Lesson plan presentation - 整理

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

and asking for advice.

1. You want to learn to play the piano, but you don’t know how.

2. You would like to write a song about your mother, but you are not sure what you should write.

3. You want to learn an English song, but you don’t know which one. Homework:

1. Finish off the workbook exercises.

2. Try to memorize names of different kinds of musical instrument. Find as much information about music as possible.(Consult the website:

高一下 Unit 21 Body Language

“听力”(Listening)部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。 Period 1 Warming up & Listening Step 1 Warming up

1. Brainstorm: the words of emotions/feelings of human beings

As we know, sorrow and happiness make a life. We, human beings, have all kinds of emotions. Let’s brainstorm emotions we’ve learned so far.

happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.

2. Now let’s look at pictures with different emotions and match each picture with the correct emotion and the correct sentence. Meanwhile, ask students what makes he/she thinks that the person in the picture is feeling a certain way. Possible answers:

Picture 1: Confused; I don’t know what to do.

Picture 2: Angry; I can’t believe she said that! That is so unfair! Picture 3: Sad; I’ve lost my wallet! Picture 4: Happy; I got an A in my exam!

Picture 5: Tired; It’s been a long day. I can’t keep my eyes open.

3. From one’s facial expression, we can know how he/she is feeling. Besides, we can know how he/she is feeling from his/her gesture, that is to say, the way he/she stands or sits can also tell us how he/she is feeling. Now look at your classmates and tell how they are feeling today by the way they sit or stand. Step 2 Listening 1. Pre-listening

Just now we see we can learn how one is feeling from both his/her facial expressions and gestures. Look at me. Can you guess what these gestures mean? 1) shake the head 2) wave the arms 3) stand with arms folded 4) ? ?

(Students may not guess all the meanings of these gestures, and then teachers can say “Let’s listen to two short passages and find out what one’s body movements/gestures can tell us.”) 2. Listening

1) Listen to Part 1 for the first time and get the students to do the first question of Part 1.

2) Listen to Part 1 again and do the rest two questions of Part 1.

3) Listen to Part 2 and do questions of Part 2. If students can’t follow it, listen again. 3. Post-listening

Based on what you heard just now and your own experience, discuss with your partner: How can you use your body language to communicate the following ideas? Homework

1. Make a list of facial expressions and gestures and their meanings we’ve learned today.

2. Preview the following lesson.

Period 2 Listening (WB) & Speaking Step 1 Listening

Do the listening practice in the workbook step by step. If the material is too difficult, teachers can give students some difficult sentences first or even give the listening material to students after they listen to the tape twice. Step 2 Pre-speaking

Make some requests and ask/help students to answer and make offers, for example: T: Could you give me a hand?

S: Yes, of course. What can I do for you? T: Could you please clean the blackboard for me? S: With pleasure. T: That’s very nice of you.

(Teachers can also ask students to open/close the window, turn on the projector and so on.)

Step 3 Speaking 1. Language Input

Just now I asked some students to help me clean the blackboard (open/close the window, turn on the projector and so on.). In fact we’re practicing making requests, offers and responses. Now let’s look at some useful expressions on page 58. Useful expressions of making offers and requests Can/Shall I help you with that? Would you like me to …?

No, thank you. Thanks for all your help. Could you please …? Would you like some help?

Could you give me a hand with this? No, thanks. I can manage it myself. Is there anything else I can do for you? Could you help me with …? That’s very nice of you.

Do you need some help with that? Notes:

Is there anything else I can do for you? = What else can I do for you? We use these two sentences offer help again when we’ve already offered help. 2. Practice

Now use these expressions and follow the example to make up some dialogues in the following situations in pairs.

Then get some pairs to act out the dialogues in front of the class. Step 4 Useful Expressions --- Making offers/requests and responses

In our everyday life, we quite often meet difficulties and have to ask our friends or relatives for help. Of course, sometimes we’ll offer to help others. And in English there're several ways of making offers/requests and responses. Please look at the screen.

Ways of making offers or requests Ways of replying to others' offers or requests Acceptance Refuse

1.Can/Could/Shall I help you? 2.Would you like me to …?

3.Is there anything (else) I can do for you? 4.Do you want me to …? 5. What (else) can I do for you? 6. Let me do/carry/help … (for you)? 7. Would you like some …?

8. Do you need some help with …? 1. Thanks. That would be nice/fine. 2. That’s very kind of you. 3. Thank you for your help. 4. Yes, please.

5. Here, take this/my… 1. No, thanks/thank you. I can manage it myself. 2. Thank you all the same. 3. That’s very kind of you, but….

1. Could you please …?

2. Could you give me a hand with …?

3. Could you help me with …? 1. With pleasure. 2. Yes, of course. 1. I’m sorry, but … 2. I’d like to …, but …. Step 5 Making up dialogues

Just now we have got through several ways of making offers/requests and responses. Let’s use these sentence structures to make up some dialogues. (Get the students to work in pairs and offer to do the following things for each other.) help you with homework help you with cooking a meal

show you how to use the typewriter go and buy some medicine do the shopping

show you to the dining room Example:

A: Would you like some help? B: Yes, please.

A: Shall I show you how to use this electric typewriter? B: Thanks. I haven’t used this one before.

A: Would you like me to type your composition for you? B: No, thanks. I can manage it myself. Step 6 Post-speaking

If time permits, get students to finish the task of talking in the workbook. Homework

Prepare the task of talking in the workbook. Preview the following lesson: Body talk.

高一下 Unit 16 Scientists at work

Integrating 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。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。

Period 6 Integrating skills Learning Aims

1. Get the students to have reading extension for scientific experiments. 2。Enable students to write an argumentative essay by discussion.

Learning Procedures Step 1 warming- up

(1). Class work

Daily report: A short play about the relationship between humans and animals. Q: What do you learn from it? (2). Class work

Enjoy some pictures about animals killed by humans: Q: Why do people kill so many animals? Can it be avoided? (3). Class work

Q: Why do scientists do experiments on animals?

What would often be the result? Can it be avoided?

Step 2 Reading (1). Individual work

Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now. Q: How many questions are mentioned?

( Does animals testing work? Do people have the right to use animals?) (2). Individual work

People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?

Prepare to make a short speech and speak it out. (3). Group work

As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class. (4). Group work

It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.

Step 3 Writing

(1). Pair work

Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class. (2). Individual work

Read the tips carefully to check if you have the same idea.

Title Introduction Choose a clear Pro or Contra animal testing title Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist? Second Paragraph: Arguments Pro Third Paragraph: Arguments Contra Choose two or three arguments from the reading to support your view, Explain them in your own words: 2—3 pros. Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1—2 cons Conclusion (3). Individual work

Then Write down your answers to the questions listed in the form one by one. Why are animals used in the experiments?

Write what we should do with animals experiments in the future and why. Are you on which side of them? Which views do you agree with? Why? Which views don’t you agree with? Why?

What other ways can you think of to solve the problem in the future? (4). Individual work

Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved. (5). Class work

To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.

高一下Unit 20 Humour

一、教材简析

“语言学习”（Language study）的词汇部分在帮助学生加深对新词汇的理解和记忆的同时，指导学生掌握构词法（派生）以增强词汇学习的可持续发展力。语法部分通过总结和练习（如翻译、造句、转换和单句填空等），帮助学生掌握--ing分词用作前置定语、后置定语和宾语补足语的用法。 二、教学目标

1、掌握词汇练习所要求的单词。

2、掌握常见的单词后缀，增强学习词汇的能力。

3、掌握--ing分词用作前置定语、后置定语和宾语补足语的用法。 三、教学重点、难点

本节课的教学重点是：1、掌握常见的单词后缀，增强学习词汇的能力；2、掌握--ing分词用作前置定语、后置定语和宾语补足语的用法。由于汉语中没有后置定语一说，中国学生对于英语中后置定语的概念比较模糊，所以--ing 分词作后置定语的用法是本节课的教学难点。学生在学习本单元之前，已经比较熟练地掌握了定语从句的知识，而且--ing 分词作后置定语时，和定语从句在与被修饰的名词或代词的位置关系是一致的（即都是后置的），将练习二加以扩展，设计了--ing 分词作后置定语与定语从句相互转换的练习。

四、课时结构

词汇学习10分钟，语法学习35分钟。 五、教学方法和手段

采用讨论法、归纳法、演绎法、比较法、练习法等。 六、教学流程

1、词汇学习：语言学家博林格曾说过：任何一个掌握一门外语的人都清楚地知道，他的大部分时间都是化在掌握这门语言的词汇上面的。一个人的词汇量越大，其阅读正确率就高，其听力水平和写作水平也随之提高。高中英语教学在教给学生一定量的词汇的同时，必须切实帮助学生掌握一些学习、记忆英语词汇的方法。构词法知识（包括合成、转化、派生）可以大大减轻学生词汇学习的负担、提高词汇学习的效率。在学生练习的基础上总结归纳出七种常见的派生构词法（幻灯片5），并循着这些构词法去回忆所学的相关词汇，以达到巩固的目的。

2、语法学习：学生在积累了一定的感性语言经验之后，需要有意识地及时进行归纳、总结以发现和掌握语言的一些规律，为后续的语言学习打下基础。在高一前十九个单元的英语学习中，学生已经积累了不少--ing分词用作定语（前置和后置）和宾语补足语的直接语言经验，甚至早在初中便有所接触。所以，语法学习的第一步便是开门见山地与学生一起归纳、总结--ing分词用作定语（前置和后置）和宾语补足语的用法，让学生有一个比较明确的概念。在此基础上，通过翻译、造句、转换和单句填空等练习分别巩固所学内容。可以预见的是，上述练习从趣味性的角度来说是有欠缺的，但练习法在语法学习中是一个常见的和有效的方法。

2009年教师资格认定说课基本要领指点 一、自我介绍：姓名、单位（现从事工作）、课题 二、说课内容：

1、说教材：对教材的分析和处理 a. 上课内容所选教材

b. 本节内容所处地位，与前后知识的内在联系如何？这部分内容是学生学习了哪部分知识的基础上学习的？是对哪些知识的运用，又是后面学习哪些知识的基础？ c. 对学生知识能力方面的培养有什么作用？对学生将来的学习又有什么影响？ 2、教学重点与难点的确立 依据：①课程标准的具体要求 ②学生的实际和社会实际 ③教材的逻辑结构和教学体系

3、说教法：教学有法，教无定法，贵在设计，贵在创新。 依据：①教学目标，教学重、难点 ②学生认识活动的规律和学生实际水平状况 ③教师实际水平

目的：掌握知识，培养能力，开发潜能。

为什么要采用这种教学方法？在具体课堂教学中如何有效运用这种方法？预计达到什么效果？选择教学手段，如多媒体：目的性、实用性、可操作性、新颖性。 4、说课程序（说教学设计）

包括：新课程导入，新课讲解，评价教学效果，巩固新课。

1）导入：故事、歌曲、名言、明知故问（换位思位）。用什么方法导入？有什么好处？能有什么效果？

2）讲解：①教师通过什么方式提出哪些问题？如何促进学生积极思考？教师起到什么作用？学生参与到什么？学生独立完成的？②在新课讲解过程中，要培养学生哪些方面的能力？到达什么目标？学生在学习时可能会出现哪几种思维定势须克服？如果学生没有按教师的思路去做，有什么补救措施？③如何使学生真正变成学习的主人，让学生不仅学会，而且会学。这是教学的关键，也是教学的精华。 3）评价教学效果：（反馈）

包括提问和课堂练习。练习要有针对性、系统性。

4）归纳总结：重在把本课知识纳入已有的知识系统中，加强知识之间的联系，还可提出一些带思考性的问题。

浅谈说课的内容、要求与评价

说课是教师面对评委或同行，系统地说出某一课题的教学设计及其理论依据的一种教研活动。它可以帮助教师提高对备课，上课的理性认识，提高教师的教学、教研水平。说课的重点在于“说理”。其内容和要求，一般应包括以下几个方面。 一、说教材

１、说教学目标的确定。教学目标是教学设计时该课教学所要达到的目标，蛇对课堂教学活动起宏观控制作用，也是教学后续评价的重要依据。说教学目标要：一说目标的完整性，一般生物课的教学目标应包括知识目标、能力目标和思想三个方面的目标；二说目标的可行性，即教学目标要符合大纲的要求，切合学生实际；三说目标的可操作性，即目标要求要具体、明确，能直接用来指导、评价和检查该课的教学工作。

２、说教材关键、教学重点、难点的确定及其依据。教材关键就是教材中的重点。它是教材内容表现出来生物学科知识内在的联系或本质，是教材着力叙述的部分。其确定的依据主要是教材的前后联系与本课题的知识结构等。教学重点是教学过程中需要着力讲解或讲座的部分。其确定依据的解释要从教学目标、学生基础和年龄特征和心理特征等方面来说明。有时教材关键就是教学重点，有时教材关键不一定是教学重点。教学难点确定怕依据要从造成学生难懂的原因来说明。学生难懂的原因，一种是教材内容较深或概念比较抽象；一种是学生缺乏这方面的感性认识或基础知识；一种未能实现相邻学科知识的迁移。有时难点和教学重点重合，或难点发生在关键问题上，如难点属于教材内容的次要部分，则要说出教学时对难点的处理、时间的战胜比例等。 二、说教学方法

１、说教法组合及其依据。教法的组合，一是要考虑能否取得最佳效果，二是要考虑师生的劳动付出是否体现了最优化原则。一般一节课以一二种教学方法为主，穿插渗透其他教法。说教法组合的依据，要从教学目标。教材编排形式、学生知识基础与年龄特征、教师的自身特点以及学校设备条件等方面说明。

２、说教学手段及其依据。教学手段是指教具的选择及其使用方法。要尽可能使用现代化的教学手段。教具的选择一是忌多，使用过频，使课堂教学变成教具的展览；二是忌教学手段过简，不能反映生物课直观性的特点；三忌教学手段流于形式，对教学手段的依据，要联系教学目标、教材内容、学生的年龄特征、学校设备条件、主要教具的功能等方面作出解释。

三、说学生学法

说学法指导及其依据。学法就是学生学习生物基础知识与基本技能的方法。学法指导就是通过教学及教师引导，指导学生学会什么样的学习方法？培养哪种能力？达到怎样的学习效果？科学的学法指导，是智能发展目标得以实施的重要途径。生物课的学法，主要包括生物感性材料的观察方法、学习生物知识的常用方法、再现与保持的记忆方法、学习生物基本技能的方法和运用生物知识解决问题的方法等。学法指导的依据，可以从该课的知识培养目标、学生基础（包括知识基础与能力基础）与年龄 特征、教法选择与教学手段等方面作出说明。

四、说教学程序

１、说教学思路的设计及其依据。教学思路主要包括各教学环节的时序安排及其内部结构。如课堂怎么开头？新授内容分几个段落？各段落的教学分别是先讲后读再练，还是先练后读再讲？如何使用相关直观教具？如何提问和组织讨论？各教学环节之间如何过渡？如何小结？最后怎样结束？等等。整个教学思路要层次分明，富有启发性，能体现教师的主导作用和学生的主体作用。要逐点解释教学惫路设计的依据。依据的解释要联系教法、学法、教学手段、学生的认识规律等方面加以说明。 ２、说各教学环节的时间分配，并联系实际教材内容、学生基础和教学方法等说出依据。 ３、说板收设计及其依据。说板书设计，主要介绍这堂课的板书是类型是纲目式、表解式、还是图解式？什么时候板书？板书的具体内容是什么？板书的展现形式是什么？等。板书设计要注意生物知识科学性、系统性衫性与简洁性，文字要准确、简洁。说依据可联系教学内容，教学方法、教师本身特点等加以解释。 要说好一节课，教师必须具备一定的教学业务能力和教育理论素养。经常开展说课活动，可以在教师中形成钻研教学业务、学习教育理论的浓厚气氛，加速教师都要及时进行讨论评价。甚至可以边说边讨论边评价，以达到共同提高之目的。评价的内容与标准，各地各学校可以根据自己的实际与需要来确定。一般要从说教材、说教法、说教学程序与教育理论素养四上方面作出评价。

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