NSEFC Module2 Unit1 Cultural relics 全英文说课稿

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Lesson Plan Presentation Sample 6
Period 2 Learning about the language (Vocabulary) Unit1 Cultural relics NSEFC Module2

Hello, Everyone! I’m XXX from . It’s my great honor to present my lesson plan. In my presentation, I’ll analyze the teaching material and learners, state the learning objectives, and then describe the teaching procedures.
I. Analysis of the teaching material and learners
First of all, let’s see the teaching material. It is the second period of PEP NSEFC Module2 Unit1—Learning about Language. This period is designed to enrich students’ vocabulary and help them master the usage of some words and expressions under the topic of cultural relics.
The lesson is prepared for the students in senior grade one. In the first period of this unit, students have learned some words and expressions in the reading material In Search of the Amber Room. So students know their meanings in the context of Amber Room, but they don’t know how to use them in other contexts. As regards to the topic, Senior One students have learned a lot about cultural relics both in China and abroad so they have quite good background knowledge. Therefore, I can use the famous cultural relics—Yuan Ming Yuan as a clue to present the target language, which also provides real situations for the students to use what they have learned.
II. Learning objectives
Based on the analyses of the learning material and the learners, I set the following learning objectives：First, Language skills. By the end of this lesson, the students will be able to guess the meaning of some new words within the context and they will be able to draw a conclusion about how the language items are used through comparison and examples. Second, language knowledge. The students are expected to use the following words, phrases and useful structures correctly in different contexts. (Words: amazing, select, design, fancy, style, artist; Phrases: decorate…with, be considered as, less than, belong to, at war; Useful structures: have sth. done) These are also the language focuses of this lesson. Third, learning strategy. During the class, the students will be asked to use memory strategies including semantic association, contextualization, word formation, and grouping when learning some key words. They will use the cognitive strategy of comparison and examples when learning the usage of the words and phrases individually and in groups. And they will use communication strategy to cooperate with their classmates in group work and work as a guide to introduce Yuan Ming Yuan. Lastly, affect and cultural awareness. During the process of learning, the students will raise the awareness of cultural relic protection.
III. Teaching procedure
In order to achieve these learning objectives, several activities are designed for the lesson. The teaching procedures are divided into four steps.
Step 1 is lead-in. Before the class, I will play a short video clip about Yuan Ming Yuan. It has been played in the first period. But this time it is played to activate students’ old knowledge. So as soon as the class begins, students can talk about what they know about Yuan Ming Yuan freely, the situation of which is very similar to that of the amber room.
Step 2 is to practice some useful words and expressions within seven activities. The first activity is to find out similarities between Yuan Ming Yuan and the Amber Room, since these two have something in common, especially in the history and the current situation. It aims to help the students to recall some key language items, such as “belong to”, “at war” by talking about something about Amber Room they have learned in the previous lesson. In activity 2, I will show a short excerpt from the first paragraph of the reading material with some parts covered. Students should fill in the blanks without referring to the book. After the answers are shared, I will encourage students to compete to recite it. This reciting competition heightens the classroom atmosphere and helps the students remember the key language items as well. In the third activity, I change the context into Yuan Ming Yuan. This time students should use the words and phrases from the first paragraph to complete the description about Yuan Ming Yuan. So here, we see, students learn the language items in the reading material and then they have a chance to use them in another similar context.
In the fourth activity, students will learn some useful words and expressions. They will read five sentences describing the Amber Room and then find out the similar expressions from Paragraph 2-4 to replace the underlined parts. Then the context changed into that of Yuan Ming Yuan again. Students should discover the usage of the word “remain” by studying these examples (refer to PPT) about Yuan Ming Yuan, which is the task in activity 5. Then in activity 6, students will tell the parts of speech of the words “design” and “wonder” in different sentences. These three activities are designed to encourage students to discover the target language in the context by themselves. Meanwhile, their ability of inducing rules can be developed by learning examples.
In the last activity of Step2, students are supposed to learn and use a useful structure “have sth. done”. Firstly I will lead the students to discover the structure by asking a question according to the reading material. After discovering the structure, students will work in groups to practice it. They will talk about what happened to Yuan Ming Yuan when China, Britain and France were at war by using the structure. As it is a bit difficult, I will first offer an example and some clues to lessen the difficulty, then students should create sentences on their own.
Step 3 is passage-rewriting. After learning words, expressions and a structure, it’s time to write a passage. Students should rewrite this passage about Yuan Ming Yuan by replacing the underlined parts with these expressions from the text. This activity is to make sure that the students can use the target language properly.
In the fourth step, there is an oral presentation. Students are asked to be tourists guides. So they should work in groups of four and discuss how to introduce Yuan Ming Yuan. Students are required to use some certain newly-learnt expressions. After the discussion, several students will be asked to give a presentation. With all the previous input of useful words, expressions and the structure, the students are now able to give the introduction as an output.
Lastly, to consolidate what the students have learnt in this period, I set the following assignments. Firstly, students are asked to finish some multiple choices and spellings. Secondly, they should find out the differences between attributive clause and non-attributive clause and try to give two examples for each and get prepared for the Grammar Study in the next period.
IV. Blackboard notes
That’s all for the teaching procedures. And these are the blackboard notes. On the left, there are some new words and expressions. On the right, there are some useful structures. They are all the language focuses of this period. I write them on the blackboard to remind students to use them as much as possible in group work throughout the lesson.
V. Reflection
In conclusion, in this lesson language items are learned within a context of the reading material and practiced in the context of Yuan Ming Yuan created by the teacher. And efforts are also made to help students learn and use vocabulary by using efficient learning strategy. To make the learning process natural and progressive, the period starts with words and phrases, and then focuses on the sentence structures and paragraphs. Thus, the students’ oral output will be possible owing to the previous input.
That’s all for my presentation. Thank you for your attention.