| 人教版高一上学期unit7cultural relics 说课稿 |
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Lesson Plan Interpretation 卓晓春 01英本（2）01031201 Good morning, ladies and gentlemen, I’m very glad to have an opportunity to interpret my lesson. The lesson plan I’m going to talk about is from SEFC Book1 A, Unit 7 — Cultural relics. I’ll explain my teaching plan from the following 4 aspects: the theoretic basis, my understanding of the teaching material, teaching method and study way, teaching procedure. I. Theoretic basis According to the New English Curriculum Standard, when teaching, teachers should lay emphasis on the four skills — listening, speaking, reading and writing. What’s more, the four skills should be integrated well because when we communicate, we often use more than a single skill. The newly edited textbook is divided into units, each one is an independent whole which couldn’t be divided further, and the four skills are integrated well in each unit. Thus, when planning lessons, English teachers must regard the whole unit as a base. II. Understanding of the teaching material My understanding of the teaching material contains 3 aspects: moral objectives, ability objectives and knowledge objectives. A. Moral objectives As we know, Unit 7 is mainly about some famous cultural relics, it describes St. Petersburg in details, and from the text, we know that lots of cultural sites are being destroyed. So I’d like the students to set up a consciousness of protecting cultural relics through my teaching. B. Ability objectives The most important points contains the following 2: (1) How to give advice and make suggestions Students should master some expressions for advising and suggesting such as “shall we do…”, “you’d better…”, etc. (2) Students should learn to use some useful phrases from text, for example: give up, give in, under attack, during one’s life, etc. These expressions and phrases I mentioned above are very useful, once the students master them, they can use them immediately in their daily life. C. Knowledge objectives The present perfect passive voice is the main grammatical point in this unit, students are required to understand and learn to use this tense. III. Teaching method and study way According to the New English Curriculum Standard, students should be the real masters in language study. During my teaching process, I’ll play a role as a participant, adviser and prompter, try my best to create contexts, ask questions, enlighten and guide the students to learn independently. Exercise and discussion will be the main forms of teaching in my class. IV. Teaching procedure The whole unit needs 4 periods. Each period contains 45 minutes. I’ll explain one by one. Period 1 The task of this period is to warm up the students, make them interested in the topic. It includes 4 steps. Step1. Daily greeting and lead-in (10 min) I will ask students to introduce their hobbies, then I’ll ask the one who likes traveling to say something about scenic spots, and I tell the class the differences between natural scenes and cultural relics. In order to make them interested in the topic, I will show some pictures of pyramids, Great wall and the Stonehenge, at the same, I will do a brief introduction of their history and geographic features for them. Step 2. Listening (15 min) The listening material is about another 3 cultural sites. Students can listen for 3 times. When listening for the first time, I’d like them to find out the names of the 3 sites. And for the second and third time, they are required to answer questions in the textbook. Because of the warming up in step 1, this listen part will not be very difficult for them. In addition, I will teach them some listening skills such as finding key words, using symbol, etc. Step 3. Discussion (10 min) After doing listening, I will create a context for the students — suppose they everyone have a cultural capsule, before they are sent to the space, they need to select 5 things representing China, what will they choose and why? Such a discussion can make them think about Chinese cultural relics and give rise to a desire of learning how to give advice and make suggestions. Step 4. Expression learning (15 min) When the discussion finished, I will do a summary and transit to the study of expressions for advising and suggesting. I will use these expressions to make dialogues with the students and I will also let them make sentences with these expressions. Period 2 The task of this period is reading. It includes 3 steps. Step 1. Pre-reading (10 min) Before learning the text “A city of heroes”, I will review the discussion in period 1, and let the students think about a question: Which city do you think is great? What makes it great? Step 2. Fast reading (10 min) The students can read the text fast only once. After reading, they should do some “true or false” questions on page 46. They can get the main idea and information very easily by fast reading. Step 3. Intensive reading (twice 25 min) After the fast reading, another question will raise: who is the hero of the city? The students can read the text intensively twice. (1) For the first time, the students should read paragraph by paragraph, and summarize the main idea of each paragraph, here I will teach them how to find topic sentence and the function of topic sentence. (2) When reading for the second time, the useful phrases and words will be learned in the text. And the question: “Who is the hero of the city?” will be discussed. Period 3 The task of this period is revision, learning the present perfect passive voice and word formation. It includes 4 steps. Step 1. Revision (10 min) Let the students do blank filling on page 47, all the words and phrases are from the text, which have been learned in Period 2. Step 2. Word formation (10 min) There are some words beginning with a prefix “re” in the text and exercise. So here I will tell the students something about the function of prefix, let them know “re” means “again’, add “re” to a verb means “do again”. Then, I will list all the words with “re’ from the text, and ask them to give me more examples of such words. Step 3. Grammar learning (17 min) (1) I will show 2 sentences using present perfect passive voice from the text, let the students know the feature of this voice, them I change them into active voice, show them the differences by comparison and contrast. (3) In order to distinguish present perfect passive voice from past simple passive voice, I will let them do exercise 2 on page 47 — Blank filling. Step 4. Discussion (8 min) For the exercise in step 3 is about protecting cultural relics — Guilin and Beijing, after doing that, I’d like the students to do a discussion in group of 4 or 5 about the damage of cultural relics and ways of protecting. Period 4 The task of this period is revision and writing a letter to express one’s feeling. It includes 3 steps. Step 1. Revision (15 min) (1) First let the students do the Checkpoint 7, them I will ask them to find out all the sentences using present perfect passive voice from the text. (2) In order to revise the words and phrases, I will give the students a dictation. I speak in Chinese, they write down in English. When finished, I’d like them to make sentences with these phrases. Step 2. Pre-writing (15 min) (1) In this step, first I will create a context for the students to discuss: What will they do when they feel worried, sad or angry? I will show my opinion at the end of discussion that writing a letter to ask for advice is a good idea, letter is an important way to communicate with others. (2) Next, I will help them to learn the model letter in the textbook, and show them the form of a letter (格式), so that they will not feel difficult when writing. (3) Then, let them turn to page 48 part 2, first have a discussion, them fill in the blank, later, I will ask some of them to report their answers. Step 3. Writing (15 min) After the report, the students are asked to write a letter. I will give them some information for reference. When they finished, I will ask 2 of them to read their letters, and let the others evaluate the advantages and disadvantages, so that everyone can make a progress. V. Self comment Through my interpretation, you may find that my plan is different from others. Actually mine is a unit plan, not just a single lesson plan. As I mentioned, I regard the unit as a whole, I’d like the students to learn the four skills integrated, and I do so. That’s all for my interpretation. Thank you for your attention. |
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