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Oral Presentation of Lesson Plan
Background information: High School, Grade 2
Material: Unit14 Lesson 55 Part 2-5, SEFC Book Ⅱ2B
Type of lesson: Revision
Good late afternoon, ladies and gentlemen! If every one of you has not been tired enough to fall asleep, I would be much happy, and so, let me begin. [Presenting the 1st PPT about the teaching material.]
My topic today is（SEFC Book ⅡB Unit14 Lesson 55 Part 2-5）to write the attributive clauses, esp. those introduced by pre-wh-.
[Presenting the 2nd PPT about the students’ background information.] I come from a “third world” middle school. The majority of my students were administered to this school with very low marks. I think they are dependent, biased and lacking in good learning habits. By biased, I meant even though many of our teachers have changed our points of view towards teaching, I found my students still hold the belief that if a teacher did not teach grammar rules or language points, she or he were not a good teacher. So I feel it important in my every lesson to help them to understand the real meaning of learning languages. As we all know it is no good knowing all about the language if you can not use it. I think that is one of ideas that the English Curriculum want to transfer to our teachers.
[Presenting the 3rd PPT about the connection between NEC and classroom teaching.] The English Curriculum calls for a class (to) aim at students’ development, centre of students’ activities and develop mutual experience. So in my opinion, We must learn by all means by doing, and so in this very unit, once students have encountered all the proper structure of the attributive clauses, I have designed my revision lesson as follow: (Time: 6’00)
[Presenting the 4th PPT about the teaching aims] First, knowledge objective is to master the attributive clauses, esp. those pre-wh_, which is also the main point. And then the skill objective is to lead the students in using different kinds of attributive clauses, which is also the special relocation in the lesson.
[Presenting the 5th PPT about the teaching methods.] And the methods I adapted here are situation, communication, brainstorming, pair work (and) group work. So in order to fulfill these teaching aims, I have based my teaching at students’ learning on “top-down and bottom-up” system, that is, from situation to sentence tool and back to situation finally. (Time: 7’00)
[Presenting the 6th PPT about the step.1 of teaching procedures] So step 1.Situaton. Give then pictures with many dogs and then ask” do you know about the dogs?” Since there are so many dogs, of cause they can not read my mind. So they ask,“which dog?” I would say the dog which died in the satellite. So far you may have understood that I want to check how well they have understood the text on some tenses. And also I think this procedure causes my students to be base in the situation in using and hearing attributive clauses naturally, [Presenting the 7th PPT about a leading question in step.1.] and I will carry out the dialogue and set up the situation for them to keep the dialogue going. [Presenting the 8th PPT about the dialogue in step.1.] This is the dialogue. My students and I carry out in the lesson, (and I will quickly write the main part.) I will ask students how many attributive clauses we have come across just now, and write the main part on the blackboard, so as to help them to recall the main structure of attributive clauses as quickly as possible. In this way, the blackboard design will look like this: (Time: 8’20) [Presenting the 9th PPT about the blackboard design.]
And step 2. I will say if you have the right to choose, which would you like to be, a dog or a person? I guess the question may seem very ridiculous and Superficial, but in my opinion, this question, I give them the chance to look into the bottom of their hearts, asking themselves what is my attitude towards life, but of cause, it is (no) not the main idea of this lesson, so I will brainstorm students as quickly as possible and then I end their dialogues by saying,” you know, (I) myself want to be a person of cause, because I think persons have thoughts. You can have different kinds of feelings and of cause there is very exciting. You know, for example, one of my friend said，[Presenting the 10 th PPT and showing the sentence examples of attributive clauses.] “As a friend, it is somebody who they can share everything with and that make me very proud of myself, but you know, every person shoulders different responsibilities in the society, so what I’m really interested in this lesson is that as a teacher, what kind of person I am in your eyes. How about my lessons? What is your attitude towards life after my class? How about schools in your eyes? So that is step 2. [Presenting the 11th PPT with the group dialogue about attributive clauses.] I will divide the class into four groups, and give the first part of each sentence for them to practice, using different kinds of attributive clauses. You see on this line for group A. The beginning sentence will be:“Grace (is me) is a teacher who/whom/whose/that/… or nothing.” I want them to use attributive clauses in which the undersidence is somebody and function as different parts in the sentence. And the group B: the undersidence is some time. Group A: (the) undersidence is something. Group D is some places. I think all of these are closely connected with students’ everyday life, so they are very interesting in talking, and even the poorest students participate very actively. Although they can only give response in Chinese to tell the truth, but I think they are very special part in my class. Silent as they always are, their ideas are particularly fun and original, so I hope the chance encourages them to learn more things. Perhaps helps by others, they can even speak in English, even in replicate sentences. As for the majority, after exchanging ideas, their interests in talking, getting clues, and also love between students and teachers, students and students, students and study, students and schools. It depends. [Presenting the 12th PPT about a sentence from a student.] For example, one of my best students in group A gives me a sentence like this:” A school is a place I do not want to go but I have to go to, but No.12 middle school is an exception. ” I think that is a very good example foe me to carry out next step, so I write it down on the blackboard, and circle the word ‘where’ to be used later on. Also I follow it by saying:” Do you also mean a teacher is somebody whom you do not like to but have to see, but me is an exception?” So in the harmonious and lightening circumstances, we come to next step. (Time: 12’20)
Step3. Words back to sentences. As for the other ways to express sentences which are “A place where I have to go to” and” the place to which I have to go”. So it is time for them to do paper work. [Presenting the 13th PPT about the paper work for students in step.3.] Join sentences together. (I forget to emphasizes something, sorry ) So when dealing with these two sentences, (to express) to substitute the word ‘where’, and I also want to remind them the elixir on working on related words is to “瞻前顾后”. In my opinion, it is the only and the very key to solve this kind of problems, and I do not think any other works more efficient than that way. And now it is the paper work. Deal with the hand-out on which five pairs of sentences are written. Those are the trickiest sentences chosen from page 11. I intend to divert the replicated when students are doing their homework. I may say the first two steps (that) I aim at practicing students’ fluency. Now, I aim at practicing their accuracy, [Presenting the 14th PPT and showing the exercises of attributive clauses.] and you know accuracy plus fluency means a standard language. When they are doing this exercise, I will go to certain areas on the classroom on purpose to check how students in different levels are getting along with these sentence items and hopely be person to person supervision in class, and then quickly we go to step 4. (Time: 14’15)
Step4. Back to situation. Also give them other pictures of current issues. Ask them to carry out dialogues in groups of four. Using different kinds of attributive clauses. Of cause they should better use the kind of attributive clauses introduced by pre+wh_. I may say if I taught the lesson here and now, I (was) certainly have another two pictures to add. [Presenting the 15th PPT about the two pictures for students.] One is (to) talk about the war on Iraq. Two is (to) talk about the issue that the famous pop start Lexis John committed suicide. I think these are the choosing that students would be extremely interested. [Presenting the 16th PPT about the assignment.] And we always say teaching should progress with the time. Teachers should always present their students material after day. This also gives me the further see of their mastery of attributive clauses.
And today’s assignment is 1. Finish off the rest of the exercises on page 11, and 2. Put down your conversations in your “practice make perfect” books. Of cause this assignment is optional. I’d rather give the first one to the quite ordinary students and No.2 to the excellent students. So that is the end of my 40 mins classroom teaching. (Time: 15’54)
So in order to carry out my teaching devices, I have brought the words “top-down, (and) bottom-up” from reading comprehension, because I think these are the words (that are) ideally suited for my idea. [Presenting the 17th PPT about the idea of designing the teaching process.] I have designed four activities for the students just (to) start from real communication, and focus on sentences, after dealing with specific words, go back to sentence making, finally return to the real situation again, and each activity is closely and logically connected with former ones to form a pass chain in the end. The whole design starts from practice to theory and from theory back to practice. I think the design agrees with the rule of coetion, and practicing in this way may students practice most any language come from and go back to real communication, and therefore, they are motivated to use that item where teachers are away if it is necessary. I think that is the final goal (isn’t it?) to teach for no need of teaching. (Time: 17’11)
[Presenting the 18th PPT with a famous proverb.] A famous proverb Jazzpersons once said, “Less taboo, less definition, more observation towards life. That is the only way to make grammar lessons favorable in schools.”
As I mentioned at the beginning of my speech, the new English Curriculum also emphasizes learning by experiencing, learning by observing, [Presenting the19th PPT about the right and wrong directions for teaching.] but daily communication covers a lots. I think blind imitations only make loose sentences. As we know, standard English need certain rules to follow. I think every Chinese teachers present here will not deny a foreign language learner without grammar knowledge can no (not) go any further.
[Presenting the 20th PPT with a conclusion.] So what I want to say here is whatever textbook you are using, whichever school you come from, grammar lessons are still very essential but must be taught in a way which is aimed at your student’s development. That is my understanding of this lesson. Thank you! (Time: 18’27)
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