SampleLessonPlan教學(xué)課程設(shè)計(jì)

1、精品教學(xué)教案設(shè)計(jì)| Excellent teaching plan教師學(xué)科教案20 -20學(xué)年度第學(xué)期任教學(xué)科：任教年級(jí)：任教老師：xx市實(shí)驗(yàn)學(xué)校育人猶如春風(fēng)化雨,授業(yè)不惜蠟炬成灰r - 二rSample Lesson Plan: Teaching Writing SEFC Book1BUnit16 Nature Endangered animalsLearning Objectives?Knowledge?Skills?Learning strategies?Affect?Cultural awarenessTeaching methodsand Teaching aids:Task-bas

2、ed language Teaching; Process approach to writingMultimedia devicesvideo tapesCAI coursewareTeaching procedureStep 1:Pre-writingActivity 1: Lead-in activityFree talkQuestions:Do you like animals?What animal do you like best?What do you thi nk of ? Why?Do you worry about some animals?Which kind of an

3、imals do you worry most? Why are you worried about them?Activity 2: speakingTask 1: List endangered animals. (G1)G1 give a presentation on several species of endangered animals and their characters and living habits using PPT (Giant Pandas, North China Tiger, African Elephant, Dolphin and Gorillas).

4、?self introduction?Dialogue?role play?The students in other groups will add some other endangered animals. Theteacher will give the summary and assessment.Teacher 's summaryIt 's true that many kinds of animals are in danger. But why are these aniimn als danger? Now let 's welcome group

5、two to tell us the reasons for their distinction.Task 2: Tell why some animals are endangered? (G2)? G2 give the presentation on the reasons why some animals are in danger. ? Speech? role play? The teacher prepares a clip of video“ ICE AGE in order to guide thestudents to discuss on the reasons of p

6、eople ' s killing animals.Teacher ' s summarySometimes people are really rather cruel. We are killing animals for fur, teeth, meat or skin; for money, even for fun. We kill them to enjoy ourselves, or to show our power.We are not only killing them but also robbing them of their habitats and

7、destroying their homes. Poor animals! Boys and girls, can we do something to help them? Now let ' s wcoeml e group 3 to tell us how to prevent them from extinction.Task 3: Ways of helping the endangered animals (G3)S1: Have you ever thought of helping any animals? How can we help them?S2: I thin

8、k first we must stop killing them. They are lovely and helpless. They have their feelings, just like us, human beings. So please stop killing them.S3: Anybody who kills animals should be punished. So we must ask our government to pass laws. If the laws are carried out well, fewer people will kill an

9、imals.S4: We should also stop buying those things made of animal furs, animal teeth or animal skins. Just as I believe: If the buying stops, so will the killings.S5: Maybe we should also take part in the Animal Protection Activities. Just as what we learned from the dialogue in Unit16. Sun Huiling,

10、Peter, Gray and Lynne tried to collect some money for the milu deer in China. Why can't we?S6: So we can build some nature parks for them.Teacher ' s summaryIt ' s because of people that the animals are in danger. But also it 's only people do something to help them from disappearing

11、.Step 3: WritingWhat' s the polar bear doing?What' s the dolphin doing?Do you want to help them?Let ' s help her write the letter to the Wildlife Fund to call on more people to love them and help them.T: Imagine that you are the dolphin / polar bear, you are writing a letter to the Wildl

12、ife Fund to call on more people to love you and help you. In your letter, you must include the following parts:A letter to wildlife fundIntroduce yourselfExplain your problemsWhat's your hope and worry about human beings.What is the result of losing youBegin like this:Dear Sir, I am a gorilla(猩猩

13、)hippo. ModelDear Sir,First I want to in troduce myself. I am a gorilla猩猩a gorilla that enjo yed my life very much in the past. However my happiness was gone when people came to me.One day, I was playing with my sisters and brothers as usual. Suddenly some people came to us. We felt happy because we

14、 thought men are our best friends. But to our surprise, they just took out their guns, shot us. Lots of my brothers and sisters were shot dead before we knew what on earth had happened.I was really lucky to escape. After that, I followed them home. Oh, my god. You will never believe it! They were la

15、ughing, and shouting with great joy while my sisters and brothers were on the fire, being cooked just for food and fun. We, gorillas, are now coming to disappearing from the world. We are homeless and helpless.I wonder if you, human beings, can do something. Why don't you build some special plac

16、es like Nature Parks for us to live in? Why not adopts 養(yǎng)the homeless of my brothers and sisters? Why not make people know more about us and understand us better?At last, I want to say: Please! Stop killing us! If not, I dare say: When we, animals, come to an end, then you will too!Students'writi

17、ngs samples-1Dear Sir,I 'm a hippo. My name is Sally. I had a charming family. Years before, my peaceful life has gone. There are a lot of people looking for us in order to kill us for something valuable. So we have to move from place to place.Yesterday, my little son Nicky died. Oh, my god! My

18、lovely child! We don'tknow what will happen to us tomorrow. Alive or dead? That's a problem. Why arepeople so cruel? We are friends, aren't we?Stop killing, please. Let' s live in peace.Yours,xxxTeacher' s SummaryAnimals do have feelings. They are just like us. And everything has

19、 its value in nature. We can' t lose them. Human beings, animals and other living things on earth must live in harmony and peace. So please, take care of every animal beside you. Do love them just like you love your family.Home workIf you want to know more about the endangered animals and ways o

20、f saving them, you can go to the following websitesJ:endangered %20animals.htmJ:endangered%20animalsendangered%20Animals.htm J:endangered%20animalsendangered%20animals%20-%20reports.htm Homework assignment1. Write“Teaching objectivesfor the writing sample2. Read textbook P213-221Lesson Plan Presenta

21、tionYou see (show the material), the material is from NSEFC, Module 1, Unit 2, the Reading part. The title of the passage is The Road to Modern English.The topic of the passage is the development and categories of English. For the development, the passage introduces in two clues: space one and time

22、one. Since Para.1 and para.5 both talk about the development under the clue of space, I ' lpl ut them together while teaching. What' smore, Para.3 and para.4 will be taught together, because both talk about the development under the clue of time. What I mentioned above is also the teaching r

23、earrangement. Now, come to my Ss. They are grade 1 in senior high and have learned English for several years, but they are still lack of background knowledge about language itself, such as the development, the reason for it changing over time, etc. What can not understand the text freely by using di

24、fferent reading skills. According to the analysis above, the language focuses and anticipated difficulties are to understand the text accurately by using different reading skills and to know the English development.As we know, the current theory views reading as an interactive process, which does no

25、t only involve the printed page bu t also the readers' general knowledge, including about the world andthe language. During the process of reading, all these elements interact with and compensate for each other.Based on the understanding of what proccess reading is, an interactive model of teach

26、ing reading is adopted. What's more, I will also adopt the-tshtraegee model, including pre-reading,while-reading and post-reading. As for my teaching aids, multimedia devices and PPT documents will be used.According to the analysis about teaching material, learning condition, and teaching ideolo

27、gy, I set the following learning objectives are to be achieved:Firstly, language skills. Ss can predict the content of the text according to the title and scan for the countries which speak English.Secondly, language knowledge. Ss can know the English development and the reasons for its changing ove

28、r time. Ss can knowwhat is first, second and foreign language. What ' also know the meaning of some language points, such as, rule, at present, be based on, etc. Thirdly, affects. Sscan view a language with an approach of development instead of a static one. Fourthly, learning strategies. Ss can

29、 communicate with others politely and fluently in English. The last one: cultural awareness. Ss can kno w some basic knowledge about the UK's colonizing.They can also know that the difference between British English and American English will not prevent a good communication. What' smore, kno

30、w other languages i'nfluences on English vocabulary.In order to achieve the learning objectives, several activities are designed in three stages. The teaching procedures are as follows:In the pre-reading stage, which will take 9min, I designed 3 activities. Activity 1 contains two steps: step 1

31、is that Ss look at a photo and guess which language is on it; step 2, guess what some sentences written in old English mean. Activity 2 is predicting, containing two steps: firstly, Ss guess what the word“road in the title mitemaenasns development. And then predict what thes more, ms more, Sspassage

32、 talks about. Activity 3 is to anwer questions: 1.how many people are speaking English? 2. How many countries use English as the official language? Acitivy 1 and Activity 2 will arouse Ss interests. For Activity 3,compared the answer with those in para.1 about five to seven million people spoke Engl

33、ish at the end of the 16th centrry, Ss will become aware that English has been spreading widely in use.Now, let 's come to wh-rileading stage. It will take 26 min. As I have mentioned in my material analysis, I will teach in this form. For para.1 and 5, which tell English development under the c

34、lue of space, I designed 3 activities: firstly, scan forthe English speaking countries; activity 2 is to answer the question: When did English begin to be spoken in many other countries? Why? During these activities, some extensive knowledge will be introduced to Ss, such as basic information about

35、the colonizing of UK, etc. Activity 3 is to match some English words with their origins. Activity 1 will help Ss to understand the paragraph basically and Activity 2 will deepen this understanding. Activity 3 is an extensive activity, which can help Ss further understandthose languages which influen

36、ce English vocabulary. Now comes to para.3 and para.4, which tell English development under the clue of time, there is one activity to fill in a form which is organized in time order. It aims at helping Ss understand the paragraph logically, which can also lessen Ss ' learning difficulty. During

37、 this activity, background knowledge about Shakespeare and Noah Webster will be learnt and what's more, the language points will also be dealt with. At last,for para2, which is about the difference between British and American English, there is one activity to find the synonyms, which can help S

38、s know that the difference between British and American English will not prevent a good communication.Now, it 's the p-oresat ding stage. I designed the activity of retelling, which will be in 9 min, I give the following situation to arouse Ss interest: supp'ose you are English language expe

39、rts, now you ' ll give a lecture to introduce English development. In order to lessen Ss' difficulty, thewill be given.As for the homework, firstly, it 'tos learn more about English language and UK history and secondly, discuss whether globalization will kill the diversity of language.At

40、 last, it's my blackboard design.On the right, they are the key language points. For the rest part,it 's the outline of the passage.Lesson PlanBackground information:Students: 30 low classmenLesson duration: 45 minsTeaching objectives:By the end of the lesson, students should be able to:1. t

41、alk about their fathers fluently in English2. can follow the special VOA talked about the fathers3. can grasp what the test and can do related exercises4. can write a short passage about their fathers5. can get the impression about the word we learnTeaching contents:All about fathers on the textHow

42、much do you know about father?Teaching aids:Tapes, blackboard, chalk, PPT, pictures, white papersType of lesson: vocabulary, speakingTeaching procedures:Step1: background (10mins)a) Warm up: a song :“Father and Sonb) Students can learn the songs and talk about their partners about fathersc) Ask a st

43、udent to describe his/her fatherd) Introduce Father's DayStep2: learn the new words (10mins)a) Use pictures and actions to introduce the words.b) Students learn to say the new words by talking to their partnersc) Teacher say one word and student tells the meaning freelyStep3: learn the new lesso

44、n (15mins)a) Listen to the tape read the whole passageb) Point out the new word and phrases and give explanationsc) Give the general ideal about the whole passaged) Ask students to do after-lesson exercisesStep4: more practice (10mins)a) List a perfect father in your own wordsb) Ask a boy to display

45、 as a father and another student as a childHomework:Write a short passage in English to introduce your father and show it to your fathers in Chinese.Reflections:To be written immediately after the lesson.Unit 16 Scientists at workIntegrating skills 通過(guò)學(xué)生對(duì)科學(xué)家是否應(yīng)利用動(dòng)物進(jìn)行實(shí)驗(yàn), 從而到達(dá)創(chuàng)造新產(chǎn)品現(xiàn) 象的討論, 理性的從正反兩個(gè)方面看待這

46、一問(wèn)題. 同時(shí)在閱讀、思考與討論的根底上, 寫(xiě)下 一篇說(shuō)明自己觀點(diǎn)、立場(chǎng)與看法的短文 .Period 6 Integrating skillsLearning Aims1. Get the students to have reading extension for scientific experiments.2. Enable students to write an argumentative essay by discussion.Learning ProceduresStep 1 warming- up(1) . Class workDaily report: A short pla

47、y about the relationship between humans and animals.Q: What do you learn from it?(2) . Class workEnjoy some pictures about animals killed by humans:Q: Why do people kill so many ani mals?Can it be avoided?(3) . Class workQ: Why do scientists do experiments on animals?What would ofte n be the result?

48、 Can it be avoided?Step 2 Read ing(1) .1 ndividual workCan scie ntists make experime nts on an imals to test new products? People have differe nt opinions about the problem. Let ' s read such a passage now.Q: How many questio ns are men ti on ed?(Does ani mals test ing work? Do people have the r

49、ight to use ani mals?)(2) . I ndividual workPeople are having a heat argument about the problem. And if you were an animal, what do you think would say to huma ns bein gs?Prepare to make a short speech and speak it out.(3) . Group workAs a huma n being, do you agree with which side? A reporter is ve

50、ry in terested in this argume nt, and he is havi ng an in terview with some people. Discuss the problem in groups, one as the reporter to hold the in terview, one as a scie ntist who sticks to test ing on an imals, one as an activist who is against the idea and the other one tries to make some sugge

51、stions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions.Do the report and share your con clusi ons with the whole class.(4) . Group workIt ' s really difficult for us to judge who is right or wrong. So in order to avoid such an a

52、rgument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an con clusi on.Step3 Writi ng(1) . Pair workNow it ' time for you to write about an argumentative essay on this problem. So what do you think you are going to write abou

53、t in your essay? Discuss in pairs and show the ideas to the class.(2) . I ndividual workRead the tips carefully to check if you have the same idea.TitleChoose a clear Pro or Con tra ani mal testi ng titleIn troduct ionExplain for what reasons animals are used in experiments and make clear on which s

54、ide you are: Is animal testing OK or are you an animal rights activist?SecondParagraph:Argume nts ProChoose two or three arguments from the reading to support your view,Explain them in your own words: 2 3 pros.ThirdParagraph:Argume nts ContraChoose one or two arguments from the reading that do again

55、st your view.Explain them in your own words and show that they are not true: 1 2consCon clusi onWrite what we should do with ani mals experime nts in the future and why.(3) . I ndividual workThen Write down your answers to the questions listed in the form one by one.Why are animals used in the exper

56、iments?Are you on which side of them? Which views do you agree with? Why? Which views don 't you agree with? Why? What other ways can you think of to solve the problem in the future?(4) . Individual workJoin your answers together to make a short passage. Divide them into several different paragr

57、aphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.(5) . Class workTo make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and ch

58、oose to use some of them in your essay and then read it again to see what has changed.Lesson PlanTeaching Content:內(nèi)容Unit 1 Reading: AdvertisementsTeaching Aims:Knowledge aims:知識(shí)目標(biāo)To learn some basic advertising knowledge, including two basic types of advertisements- commercial advertisements and public service advertisements (PSAs); the methods used in advertising and Chinaublic 's pservice advertising campaign.獲取根本的廣告知識(shí).了解廣告分為商業(yè)廣告和公益廣告兩大類(lèi).掌握這兩類(lèi)廣告的相同點(diǎn)和不