Sample Lesson Plan 教学课程设计

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Sample Lesson Plan: Teaching Writing SEFC Book1BUnit16 Nature Endangered animalsLearning Objectives•Knowledge•Skills•Learning strategies•Affect•Cultural awarenessTeaching methods and Teaching aids:Task-based language Teaching; Process approach to writingMultimedia devicesvideo tapesCAI coursewareTeaching procedureStep 1:Pre-writingActivity 1: Lead-in activityFree talkQuestions:Do you like animals?What animal do you like best?What do you think of…? Why?Do you worry about some animals?Which kind of animals do you worry most? Why are you worried about them? Activity 2: speakingTask 1: List endangered animals. (G1)G1 give a presentation on several species of endangered animals and their characters and living habits using PPT (Giant Pandas, North China Tiger, African Elephant, Dolphin and Gorillas).•self introduction•Dialogue•role play•The students in other groups will add some other endangered animals. The teacher will give the summary and assessment.Teacher’s summaryIt’s true that many kinds of animals are in danger. But why are these animals in danger? Now let’s welcome group two to tell us the reasons for their distinction. Task 2: Tell why some animals are endangered? (G2)•G2 give the presentation on the reasons why some animals are in danger.•Speech•role play•The teacher prepares a clip of video “ICE AGE” in order to guide the students to discuss on the reasons of people’s killing animals.Teacher’s summarySometimes people are really rather cruel. We are killing animals for fur, teeth, meat or skin; for money, even for fun. We kill them to enjoy ourselves, or to show our power.We are not only killing them but also robbing them of their habitats and destroying their homes. Poor animals! Boys and girls, can we do something to help them? Now let’s wel come group 3 to tell us how to prevent them from extinction.Task 3: Ways of helping the endangered animals (G3)S1: Have you ever thought of helping any animals? How can we help them?S2: I think first we must stop killing them. They are lovely and helpless. They have their feelings, just like us, human beings. So please stop killing them.S3: Anybody who kills animals should be punished. So we must ask our government to pass laws. If the laws are carried out well, fewer people will kill animals.S4: We should also stop buying those things made of animal furs, animal teeth or animal skins. Just as I believe: If the buying stops, so will the killings.S5: Maybe we should also take part in the Animal Protection Activities. Just as what we learned from the dialogue in Unit16. Sun Huiling, Peter, Gray and Lynne tried to collect some money for the milu deer in China. Why can’t we?S6: So we can build some nature parks for them.Teacher’s summaryIt’s because of people that the animals are in danger. But also it’s only people who can do something to help them from disappearing.Step 3: WritingWhat’s the polar bear doing?What’s the dolphin doing?Do you want to help them?Let’s help her write the letter to the Wildlife Fund to call on more people to love them and help them.T: Imagine that you are the dolphin / polar bear, you are writing a letter to the Wildlife Fund to call on more people to love you and help you. In your letter, you must include the following parts:A letter to wildlife fundIntroduce yourselfExplain your problemsWhat’s your hope and worry about human beings.What is the result of losing youBegin like this:Dear Sir, I am a gorilla(猩猩)… hippo..ModelDear Sir,First I want to introduce myself. I am a gorilla(猩猩) a gorilla that enjoyed my life very much in the past. However my happiness was gone when people came to me. One day, I was playing with my sisters and brothers as usual. Suddenly some people came to us. We felt happy because we thought men are our best friends. But to our surprise, they just took out their guns, shot us. Lots of my brothers and sisters were shot dead before we knew what on earth had happened.I was really lucky to escape. After that, I followed them home. Oh, my god. You will never believe it! They were laughing, and shouting with great joy while my sisters and brothers were on the fire, being cooked just for food and fun. We, gorillas, are now coming to disappearing from the world. We are homeless and helpless.I wonder if you, human beings, can do something. Why don’t you build some special places like Nature Parks for us to live in? Why not adopt(认养) the homeless of my brothers and sisters? Why not make people know more about us and understand us better?At last, I want to say: Please! Stop killing us! If not, I dare say: When we, animals, come to an end, then you will too!Students’writings samples-1Dear Sir,I’m a hippo. My name is Sally. I had a charming family. Years before, my peaceful life has gone. There are a lot of people looking for us in order to kill us for something valuable. So we have to move from place to place.Yesterday, my little son Nicky died. Oh, my god! My lovely child! We don’t know what will happen to us tomorrow. Alive or dead? That’s a problem. Why are people so crue l? We are friends, aren’t we?Stop killing, please. Let’s live in peace. Yours,×××Teacher’s SummaryAnimals do have feelings. They are just like us. And everything has its value in nature. We can’t lose them. Human beings, animals and other living things on earth must live in harmony and peace. So please, take care of every animal beside you. Do love them just like you love your family.Home workIf you want to know more about the endangered animals and ways of saving them, you can go to the following websitesJ:\\endangered %20animals.htmJ:\\endangered%20animals\endangered%20Animals.htmJ:\\endangered%20animals\endangered%20animals%20-%20reports.htm Homework assignment1. Write“Teaching objectives”for the writing sample2. Read textbook P213-221Lesson Plan PresentationYou see (show the material), the material is from NSEFC, Module 1, Unit 2, the Reading part. The title of the passage is The Road to Modern English.The topic of the passage is the development and categories of English. For the development, the passage introduces in two clues: space one and time one. Since Para.1 and para.5 both talk about the development under the clue of space, I’ll put them together while teaching. What’s more, Para.3 and para.4 will be taught together, because both talk about the development under the clue of time. What I mentioned above is also the teaching rearrangement. Now, come to my Ss. They are grade 1 in senior high and have learned English for several years, but they are still lack of background knowledge about language itself, such as the development, the reason for it changing over time, etc. What’s more, most Ss can not understand the text freely by using different reading skills. According to the analysis above, the language focuses and anticipated difficulties are to understand the text accurately by using different reading skills and to know the English development.As we know, the current theory views reading as an interactive process, which does not only involve the printed page bu t also the readers’ general knowledge, including about the world and the language. During the process of reading, all these elements interact with and compensate for each other.Based on the understanding of what proccess reading is, an interactive model of teaching reading is adopted. What’s more, I will also adopt the three-stage model, including pre-reading, while-reading and post-reading. As for my teaching aids, multimedia devices and PPT documents will be used.According to the analysis about teaching material, learning condition, and teaching ideology, I set the following learning objectives are to be achieved:Firstly, language skills. Ss can predict the content of the text according to the title and scan for the countries which speak English.Secondly, language knowledge. Ss can know the English development and the reasons for its changing over time. Ss can knowwhat is first, second and foreign language. What’s more, Ss can also know the meaning of some language points, such as, rule, at present, be based on, etc. Thirdly, affects. Sscan view a language with an approach of development instead of a static one. Fourthly, learning strategies. Ss can communicate with others politely and fluently in English. The last one: cultural awareness. Ss can kno w some basic knowledge about the UK’s colonizing. They can also know that the difference between British English and American English will not prevent a good communication. What’s more, know other languages’ influences on English vocabulary.In order to achieve the learning objectives, several activities are designed in three stages. The teaching procedures are as follows:In the pre-reading stage, which will take 9min, I designed 3 activities. Activity 1 contains two steps: step 1 is that Ss look at a photo and guess which language is on it; step 2, guess what some sentences written in old English mean. Activity 2 is predicting, containing two steps: firstly, Ss guess what the word “road” in the title means—it means development. And then predict what the passage talks about. Activity 3 is to anwer questions: 1.how many people are speaking English? 2. How many countries use English as the official language? Acitivy 1 and Activity 2 will arouse Ss’ interests. For Activity 3,compared the answer with those in para.1—about five to seven million people spoke English at the end of the 16th centrry, Ss will become aware that English has been spreading widely in use.Now, let’s come to while-reading stage. It will take 26 min. As I have mentioned in my material analysis, I will teach in this form. For para.1 and 5, which tell English development under the clue of space, I designed 3 activities: firstly, scan forthe English speaking countries; activity 2 is to answer the question: When did English begin to be spoken in many other countries? Why? During these activities, some extensive knowledge will be introduced to Ss, such as basic information about the colonizing of UK, etc. Activity 3 is to match some English words with their origins. Activity 1 will help Ss to understand the paragraph basically and Activity 2 will deepen this understanding. Activity 3 is an extensive activity, which can help Ss further understandthose languages which influence English vocabulary. Now comes to para.3 and para.4, which tell English development under the clue of time, there is one activity to fill in a form which is organized in time order. It aims at helping Ss understand the paragraph logically, which can also lessen Ss’ learning difficulty. During this activity, background knowle dge about Shakespeare and Noah Webster will be learnt and what’s more, the language points will also be dealt with. At last, for para2, which is about the difference between British and American English, there is one activity to find the synonyms, which can help Ss know that the difference between British and American English will not prevent a good communication.Now, it’s the post-reading stage. I designed the activity of retelling, which will be in 9 min, I’ll give the following situation to arouse Ss’ interest: suppose you are English language experts, now you’ll give a lecture to introduce English development. In order to lessen Ss’ difficulty, the outline will be given.As for the homework, firstly, it’s to learn more about English language and UK his tory and secondly, discuss whether globalization will kill the diversity of language.At last, it’s my blackboard design.On the right, they are the key language points. For the rest part, it’s the outline of the passage.Lesson PlanBackground information:Students: 30 low classmenLesson duration: 45 minsTeaching objectives:By the end of the lesson, students should be able to:1.talk about their fathers fluently in English2.can follow the special VOA talked about the fathers3.can grasp what the test and can do related exercises4.can write a short passage about their fathers5.can get the impression about the word we learnTeaching contents:All about fathers on the textHow much do you know about father?Teaching aids:Tapes, blackboard, chalk, PPT, pictures, white papersType of lesson: vocabulary, speakingTeaching procedures:Step1: background (10mins)a)Warm up: a song : “Father and Son”b)Students can learn the songs and talk about their partners about fathersc)Ask a student to describe his/her fatherd)Introduce Father’s DayStep2: learn the new words (10mins)a)Use pictures and actions to introduce the words.b)Students learn to say the new words by talking to their partnersc)Teacher say one word and student tells the meaning freelyStep3: learn the new lesson (15mins)a)Listen to the tape read the whole passageb)Point out the new word and phrases and give explanationsc)Give the general ideal about the whole passaged)Ask students to do after-lesson exercisesStep4: more practice (10mins)a)List a perfect father in your own wordsb)Ask a boy to display as a father and another student as a child Homework:Write a short passage in English to introduce your father and show it to your fathers in Chinese.Reflections:To be written immediately after the lesson.Unit 16 Scientists at workIntegrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。