hypothesis(输入与互动假设)theory

1、Lesson Plan InterpretationGood morning, everyone! Its my pleasure to interpret my lesson here today. The lesson plan I am going to talk about is from New Junior English for China Book Grade 7 Unit 4 -Wheres my backpack, the first period. Next I will explain how to teach and the reason for doing this

2、 from following aspects: . Analysis of teaching material. Teaching methods and studying ways. Teaching procedure. Reflection. Analysis of teaching materialMy understanding of the teaching material includes 4 parts: the status and the function, the key points, the difficulties and teaching objectives

3、. I will talk about them separately.1. The status and the functionThe language goal of this unit is to talk about “where the things are”. The topic is related to Ss' daily life, so it can help to raise Ss' learning interest and improve their abilities of communication. And Ss will learn to t

4、alk about “where the things are” by listening and speaking.2. Teaching ObjectivesIn order to fulfill the task of this period, I make out the following objectives:1) Knowledge ObjectivesThe first is knowledge objectives. Ss should have a full understanding of the target language structure and master

5、some useful words such as table, bed, dresser, bookcase, sofa, chair, drawer, plant and so on. Students should also get more familiar with the useful expressions -“where the things are”. 2) Ability ObjectivesThe next is ability objectives. Students should learn to talk about “where the things are” a

6、nd listen to the materials about “where the things are”. So the whole class is to improve the Ss' ability of listening, speaking and communication. 3) Moral objectivesThe last is moral objectives. Through learning this lesson, the Ss will improve their consciousness of cooperation and deepen the

7、ir interest.3. Important PointsTo learn some words and expressions is the important points of this period.   1) Words: table, bed, dresser, bookcase, sofa, chair, drawer, plant, under, on, in   2) Expressions: Wheres ? -Its in/under/on Wherere? -Theyre in/under/on 4. Di

8、fficult Points  As to difficult points, the Ss should master the sentence: where isand where areand make the difference among in, under and on. Teaching methods and studying ways Now lets focus on the ways of teaching and learning.As to the ways of teaching, I will adopt Task-Based Approach, th

9、at is, teachers should combine topics, communicative functions and language structure, and create interactive activities to improve students English. I will also use input and interaction hypothesis（输入与互动假设）theory , which is the theoretical basis of my teaching .According to input and interaction hy

10、pothesis, languages should be learned in interactive activities, but not the mere training of language skills. Students should learn English through comprehension input (可理解性的输入). Besides, S-centered principle, communicative-method, multimedia, a ball and a box are also used. When it comes to the wa

11、ys of learning, students will learn the text through Cognitive Learning Theory. According to this theory, learning is a process of relating new information to previously learned information and new information is most easily acquired when people associate it with interesting things they have already

12、 learned. Ss will also use eyes, mouth, and heart to see, listen, speak and feel. Besides, Ss will learn by reading, speaking, observing, cooperating discussing and deducing. Teaching procedureNow, lets turn to the teaching procedure which is composed of six steps: Step I Warming-up Step II Presenta

13、tionStep III PracticeStep IV ConsolidationStep VHomeworkStep VI Blackboard designStep I: Warming-up The first step will cost two minutes. I will show the picture of a house to the Ss and ask them “what is it”. After Ss give the answer, I will say: yes, this is a house; and there are a lot of things

14、in the house; do you want to go into this house to have a look, which will not only arouse their interests, but also lead in this lesson.Step II: PresentationThe second step is presentation. Firstly, I will show some pictures, such as table, bed, dresser, bookcase, sofa, chair, drawer, plant. This a

15、ctivity is to introduce the new words and help Ss lessen the difficulty in the understanding. After Ss answer what they are, another picture will be showed, that is the inside of the house: a picture about a room with some furniture on the screen. Then I will ask: “where is the table” and I will ans

16、wer it myself, which will show an example to the Ss. In order to help Ss mater the prepositions of on, in and under, I will bring a ball and a box to the class to place the ball on, in and under the ball. At the same time, I will ask “where is the ball” three times. Then the Ss will drill the expres

17、sion: Where is ? It is on/ in/ under? In order to let Ss master the expressions well and activate the atmosphere, I will let one S ask question and one student answer the question. After this activity will have been finished, I will give them comments, correct their mistakes and encourage them. Then

18、 I will present a new expression: Where are his/your/her; They are; and ask Ss to ask and answer in pairs by using target language, and at the same time ask them to pay attention to the plural form. After 2 minutes, two group Ss will show their dialogue. Step III: Practice To help Ss master the new

19、knowledge. In this step, Ill gather the listening activities in 1b, 2a and 2b together. The practice goes from the simple conversation to a complex one, the demands become higher. Step IV :ConsolidationAfter that I will add some new information by showing the sentence in the screen: Is the baseball