Teaching plan for Unit 2: Working the Land
(NSEFC module4)
Good morning, my honored judges! It’s really my pleasure to interpret my lesson here today. The lesson plan I am going to talk about is from new senior English for China student’s Book 4 Unit2: working the land”(問(wèn)候，切入主題). My plan mainly goes with the following three aspects:
1.What to teach (type of the lesson and analyze the material);
2.Why to teach ( three goals: language goals; skill goals; emotion goals);
3.How to teach( learning methods; teaching methods; teaching design).
Here comes the first part:
1 .What to teach
First, let me introduce the lesson to you :this is a typical integrated lesson. It combines reading speaking and writing together, which emphasizes on the cultivation of the integrated skills especially how to design a poster. Reading practice is the input of the knowledge, while speaking and writing are the output process. Thus, reading provides the information of the organic farming as an output, as a practice of sentence structures, speaking also offer the help for the writing_ design a poster on the green food. In a word, this lesson goes from input to output of the language knowledge.
Then for the teaching material, let’s have a quick glimpse of it. It concludes three parts: content, key points, and difficult points. The content of this lesson is about the organic farming and organic food. The reading is about the organic farming, and the advantage organic farming and the farming with chemical fertilizers. And the speaking ask us to practice the sentence structure of showing one’s opinion. As for writing, students are asked to design a poster to persuade people to buy the expensive green food. And for those parts: the key points of this lesson are:
(1)Enable students to know the advantages of “green food” or food that is grown by organic farming methods
(2)Enable students to know the advantages of “green food” or food that is grown by organic farming methods
(3) Enable students to use some sentence structure to persuade others.
(4)Make students write the poster on the basis of reading and speaking practice.
And the difficulties maybe are :
1. How to design a good poster?
2.How to make use of reading and speaking efficiently
After knowing what to teach, then I want to tell you why to teach.
2.Why to teach？so for this aspect, I mainly show the three goals: they are language goals, skill goals and ability goals.
Knowledge Goals:
1). Know the advantages of “green food” or food that is grown by organic farming methods
2) master the basic expressions of showing one’s opinion.
3) learn how to design a poster
Skill goals:
1). Practice skimming
2). Make a dialogue in a certain situation, using the correct expressions
3. Emotion goal: Love the earth and the environment.
Now. here comes the most important part:
3. How to teach:
If you want to have a good lesson, designing the class well is one point, But teach students how to learn also counts. Then in my lesson I try to
(1)Instruct students to skim, and speak out to build a mode of “ read independently but communicate together”.
(2. )Instruct students to design a poster with the help of reading and speaking and remember the characteristic of poster.
And I will try many kind of teaching methods to make my class vivid so that students’ attention will be fixed on it tightly. So I will employ those teaching methods. For example
(1)Discussion(2)Task-Basic teaching(3)Situational practice(4)Activity
Then next I will present my teaching design:
First is my whole thought of the design.:
1.Whole thought: The design of this lesson focuses on the writing of a poster, with the knowledge input of reading material and output practice orally by speaking. By creating kinds of situations and activities, I mean to help students to do “3E”--experience, explode and express ( both speaking and writing). Also I will instruct students to summarize the language knowledge and language structures to use them in the writing, so that they can wholly use the language naturally and efficiently.
2. Teaching procedures:
Task1. Lead- in : GUESSING (2m)
Why I take guessing as my lead- in is that I think if the class is connected with our daily life, on one hand, students are familiar, on the other hand, students will show great interest. So I will throw the topic to the students, so that they will talk freely about : why the same thing has different prices. and they will naturally guess one reason: because it’s healthier. thus it create a natural transition to the reading about the green food or organic farming .
Task2: Reading
Personally, I regard this reading as a material of the writing, but not the one you should spend much on analyzing the passage structures or the detailed language knowledge. So I just want to let students know that after our learning of this reading, we can summarize the useful information about organic farming and pick out some sentence that we can use in the speaking and writing. So just set 3 questions:
Q1.What is organic farming?
Q2. What’s the characteristic of the organic farming?
Q3. What’s the disadvantages of using chemical fertilizers?
So by listing these two clues , I think students will have a clear knowledge input. Then it’s a pretty preparation for the output design a poster
Task 3. Discussion
After reading, I set a discussion to make students deeper understand the organic farming and also a kind of summary by themselves. At the same, I will write down some sentence from their expressions which can be used afterwards.
Task 4. Speaking
Then after that I want students to speak out with these information with some sentence structures. But as we know, our text book offers us many sentence structures. But can we use all of them in a certain situation? Of course, so we should make students practice choosing different structures in different situations. So I prepare some extra situation for them to choose the proper expressions. And after that, I show the dialogue situation so the students can have a clear choice .
For the speaking part, I give them two different situations to choose to make them feel free and more choices.
Task 5.Designing
After the reading and speaking, I think it comes the most important part of this lesson: Design a poster .It helps students to deal with some problems in life in English. As we know, writing is a hard job. So the requirement should be proper and suitable for the students to finish.
Before writing, I also help student of the writing to copy the format on Page16. using information form reading part and speaking part..
So I give them the background of the writing, what to write, and how to write, I also present the pattern and before I will deal with the using of language( shorten the sentence on the blackboard).
And the last one is the presentation and assessment to make the writing wholly. In this way , I can help students to learn to make assessment to others’ and their own articles , improving their writing.
說(shuō)課的基本要求
一、一個(gè)特色
教材處理：教材處理與設(shè)計(jì)，往往最能反映教學(xué)實(shí)力。應(yīng)該是比較有創(chuàng)意的，比較符合教學(xué)目標(biāo)與學(xué)生實(shí)際，有效果的。
人人皆知，人人皆會(huì)的知識(shí)與能力，自然很少有區(qū)分意義。
二、二個(gè)基本功
1，學(xué)科知識(shí)的基本功。
扎實(shí)的學(xué)科知識(shí)，往往表現(xiàn)為嚴(yán)密的科學(xué)性，如術(shù)語(yǔ)的運(yùn)用，解題的明確，分析解釋的嫻熟精到，信手拈來(lái)的教學(xué)智慧等。
2，教學(xué)表達(dá)的基本功。
口頭語(yǔ)言：普通話的語(yǔ)音，英語(yǔ)的語(yǔ)音，音樂(lè)教師的音準(zhǔn)……；語(yǔ)言豐富，生動(dòng)，流暢，響亮，明晰。
板書語(yǔ)言：書寫清晰，正確，秀美。
神態(tài)語(yǔ)言：得體大方，自信自如。
三、三個(gè)字
清：清晰的教學(xué)環(huán)節(jié)。不是渾然一團(tuán)。
精：精到的教學(xué)重點(diǎn)。不是面面俱到。
情：充沛的教學(xué)激情。不是萎靡不振。
四、關(guān)注學(xué)生
能正確判斷學(xué)生的實(shí)際情況。
能根據(jù)學(xué)生的實(shí)際，設(shè)計(jì)教學(xué)安排。
能隨時(shí)關(guān)注學(xué)生的反饋。
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