Lesson plan presentation SEFC B1A Unit 4 Period1 Good afternoon, ladies and gentlemen. I’m glad to interpret my lesson here. The lesson plan I’m going to talk about is from SEFC book1A, the 1st lesson of Unit 4, unforgettable experiences. I’ll explain in the following 5 parts: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard work.
1. The theoretical basis
First, my theoretical basis is schema theory. According to it, the process of listening is an interactive movement between the listening material and the students. For my course is a listening and speaking lesson, sometimes, students may feel hard in understanding the foreign backgrounds during the course of their listening. So at the beginning of the lesson, I give out some information of the background as well as some differences between two languages. I hope to activate their schema in their minds by doing so. For example, I introduce Howard Carter before the warming up, and I ask “where is the man driving” to give them a thought of background in listening part.
2. Understanding of the teaching material
My understanding of the teaching material includes 3 parts: the key points, the difficulties and teaching objectives.
The importance in the lesson is to teach Ss to express themselves in some accidents with some special verbs. Another key point is to train them to use attributive clauses with the relative pronouns like, who, that, whom, whose.
The difficulties in the lesson are how to better grasp the attributive clause to express some special conditions.
And now, I’d like to interpret my teaching objectives. I) Knowledge objectives
Ss should fully understand the useful expressions in the text to express their difficulties or to comfort others in certain situation. Then students should master the verbs and verb phrases like, advance, seize, sweep; get on one’s feet, pull oneself.
II) Ability objectives
Students should apply the attributive clause in their dialogues according to certain situation. So I encourage and help them to use this sentence structure, so as to improve their speaking ability. Besides, listening is a difficult part. In this part, I’ll train them to predict the context of the listening material before it start.
III) Moral objectives
This unit concerns some unexpected accidents or disasters. When learning this, Ss are required to develop an optimistic emotion and readiness to help others, and to build up a relation of helping each other between classmates.
3. Teaching methods and studying ways
As for teaching methods, I mainly adopt communicative approach in my class.
I’ll organize them to perform various dialogues in pairs or groups. While for their learning, they will study through “listening and question answering”.
I’ll use a tape recorder and slides as my teaching aids. If necessary, I will use blackboard, too.
4.teaching procedure
Here is my most important part of my teaching plan, teaching procedure. It includes five steps: greeting and warming up, pre-listening, listening, speaking, and summary and homework.
Step (1) greeting and warming up (5 minutes)
The step will cost 5 minutes. Firstly, I’ll ask Ss some questions about Zhang Heng according to picture1, which will lead to the 4 pictures for making dialogues in part of Warming up. And then 4 dialogues will be made separately using the attributive clause.
Step (2) pre-listening (3 minutes)
I’ll ask Ss to read the requirements at the beginning of listening part. Then, they’ll be given 3 minutes to have a discussion on what has happened according to the pictures. This step is necessary for Ss to have a better understanding of the background of the listening context. And also they can be activated by guessing what has happened and will happen.
Step (3) listening (15 minutes)
Then, comes the listening part. I’ll play the tape recorder for 3 times. While it is playing for the first time, Ss are required to get the general idea of the story. I’ll ask one student to give it out. Then, the second time is for them to fill out blanks in part1 in listening section. When this is finished, I’ll check them with the story played for another time. And the part 2 will be done following the way as part 1, and explain them in details. All these will cost 15 minutes.
Step (4) speaking (20minutes)
The 4th step is also an important part in my lesson. I’ll adopt 3p model in my speaking teaching, that is, Presentation, Practice and Production. In the text, there are 4 pictures designed for dialogues so as to attain knowledge through practices. Exactly, I will firstly take picture 1 for example. I make some sentences with the useful expressions listed after below the pictures, explaining the ways to express one’s trouble and to comfort others who are in trouble. Then, a pair of students will follow to act out the dialogue. I may remind them that it is happened after an earthquake. By doing this, I hope they will go on with the dialogue easily and not go far away from the topics. After all pairs acting out dialogues, I’ll expound further the knowledge and rules of communication within these dialogues, hoping they’ll freely apply the knowledge and rules in their daily situations.
The rest 5 minutes for the part then will be given to consolidate the knowledge in the lesson. In other words, sentences with the structure of attributives clause will be made according to the pictures. At last I’ll give them the suggested sentences.
Step (5) summary and homework (2 minutes)
In the left 2 minutes, I’ll recall what have been learned in this period, and remind the Ss to do more exercises to consolidate them after class.
And below is the homework:
(1) Do the exercises in P104 and exercises 1&2 in P105 (2) Preview the next lesson
(3) Tell one of your past experiences in English by yourself. 5. Blackboard work
On the left there are the answers to the exercises in listening part; in the middle, answers to sentence making in the speaking part; and the right, the homework.
Answers suggested homework (1) 5:15 p.m. (1) The girl whose leg was broken in the earthquake was taken to hospital. (Omitted) (2) To his daughter’s school (2) the little boy whose eyes are blue is holding a dog (3) The cars in front started to move from side to side (3) the old man whose house is on fire is shouting for help (4) He had been along a high road on his way to school (5) He was going to fetch his daughter from her school
SEFC Book1A Unit12 Speaking Period Two (Speaking) Step 1 Listening
Have Ss listen to a piece of music and tell what kind of musical instrument the music is played with. Step 2 Brainstorming
Have Ss tell as many kinds of musical instrument as possible by asking the question: What other kinds of musical instrument do you know? T collects kinds of musical instrument: organ, harp, piano, maracas, violin, saxophone, gone, cymbals, castanets, flute, timpani, tambourine, triangle, drum, xylophone, etc. Step 3 Creating a situation (textual authenticity)
Have Ss work together with his\\\\her partner. Take turns asking for and giving advice.
Student A Student B answers to to listening speaking part:
part
You want to buy a CD for your friend’s Your partner needs your advice. Please birthday, but you are not sure what to help him or her to make a decision. buy. Ask your partner to give some suggestions. Step 4 Listening
Listen to the sample dialogue and make sure what the dialogue is about. Step 5 Practice
Practice reading the dialogue, using one of the names of musical instrument mentioned above to replace CD and paying attention to sentences of asking for and giving advice. Step 6 Dialogue
Have Ss choose one from the following situations to create their own dialogue.
Student A Student B Your partner needs your advice. Please You want to find a good song to dance help him or her to decide what to do. to. You like dancing, but you are not sure what song you should play. Student A Student B Your partner needs your advice. Please Your classmates have asked you to pick help him or her to decide what to do. a special song that will represent your class. It should be a song that everybody likes and that shows the spirit of your class. Ask your partner to help you. Step 7 Demonstration
Have several pairs to demonstrate their dialogues. Step 8 Sum-up
Have Ss think hard and summarize how to make suggestions and give advice and possible responses.(See Slide) Step 9 Consolidation
Work in pairs or groups. Use one or more of the situations below to practise giving
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