Learning about Language教案推荐

Teaching Plan for New Senior English for China Student’s Book 2 Unit 1 Cultural Relics

Learning about language

Shijiazhuang No. One High School Sun Weiwei 石家庄第一中学

孙薇薇

Introduction to the class Class 6 consists of

61 students，who are divided into 8 groups. For each group, there is a leader, whose role is to get the group well organized and decide on group affairs. They are the top students in Shijiazhuang city and they are intelligent and enthusiastic. I believe they deserve the opportunity to explore beyond the text book.

About Myself My name is Sun Weiwei, 36 years old. I graduated from Mudanjiang Normal University in 2005, I have been teaching English for 12 years and have won prizes both for teaching and managing classes. I believe learning English should be a journey on which my students experience, explore and make discoveries both about the language and about the world.

About the Teaching Material

New Senior English for China Student’s Book 2 is published by People Education Press. Cultural Relics is the first unit of this book.

Division of the whole unit Part One:

Reading Part Two:

Learning about Language Part Three:

Using Language In this lesson, I’ll deal with

the part of

Learning About Language, which covers vocabulary building, the attributive clause and literacy tools.

Module 2 Unit 1 Cultural Relics Learning about Language

I. Teaching Goals: Knowledge key words in this unit objectives the attributive clause learning tool literacy Ability objectives using literacy tools to get the proper meaning for a word using the key words in new contexts

Cultural literacy Learning strategies Quality of thinking recognizing, understanding and using non-attributive clause exploring the value of cultural relics and the importance of cultural relic protection involvement in classroom activities and

using learning tools making discoveries through observation and exploration comparing from different aspects and draw conclusions knowledge— awareness—action

II. Teaching Focus: 1. Paraphrasing a word for English explanation

2. Understanding and using the attributive clause in contexts

III. Teaching Procedures: Preparation(1’)

Playing a guessing game

Activities Playa guessing game.

Intention Time to warm up and introduce one of the 1 min.

tasks of the class period

★【创新点1】Youngsters can never have enough of games. So a suitable game can always be a good way to warm them up. That’s why I created this game.

Task One: Using literacy tools to learn English and using the key words of the unit in new contexts and learn more about cultural relics (7’)

Step One:

Learn from the teacher’s demonstration of using a tool. (1’)

★【创新点2】I extended the requirement of the textbook “using a dictionary” to other tools like e-dictionary , on-line tools, because new technology in this age allows us this convenience.

Step Two：Practice using literacy tools, use the key words of this unit in a new context and learn some facts about the Summer Palace (8’)

★【创新点3】I created a new content about the unit theme “cultural

relics” for the students to practice using the keywords so that they not only remember the meaning of these words but also put their understanding of the words in meaningful a context. At the same time they continue their exploration of the theme

Task Two: Recognizing, understanding and using restrictive clause and the non –restrictive clause and explore the value of cultural relics (26’)

Step One:Observe the sentences in the following two boxes and try to figure out the differences between the attributive clauses and the non-restrictive clause in the aspects of form and function. (4’)

Step Two:

Have a discussion about the discoveries.

(6’)

Activitie Group discussion

Intention Time to give the students a chance to share their ideas so that they can 6 mins.

improve each other’s understanding.

Step Three: Use the non-restrictive clause and explore the value of cultural relics (8’)

★【创新点4】

I combine grammar learning with theme exploring, so that the students can perceive grammar through using the language, instead of merely remembering grammatical rules.

Task three: Paying attention to the problem and cultural relic destruction to promote awareness of culture relic protection. (10’)

Step One: Finish a discussion report about whether Yuanmingyuan should be rebuilt.

Step Two: Watch a video about the destruction of cultural relics and

appreciate a poem (2’)

Activities Intentions Time Watch a video and To promote awareness of cultural 3 appreciate a poem relic protection.

mins.

Assignment.

Blackboard:

Unit 1 Cultural relics 1. Words:

…

What?

Value? Cultural relics

2. Restrictive and non-restrictive clauses

Protect!

A flowing chart of the teaching process:

Explore and protect cultural relics

Tool literacy Word building

Grammar Understand more about cultural relics Observe and discover Use learning tool to solve problems in a text, and practice using the key words in this unit

Discussion Teacher demo difficult points

Writing,

viewing

appreciating

Raising awareness and take action

After-class self-reflection: Value of cultural relics Using the attributive clause

Cultural relic protection students’ performance

teacher’s performance

assessment of the fulfillment of the goals