Unit 1 Cultural Relics说课稿

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Lesson plan presentation
NSEFC Book2 Unit 1 Cultural Relics
Good morning, everyone! I’m …, from the…. I’m so honored to present my lesson plan here today. The lesson is taken from NSEFC Book2 Unit 1 Cultural Relics.
First of all, I’d rather talk about the teaching material. This is the second period of the unit. It is a reading course. The title is In the search of the Amber Room. The topic of the text is about the introduction of Amber Room. There are some kings and places which are totally new to my students. They can cause difficulty in understanding the passage. But my Ss will like them, because the information can arouse their interest. There are also some difficult words and phrases. Some of the sentences with the non-restrictive attributive clause are long and can be difficult.
Now I will analyze my learning condition. My Ss have talked about cultural relics in the first period. They have understood what cultural relics are. As Ss in grade one of high school, they have grasped the basic knowledge and skills to do oral and reading activities. And Ss in my class are active and cooperative.
Based on the analyses of teaching material and learning condition, I will come up with my teaching objectives for this period, as well as the key and difficult points.
1. By talking about the Amber Room and reading the text, Ss will be able to grasp the words and expressions, such as amazing, honey, etc. This is also the key point.
2. By learning the sentences, Ss will get the general idea of the non-restrictive attributive clause. This is both the key and difficult point.
3. By fast reading and close reading, Ss can not only use the reading skills like scanning and predicting, but also can get the detail points about the Amber Room. These are also the key and difficult point for the Ss.
4. By giving opinions on whether people should rebuild the missing cultural relics, such as the Amber Room and Yuan Ming Yuan, Ss can not only enjoy the learning of culture and history, but also can use proper communicative strategy to share ideas with their peers.
5. By preparing for the lesson and finishing the homework, Ss can have the awareness to use the internet and other recourses available to help then learn English.
According to the above presentation, I will show the rearrangement of the teaching material. As I have finish the warming up period, I will not use the warming up material According to my Ss’ condition, I will add something such as a clip of video to build up Ss’ background information. I will ask my Ss to study the words and expressions, but not preview the text because I am going to train Ss’ reading speed.
Now, I am going to show the teaching method and leaning method. As New English curriculum suggests, language teacher should develop Ss’ comprehensive language competence, so I will adopt Communicative Language teaching as my teaching method and I will involve my Ss in cooperative learning and task-based learning.
To well develop my teaching procedure, I will use multimedia as my teaching aids.
Now, let’s move the most important part of my presentation that is teaching procedure. I will adopt four steps. I will use 44m for them and there will one minute for the explanation of homework.
Let’s see the first step that is warming-up. I will spend 4m here. In this step, I only use one activity. I will show Ss a clip of video. It is mainly about some introduction of the kings or people in the text. I will show it for 2m. After that, I will ask my Ss to do a memory check. I will show them more names than they have got from the video. They will pick out the names they have heard. This activity is planned to build up some of the background information before Ss read the text. As an interesting means of warming up, it can also arouse Ss’ interest for this period. And then I will tell my Ss those people are related to one thing they are going to learn. It is a natural way to lead my Ss to the second step.
For next step, pre-reading, I will spend 5m here. First I will show Ss a picture of amber. I will ask them what’s in the picture. I guess they may not get it. Then I will tell them it is a piece of amber. Then I will show then a picture of the Amber room, and ask: what is it? What is it made of? Then the Ss will describe it. I will show some of the word and expression here. Ss will learn to use them to describe the Amber Room together with the words they come up in the class. After that , I will ask them to read the title and based on the pictures and the title, guess what they are going to learn through the text. Ss may get some points. And I will ask them to read the passage fast for the first time, and have a check whether their predictions are right or not.
Now, Ss have the interest for the text and got the general idea of the text. Then I will lead my Ss to the while reading step. In this step I will adopt 4 activities to be finished within 24m. First let’s see the first activity. I will use the comprehending exercise 2 after the text. I will give Ss 7m. I’d show one example here: How did the Amber Room become one of the world wonder? Ss are going to read the text carefully and find the answers correctly. Then I will tell them the five answers are also the main idea for each paragraph, and they are required to skim the passage and put the main idea to the corresponding paragraph.
For the second one, It needs 5m, I will make Ss do a match exercise. On the right column of the ppt, Ss will find the names of the famous people taken from the text. They are required to scan the text and join the correct events on the left column. After that Ss will get known that the passage is organized by people.
Then we will move to the third activity. I will spend 5m here. It is a table filling exercise. On the right column, there are several periods of time, on left are the blanks. Ss are required to scan the passage quickly and find the events happened in each time. After that, Ss will know that the passage is also organized by time. Now, the Ss may have grasped some detail information of the Amber Room. I will involve them to do some detail reading.
Now Ss may have grasped the main idea of the text as well as detail information. But they still have problem with some language points. Then for the last activity in this step, I will show 4 sentences from the text. They are long and with the not-restrictive attributive clause. Ss will be required to study on the sentences and find some similarities. Then they should find what which/ to whom refer to and translate the 4 sentences. I am not going to show them the detail rules of non-restrictive attributive clause, because they are the task for next period. If Ss can understand the sentences here, it is O.K... I will coast me 7m
Then, we will come to the last step that is post reading for production. There are altogether two activities here. I will use 11m.For the first activity, I will ask Ss do an interview. They are going to work in pair. Suppose one of them is a journalist from a magazine. The other one is an expert on the Amber Room. They are going to make an interview talking about the Amber Room. They can refer to the blackboard notes. This is a check for Ss whether they have got the information of the Amber Room. It is modified retelling to active Ss for activity and attract Ss’ attention. I will spend 5m here.
For the last activity, I will use 6m. I will ask my Ss to work in group of four and brainstorm on the topic: whether people should rebuild lost cultural relics such as the Amber Room or Yuan Ming Yuan. Ss will use the language they have learnt from this period and produce their own ideas.
Now, I will show my homework design. There are two pieces of home work. For the first one, I will ask Ss to study the sentences. All of them are attributive clause. This is a preparation for next period, language study. For the second, I will ask Ss to talk with their partner about Yuan Ming Yuan and then surf the internet and other materials available to make a poster. They can introduce it and make comments on the rebuilding thing. This piece of work, for one thing will give Ss a chance to learn some of Chinese culture and make them proud of their mother country; for another, it is for leading Ss to use other materials after class the help them learn English.
As for blackboard notes, on the left the place is the position for the screen, in the middle, the room is the key works of the text, and for the right, they are key words for the lesson and the words Ss will come up during the class. Here are the blackboard notes:
Unit 1 Cultural Relics
--In the Search of the Amber Room
Who