lessonplan.docx
教案Lesson plan
Lesson planBackground Information:Teacher: xxxDate: Nov. 6, 2011Unite: Module 7 My School DayUnite 2 Lessons Start at Nine O'clockGrade Level: Junior Middle School Students, Grade 1Time Duration: 45 minsTeaching objectives:By the end of the lesson, students school be able to:1.Get information from a description of a school day2.Tell the time in English fluently3.Describe their school dayse conjunction "and" to join sentences5.Remember some important phrases, like get up, go home, go to…, do one`s homework, have a break, talk to, go to bed and "have breakfast/ lunch/ dinner/supper" Important&Difficult points:1.Describe a school day2.Join sentences with "and"Teaching Aids: chalk, blackboard, tape and white paperTeaching procedures:Step 1. Warming up (4 mins)a). Look at the watch and point out the timeT: Please tell me what's the time now.b). Express time in English: 3:30, 7:30, 9:00, 10:45, 12:15Write these on the blackboard and ask Ss to say it outT: Now, I would like some of you to say these.**, 3:30(half past three)**, 7:30(half past seven) 9:00 (nine o'clock)**, 10:45(ten forty five/ fifteen to eleven/ a quarter to eleven)12:15(fifteen past twelve/ a quarter past twelve)c). Ask about what are their lessons todayT: How many classes do you have today?Ss: ...T: what are they?Ss: ...Step 2. Learn the new words ( 8 mins)a). Make the students read after me from "get up" to "dinner" in P130T: Please read after me, get up...b). Students read the word by themselves, each word read twice.T: Read the words by yourselves, each word read twice.Step3. Teach the text in P44 ( 20mins)a). Play the tape and listen.T:Hi, class! Y ou all go to school every day. Today we will learn to tell somethingabout your school day. Now turn to page 44. This is an email sent by Alex, in this email he tells us his school day, I will play the tape for you. But before listening, let guess what Alex do in the pictures in page 44.T: Now, let's listen to the tape carefully to see if you are right and correct the wrong ones.b). Play the tape again and ask the Ss to finish task 1 and 2T: listen again and try to put the pictures in order and finish exercise 2. And check the answers with your partner.c). Call back the answers from the whole classd). Let the Ss read the passages after me. And answer the following questions:T: read the passages after me, and then discuss with each others to find out the answers of following questions.(put paper 1 one the blackboard)1). When does Alex get up?2). When does Alex go to school?3). When do they have a break?4). When do they have lunch?5). When do the lessons start?6). When does Alex go to bed?e). Check the answer.f). Translate passage 1, passage 2 and passage 4, then ask Ss to translate the rest.The Chinese of the passages:1. 嗨，我是格里尔诺.阿里克斯。
Lesson Plan
Lesson PlanBackground information:Students: 40 Primary school students, Grade 3Lesson duration: 45 minsTeaching objectives:By the end of the lesson, students should be able to:1. say in English the name of jobs;2. ask and answer questions about one’s jobs;3. use interview strategies to find out information and take notes;4. present the interview result confidently to other students;5. learn to be a good listener and brave to ask questions in English.Teaching aids:It includes blackboard, the chalk, tapes of the lesson and Power Point.Teaching contents:1. vocabulary of jobs: father, mother, sister, brother doctor, nurse, farmer, driver, baseball playerand so on.2. This is my ....What’s the man/woman? He/She is ....What’s your father/mother? He/She is ....3. complete the blanks.Teaching aims:1. t o develop Ss’ abilities of writing and speaking;2. t o enlarge the Ss’ vocabulary;3. t o train the Ss’ ability of working in groups;4. t o arouse the students’ interest of learning English.Teaching methods:1. Suggestopedia2. Task-basedTeaching procedures:Step 1. Review (10 mins)a). Reviewing the words: father, mother, sister, brother. And the sentence: This is my ....b). Students write the names of job they already know on paper.c). Students present and show their words.d). Teacher summarizes, and writes the words on blackboard.Step 2 Lead-in (20 mins)a). Use the pictures and actions to in troduce the words.Use the structure: What’s the man/woman? He/She is ....b). Students learn to say the words and sentences with the help of teacher and picture.c). Pair work. Teacher will divide Ss into some groups. With the help of the PPT to presentthe pictures, each one would finish the work form by asking and answering: “What’s the man/woman? He/She is ....”Step 3 Practice. (10 mins)a). D o the part “Let’s talk”.Ask Ss to read this dialog together.b). Teacher will use the PPT to show Ss the last part “Write and say”. This task requires Ssto complete the blanks by using the new words.c). Teacher and students will go through what have learnt together. And teacher will pointout the key-points and difficult points of this lesson.Reflection: (5 mins)a). Homework: Let Ss read the text. To k now their parents’ j obs and can speak in english.b). The teacher must make a conclusion about the whole lesson. To tell students the importantpart of the lesson.Unit 1 Playing SportsTopic 1 Are you going to playing basketball?Background information:Students: 45 Junior high school students, grade 8Lesson duration: 45 minsTeaching objectives:By the end of the lesson, students should be able to:1.speak the key words and key sentences fluently.2.ask and answer questions about one’s favourite sport in pairs.3.know the culture of sports.4.like doing sports and know the importance of cooperation.Teaching contents:1.review the last lesson and ask them what sports they usually do.2.learn the new words and let students read after me.3.learn the key dialogue of 1a and the key sentence “Which sport do you prefer, cycling orrowing?”4.ask some students what their favourite sports are and tell them the cultures of their favouritesports.Teaching aids: tapes, blackboard, chalk, PPT, picturesTeaching procedures:Step 1. Lead-in (5 mins)Talking about the things that the students like doing after class.For example:Q: What do you usually do after school?A: I usually…Q: Do you like playing basketball\tennis\football…?A: Yes,I do.\No,I don’t.Step 2. Presentation (20 mins)a)Read the new words for the students and let them read after me.b)Write the key words on the blackboard and tell them the use of the words.c)Show some pictures to students and ask them what the people in the pictures are doing.d)Make a dialogue like 1a and tell them how to use the dialogue and the key sentence indaily life.Step 3. Practice(10 mins)a)Give more pictures to the students, and let them work in pairs to make a similar dialogueand work it out.b)Ask one student from each group to come to the front to express their favourite sportsand what the want to do.c)Read the dialogues and ask the students read after me.Step 4. Consolidation (5 mins)Have a listening and reading practice after the tape.Homework:a)Let the students write down a short passage to introduce their parents’ favourite sports.b)Read the new words and dialogues after class for at least 5 times.Reflection: (to be written immediately after the lesson).刘超08英语教育八班08030308009仁爱教育出版社八年级上册第一单元Unit 1 Playing Sports 第一部分Topic 1 Are you going to play basketball?Good morning, ladies and gentlemen.Today I feel very honored to have this chance to exchange ideas on this new and refreshing teaching material – Are you going to play basketball?( 3rd edition) published by Ren Ai Education Press in 2009. My report is about unit 1of book one for grade 8 in junior high school.There are 8 parts in my report. They are teaching material analysis, student analysis, teaching objectives, teaching methods, teaching aids, teaching steps, blackboard design, and teaching features.Now let’s focus our attention on part 1, teaching material analysis.“Are you going to play basketball?”is very common in the students’dialogue in daily life.The students in grade 8 are very active and they also like do sports.T he study procedures of “Are you going to play basketball?” are arranged step by step and the contents are very close to real life. It also embodies several innovative ideas for teaching, with its emphasis on knowledge structure and application, language communicative function, cultural background information, and the development of learning strategies.The title of this unit is “Playing Sports”. It is the first unit of book one. So, it won’t be difficult.We are going to review the alternative questions,learn the simple future tense and let students make some simple dialogues. Sports are part of students daily life, so it is convenient for them to make dialogues. I think this will arouse students’ great interest.Next comes the second part, student analysis.In task-based classroom language teaching, students should be the center of class, so a good and deep analysis of students is very important and indispensable. Here I’d like to achieve it from the following four aspects.First about their real Age: For the 8-grade students, their age is generally around 14. They are more curious about new things, so their interests in learning are easier to be aroused. As is already tes ted, their “attention span” is 10 Ms. Considering this, teachers should find out effective ways to catch their attention.Present Standard:After one year’s study. they have had some basic knowledge of words, grammars and language structures and also, preliminary abilities of cooperation, exploration and experimentation.The third aspect is their study requirement: They need to learn more language structures and functions, and are eager to apply what they have already learnt into real situations and try to solveproblems.The last is about their psychological feature:Their self-consciousness is formed preliminarily and is developing quickly. They care about others’ judgments very much. So I pay more attention to the ways of guiding them.The third part is teaching objectives.According to the general description about the total objectives in English Curriculum Standards and the deep analysis above, I set up 4 teaching objectives as to cultivate Ss’ comprehensive ability of language application. They are:Linguistic information objective which contains the key words, the key sentence structures, and language functions in dialogue.The focus is to review the last lesson and learn the new words and sentences.I will write them down on the blackboard to show how important they are.Linguistic competence objective which intends to improve students’ listening, speaking, reading and writing abilities.Cultural awareness objective which means that I will tell the students some cultural differences about the preference of sports and guide them to be aware of the cultural background.Affection attitudes objective of this unit aims to stimulate students’ motivation, establish self-confidence, cultivate their cooperative ability by arranging different kinds of activities,doing different sports.Part 4 Teaching methods.According to English Curriculum Standards and the advanced theories of teaching reform, through the analysis above, I chose two teaching methods in this unit.Suggestopedia holds that students’ best learning s tate is achieved when they are free from anxiety and nervousness. Language learning process is a combination of conscious learning and unconscious acquisition. So in this lesson, I will design an interesting game to guide Ss into a easy and harmonious classroom environment.Task-based method focuses on students’ completion of the different tasks in real situations, and students’ total involvement in order to convey linguistic information and train their language application ability. Thus, in this lesson, I will create some real situations either according to the books or innovatively, so that the students can finish different tasks and get a better understanding of the target language.Part five Teaching aids.The traditional teaching aids are blackboard, chalk, tape- recorder, pictures and so on.I mainly use Power Point to make a CAI (Computer-aided instruction) courseware to change the abstract into the visual, to create vivid scenes, to achieve necessary interactions.Part six Teaching steps.According to the analysis above and the ESA (engage, study, activate) theory, I divided this lesson into five steps.Step 1 is Lead-in.In this step, I will do some asking and answer. Talking about the things that the students like doing after class.For example:Q: What do you usually do after school?A: I usually…Q: Do you like playing basketball\tennis\football…?A: Yes,I do.\No,I don’t.I think these talking activity can draw the students’ attention very quickly and lead them naturally into an easy and pleasant classroom environment.Step 2 is presentation.In this step,firstly,I will write the target words on the blackboard. Secondly, I will show some pictures to students and ask them what the people are doing in the picture.Then, through making a dialogue with the students, I will tell them how to use the target sentences in daily life.Step 3 is practice.In this step,I will give the students more pictures, and let them work in pairs to make a similar dialogue and work it out. Then ask one student from each group to come to the front to express their favourite sports and what they want to do.This task will train their ability to cooperate and their oral English.After that, we will have a listening and reading practice after the tape.Step 4 is consolidation.In this step .I will read the words and dialogues and ask the students read after me in order to let them remember clearly.Step 5 is homework.Let the students write down a short passage to introduce their parents’favourite sports. It can practise their writing ability.And then, class is over.Part 7 Blackboard design.In my lesson, I will use both the traditional and modern teaching aids and the blackboard design is like this.The last part of my report is about my teaching features.So this is my whole report. Thanks for your attention.刘超08英语教育八班仁爱教育出版社八年级上册第一单元Unit 1 Playing Sports 第一部分Topic 1 Are you going to play basketball?My reportGood morning, ladies and gentlemen.Today I feel very honored to have this chance to exchange ideas on this new and refreshing teaching material –Project English. My report is about, unit 6 Topic 1 Section B, of book two for grade 8 of junior high school.There are 7 parts in my report. They are teaching material analysis, student analysis, teaching objectives, teaching methods, teaching aids, teaching steps, and blackboard design.Now let’s focus our attention on part 1, teaching material anal ysis“Project English” is characteristic of native use of language, and it is task-based. With the help of “English Curriculum Standards”, the study procedures of “Project English” are arranged step by step and the contents are very close to real life. It also embodies several innovative ideas for teaching, with its emphasis on knowledge structure and application, language communicativefunction, cultural background information, and the development of learning strategies.The content is about booking tickets and making a room reservation in real situations. These are parts of students’ daily life, so it is convenient for them to make comparison. I think this will arouse student’s great interest.Next comes the second part, student analysisIn task-based classroom language teaching, students should be the center of class, so a good and deep analysis of students is very important and indispensable. Here I’d like to achieve it from the following four aspects.First about their real Age: For the 8-grade students, their age is generally around 14. They are more curious about new things, so their interests in learning are easier to be aroused. Considering this, teachers should find out effective ways to catch their attention.Present s tandard: After one year’s st udy and practice，They have had some basic knowledge of words, grammars and language structures and also, preliminary abilities of cooperation, exploration and experimentation.The third aspect is their study requirement: They need to learn more language structures and functions, and are eager to apply what they have already learnt into real situations and try to solve problems.The last is about their psychological feature: Their self-consciousness is formed preliminarily and is developing quickly. They care about others’ judgments very much. So I pay more attention to the ways of guiding them.The third part is teaching objectivesAccording to the general description about the total objectives in English Curriculum Standards and the deep analysis above, I set up 4 teaching objectives as to cultivate students’ comprehensive ability of language application. They are:Linguistic information objective, which contains the key words, the key sentence structures, and language functions in question.The focus is to review and learn the target words and sentences. The difficulty may lie in the mastery of the usage of the infinitive, and learning how to book tickets and how to make hotel reservations fluently.Linguistic competence objective, which intends to improve students’ listen ing, speaking, reading，and writing abilities.Affection attitudes objective of this unit aims to stimulate student’s motivation. establish self-confidence, cultivate their cooperative ability by arranging different kinds of activities. Learning Strategies objective，which is mainly about practicing and playing this kind of dialogue. Part 4 Teaching methodsAccording to English Curriculum Standards and the advanced theories of teaching reform, through the analysis above, I choose the following teaching methods in this section:Pair work; as we all known students’ best learning state is achieved when they are free from anxiety and nervousness. Language learning process is a combination of conscious learning and unconscious acquisition. So in this lesson, I will design a real situation to guide students into an easy and harmonious classroom environment.Task-based method focuses on students’ completion of the different tasks in real situations, and students’ total involvement in order to convey linguistic infor mation and train their languageapplication ability. Thus, in this lesson, I will create some real situations either according to the books or innovatively, so that the students can finish different tasks and get a better understanding of the target language. In this process, I will use the teaching methods of pair work, group work and discussion.Part five Teaching aidsIn this part, I’m inclined to use these teaching aids, Such as, blackboard, chalk, tape-recorder, pictures, telephone, keyboard and so on; To change the abstract into the visual, to create vivid scenes, to achieve necessary interactions.Part six Teaching stepsAccording to the analysis above and the ESA (engage, study, activate) theory, I divided this lesson into five steps.Step 1 is to simply review what they have learnt in topic 1section A of unit 6.Step 2 is Lead-in导入In this step, I designed two questions. First, I will ask students the first question; Have you ever book a ticket? And ask some students to answer it .Then, I will ask the second question; Do you know how to book a ticket? And let the whole classes discuss it in groups. I think this interactive activity can draw the students’ attention very quickly and lead them naturally into an easy and pleasant classroom environment.Step 3 is practice.There are four different tasks prepared for the students.Task1; Firstly, we will have a listening practice. Listen to1a and answer the following questions:(1).When does the train arrive at Tai Shan Railway Station ?(2).How many tickets would Kang Kang like to book?(3).What’s Kang Kang’s telephone number ?Secondly, I will ask some students to act out this dialogue.Thirdly, I will ask the students to read the dialogue in pairs and in groups loudly. Then give them several minutes to fill out the table 1b and ask some students to check the answers.Task2,Finish 1c;I will ask the students to make similar conversations in pairs ,then ask some pairs to share their conversations with the whole class, And let students pay attention to the sentence pattern during their conversation. This task can develop students’ problem-solving ability in real situations.Task3:Finish2 work alone(1).Talk about the pictures on the right together.(2).Ask the students to complete the conversation with correct sentences in the box alone. Then check the answers.Task 4 is listening, Finish3 work alone, Listen to the tape and fill in the blanks by themselves .Then listen again and check the answers.Step 4 is consolidation巩固We will go through what we have learnt together. And point out again the key points. It can help students understand them deeply.Step 5 is homework1.Revise section B. Recite 1a.2.Finish the exercises in workbook.3.Make up a conversation about booking some film tickets for your families.4.Preview section CAnd then, class is over.Part 7 Blackboard designSo this is my whole report. Thank you for your attention. Your questions are welcomed.Unit 6 Topic 1 Section BBackground information:Students: 40 Junior high school students，Grade 1Lesson duration: 45 minutes.Teaching objectives:By the end of the lesson, students should be able to:1.master the usage of the infinitive2.know how to book tickets and how to make hotel reservations3.improve their cooperative ability4.improve their listening, speaking, reading, and writing abilities5.improve their performance abilityTeaching contents:(1) I’d like to book some tickets to Mount Tai.(2) The train leaves at 11:45 a.m.(3) We have tickets at ¥145 for the hard sleeper…(4)Sounds great! And what about the price?(5) Please pay for the tickets before 5:30 p.m.Jim’s father paid 200 yuan for Jim’s new bike yesterday.Jim’s father spent 200 yuan on Jim’s new bike / in buying Jim’s new bike yesterday.It took Jim’s father 200 yuan to buy Jim’s new bike yesterday.Jim’s new bike cost Jim’s father 200 yuan yesterday.(6) May I have your name and telephone number, please?Teaching aids:blackboard, chalk, tape-recorder, pictures, telephone, keyboard and so on.Teaching procedures：Step 1: To simply revise what they have learnt in topic 1 section A of unit 6.Step 2 : Lead-in导入1.Have you ever book a ticket?2. Do you know how to book a ticket?Step 3: Practice.There are four different tasks prepared for the students.Task1: Firstly, have a listening practice. Listen to 1a and answer the following questions:(1).When does the train arrive at Tai Shan Railway Station?(2).How many tickets would Kang Kang like to book?(3).What’s Kang Kang’s telephone number?Secondly, ask some students to act this dialogue out.Thirdly, ask the students to read the dialogue in pairs and in groups loudly, then give them several minutes to fill out the table 1b and ask some students to check the answersTask2: Finish 1c: Ask the students to make similar conversations in pairs, then ask some pairs to share their conversations with the whole class (pay attention to the sentence pattern).Task3:Finish2 work alone:(1).Talk about the pictures on the right together.(2).Ask the students to complete the conversation with correct sentences in the box alone .Then check the answer.Task4. Listening: Finish3 work alone: Listen to the tape and fill in the blanks by themselves .Then listen again and check the answers.Step 4: Consolidation巩固Go through what we have learnt together. And point out again the key points.Homework:5.Revise Section B. Recite 1a.6.Finish the exercises in workbook.7.Make up a conversation about booking some film tickets for your families.8.Preview section C。
LessonPlan英语课程计划.
Lesson PlanUnit 1 课时1Alex1 Teaching content:(1Teaching object: age 4-5; 6 students(2Words: table, chair, puppet(3Sentences: what is it? It’s …(4Song:(5Teaching toys: plash cards, puppet, maker, 6 baby chairs, white board, eraser,name stickers, prepare many names for new students, two hammers, draw a ladder, an apple and a banana on the white board, two tables, some piece of papers.2 Teaching steps:(1Warming up: (5 minsA: Greeting;B: Roll calls, call their name one by one, and say hello to everyone;C: Introduction: Teachers introduces myself to everyone and ask their name, try to let everyone say their name, if they don’t have English name, give thema name.D: Simple actions: stand up, sit down; D: Song.(2Words presentation: (20 minsA: Words: chair, puppet, and table. Real object; flash cards; CDB: Practice for words: Together, show the flash cards one by one, loud and small sound and tone to say every word.Individual: by kissing, touching and kicking to say the word. Hammer gameGroup work: two groups, each team s students.Start single – Name – Rules – Game – The end singleSpread the flash cards on the floor, when the teacher says aword and they need to hit the word and say it. The winnercan be the teacher one time and say a word let the otherstudent hit it, besides; the winner group can have one stepup the ladder. The winner group can have two stars for eachone. Collect the flash cards and do the ends single.(10 minsC: Production: Check. Racing game; two groups. (10 minsStart single -- Name the gameRules: let a student do an example with the teacher; make two lines –the top two students hold the hammer before the teacher givethe single;When the teacher says a word the student goes and find it, andsay the word.The winner group can have two starts.Start – the end single(3Sentences presentation: (15 minsA: answer: listen to the CDB: practice: It’s …Individually: craw craw craw (game.Rules: place two tables end to end, make a line and they craw under the table from the top to the end, the teacher will waiting for them at the endof the table. The teacher says: “what is it?”T hen each kid can get a chanceto practice: It’s …Together: what is it? It’s …Group work: two groups. Keep going the ladder game.Now the students ask the teacher question. The group that louder than another one can have one step up,C: production: checkTwo teams: racing gameSingle – name – rulesRules: the teacher opposite to the students, when the teacher says goes, theyjump/craw/ hop/run to the teach er; the teacher says: “what is it?” the first one who can answer the question and jump/craw/… back to the line, they will win.Start – the end actionCommunication: five stepsRules: each student draw a picture (chair, table and puppet; the teacher ask a student do an example, the teacher says: “what is it?” the student look at the teacher’s picture and say the answer, then the student ask the teacher the question,, after that they change their picture and go to find others do the same thing; when they change one time they can get a poker. The winner could be the one have the most pokers.Start – endThe minutes breakThe second class (40 minsTeaching steps:(1Review “what is it, It’s …” (5 mins(2Letter A a B b (10 mins flash cards A a B b same hammer game.(3Hand out some pictures to the students: chair table puppet; trace A aB b. (when the students do the drawing things the teacher canreview again by individually (15 mins(4Wrap up (10mins: review all the stuff (5 mins;Line up, train game;Homework: tell their parentsGoodbye :( If some parents want to know their kids’ behavior you can let them wait after the class.。
Lesson plan
Lesson planTitle: How many ?Background information:Students: 40 primary school students, Grade 3Lesson duration:45 minsTeaching objectives:By the end of the lesson, students should be able to:1.Listen, speak and read the numbers 1-15 and use them correctly in everyday life;2.Understand the command language of numbers and respond accordingly;3.Understand and say: How many...can you see? I can see... And apply it in real situations;4.Understand and learn to say it’s beautiful! And apply it properly in r eal situations. Teaching contents: vocabulary of jobsHow many …can you see? I can see…It’s beautiful. Let’s fly it!How many … do you have? I have …Teaching aids: blackboard, chalkType of lesson: Situational conversation and vocabularyTeaching procedures:Step 1. Warm-up(a) Stretch yourself.(b)Listen and do.Show me 2.Show me 4.Step 2.Learn the new words(a)Review numbers 1-10(b)Students study to read the numbers 11-15.Step3. Learn new sentence patterns(a)Draw apples, rabbits and flowers for students.Use the structure: How many …can you see? Let’s count!After counting, let students answer: I can see…(b)Draw kites and let students learn the words with the help of drawing.Then teach students through the situation: It is beautiful; fly the kite.(c) Let students guess: how many pencils do you have?Then ask more students.Step 4.More practice(a)Work in pairs.A: How many … do you have?B: I have …(b)Let students show their conversation.HOMEWORK: noneReflection：English teachers should establish a correct teaching concept. While playing a leading role, they should also establish the main position of students. Only in this way can students' subjective initiative be brought into full play and enhance students' awareness of participation in the main body.。
lesson Plan
lesson Plan一、Teaching Material: PEP PRIMARY ENGLISH STUDENTS‟BOOK1, Unit Three──Let's paint (PartB: Let's learn,Let's do and Let's check)二、Teaching aims:Language Skills：1. Learning something about the words of colour.：white, black, pink, orange, brown2. Learning something about the Language structures: Stand up! Sit down! Touch the ground. Touch your head. Turn around. What colour is it? It's... I like ....Learning Strategies:1. Work with others to get information.2. Learn through the games.3. Moral education: How beautiful the colourful world is! We must love our life.三、Teaching key poins:1. enable the students to understand something about colour items.2. enable the students to understand the the instruction of the sentence:Stand up! Sit down! Touch the ground. Touch your head. Turn around. What colour is it ? It's... I like...四、Teaching difficult points:Students will be able to identify the pronunciation of black brown ground and turn around. 六、Teaching method:Situational Language Teaching, Communicative Language Teaching, Task-based, Contrastive Analysis, Heuristic method of teaching.Total Physical Response, Direct method of teaching七、Teaching Preparations:activity book, CAI, Tape-recorder, Over projector, Teaching aids, Picture., Word card,colour card, colour revolving plates八、Teaching Procedures:Step 1──Get ting students ready for class【通过师生、生生日常生活用语的问答，自然地营造了英语语言氛围，使学生很快地进入到英语语言学习的情境中来。
LessonPlan教案
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
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Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
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Prior Knowledge & skills已有知識及技能:
教學活動及流程：
香港進食失調康復會有限公司派員到校主講《瘦身文化面面觀》講座
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# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
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Lesson Plan 教案
Learning objectives學習目標:
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#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
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Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
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(完整word版)lesson plan
Lesson PlanBackground informationStudents：Junior high school students, Grade 1Lesson duration: 40minsTeaching aims:1. Knowledge aims(1） Students can know some new words about transportation and learn some sentence patterns。
(2） Students can learn some sentence patterns。
2. Ability aims（1）To develop the students’ abilities of listening， speaking, reading and writing.(2) To train the students’ ability of working in pairs.(3) To develop the students' abilities of communication by learning the useful structures.3。
Emotion aims（1) Through different teaching methods to make students be interested in study. (2） Love to know more knowledge about transportation and dare to express their opinions in English。
（3) Encourage the students to be more creative and try to make contributions to making new inventions in the future。
Lesson Plan英文版教案模板
Lesson PlanTeaching contents: Asking the colorDescription of students: Junior 1(40 students)Time and date: 14:00-14:40, Thursday, 22th September.2012Teaching aids: PPT, tape recorder, cards, school bagsTeaching objectives: 1. Students can introduce and describe the color of their things to others.2. Students can ask the color and things they don't knowMain structure: What is this? It is...What color is it? It is...Main vocabulary: color red yellow green blue black whiteLearning strategies: Listening to the color songGuessing gameGroup cooperation in the role playBuilding up confidence in presentationTeaching procedure:Step1: Warm up (3 min)Teacher says "Good morning boys and girls." students will say "Good morning Miss Zheng" Teacher asks "How is the weather today?" The answer of the students' will depend on the real weather that day. Next, teacher will ask "How about tomorrow? Do you remember?" The answer of the students' depends on the weather that day. Then teacher will ask the students" Do you remember the song we learned yesterday? ABC song, do you remember? Now let's sing it together "They sing the ABC song together. After that teacher will ask them "Do you like songs? Let's enjoy another song. Please listen carefully and think about one question, what is the song about?" So teacher will play the color song for them.Step 2: Teach (6 min)Teacher asks the students "What is this song about?" It is about color, right? Look at the blackboard and read after me color... "The students follow. Teacher says, "If we want to ask others the color we should say-what color is it, now read after me, what color is it..." the students follow. Teacher takes out some cards and asks "Now all eyes on me, what are they?" The students will answer "They are cards." Teacher says "Last class, we learned letters right? Now I'll ask you some questions about these letters, are you ready? The students will answer "Yes!" Next, teacher will take out these cards one by one and ask them "What is this?" After the students answered teacher will ask them "what color is it" and lead them to red these colors. The contents of these cards are "white u, red v, blue w, yellow x, green y, and black z"Step3: Guessing game (6 min)At first, the teacher will divide the whole class into 4 groups and let them choose one color as their group name, and tell them the rules. If they can be active inthese games they can get stars, and the group which get the most stars is the winner.Then Teacher will say "now let's play a guessing game. Look at the picture." Teacher will point the picture and show them "This is a piece of cloth, and behind the cloth there is something. I leave some parts of it out, so please base on these parts to guess what it is and what color it is, understand?...Let's begin..." Then the teacher will ask the whole class, or just one student, or let two students ask each other, or let the students ask the teacher. The questions are "what is this? What color is it?"The contents of these pictures are "red apple, yellow banana, green tree, blue sky, white clouds, and black Chinese ink". These students who asked or answered questions in the game can get stars for their team.Step4: Counting color game (2 min)Teacher will show the students a picture of Olympic rings, and let the students to count how many colors are there in the picture and read them out. If someone can count them out and say it out accurately he or she can get one star for his or her group. Step5: Make conversations (9 min)Teacher will let the students take out their school bags and introduce their things to their group members, they can ask any thing about the things, but they must ask the color (5 min). Then they should show their conversation to the whole class (4 min).Step6: Write a passage (13 min)The teacher will let the students to think about their bed room, and write a passage to describe their bed room and those things in their bedroom (9min).Then choose some students read their passage for the whole class (4 min). Step7: Homework (1 min)Draw a picture of the things you like and paint the color you like most on it. ReflectionStrong points:Smiles sweet, good pronunciation, natural transition, logical organization.Shortcomings:Teaching contents looks not so rich, those cards can be better, rewarding system can be more attractive and interesting.。
lesson plan
A lesson plan is a plan for learning. As is true in mostactivities, the quality of planning affects the quality ofresults. Successful executives and professional people know that the price ofexcellence is careful preparation. A lawyer spends hours planning a case beforeappearing in court. A minister does not ad-lib a sermon but plans days or weeks in advance. In anticipation of the big game, the coach spends hours planning the plays and watching the team execute them. Should we attempt such a complicated process as learning with less attention than is given to other important activities? The answer is obvious: of course not. The effective instructor devotes much time and energy in carefully planning and preparing each lesson, whether the lesson encompasses one or several periods of instruction.To ensure the greatest probability of learning, we must carefully select and arrange activities that will produce the desired learning outcomes in our students. Only through careful planning can we be certain that we include all necessary information and have our lesson plan properly organized to achieve the lesson objective. The complete cycle of lesson planning includes eight steps:(1) Determine the objective(2) Research the topic as defined by the objective(3) Select the appropriate instructional method(4) Identify a usable lesson planning format(5) Decide how to organize the lesson(6) Choose appropriate support material(7) Prepare the beginning and ending of the lesson(8) Prepare a final outline.Determining The Objective. Often we will begin our lesson planning with an objective or objectives clearly in mind. At other times the objective may be shaped by the research and additional planning we do. In other words, although the first step of the lesson planning process is to determine the objective, our objective may not fully evolve until after we have completed other steps of the process.Objectives need to be student-centered. We should not state them in terms of what we want to teach, but rather they should be stated in terms of what we want our students to learn. For instance, the objective of a lesson on developing a lesson plan might be for each student to know the eight steps of effective lesson planning as listed in this chapter. Of course the lesson might be taught at higher than the knowledge level. We might want each student to comprehend the eight steps appropriate to effective lesson planning or even to be able to apply the eight steps of lesson planning. But whatever the level, the student-centered objective should guide our subsequent planning. Without a clearobjective, we won't know if we ever get there. Think about that statement.Researching The Topic. After we have written or been provided with aninstructional objective, we are ready to decide on the main points of the lesson andgather materials about the lesson topic. Normally we do not collect a mass ofresearch materials and then develop an objective to match the findings. Not only isthis latter approach inefficient, but it is also likely to be ineffective. It may wellignore the specific needs of the students and the Air Force. The objective should modify an objective or rearrange main points for greater accuracy or clarity.Usefulness and appropriateness are two important criteria for selecting relevant material. To be appropriate, information should relate to the lesson objective and have a high possibility for student retention. To be useful, it should aid both the instructor and the students in the teaching-learning process. If the instructor selects material solely on the basis of its interest value, a lesson may be filled with interesting information of little learning value to the student. On the other hand, dry, uninteresting facts even though they are very important-may also defeat the instructor's purpose. Students are more likely to grasp and retain facts and concepts that are enriched with interesting support material and arranged in a way that enhances learning.With the objective clearly in mind, we are now ready to gather actual material or do research on the subject. The sources for this material are our own experiences, the experience of others which we gain through conversation and interviews, and written or observed material. Instructors concerned with teaching a good lesson will often draw from all of these sources.Self. The first step in researching a lesson topic is to see what we ourselves know about the subject. Our personal knowledge may suggest a tentative organization, but more important, it will point up gaps in our knowledge where we need further research.Others. The second step in the research process is to draw on the experience of others. People who are interested in the topic may provide ideas during the course of conversation. The most fruitful source is the expert who may help us clarify our thinking, provide facts and testimony, and suggest sources for further research.While personal experience, conversation, and interviews provide valuable content for lessons, we must usually do further research elsewhere. If we have properly narrowed our subject and kept the purpose in mind, our research task will be easier.Library. Modern libraries provide us with an abundance of sources: books, newspapers, popular magazines, scholarly journals, abstracts, subject files, and microfilms. Quantity is no problem; quality is more difficult. We must always concern ourselves with the accuracy and relevance of the material we select. Using an article from 1950 to discuss atomic physics today might well lead to inaccurate, irrelevant conclusions.The next step in the research process is to evaluate the material gathered. We will probably find that we have enough material for several lessons. We must now combine some ideas, eliminate others, and perhaps expand on what we found in the research materials. We will also want to give special attentionto the types of support material we have selected (definitions, examples, comparisons, statistics, and testimony). Later in this chapter we will discuss types of support material in detail.Sometimes we have an organizational pattern in mind before we start. If not, as we gather our material, we will probably see that the ideas are beginning to form into some type of pattern. Later in this chapter. we will discuss ways of organizing the lesson.During the research phase, the instructor is likely to find material that students should read to prepare for a given class session. If we keep this possibility in mind when we begin our research, we can prepare a suggested student reading list and save time in selecting student references. When deciding on supplementary reading for the students, we should choose interesting and informative materials that reinforce or support the lesson objectives.Selecting Instructional Methods. After deciding exactly what to teach, theinstructor determines how best to teach it and what instructional method to use.When related to instruction, "method" refers to a combination of techniques orskills used by the instructor to engage students in meaningful learning experiences.A method is a broad approach to instruction-for example, the lecture method orthe guided discussion method. A technique, on the other hand is a specificconcrete skill or procedure used in implementing a method-for example, the technique of using the chalkboard or of using an analogy as support material.Philosophy Underlying Selection. We should choose a teaching method suited to the student's needs as a learner. In making the selection, we consider the ways that people learn: by doing, by discussing, by listening, by observing, by participating. We should select the instructional method that will most effectively guide students toward desired learning outcomes. Our role is to select the method and the techniques that will result in a meaningful learning experience.The Selection Process. No one method is suitable for all teaching situations, because no single method is sufficiently flexible to meet the needs of students in every learning situation In general, as we have seen, the nature of a learning outcome suggests the type of activity that will be most helpful to the students in achieving that outcome. If, for example, we want students to gain skill in performing a certain task, one of the activities should be practice in performing the task. If the desired outcome is knowledge, students should observe, listen, or read so they can relate what they are learning to their own experience. If students must learn to apply a principle, the instructor should ask them to solve problems or perform tasks requiring an application of that principle.The instructional approach we choose for one learning outcome may be different from the approaches that we select for other outcomes in the same lesson. Our primary concern is to plan and select the most appropriate approach for students to achieve each outcome.Lesson Planning Format. Good lesson planning is essential for any systematic approach to instruction. Although many instructors become discouraged by the time required for good lesson planning, a well written and properly used lesson plan can be a very worthwhile teaching aid. Experienced instructors use written lesson plans for a variety of purposes. They can be checkpoints to ensure well-planned learning experiences. They can serve as teaching guides during lessons and as references for other instructors who may teach for us in emergencies. They also serve as convenientrecords of an instructor's planning techniques and methods of teaching. One of the most practical functions of lesson plans is that they serve as step-by-step guides for instructors in developing teaching and learning activities.Authorities differ about the content and form of lesson plans, and many commands and schools have developed their own formats to satisfy particular needs. On the whole, however, most authorities generally agree on the essential characteristics of a good lesson plan. Figure 6.1 lists these characteristics, as well as those items of information which they routinely include.Organizing The Lesson. After we have researched the topic, selected the Array appropriate instructional method, and identified the lesson planning format touse, we must decide how to organize the lesson. Every lesson needs anintroduction, body, and conclusion. In most instances the body of the lessonshould be prepared before the introduction or conclusion. After we preparethe body or main part of the lesson, we will be in a better position to begin orconclude the lesson. The first consideration in planning the body is how to organize the main points, but organization of sub-points is also important. Arrangement of the main points and sub-points of a lesson will help both the instructor and the students-the instructor in teaching it and the students in learning. Most lessons, regardless of their length, divide nicely into from two to five main points.The typical ways of organizing main or sub-points of a lesson are by the patterns of time, space, cause-effect, problem-solution, pro-con, or topic. Furthermore, certain strategies can be used with each pattern from known to unknown, for instance, or from simple to complex. How does an instructor decide which patterns and strategies to use? The lesson material will often organize itself more easily with one pattern and strategy than with another. Let us consider how various patterns and strategiescan be used to organize the main points of a lesson.Information/Materials to be Included:Part 1: Cover SheetCourse/phase/lesson IdentificationInstructor's nameMethod usedObjective (with behavioral indicators of achievement)Main teaching points or task stepsReferences consultedInstructional aids usedHandouts neededPart II: Lesson DevelopmentContent outlineNotes on delivery techniquesCues for use of visual aidsNotetaking space for student inputs 'Comments on effectiveness of plan made after lesson is presentedPart III: EvaluationTest itemsRecord of student performance on test itemsStatistical analysisRecord of test item revisionsPart IV: Related MaterialsHandoutsHomework as assignmentsReading assignmentsSupporting documentsActual instructional aidsClass textFigure 1. Recommended Content and Components of Lesson PlanPlan of Instruction OrganizationTime. Our vocabularies are filled with words which refer to time: now, tomorrow, yesterday, today,sooner, later, earlier, last week, a month from now, four years ago, next time. We Array work, play, sleep, and eat at certain times. Major events in our lives are organizedby time: births, engagements, marriages, deaths. Time or the chronological patternof lesson organization is a natural way of arranging events in the sequence of orderin which they happened, or in giving directions in the order to be followed incarrying them out. This kind of organization is sometimes called sequentialorganization. Certain processes, procedures, or historical movements anddevelopments can often be explained best with a time sequence pattern.The medical technician presenting a lesson on mouth-to-mouth resuscitation would probably use thetime order for the main points:(1) preliminary steps-proper body position, mouth open, tongue and jaw forward(2) the mouth-to-mouth process(3) caring for the patient once breathing resumes.Time order is also a logical approach to lessons dealing with such subjects as "How to Pack aParachute," "Development of the F-15 Fighter," or How to Prepare a Speech."Furthermore, any lesson on a subject with several phases lends itself well to the time pattern. Forexample, given an objective for students to know the three planned phases of the Common Market(where phase one was to precede phase two, and phase two precede phase three), a lesson might havethese main points:(1) Phase one-a customs union where nations agreed to reduce duties,(2) Phase two-an economic union allowing laborers and goods to move freely across nationalborders,(3) Phase three-a political union with national representatives as members of a commonparliament and using a common currency.Of course, rather than looking forward in time from a given moment, the strategy might be to lookbackward from a point in time. In other words, the strategy might be to move from recent to earliertime rather than 'from early to late. Regardless of which strategy is used, the flow of the lesson and thetransitions should make the chronological relationships between main points clear to the students.Space. A spatial or geographical pattern is effective in describing relationships. When using this pattern, the lesson material is developed according to some directional strategy such as east to west or north to south. For instance, if an instructor were describing the domino theory of guerrilla infiltration, a good strategy would make the main points of the lesson correspond to the geographical locations of various nations.With lessons about certain objects, the strategy might be to arrange the main points from top to bottom or bottom to top. A fire extinguisher might be described from top to bottom, an organizational chartfrom the highest ranks to the lowest in the organization, a library according to the services found on thefirst floor, then the second, and finally those on the third.Sometimes, the strategy is to organize the lesson from the center to the outside. For example, the control panel in an airplane might be discussed by describing first those instruments in the center most often used, then by moving out toward the surrounding instruments which are used least often.In all lessons arranged spatially, we need to introduce each aspect or main point according to some strategy. Just as with a lesson organized by time, the subject matter and the transitions should include elaboration and clarification of how the main points relate to one another. A simple listing of the various objects or places without elaboration as to how they are related may confuse the students and make the points harder to remember.Cause/Effect. A cause/effect pattern of organization is used in a lesson where one set of conditions is given as a cause for another set. In such lessons we may use one of two basic strategies to arrange our main points. With a cause/effect strategy, we begin with a given set of conditions and show that these will produce or have already produced certain results or effects. With an effect-cause strategy, we take a certain ,set of conditions as the effects and allege that they resulted from certain causes.The cause-effect strategy might be used in a lesson concerning the increasing number of women in the Air Force. The lesson might first discuss the fact that women are now assuming more responsible leadership roles in the Air Force. One effect of women assuming such roles might be that women are joining the Air Force with increasing frequency.The effect-cause strategy might be used in a lesson on child abuse. The first point might explain the effects of child abuse upon the children themselves, the parents, and even on society. The second point might suggest that the causes are that parents themselves were abused as children or that they lack proper education on parenting.Whichever strategy is used, two cautions must be observed:(1) Beware of false causes. Just because one event or circumstance precedes another does not meanthat the former causes the latter. Many persons assume that "First A happened, and then B took place, so A must have caused B."(2) Beware of single causes. Few things result from a single cause. There may be several causesand they may not act independently. Their effect may be greater or less than the sum of their parts.Lack of safety features on automobiles does not by itself cause most highway accidents, but this cause plus careless driving and unsafe highways may, in combination, account for many highway accidents.Problem-Solution. This pattern, sometimes called the disease-remedy pattern or the need-satisfaction pattern, presents students with a problem and then proposes a way to solve it. With this pattern we must show that a problem exists and then offer a corrective action that is (1) practical, (2) desirable, (3) capable of being put into action, and (4) able to relieve the problem. It must also be one that does not introduce new and worse evils of its own. For example, the issue of controlling nuclear weapons has long been debated. Those against control argue that erosion of national sovereignty from arms control is more dangerous than no control.There are different strategies we might employ when using the problem-solution method. If the students are aware of the problem and the possible solutions, we might discuss the problem briefly, mention the possible solutions, and then spend more time in showing why one solution is better than others. For instance, our objective is for students to comprehend that solar energy is the best solution to the energy crisis. Our main points might be:(1) the world is caught in the grip of an energy crisis,(2) several solutions are possible, and(3) solar energy is the best long-term solution.If the students are not aware of the problem or need, we may describe in detail the exact nature of the problem. Sometimes when students become aware of the problem, the solution becomes evident, and little time is needed to develop the solution in the lesson. At other times we need to spend time developing both the problem and the solution.Still another strategy is to alternate or stagger portions of the problem with portions of the solution. For example, the cost of a project may be seen as one problem, workability another, time to do the project as a third. Taking each in turn and providing solutions to cost, work ability, and time as we present these aspects of the problem may be more satisfying to students than if we had discussed all of the problem and then its total solution.Whatever strategy is used, with the problem solution pattern students must become aware that a problem exists before a solution will be agreed upon.Pro-Con. The pro-con pattern, sometimes called the for-against pattern oradvantages-disadvantages pattern, is similar to a problem-solution pattern in that thelesson is usually planned so as to lead to a conclusion. A major difference, however,is that fairly even attention is usually directed toward both sides of an issue with apro-con pattern.There are various strategies to consider when using the pro-con pattern. One consideration is whether to present pro or con first. Another is whether to present both sides and let students draw their own conclusions or to present the material in such a way that students are led to accept the "school solution." For instance, with a lesson on the effects of jogging we have to decide whether to present the advantages or disadvantages first. Then we must decide whether to let students decide for themselves whether the advantages outweigh the disadvantages. Pro-con plus one is the label given to the organization used when we draw a final conclusion based on the two sides.When deciding the specific strategy to use with the pro-con pattern and determining how much time to spend on each, the following guidelines may be helpful:(1) giving both sides fairly even emphasis is most effective when the weight of evidence is clearlyon the favored side;(2) presenting both sides is more effective when students may be initially opposed to the schoolsolution;(3) presenting only the favored side is most effective when students already favor the schoolsolution or conclusion;(4) presenting the favored side last is generally more favorable to its acceptance, especially if theside not favored is not shown in too strong a light.Topical. A topical division of the main points of a lesson involves determining categories of the subject or lesson objective. This type of categorizing or classifying often springs directly from the subject itself. For instance, a lesson about a typical college population might be divided into topical divisions of freshmen, sophomores, juniors, and seniors, with each class division serving as a main point. Housing might be discussed in terms of on-base and off-base housing. A lesson on the Minuteman intercontinental ballistic missile might be arranged with the main points of warhead, guidance, and propulsion systems.At times the material itself suggests certain strategies for ordering the main points. For instance, a lesson on levels-of-learning lesson planning would most likely begin with knowledge-level planning as the first main point, since knowledge-level lessons are generally simpler to understand. Then the lesson would move on through the hierarchy to comprehension, application, analysis, synthesis, and finally evaluation levels. In other words, our lesson would follow a simple-to-complex strategy in organizing the "topics" or levels-of-learning.Other topically organized lessons might follow strategies of known to unknown, general to specific, or specific to general. The number of strategies for arranging topical main points is practically infinite. The important consideration, as with any pattern, is that we give thought to the strategy of arrangement in order to improve student understanding and learning.Combining Patterns. If we use a single pattern to organize the main points, our lessons will make more sense. We will be able to remember more readily what the main points are when we teach the lesson. Even more important, students will be able to follow the lesson more easily and retain the material if we use a single, logical pattern of organization.While we may choose a certain organizational pattern for the main points, we may decide to use different patterns for sub-points. Consider the following tentative outline of a lesson with an objective for students to know the importance of nonverbal factors of communication.Non-Verbal CommunicationI. Performance factorsA. Upper body (head and face)1. Positive effects2. Negative effectsB. Middle body (arms, hands, torso)1. Positive effects2. Negative effectsC. Lower body (hips, legs, feet)1. Positive effects2. Negative effectsII. Nonperformance factorsA. ObjectsB. Space1. Personal or body2. Furniture arrangementC. TimeNotice that the main points (I. Performance factors and II. Nonperformance factors) are arranged topically. The sub-points for main point I (upper, middle, and lower body) are organized spatially. A pro-con pattern is followed in discussing positive and negative effects from each body performance factor. The sub-points of main point II (objects, space, and time) are organized topically as are the two sub-points under space. The important thing to remember is that each set of main points or sub-points should follow a given pattern of organization. Our tentative outline reflects this fact.Of course, it may be that none of the formal patterns of organization discussed in this chapter adequately fits our content. If this is the case, we must simply strive to organize our lesson in the way that will help present the information to our students in the most meaningful fashion. As we construct our tentative outline, we must do so with our students' needs in mind. But whatever pattern or strategy we choose, it should be a conscious and rational choice and we should be able to defend or explain it. Quite often, the experienced teacher revises the outline three or four times before being satisfied and finally putting it into final form on the lesson plan.The Strategy StatementCharacter and Purpose. The strategy statement is simply a detailed plan which explains one's overall lesson objective and the steps one intends to take in achieving that objective most efficiently and effectively. A well-written strategy statement benefits the writer of the lesson plan by helping to determine the best options to adopt when deciding on methodology, teaching techniques, interim objectives, and type and amount of proof and clarification support. It also helps anyone else who is tasked to teach or modify the lesson later on by spelling out the detailed rationale for choosing these options. When the teachers understand why the different elements of a plan are included and when these reasons are sound, the teachers can more easily adopt the process as their own or adapt the plan more coherently-both internally and as it relates to other lessons in the curriculum. And, just as importantly, the strategy can also benefit the students immensely because it provides a well-formulated overview for the lesson introduction itself by telling the students exactly what will be covered in the lesson without exposing the lesson itself.The strategy statement should be designed in such a way as to walk the instructor through the entire lesson, focussing on every element of the lesson. In this way, a comprehensive strategy statement helps the writer of the plan by forcing the writer to consider questions that are often taken for granted:(1) whether the overall lesson outline and order of main points and sub-points are the mostlogical and intuitively acceptable;(2) whether the teaching techniques one decides to use are the most appropriate for the lesson;and,(3) how much leeway one can take in the presentation before one changes the actual objective.Moreover, it provides a quick mental outline of the entire lesson that helps prevent theinstructor's having to script, or slavishly rely on the lesson plan (thereby destroying thespontaneity of the presentation).Method of Presentation. The strategy statement should move the reader through the lesson simultaneously from the general to the specific elements as well as sequentially, from attention step。
Lesson plan 详细版
Lesson planUnit 5 Traveling AbroadPeriod 1 Warming-up and readingTime: 45 minutesThe number of students: 50The grade of students: grade two in high school1.The analysis of teaching materials:This unit forms a part of high school English teaching material, Student’s Book 7. This unit can be divided into three parts: warming-up, reading, listening about language. Its main topic is traveling abroad and it contains two reading materials, studying in foreign country and traveling in foreign country. Today,we will learn the first part, studying in a foreign country. In this unit, it tells students what problems they will meet in foreign countries and how to deal with these problems. Also, it introduces the benefits and difficulties of studying abroad through the story of Xie lei.2.The analysis of students:As high school students, they have learned English for several years and they have a basic command of English. Students will be interested with a certain topic easily, such as traveling, sports healthy life and so on, which adapts to their physical and psychological characteristics. Additionally, students are weak in English speaking, so in my class, I will design some questions and activities for them to practice their pronunciation.3.Teaching aims:Knowledge aim:a)Students will learn about Xie L ei’s school life in London.b)Students will learn new words and phrases including lecture,academic, comfort, requirement, acknowledge, preparation, contradict, occupy, recommend, substitute.Ability aim:a)Students will be able to use the new words about traveling abroadto describe the life in foreign countries.b)Students will be able to think of their own way to deal with thepossible problems of living abroad.c)Students will be able to know how to read the news report and getthe main idea by finding the key information about what, when, why, where and who.Emotion aim:a)Students will be more interested in traveling or studying abroad.b)Students can overcome the difficulties in study and life afterreading Xie Lei’s story.Learning strategy aim:a)Students will learn about the characteristics of the news reportand get the main idea by finding the main words, who, when, where, why, what.Culture aim:a)Students will gain more knowledge about the lifestyle and theweather feature in London.2.Key point:a)Learning the new words and phrases about traveling abroad and knowtheir meanings, such as requirement, acknowledge, preparation, fit in.b)Learning about the benefits and difficulties of studying abroad.3.Difficult point:a)Grasping the ability to skim and scan the text and the ability tosummarize the main idea of each paragraph. It requires students to summarize the main idea according to find the key information about what, when, why, who, where.b)Learning the basic structure of emphatic sentence and how to useit. It requires students to be able to use it in the composition.4.Teaching aids:Power Point, a blackboard, some chalk, a tape recorder5.Teaching methods:Task-based language teaching6.Teaching procedure:Step1 Lead-in (4 minutes)At first,the teacher will ask students a question, if you have a chance to go abroad in the world, which country would you like to go? Why? Fifteen seconds later, the teacher will choose two students to tell their answers. After hearing these answers, the teacher will show some beautiful pictures of different countries to attract students’ attention, such as Statue of Liberty, Sydney Opera House, Eiffel Tower and so on(5 slides)and next the teacher will ask students whether they want to go abroad to have afurther study or not.Step2 pre -reading(6minutes)Nowadays, more and more students wants to go abroad to have a further study. What are the advantages and disadvantages of studying abroad? Then the teacher will ask students to discuss in the four-people group.Suggested answers:T:”You are going to read a newspaper article about a Chinese student who goes to study in England. What do you think she willfind differences from studying at a Chinese school/university?”Step3 listening and fast reading (5minutes)1. Listen to the tape and find the answers to the following questions.1)Who is the main character?2)Will she overcome difficulties at last? Who helps her?3)What is Xie Lei in England for? How long has she beenin England?2. True or False.a.When Xie Lei went to New York, she felt very excited and relaxed.b.Xie Lei came to the university to complete a sciencequalification.c.Xie Lei lives in the student accommodation.d.Xie Lei found the preparation course was very easy tolearn at first.e.Xie Lei’s tutor helped her a lot in her study.Step4 detailed reading (12minutes)1.Summarize the main idea of the passage (the teacher will give students three minutes to skim the whole text and summarize the main idea)Suggested answer:The text mainly tells us a Chinese student named Xie Lei is studying at an English university, which introduces us her study life there and how she solved the difficulties she faced.2. Put the events into order_3__The difficulties Xie Lei met while living in London;_7__The newspaper will follow Xie Lei’s progress in later editions._2__The general introduction to Xie Lei and her study;_1__The advantages that Xie Lei gained while living with a host family._6__Xie Lei is now getting along well and is living an act ive life._4__ Xie Lei, a Chinese girl, is studying in a foreign c ountry--London._5__Xie Lei is getting used to the Western University’s way of learning.3.Answer questions( The teacher will invite four volunteers to answer the four questions）1)Why is she doing a preparation course first?2)What are some of difficulties she faced when she firstcame to England?3)Why does Xie Lei have such a decision that she would like to board with a host family while studying in Engla nd?4)How does Xie Lei try to get used to the new sociallife in England?Step5new words(8minutes)Firstly, the teacher will ask students to find out the new words in the first two paragraphs when they are reading it. Next, the teacher will check the new words that students find in the two paragraphs. Then the teacher will explain its meaning in the text and he will also expand its relevant phrases.For example:Step6 text analysis (9minutes)The teacher will write the example of emphatic sentence in the blackboard and tell students what an emphatic sentence is and then the teacher will ask students to make other sentences according to the sentence in the blackboard. Next, students will finish four single-choice questions about this grammar point in the PowerPoint. (强调句详情在幻灯片上可见)课文原句：It’s not just study that’s difficult.It is/ was + 被强调部分（通常是主语、宾语或状语）+ that/ who（当强调主语且主语指人）+ 其他部分。
lesson plan
Lesson PlanTeaching objectives :By the end of the lesson, student should be able to :1)Learn some effective listening strategies,such as reactquickly,recognize accurately,and the ability to take notes and remember the message etc.2)understand the intendend message3)from a mental representation from words heardTeaching aids : blackboard ,chalk ,white papers ,audiotape Teaching procedure:1)Prelistening1.warming up :review the song”Love yourself”2.An interview competition(1)Divide the class into groups of 3or 4 people ,each group willget a piece of the Interview Question Paper Show belowInterview Question(2) Each group should try to interview their classmates andwrite down the interviewee ’names under the answer yes & no(3) Each group presents the result and the group thatinterview the most people within three minutes will be thewinner2）While–listening(1) Ask the students to listen to Dr. Rizzotto ’sanalysis .While listening for the first time ,the studentsshould focus on the key words ,and add more key wordsin the notes column .(2)After the second listening ,fill in the blanks below withthe help of the notes above* On our birthday we receive lots ofand . If you don’tlove yourself ,this will probably make you feeland* If we learn to accept our withoutcriticizing ,we will learn to* If you don’t care about .it might be because you .*It’s good to talk about and ,but if we don’tother people ,it might be because we don’t reallyanymore.(3)Listening to a more authentic version of Dr. Rizzotto’sanalysis and check the answer..3.True or false .(1). Ask students to listening to some statements about Dr.Rizzotto’s analysis above .Then decide true or false.1.( ). 2( ) 3( ) 4( ) 5( ) 6( )(2)Listen to the passage and the four statements once againand check the answer.(3).Show the four statements to the students and analysiswhy they are right &wrong .●If you feel bad and uncomfortable on yourbirthday ,it means you don’t really love yourself.●If you want your fiends to love you ,you should loveyourself .●Caring more about our appearance means we lovingourselves●If we can’t love ourselves ,no body will love us.2)Post –listeningP resent a role play in groups1.Divide the class into groups of 3 or 4 people ,each group will begiven five minutes to prepare the role play .2.Ask each group assign roles to their members and preparetheir role play .Student A : You are Dr. Rizzotto’s,some students come to yousaying that they don’t like themselves at all.Please help them to understand themselves better so that they begin to see theirstrengths and know how to love themselves .Students B&C: You are students and ou don’t like yourselves at all .Go to Dr. Rizzotto and he will help you know yourselves better and find out your strengths.3.Volunteers/nominated groupd to perform their role plays .ments on each group performance .Homework : Preview the next unit .Reflection: to be written immediately after the lesson.。
Lesson plan
Lesson plan(The fourth period for Unit 6)Ⅰ. Teaching aims and requirements:1.To have students learn some new words by heart2.To have them use the sentence pattern correctly3.To develop student’s ability to express and build their consciousnessof environment protection.Ⅱ.Teaching contents:BookⅠUnit 6 B Let’s learn1.New words and expressions: village, house, tree, bridge, building.2.sentence pattern:--There be…--Are there any…?--Yes, there are. /No, therearen’t.Ⅲ.Teaching key and difficult points:1.key points :1).words and phrases.2).can ask and answer the sentence pattern.2. difficult points:practicespeakingwiththetargetlanguageinthecreatedlinguisticcircumstances.Ⅳ.Teaching aids :cards, blackboard, coursewareⅤ.Teaching procedures ;Stage 1: Warming up and revision.(1).greetings.(2).revision: review the language points in Unit 5.Stage 2: Leading-inT: today we’re in a newclassroom. What’sin theclassroom? Let’sfindout.T: There is a computer in the newclassroom. Right? What else do youfind? (encourage students to raise hands and say it out)S1:…S2 :…T: Verygood! You’vefound manythings. Let’slook at the nature park.What’sin the nature park? Todaywe’lllearn Unit 6, part B, Let’s learn.Stage 3.presentation:1. New words teachingT: First let’s learn some new words.(1).teach the word“tree”a.Showapictureofatreeandteachthenewword,thenencouragestudents to make sentence with it.E.g. there is a tree in the picture.b. Practice the word and write on the board.(2). teach the word“bridge”a. show a picture about“bridge”and try to practice .T: What’s this in Chinese?S:”桥”T: Good! It’s bridge .Look; there is a bridgeover the river.(ask students to pay attention toover the river.)b. ask students to think about the bridge in Lanzhouuse the same way to teach the words“building ,house ,village”(3) repeat the words1) follow the teacher.(change the cards to read)2).play a game.“Loud voice and low voice”3) practice: Fill in the blanks.2. Sentence teachingT; Look at the picture. This is a naturepark. What’sin the nature park?Encourage students to use“There be….”to make sentences.S:…T: Well done! Look, there is a lake on the mountain .Listen carefully;Arethere any lakes on the mountain?(Encouragestudentstosay:Yse,thereis.Andwritedownontheblackboard.)Ask students to look at the dialogue in the picture and read after the tape.Stage 4.Practice(1).controlled practice:1) Repeat the sentence following the tape. (read in groups)2)practice more with“Are there any…?” (talk about the other things inthe nature park.) Then invite some students to act their dialogues.(2).Free practiceWork in groups and talk about things around us. Then invite some pairs toshow their dialogues.Stage 5 Consolidation(1).review the wordsT: close your eyes .let’s think .what’s in the nature park S: Mountains, trees…(2).sum up“Are there any +可数名词复数+地点？”Stage 6: homeworkFinish the exercise on the screen and make up 3 dialogues. Ⅵ. Blackboard design:Unit 6 In a nature park treebridgebuildinghousevillage--Are there any lakes on the mountains?--Yes, there is one.--Are there any +可数名词复数+地点?--Yes, there are.／No, there aren’t.。
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Lesson Plan
School:Jincai High School Northern Campus（进才中学北校）Teacher:Shirley (刘莉 )
Subject:English
Material:Oxford English 6B, Page 42-43
Topic :Module 2Changes
Unit 6seasonal changes
Class:Class 1 Grade 6
Teaching Aims:
1. Language focus:
. Using the simple present tense to express simple
truth e.g. Many flowers grow in the garden.
Using connectives to give reason
e.g. Not many students like playing in the playgroun because it
is hot.
Using connectives to link similar ideas
e.g.Many srudents like having ice cream and soft drinks.
Using the simple present tense to express sinple truth
e.g.It helps them keep warm
2. Ability aims:
To make the students pay attention to the seasonal changes
in school and say them out.
To train the students ’ability of listening. To help the
students to listen for specific information about seasons.
To let the students to open an interaction by asking
and answer questions.
To help the students to observe the different scene in
the school to get information and write a report about their
school life.
3. Emotion aims:
To arouse the students ’interest in learning English.
To help the students know about the seasons and
love the nature.
Main points:
1. Using many,not many to show quantities.
ing the simple present tense to ask and answer questions.
3.Make the students know how to give reason.
Aids:
1.The multi-media system
2.The courseware of this lesson
3.A recorder and the tape recording of this unit
Teaching procedures:
Procedure Contents Activities Purpose
I.Sing a song:All the students Attract the Warming-up:Seasonal changes watch the video students ’
and participate in attention.
this activity
II. Pre-task 1.Revision:Look Everybody looks at Help students Preparation:and say:What the pictures know about the season is it?carefully and say seasonal changes
out what season it
2.Each season is is.
Review more
different Match the season words about
and weather seasons
3.Watch a cartoon
condition.
Know about what To make the
differences students know
between four seasons are
seasons.different
4.Read and match
Foster the
Match summer students’abilities
and winter to the of observation.
5.Pair work sentences.
Foster the
Students talk students abilities
about what they of observation,
can see in different and speaking.
seasons.
III. 1.Look and Students fill in the Foster the While-task complete blanks according students abilities procedure to the pictures of observation
2.Listen and say All the students Foster the
listen and read the students’abilities
text of listening and
speaking.
3.Ask and answer
4.Work in pairs
5.Write
IV . Post-task 1. Think and
activities answer
2. Read and
wok in pairs
V. 1.Write a report
Homework about the school
life in winter
2.Do the
exercises on Work
Book Page 36.Students answer
the questions Foster the according to the students’abilities text of getting specific
information Students talk
about school life in Foster the summer students’abilities
of using English Students write the
school life in
summer Practise writing
English
Students answer Students speak the questions more English about school life in
winter
Foster the Students talk students ’abilities about school life in of speakig
winter
Students write a To make the report .students put what
⋯like
they have learned Practise into practical use. doing ⋯ and give
the reasons。