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1、Microteaching Lesson Plan Student teacher’s Name: No.66 Teaching Date: 2011/11/12 Teaching Content: fifth period，Unit 4 Gloabal Warming,PEP New Senior English for China 上課班級情況概述 Class Description 本班學(xué)生為高二年級。學(xué)生已達(dá)到《高中新課程標(biāo)準(zhǔn)》7級水平，有一定的英語知識基礎(chǔ)、認(rèn)知水平和邏輯思維能力，對已經(jīng)掌握的語言知識的練習(xí)能夠駕輕就熟，所以在教授時(shí)要借助于學(xué)

2、生已經(jīng)掌握的知識和生活經(jīng)驗(yàn)展開并且在教學(xué)中要注意以鼓勵引導(dǎo)為主，使學(xué)生的認(rèn)知心理得到拓展，提高他們的求知欲望和表現(xiàn)欲。The students are from Senior 2 who have possessed New Curriculum Standard Level Seven. After learning English for at least 8 years, they have some basic ability in acquiring English knowledge. And the students of this age also have some basi

3、c analysical skills and logical thinking skills. Teachers should help them master new knowledge by guiding them to make full use of what they have learned and their life experience. 教材依據(jù)和內(nèi)容Teaching Materials and Teaching Content 新課標(biāo)提出：英語課程的學(xué)習(xí)，既是學(xué)生通過英語學(xué)習(xí)和實(shí)踐活動，逐步掌握英語知識和技能，提高語言實(shí)際運(yùn)用能力的過程；又是他們陶冶情操、拓

4、展視野、豐富社會經(jīng)歷、開發(fā)思維能力和提高人文素養(yǎng)的過程。本堂課的內(nèi)容節(jié)選自人民教育出版社，高中英語新課程標(biāo)準(zhǔn)選修六，第四單元Unit 4 Global Warming的Using Language部分。本堂課的主要任務(wù)是帶領(lǐng)學(xué)生掌握理解閱讀材料以及提取其中的關(guān)鍵詞、句，以及運(yùn)用關(guān)鍵信息、句段等來重組信息，復(fù)述文章。According to New Curriculum Standard, teachers should guide students to learn English in an active way by continual practice. It is of equal i

5、mportance for students to improve their English learning ability and broaden their horizon. The teaching material of this lesson is the Using Language of Unit 4—Global Warming. This lesson will enable students to understand the text passage and to acquire the skill of pick up key words and phrases，a

6、nd at the same time to help students to use key words and information to reorganize the text. According to the analysis of the teaching materials and students’ learning background, the lesson is designed like this. 教學(xué)目標(biāo)Teaching objectives/ aims 1. 語言知識目標(biāo)Knowledge objectives: Enable th

7、e students to understand words or phrases about global warming,and some expressions or sentense patterns. 2. 語言技能目標(biāo)Ability objectives: A.Help the students acquire knowledge related to global warming through different ways B. Help students to pick up some reading skills,such as catching key words

8、or phrases as well as to use key points to retell a story. C.Promote ability of cooperation and active learning. 3. 情感態(tài)度目標(biāo)Emotional By studying this unit, students will aware of the severe effects of global warming and the power of individuals’ activities. In order to protect our planet, we shoud

9、 carry out protective things in our daily life. It seems that individuals’ action is weak. But if we human beings do these things to save energy, it can make a huge difference. 4. 學(xué)習(xí)策略 Learning Strategy The teacher will apply different methods to help students to acquire knowledge in a relaxing wa

10、y. (1) The teacher would help students to participate in pair and group works to get more information about global warming and think more about the topic by adopting task-based language teaching method. (2) The teacher will start the lesson by presenting a piece of video. In this way, students wil

11、l acquire knowledge in an active way instead of following the traditional methods of language learning. (3)The teacher will help to improve students’ ability of self-learning and give them some tasks about finishing careful reading. Students will get the knowledge about music by researching, coope

12、ration, interaction and discussion with their fellow classmates. 教學(xué)輔助手段Teaching Aids PPT, blackboard writing, video will be applied during the learning procedure. 教學(xué)重點(diǎn)與難點(diǎn) Difficulties and Key Points Difficulties and Key Points重難點(diǎn) （1）key point ：helping students to get the information ab

13、out the current situation of the global warming and know what we should do about it. （2）difficuty：leading students to cooperate with each other, pick up key word or phrases, and use key information to reorganize them in a logical way. 教學(xué)過程Teaching Procedures (Allocation of Time) pre-rea

14、ding(8min) (1) To greet students and talk about changeable weather. (2) To present a piece of short video to lead-in and ask questions: “What causes global warming?” “What can we do about global warming?” whlie-reading (1) skimming To lead students to skim the two letters on Page30 with follo

15、wing tasks: “Who is the writer?” “What are the two concerns of the first letter?” “Dose Earth Care agree with Ou’s opinion that individuals can have no effect?” (2) careful reading To require students to read the passage again with following tasks: “How many suggestions given by Earth Care?”

16、“What are they?” After students discussing the above questions, organize students to do pair work with partners. pair work: To work with partners and find out key words and phrases of those suggestions. Then teacher write down key words and phrases given by students. Lead students to organize the

17、se information in a logical way and in complete sentences. In order to make students can use key information to retell a passage and to understand detailed information well, there’s a group work for them. group work: To ask students to make a talkshow based on the information in the text in group

18、. Talkshow A:a host or hostess of Gui Zhou Television B:a senior shool student C:an expert on environment Suppose an expertC is invited by GZTV to talk about global warming and its impacts,and a senior school studentB is wondering what we can do in our daily life. Then lead students to analyse

19、 detailed information and language points. When students do not understand the meaning of a word or phrase, I will explain it in English instead of telling them the Chinese meaning of the word, and then give an example sentence. post-reading Lead students to finish the task on Page30. Ask them to

20、discuss whether they can carry out the suggestions given by Earth Care and talk about reasons. students’ activities: Greet teacher and think about questions asked by teacher. Watch the video carefully and then discuss questions with partners. To follow teacher’s guide, and then finish the tasks

21、in an active way. To think about the questions actively and discuss with classmates, and try to carry out these suggestions in our daily life. 補(bǔ)充材料Supplementary Materials Video 課后作業(yè)Assignment Hom

22、ework 1.Review the text and underline the sentenses or phrases that you don’t understand 2.Surf the Internet and collect some ways we individuals can do to save ernergy expert those mentioned in text. 板 書 設(shè) 計(jì) Board-writing Design Unit 4 Global Warming not use electrical appliance turn of

23、f cold put on more clothes instead of using the heat walk or ride a bike in stead of a car buy things made from recycled material parents or friends buy things,save energy plant trees talk with others about global warming,tell what you’ve lerant sentence pattern: If you are not using

24、electrical appliance,turn them off. 自我反思 Self-reflection All the students are willing to take part in class activities and to learn in a active way. If I have another chance to present the lesson, I will add some exercises in class to strenghthen language points that students learnt in class.

25、 教 學(xué) 流 程 圖 Pre-reading Greet students and talk about weather Watch video and discuss questions While-reading Skim to gain a general understanding Careful reading to finish questions. Pair work to find out key words or phrases. Group work to make a talkshow. Post-reading Discuss and finish tasks on P30 Homework 8