01英文版说课稿

Lesson Plan Presentation 1Good morning, everyone! It’s my great pleasure to be here to give my lesson plan presentation. My name is Fang Luhui from College of Foreign Language in Wenzhou University. The lesson plan I am going to talk about comes from the NJEFC BOOK8 Unit 8 How was your school trip? Now I’d like to explain what to teach, how to teach and the reasons for doing so from following aspects. They are analysis of teaching material and learning condition, teaching objectives, important and difficult points, teaching methods, teaching procure and blackboard notes.Analysis of teaching material and learning conditionFirst, I will give the analysis of teaching material. The teaching material is taken from the NJEFC BOOK8 Unit 8 How was your school trip? The topic is talking about events in the past. Since it is the first period of this unit, the lesson is mainly a listening and speaking course. The teaching material is not so easy for students because there are a lot of new words and phrases. The past tense of some verbs and the structure “there be…” is also difficult for students. However, the topic of thi s unit is interesting and it is very helpful for the teaching.Now let’s move on to the analysis of lea rning condition, the students are in Grade 8. Most of the students have been learning English for five years, so they have already mastered the basic words and expressions, and they can do some activities with English. They are interested in learning English and are quite familiar with the task-based teaching model. What’s more, students have learned something about the simple past tense in Grade 7 which is also beneficial for the teaching.Teaching objectives, important points and difficult pointsBased on the analyses of the teaching material and the learning condition, I will put forward the teaching objectives, important points and difficult points.(1) Language Skills:(1.1)After the class, most of the students are able to ask others about their sch ool trips. For example, students can ask “Did you go to-----?” and “How was your school trip?” It is an important point in this lesson.(1.2)After the class, some students are able to talk about the events in the past. It is an important point in this lesson.(2) Language Knowledge:(2.1)By the end of the class, most of the students are able to master the new words in this lesson, for example, aquarium, souvenir, autograph, hang out, and so on. It is an important point in this lesson.(2.2)By the end of the class, most of the students can master the past tense of the irregular verbs. It is also a difficult point(3) Affection & attitudes:(3.1) Students talk about the school trips and enjoy the happiness.(3.2) Students can know something more about ot hers’ trips, and their minds can be broadened.(4) Culture awareness: students can know more about the different places of interest in our country.(5) Learning strategy:Resource strategy: students can find more information about school trips on the Internet.Teaching methods: Based on the task-based teaching model, I will adopt communicative teaching approach, audio-visual teaching method in this lesson. I will use computer, projector, and recorder as my teaching aids.Theoretical basis: According to the new English curriculum, the students should be the centre of the class. The students can learn English by doing something and develop their comprehensive language competence. I also adopt the schema theory. According to this theory, the language teachers should try to activate students’ old knowledge store to help them learn the new knowledge.Teaching procedure:Here comes the most important part of my presentation. It is the teaching procedure. The first step is warming-up.It will cost 6 minutes. There are two activities in this step—greeting and finishing the activity in 1a. Before the class, I willplay a beautiful video named “Let us go boating”“让我们荡起双桨”to arouse students’memories of their childhood and school trips. When the class begins, I will greet with my students. I will ask some questions. For example, “What did you do last weekend?” “Did you have a good time?” After the brief greeting, I will introduce my last school trip to the students and tell them what I did on my last school trip. After that, I will ask my students to tell me something about their school trips and fill in the table which is provided by the textbook. Then I will ask students to read the answers to the class. The purpose of this activity is that I want to stimulate studen ts’ enthusiasm of learning English. In addition, students will also get familiar with the topic and review the simple past tense. Here the schema theory is adopted because students’ old knowledge store is activated. Then we will move on to the second step—presentation.It will cost about 10 minutes. In this step, I will introduce another two school trips to the students. In the first school trip, the students went to the Shanghai Aquarium. I will teach students the new words, such as shark, seal and so on. In the second school trip, the students in Hangzhou went to the West Lake. While introducing, I will also teach students the important phrases, such as hang out, buy a souvenir, and so on. In addition, I will also introduce two important sentence structur es “Were there any….” “Did you do…”to the students. In this step, I use a lot of pictures to introduce the trips. The purpose of this activity is that students are able to learn most of the new words and phrases in this lesson and they will get ready for the next activity. The class can also turn to the next step smoothly and naturally.Now, let’s come to the third step—listening.It will cost about 5 minutes. Before listening, I will let students read the phrases in 1b which I have taught in the above activity. Then I will say,” Ok, class, what about our friend Tina and Toby in the textbook? What did they do on their last school trip? Did they have a good time? Let’s listen to the tape.” Students listen to the tape twice. After checking the answers with st udents, I will ask them to read after the tape and try their best to imitate. In this step, students can further develop their ability of finding the specific information while listening. In addition, the imitation is also good for students to improve their pronunciation,Now, let’s move on to the fourth step—guessing game.It will cost about 3 minutes. In this activity, I will first show one picture of my school trip, but the students can not see the whole picture. Then I let students to guess what I did on my last school tritp. Sudents are required to ask me questions like this “Did you go…?” I will also show some names of places on the screen to help students guess. The student who gets the right answer can get a gift. The purpose of this activity is that students can practice the sentence pattern “Did you go…?” It can also help students relieve themselves after finishing the above tasks. By activating students interest, they will do the following activities efficiently.Now, let’s come to the fifth step—Pairwork.It will take about 5 minutes. At the very beginning, I will tell the students that Tina and Toby also want to know something about their school trips. Then students work in pairs. One student is Tina or Toby. The students follow the dialogue model on the screen. This model is a little different from the textbook. I made some changes, because the dialogue in the textbook doesn’t include the important structure “Were there any…” so I add it to the new dialogue. What’s more, I ask students to mak e new dialogues according to their own experience. So the dialogue is closely related to students’ experience and students can finish this task actively. The purpose of this activity is to let students practice the important sentence structure in this lesson. By creating the real situation for students, they can further develop their ability of talking about things in the past.Now here comes the sixth step—listeningIt will cost about 10 minutes. In this step, students are required to finish the listening task in 2a and 2b. I will first teach the new words in 2a and 2b. Then I will ask students to read the questions in 2a. After that, let students listen to the tape twice. Finally, check answers. I adopt the same way when deal with the task in 2b. The purpose of this activity is to let students further develop their ability of finding the specific information while listening.Now let’s move on to the last step—homeworkIt will cost about 1 minute. 1. Let students copy the new words four times.2. Let students finish off exercise book1.3. Ask students to prepare for the new lesson. 4. Do a survey.(The school newspaper wants to make a survey. They want to find who had the most wonderful school trip. Each line as a group. Each group has one group leader. After class, he or she asks thegroup members and takes notes. I will ask each group leader to give a short report tomorrow. This activity aims to promote the cooperation between students after class)Well, this is the blackboard notes. As the half of the blackboard is covered, only half of the blackboard can be used. On the right, there are some new words and phrases. On the left, there are some important sentence structures.That’s all for my lesson plan presentation. Thank you for your attention. Thank you!Unit 8 How was your school trip?(Period1SectionA 1a—2c)Did you go to the zoo?Were there any sharks?Yes, there wereNo, there weren’t any….a quariumseals/sharkssouvenirhang(hung) out with her friendsautographLesson plan presentation 2NSEFC B2 A Unit 2 Reading(1)Good morning, everyone. Welcome to my lesson plan presentation. The lesson plan I am going to present is Reading part from NSEFC module 2.Unit3 who am I. Now I’d like to explain how to te ach this reading course and the reason for doing so from the following 4 aspects: the analysis of teaching material and learning condition, the theoretical basis and teaching methods and aids, teaching procedure and the layout of blackboard.Ⅰ.The analysis of teaching material and learning condition;First,let’s come to the analysis of teaching material and learning condition. The text is mainly about how computers progress from the calculating machine to the machine with artificial intelligence. The text itself is quite difficult to understand because it’s long and there are a lot of new words in it. The difficulty of the class is how to get students to master the main idea of the text and understand the text as well. The key point teacher should focus on is how to make Ss master the central idea and gather the detailed information through various reading skills such as skimming, scanning, predicting and so on. And students in my class are not good at English. But they are cooperative and can be activated in class. According to the teaching material and learning condition, I make out the following objectives: first, language knowledge: Ss are required to understand the text and know the history and basic knowledge of computers. Second, the language skills: Ss will get the main idea and suppportive information through using the reading skills as I mentioned before. Third, affective objective. Ss will know how to use the computer in a proper way and can be correctly guided. Fourth, cultural awareness: Ss will know more about the history and culture of computer. The last one, learning stategies: Ss will learn to learn individually and cooperatively. These objectives I made out are mainly based on new national curriculum standard. It aims to promote S s’ comprehensive language competence and develop the autonomous and cooperative learners.I I .The theoretical basis and teaching methods and aids:Then, let’s focus on the ways of teaching methods and aids. According to new national curriculum standard, t he schema theory and student-centered teaching idea, I adopt following teaching methods: audio-visual method and situational method. These methods will be explained later in the teaching procedure. Besides, I’ll use a tape recorder,computer and projector a s my teaching aids to facilitate my teaching.Ⅲ.Teaching procedureNext comes the most important part—that is, teaching procedure. I adopt the three-stage model, pre-reading, while-reading and post-reading. Before pre-reading,I will set a lead-in and after post-reading, there will be an assignment. Each step is arranged in proper time. The theoretical basis is top-down model.Now, I will explain them respectively.Step I, lead-in. This step will cost 4 minutes. As we can see, once the students’ interest is aroused in the beginning, the whole class will go through more smoothly. So in this step, I make out an activity—that is watching a video about the history of computers. And I will adopt audio-visual approach in order to warm up the class atmosphere and activate the Ss.Step II, pre—reading. This step will cost 4 minutes.Based on the video they watch above, I will make out a brainstorming activity with a question : What can we do on a computer through the Internet? Then Ss will talk about it freely. If students don’t have good response, I will provid e some hints for them. And situational approach will be employed here. The purpose is to activate Ss’ previous knowledge store and get them to prepare for new knowledge input.Step III , while—reading. The whole step will cost 25 minutes. First, I will get Ss to skim the text and find out the main idea and the topic sentences of each paragraph and answer the question of the title—who am I? It is the difficulty of this class and it’s done guided by teacher. So, here, I will guide Ss by providing some tips o n how to find out the topic sentence and also, I will set a multiple choice for them to choose from as the main idea of the text in order to reduce the degree of difficulty and help Ss get over the difficulty. This activity aims to help Ss get familiar with the text. Then I will get Ss to scan the text and gather the detailed information. Ss have to finish the timeline. Through this activity, I will present to them with some new words and expressions such as artificial,intelligence,revolution on blackboard. The purpose is to cultivate Ss’ information gathering and individual learning skill. Then comes the close reading. Here, I will get Ss to read the text carefully and find out the supporting details on page19,part2. The whole class will be divided into four groups and a competition will be held to maintain Ss’ interest in practice. I will give each group an assessment on the blackboard and I will get Ss to have a big ha nd for the group with best performance. This activity aims to train their cooperative learning and activate the class atmosphere. Step IV, post reading. It will cost 11 minutes. I will set a topic based on the reading material for group discussion. The topic is the advantage or the distavange of Internet. Four Ss of a group disscuss it and there should be a reporter in each group. And after the discussion, reporters will come here to present their groups’ opinions. If time is permited, I will get the groups to have a debate each other. At last, I will show my own opinion. The purpose is to cul tivate Ss’ logical mind and widen their knowledge scale.Step VI, homework. As for homework, Ss have to surf the Internet for more information about the history of computer, retell the text and preview the language points. The purpose is to further help Ss master what they have learned in this class and make them prepare for the new lesson.IV. layout on the blackboard:Here is the layout on the blackboard. On the left, the usage of computer a group assessment. On the right, some new words and phrases are listed here. In the middle, there is a timeline of the development of computer.That’s all for my lesson plan presentation. Thank you for your attention.Lesson Plan Presentation 3NSEFC Book 2 Unit1 Cultural RelicsPeriod1 (Warming-up & Reading)Hello everyone! I am very glade to be here to present my lesson plan. The lesson plan which I am going to talk about is from NSEFC Book2 Unit 1 Cultural Relics Period 1. I will explan how to teach and why to do so in the following 5 aspects:teaching principles, the analysis of the teaching material, the teaching methods and studying ways, teaching procedure and the black board design.Part 1: Teaching PrincipleFirst I want to talk about my teaching principle,that is the Student—centered principle. In my opinion, during all the teaching and learning activities, Ss should be the center or the main body, while the teacher plays mainly the roles of activity organizer, supervisor and information provider. During the class the teacher needs to organize several activities which are based on the teaching material. Then by taking part in the activities the Ss learn knowledge and aqiure skills. During these activities the teacher also needs to guide the Ss to play the games correctly or properly and provide the information that the Ss need to perform well.Part 2: The Analysis of the Teaching MaterialNow, let me turn to the analysis of the teaching material. This part includes 3 aspects: teaching content, teaching objectives and the important points and the difficult points.(first).Teaching content: the main subject of this uint is about cultural relics and the content of this period includes the definition of cultural relics, the classification of cultural relics , some famous cultural relics in China and abroad, the cultural relics protection and some relative knowledge about the Amber Room.2. Based on the teaching content I set the following teaching objectives: language knowledge objectives, language skills objectives, affective objectives and cultural awareness.(first) nguage Knowledge Objectives(1) By the end of the lesson the Ss know clearly of the definition of cultural relics and know something about the classification of cultural relaics.(2) By the end of the lesson the Ss get to know some famous cultural relics both in China and abroad.(3) By the end of the lesson the Ss know the ways to protect cultural relics.(4) By the end of the lesson the Ss learn something about the Amber Room,such as the detailed decorations and design of the room, how was it made and how did it get lost.(second) II. Language Skills Objectives(1) Ss can use the given expressions properly to give their own opinions and ask for others’ opinions.(2) Ss can use the fast-reading skills ,such as skimming and scanning to find the information quickly and correctly.(3) Ss can name some cultural relics in China and abroad in English.(4) Ss can use some key points and mian clues to retell the story.(third) III. Affective Objectives(1) By the end of the lesson the Ss become interested in knowing more about the cultural relics both in China and abroad.(2) By the end of the lesson the Ss become aware of the importance of cultural relics and cultural relic protection. (fourth)VI.Cultural AwarenessThrough learning something about the cultural relics in China and abroad the Ss know the cultural characteristics and the history of different places.3. The Important Points:(1) Ss know clearly of the definition of cultural relics.(2) Ss know some famous cultural relics in China and abroad and can name them in English.(3) Ss know the ways how to protect cultural relics.(4) Ss master clearly of the key points and the main clues of the story of the Amber Room and use them to retell the story. The Difficult Points:(1) Ss name some famous cultural relics in China and abroad in English.(2) Ss master the key points and the main clues of the story and use them to retell the story.Part 3: The Teaching Methods and Studying WaysAs to the teaching methods , I will mainly apply the communicative method and the top-down approach. When it comes to the studying ways, the Ss will learn knowledge and skills through the ways of independent reading, discussion, groupwork ,analysis and synthesis.Part 4: Teaching ProcedureHere comes the most important of my lesson plan presentation—the teaching procedure. I divided it into 5 steps: warming-up, pre-reading, reading, post-reading and homework.Step 1: Warming-up (15)In this part I divided it further into 3 small steps:Step i: I lead into the lesson by saying one sentence:As we know Wenzhou is a city which is rich in cultural backgroud (here I will write down an important phrase on the blackboard ,that is , be rich in ,and I will tell the Ss the meaning of this phrase.)then I show several pictures about the famous cultural relics of Wenzhou, including buildings, foods, some custome and operas in order to let Ss have some sense of what is a cultural relic, or in other words ,the definition of cultural relics. Then I ask Ss to think for a minute and put it into their own words of what is a cultural relic. After they give their answers I will show what I have and make sure the Ss have a clear idea of the definition of cultural relics. Then I will tell Ss briefly about the classification of cultural relics—the tangible and intangible cultural relics and also tell them what kind of cultural relics belong to the former and what to the latter. In this part the most important thing for the Ss to do is to havea clear idea of the definition of cultural relics. Here the Ss will confront with two difficult words: tangible and intangible. I will write them down on the blackboard and explain the meanings of these two words.Step ii: in this step I ask Ss to enjoy pictures of some famous cultural relics in China and abroad and ask them to remember their English names.(2mins)Step iii: this is the last step of Warming-up. I will have Ss hole a group discussion with the topic: How to protect cultural relics. While they are discussing Ss are required to use the expressions given to express their opinoins and ask for others’ opinions as well. Then each group will give their suggestions.Step 2: Pre-readingIn this part I will show Ss some pictures of the amber and the Amber Room and introduce to them some background knowledge about the Amber Room Here I ask Ss to use some proper adjectives to descibe the Amber Room. If some Ss give me some very wonderful, very proper and very advanced vocabularies I will write them down on the blackboard and give the Ss some praise. For example, during the class the Ss give me the words: valuable and splendid. I think they are very good,so I write them down and exlaine the meanings of these two words.Step 3 : Reading(15mins)In this step I designed 3 activities.Activity 1 : I give Ss 3 minutes to read the whole passage to get the main idea of each paragraph.Activity 2 : I give Ss another 2 minutes to read juse paragraph 1 quickly. Here I designed a table with some key words in it. These key words are about the detailed decorations and design of the Amber Room, such as the colour, the birth place, the style, the material and the time. With the help of these key words I ask Ss to read paragraph 1 fast to find the exact information to fill in the table.Activity 3 : After Ss finish the activity 2 I ask them to read paragraph2-5 carefully to find the main clues of the story. In order to make it easier I also designed a table here and also provided some key information, such as When, where,Who, What. Because it is a narration, Ss can find the main clues of the story by finding out the time ,place, people and the events which are related to the story.Step 4 : Post-reading(5mins)In this step I ask Ss to retell the story by using the main clues they have found out in the last step. Because time is limited in class, I only ask one or two Ss to retell the story.Step 5 : Homework(1) Ss get ready to retell the story after class and I will check in the next period.(2) Ss do toupu exercises on page 2-3Part 5: Blackboard Designbe rich in…tangible ---intangiblevalue--- valuablesplendidHere is all my blackboard design of this class. Because this is the first period and doesn’t have many language points, the blackboard design is relatively simple.That’s all , thank you!。