions about how to express feelings and sympathy, ask for help, and give advice.Learning to summarize some rules or expressions is an important learning method and these expressions can enrich their dialogues.Finally, have them use Millie and Amy’s converstaion as a model to talk about their problems, then act out their dialogues.While they are practicing dialogues, a relaxing environment is created to give them a channel to communicate and cooperate with others. Acting out dialogues can promote their practical abilities and confidence.Step 7 EndingAfter dealing with Speak up, I want to tell students my own problem and ask them for help.When they find they can use the knowledge learned in class to solve others’ problems, they will gain a sense of achievement.Then I’d like to draw a conclusion like this: Everyone has both problems and different skills and talents because no one can be good at everything, so we should learn to share happiness and sadness with others.Moral objectives can be achieved here to encourage them to accept their own problems or shortcomings and try to overcome them.At the end of the lesson, I will advise them to watch the TV play Growing Pains on the Internet. I hope they will love it and have a better life with fewer problems in the future.Such an ending eaches Lean-in. It is also very meaningful to develop students’ Resource Strategies to enrich their learning and broaden their horizons by using resources available on the Internet.Step 8 HomeworkAs for homework, I will get students to write a similar profile according to Sue’s and exchange them in groups. Such a task is relevant to their knowledge learned in class and real life, so it can help them revise the lesson and also raise their interest.SummaryIn a word, the whole teaching and learning procedure is mainly based on the all-round development and lifelong study of the students. What’s more, by integrating students’ English education with their emotional education, I can make them get information, knowledge, skills and abilities in a democratic and harmonious learning enrivonment.That’s all. Thanks a lot.。
英语语法教案
英语语法教案Lesson 1: Nouns and PronounsObjective: To understand the difference between nouns and pronouns and their usage in sentences.Introduction:In this lesson, we will explore the basic concepts of nouns and pronouns. Nouns are words that name people, animals, places, things, and ideas. Pronouns, on the other hand, are words used to replace nouns in sentences.Materials Needed:- Whiteboard or blackboard- Marker or chalk- Handouts with exercisesI. Warm-up Activity:Begin the lesson by writing several sentences on the board. Ask students to identify the nouns in each sentence:1. The cat is sleeping.2. Sarah and John are playing in the park.3. My dog likes to chase squirrels.4. Books are a great source of knowledge.5. The sky is clear today.II. Engage:Explain the concept of nouns and pronouns to the students. Provide examples of both and highlight the differences. Emphasize that pronouns are used to avoid repetition in sentences.III. Explore:Give out handouts with exercises for students to practice identifying and using nouns and pronouns. Walk around the class to provide assistance and clarification as needed.IV. Explain:Discuss the answers to the exercises as a class. Clarify any misconceptions and provide additional examples if necessary. Highlight the importance of using pronouns to maintain sentence clarity and avoid redundancy.V. Elaborate:Divide the class into pairs or small groups. Provide each group with a short paragraph and ask them to replace the nouns with appropriate pronouns. Encourage them to discuss and justify their choices.VI. Evaluate:Have the groups present their revised paragraphs to the class. Provide constructive feedback and address any remaining doubts or questions.VII. Conclusion:Summarize the key points of the lesson. Remind students that nouns and pronouns are essential parts of sentence construction and help to maintain coherence and clarity in writing and speech.Assessment:For homework, assign a writing activity in which students need to create a short story using a variety of nouns and pronouns. Grade their papers based on their correct usage and application of the concepts learned in class.Extension Activity:To challenge advanced students, introduce more complex noun and pronoun concepts, such as possessive pronouns and indefinite pronouns. Provide additional exercises to reinforce their understanding.Note: This sample teaching plan provides a general outline for a lesson on nouns and pronouns. Feel free to adapt and modify it according to the needs and level of your students.。
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The speech plan of this lesson
Good afternoon, everyone. I’m very glad to stand here to share this lesson with all of you.
The content of this lesson is New Senior English for China Student’s Book1 Unit4“earthquake”. The content of this lesson is the attributive clause. My teaching report includes six parts. They are analysis of the book, teaching methods, teaching aids, teaching steps and blackboard plan.
Part1. Analysis of the book
1. The teaching content refers to the attributive clause and the usage of the relative pronouns. The attributive is the important point of grammar, so it plays a great role on the learning English.
2. Teaching objectives
By the end of this lesson, students should be able to:
I. Knowledge objectives
i. Learn and master the attributive clause.
ii. Learn to choose the relative pronoun.
II. Ability objectives
i. Describe something with attributive clause.
III. Moral objectives
Cooperate with each other and search for information.
Part2. Teaching keys and difficulties
i. Master the attributive clause.
ii. Use the attributive clause correctly in their daily life.
Part2 Teaching methods
I’ll use the task-based teaching method.
Part3. Teaching aids
My teaching aids are blackboard, textbook, chalk.
Part4 Teaching procedures
Step1. Greeting
I’ll make simple greeting to the students as usual.
Step2. Lead-in
I’ll give the students some examples with relative pronouns such as that, which, who and whose, and then ask students find the main features of them and ask student volunteers to present their results.
Step3 Presentation
I’ll conclude the main features give the exhausted analysis of each example and talk about the relative pronouns. Then we can get the definition of the attributive clause. Step4 Practice
Give some sentences and ask students unify two sentences into one sentence. At last check the answers together.
Step5 Consolidation
Ask a student to give me a simple sentence and ask other students to make it longer by using the attributive clause.
Step6 Summary and homework
Review what they have learned this class.
Homework: Finish the exercises 1 on page 27.
Part5 Blackboard plan
The left side
Show the examples of attributive clause with different pronouns.
Summary the main features of these examples.
Give the definition of the attributive clause.
The right side
Show the relative pronouns.。