Unit 3 Going Places全英文说课稿

Lesson Plan Interpretation
Unit 3 Going Places—the Fourth Period
Good afternoon, ladies and gentlemen. I’m glad to interpreter my lesson here today. The lesson plan I’m going to talk about is from Book I Unit 3 Going Places—the fourth period. I’d like to explain my way of teaching and the reason from the following five aspects: understanding of the teaching material, teaching method and learning strategies, teaching procedure, blackboard work and teaching assessment.
1. Understanding of the teaching material
My understanding of the teaching material includes three parts: brief analysis of the teaching material, key points and difficulties, the teaching objectives. I’ll talk about them separately.
(1) Brief analysis of the teaching material
The central topic of this unit is “travel”—the world’s hot topic and a modern lifestyle growing more and more popular. The unit coves a lot about this topic: means of transportation, eco—travel destinations and two fashionable travel styles—adventure travel and eco—travel.
The fourth period of this unit contains integrating skills and writing. Integrating skills, I think, are the continuation of reading and the prelude of writing. The short passage is about eco—travel. The table below gives information about two eco—travel destinations. Completing the table can be a mini—writing. The second part—writing asks students to write travel letters.
(2) Key points and difficulties
New words and phrases, useful expressions such as “on the other hand”, “as well as ” are the key points of this period.
Our students are used to the traditional teacher—centered teaching method. Most of them are
lacking in the ability of learning independently. Therefore, in my eye, discussing a given topic and making reports by themselves are the difficult tasks for them to fulfill.
(3) Teaching objectives
According to the national curriculum of English and language learning theory, English teaching should enhance the focus on realistic communication, which is essential in developing students’ competence in English. In consideration of this standard, I make out the following three teaching objectives.
 Knowledge objective: I’d like to help students master some useful words and expressions, also to help them acquire as much knowledge as possible.
 Ability objective: I’ll make efforts to develop students’ ability of using English in a communicative way.
 Moral objective: I will make full use of the hot topic to increase students’ learning motivation. Try my best to let them know that while enjoying the beauty of nature, they have the responsibilities for our environment.
2. Teaching method and learning strategies
In my opinion, in language teaching, much emphasis should be laid on situationalism. In my teaching, I adopt situational teaching method, that is, prepare situations for students and encourage them to participate actively in activities. In order to make the class more interesting, I use different teaching aids, such as slide show, tow beautiful pictures of the Red River Village and the Snow Mountain.
Learning strategies are made up of three strategies: cognitive strategy, accommodative strategy and communicative strategy. I’ll advise students to express themselves in English as much as possible and use English for a real purpose—communication.
3. Teaching procedure
A successful teaching depends essentially on a proper arrangement of teaching procedure. My teaching procedure is consisted of five steps: Step I Greeting and Revision, Step II Lead—in, Step III Reading and Talking, Step IV Writing, Step V Homework.
Step I Greeting and Revision (2 minutes)
I’ll ask two students to make a dialogue about where they went and what they did during the National Day. This is the revision for the third period and also the activity for students to get mentally prepared for the fourth period.
Step II Lead—in (3 minutes)
Here, I’d like to share my own travel experiences with my students. After describing the beauty of YanDang Mountain, I’ll tell them that during my travel I also found many tourists do something wrong, for example, smoke or litter. Of course, it is a not good way of travel. Then I’d like to introduce them a good form of travel: eco—travel, the topic. Sharing my own travel experiences with students can stimulate their interests in the lesson.
Step III Reading and Talking (25 minutes)
This part consists of a short passage and a table. Students are asked to get the general idea of the short passage first, then complete the table concerned. This step can be divided into three parts—scanning, careful reading and discussion.
(1) Scanning
First, I’ll give students the meaning of two words—ecology and ecologist, which will help them to guess the meaning of eco—travel. Then ask them to do the scanning with an easy question “What is an eco—travel?” Students are just required to get the general idea and answer the question.
(2) Careful—reading
I’d like to ask students to read the short passage again and answer a relatively more difficult question “What is the difference between normal travel and eco—travel?” Then we will get down to the second part—the table. At first, I’ll show students the pictures of Red River Village and Snow Mountain. After that, ask them to read the information about the two eco—travel destinations carefully and finish the table. Careful reading enables students to understand the importance of eco—travel and improve their reading ability. Here, I want to mention a useful expression—as well as. I’ll write it on the blackboard, explain it with examples and ask students to make sentences with it.
(3) Discussions
In this part, I’d like students to work in group of four and offer them a situation. Imagine that four of them are going on an eco—travel. They need to read about the information carefully, discuss with their partners and then decide where they are going in group of four. Each group member has to prepare reasons for visiting one of the places. After discussion, I’ll ask representatives of two groups to make reports. This activity cultivates students’ abilities of helping each other, learning from each other and their willingness to cooperate with others.
Step IV Writing (14 minutes)
Writing part asks students to write travel letters to describe what they are doing, what they will do and what they have done during their travel. This time, I’ll get students to write the two letters in pairs. It is advisable for me to mention the writing tips before they start writing. when they finish their work, I’ll ask students to exchange their exercise books with their partners and check for mistakes by themselves. In this way, students become more active in class. If time permitting, I’ll ask a student to read his letter to the class. Through writing, students can learn how to write travel letters.
Step V Homework (1 minute)
(1) Make a report on an eco—travel destination in China. This task cultivates students’ abilities of hunting for information after class and using their knowledge to solve problems.
(2) Do the exercises in workbook. Doing exercises, I think, is a good way for students to consolidate what they have leant in class.
4. Blackboard work

Unit 3 Going Places
----the Fourth Period
1. Normal travel:
Simply for pleasure, bad for the environment, cause problems.
Eco—travel:
With responsibility, protect the environment, help animals, plants and people.
2. as well as –besides, in addition to
eg, The boy is lively as well as healthy.

5. Teaching assessment
It is agreed that assessment means to discover how well students know things or can do things. In my teaching, I place much emphasis on students’ learning procedure, learning attitudes and their abilities of participation and cooperation.

That’s all for my presentation. Thank you for your attention.
 

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