教師資格證說課稿 - 自己的.doc

Lesson Plan InterpretationNew Senior English for China Book1 Unit3 Travel Journal Lecturer: 唐玉雪Good morning, everyone! Its an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from New Senior English for China Book 1 Unit 3 Travel Journal. Ill explain how to teach and why to do so from the following 5 aspects: the theoretical basis, analysis of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design. . The theoretical basisFirst, Id like to show my theoretical basis-schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the readers background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students reading speed and reading comprehension, language teachers should try to activate the Students old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details. II. Analysis of the teaching materialThe analysis of the teaching material includes 3 parts: the status and the function, teaching objects, the important and difficult points.At the beginning, lets focus on the first part. 1. The status and the functionJourney down the Mekong is a piece of travel journal written by Wang Kun. Its mainly about Wang Kun and his sisters dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General peaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.Thats all for the first part, now lets move to the second part. 2. Teaching objectsAccording to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objects:a) Knowledge objects1) Students will master some useful words and expressions such as determined, make up ones mind, give in, be fond of , care about, stubborn, etc. 2) Students will have a better understanding of the meaning and structure of the text, talk about travelling and have their own idea about future plans.3) The students can use the Present Continuous Tense in the proper situation.b) Ability objects1) To develop the students abilities of listening, speaking, reading and writing.2) To improve the students reading ability, especially their skimming and scanning reading. Since the main object of reading course is to improve the students reading ability, the whole class will focus on developing the students reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text through fast reading and intensive reading. Besides, I will encourage and help them to read, think and find out information by themselves. 3) To train the students abilities of studying by themselves and cooperating. c) Moral objects1) By completing the task, the students can increase their interest in enriching their eyesight through travelling.2) The Students will have the awareness of protecting the river and protecting our environment. Though Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river and how to protect it. Well, that is so much for the teaching objects. Lets come to deal with the third part.3. The important points and the difficult points. According to the national curriculum of English and language learning theory:1) The important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing.(When teaching reading, we should encourage the Students to do speed reading for the first time, thats to say, we should encourage our Ss to read as fast as they can when they do the first reading. Much emphasis should be put on reading skills and reading comprehension as well.)2) The difficult points are to teach the students how to use present continuous tense and identify when to use past tense and when to use present tense in writing a journal. Thats all for my understanding of the teaching material. Now lets focus on the ways of teaching and learning.III. Teaching methods and studying waysGenerally speaking, I adopt task-based language teaching, communicative approach and CAI approach (computer aid instruction) in class. Students will be required to do presentations about a travel they had, so as to arouse their interest in this lesson and enable their ability of describing a travel with more fun. As for learning, students will learn through independent reading, discussing and cooperating.Here comes the most important part, the teaching procedure. Teaching procedureIt includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.Now lets come to the first step. Step I: Lead-in and pre-reading (7mins)There are three activities in this step and I will spend 7mins on them. In activity one, I will ask Ss two questions Do you know some great rivers in China? and Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity-brainstorming. In activity two, I will ask the Ss to discuss in pairs and answer the question How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss awareness of protecting the rivers. In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.Step II: While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the students imagination.1) Fast reading During fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.2) Careful readingAfter getting the general idea of each paragraph, I will deal with the details paragraph by paragraph. In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss understanding of the first paragraph. In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss cant answer the question briefly, I will encourage them to find the key sentences and try to join them together. And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.Step III: Consolidation (6mins) After dealing with the detailed information of each paragraph, I will ask the Students to read the whole passage again and answer two questions to consolidate what theyve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Thats all for the while-reading. Now lets move to the fourth step.Step IV: Post-reading (10mins)In this step, I will design two activities and I will spend 10 minutes on them.The first activity is filling in the blanks. In this activity, students are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to expre