Sample of Teaching Plan

函头A New English Course Teaching Plan (1)
Course Advanced English Teaching objects C6G2011 Title Unit 11 What Life Means to Me, Part I Periods 1-2
Teaching objectives 1.Students can report the brief life time of Jack London and
comprehend the writing features of coherence;
2.Ss can master the Jigsaw reading skill and can write expositions
coherently.
3.Ss can raise critical thinking on “life”.
Teaching ideas Students should be cultivated from the following three levels: knowledge, ability, and emotion.
Teaching methods Student-oriented/ -centered communicative teaching, group discussion and interaction, collaborative teaching, and critical thinking.
Important and difficult points prehend the main ideas of the whole passage.
2.Grasp the use of cohesive devices and the ways of expressing
coherently.
3.Raise critical thinking on “life”
4.Some language points of the previous 3 paragraphs.
Teaching procedures 1.Lead-in activity.
2.Jigsaw reading and structure analyzing.
3.Writing features.
4.Critical thinking.
5.Detailed studies of the first part of the text.
Homework 1.Write a piece of paper on the topic of “What life means to me?”
2.Preview the language points of the rest 3 parts of the text and
rhetorical devices of the whole passage.
Teaching aids Multi-media and blackboard. Visual aids, flash cards
Teaching content （teaching procedures/steps）
(Introductory Remarks on the teaching objectives of the text)
T: Class begins.
S: Stand up.
T: Good morning, class.
Ss: Good morning, Miss Yin….
1.Lead-in activity.
1)Show a video to the students and let them give a name to the video.
T: Now, we will enjoy a video clip, after finishing watching it, please give it a name to it. Let’s begin. (T plays the video.)
T: Who would like to provide a name to the video?/ …, please give a name to the video. (T will ask some Ss to answer this question.)
S1: a wonderful life…
2)According to the key word of “life”, lead in the topic of “What life means to
me?”
3)Brief introduction of the author.
2.Jigsaw reading.
1)Students will read different parts of the text and find some time adverbials
and summarize the main ideas of their own parts.
2)Students share their information with other 3 students of their group, and try
their best to understand the main idea of the whole passage.
3)Organization of the text according to the timeline.
3.Writing features.
1)Take “then” for example, to talk about cohesive devices.
2)Brief introduction on the difference between coherence and cohesion.
Coherence can be thought of as how meaning and sequences of ideas relate to each other.
For example: general →particular; statement →example; problem →solution; question →answer; and claim →counter-claim.
Cohesion can be thought of as all the grammatical and lexical links that link one part of a text to another.
For example: the use of synonyms, lexical sets, pronouns, verb tenses, time references, grammatical reference, etc.
3)Discuss the different meanings of “but” which appears at the very beginning
of several paragraphs. And the main function of “but” is to make paragraphs be more coherent.
4.Critical thinking.
1)Raise a critical thinking on the topic of “What life means to me?”
2)Discuss the attitude toward life.
3)Think “Is having a lot of money a symbol of successful life?” critically.
5.Detailed studies of the first part of the text.
(Some language points of paragraph 1-3.)
Para. 1
Questions：
A) Which word aptly/suitably describes an environment opposite to the one which is “crude and rough and raw”?(refined: cultured/elegant)
B)Can you find the word “uplook” in a dictionary? If not, can you guess what it means?
(No. It’s a nonce word: word invented for one particular occasion. It means an upward view of life. )
C) both of the flesh and the spirit(l.4-5): both of the body and the mind
Para. 2
Question:
A) What made London determined to climb up into the colossal edifice of society high above him?
(He was dissatisfied with the social position he was occupying and erroneously believed that in the society high above everything was clean and beautiful.)
B) above me towered the colossal edifice of society (l.6): the tremendous structure of society stood high above me
tower: v. rise far upward/very high like a tower
E.g. Many skyscrapers tower above all other buildings in Shanghai.
colossal: huge, gigantic. This word can be used to describe a building, an amount of money, etc.
London compared society to a huge building, in which there is the cellar (para.
12), the parlor floor (para. 15) and the attic (para. 15). The edifice also has portals (pt. II. para. 5).
C) resolve(l.7): make a determined decision; decide firmly
E.g. She resolved to win first at the coming ping-pong(table tennis) championship.
They resolved on making a decision as soon as possible.
She resolved that she would never see him again.
Or: She resolved never to see him again.
Derivatives of resolve are: resolute (adj.), resolutely (adv., in para. 3), and resolution.
D) “… as I accepted the rising of the sun, I accepted…”(ll. 13-14):
I took it as an unquestionable fact…/ I thought it a matter of course…
E) …, all that made life worth living and that remunerated one
for…(ll.15-16):
remunerate: pay or reward sb. for work or services
E.g. remunerate a person for his trouble
Para. 3
A) I was hard put to find the ladder (l.19): It was very difficult for me to find
the ladder.
be hard (adv.) put (to it ) to … : have great difficulty in (doing sth.)
E.g. We were hard put (to it) to find a perfect / satisfactory solution to the problem.
B) Further, I ascertained the current rates of wages …(l.22):
ascertain: get to know; make certain
E.g. ascertain the true facts ;
ascertain that the answer is right;
The police are trying to ascertain what really happened.
6.Homework assignment.
1)Write a piece of paper on the topic of “What life means to me?
2)Preview the language points of the rest 3 parts of the text and the rhetorical
devices of the whole passage.。