Sample lesson plan 教学计划
Sample Lesson Plan 教学课程设计
Sample Lesson Plan: Teaching Writing SEFC Book1BUnit16 Nature Endangered animalsLearning Objectives•Knowledge•Skills•Learning strategies•Affect•Cultural awarenessTeaching methods and Teaching aids:Task-based language Teaching; Process approach to writingMultimedia devicesvideo tapesCAI coursewareTeaching procedureStep 1:Pre-writingActivity 1: Lead-in activityFree talkQuestions:Do you like animals?What animal do you like best?What do you think of…? Why?Do you worry about some animals?Which kind of animals do you worry most? Why are you worried about them? Activity 2: speakingTask 1: List endangered animals. (G1)G1 give a presentation on several species of endangered animals and their characters and living habits using PPT (Giant Pandas, North China Tiger, African Elephant, Dolphin and Gorillas).•self introduction•Dialogue•role play•The students in other groups will add some other endangered animals. The teacher will give the summary and assessment.Teacher’s summaryIt’s true that many kinds of animals are in danger. But why are these animals in danger? Now let’s welcome group two to tell us the reasons for their distinction. Task 2: Tell why some animals are endangered? (G2)•G2 give the presentation on the reasons why some animals are in danger.•Speech•role play•The teacher prepares a clip of video “ICE AGE” in order to guide the students to discuss on the r easons of people’s killing animals.Teacher’s summarySometimes people are really rather cruel. We are killing animals for fur, teeth, meat or skin; for money, even for fun. We kill them to enjoy ourselves, or to show our power.We are not only killing them but also robbing them of their habitats and destroying their homes. Poor animals! Boys and girls, can we do something to help them? Now let’s welcome group 3 to tell us how to prevent them from extinction.Task 3: Ways of helping the endangered animals (G3)S1: Have you ever thought of helping any animals? How can we help them?S2: I think first we must stop killing them. They are lovely and helpless. They have their feelings, just like us, human beings. So please stop killing them.S3: Anybody who kills animals should be punished. So we must ask our government to pass laws. If the laws are carried out well, fewer people will kill animals.S4: We should also stop buying those things made of animal furs, animal teeth or animal skins. Just as I believe: If the buying stops, so will the killings.S5: Maybe we should also take part in the Animal Protection Activities. Just as what we learned from the dialogue in Unit16. Sun Huiling, Peter, Gray and Lynne tried to collect some money for the milu deer in China. Why can’t we?S6: So we can build some nature parks for them.Teacher’s summaryIt’s because of people that the animals are in danger. But also it’s only people who can do something to help them from disappearing.Step 3: WritingWhat’s the polar bear d oing?What’s the dolphin doing?Do you want to help them?Let’s help her write the letter to the Wildlife Fund to call on more people to love them and help them.T: Imagine that you are the dolphin / polar bear, you are writing a letter to the Wildlife Fund to call on more people to love you and help you. In your letter, you must include the following parts:A letter to wildlife fundIntroduce yourselfExplain your problemsWhat’s your hope and worry about human beings.What is the result of losing youBegin like this:Dear Sir, I am a gorilla(猩猩)… hippo..ModelDear Sir,First I want to introduce myself. I am a gorilla(猩猩) a gorilla that enjoyed my life very much in the past. However my happiness was gone when people came to me. One day, I was playing with my sisters and brothers as usual. Suddenly some people came to us. We felt happy because we thought men are our best friends. But to our surprise, they just took out their guns, shot us. Lots of my brothers and sisters were shot dead before we knew what on earth had happened.I was really lucky to escape. After that, I followed them home. Oh, my god. You will never believe it! They were laughing, and shouting with great joy while my sisters and brothers were on the fire, being cooked just for food and fun. We, gorillas, are now coming to disappearing from the world. We are homeless and helpless.I wonder if you, human beings, can do something. Why don’t you build some special places like Nature Parks for us to live in? Why not adopt(认养) the homeless of my brothers and sisters? Why not make people know more about us and understand us better?At last, I want to say: Please! Stop killing us! If not, I dare say: When we, animals, come to an end, then you will too!Students’writings samples-1Dear Sir,I’m a hippo. My name is Sally. I had a charming family. Years before, my peaceful life has gone. There are a lot of people looking for us in order to kill us for something valuable. So we have to move from place to place.Yesterday, my little son Nicky died. Oh, my god! My lovely child! We don’t know what will happen to us tomorrow. Alive or dead? That’s a problem. Why are people so cruel? We are friends, aren’t we?Stop killing, please. Let’s live in peace. Yours,×××Teacher’s SummaryAnimals do have feelings. They are just like us. And everything has its value in nature. We can’t lose them. Human beings, animals and other living things on earth must live in harmony and peace. So please, take care of every animal beside you. Do love them just like you love your family.Home workIf you want to know more about the endangered animals and ways of saving them, you can go to the following websitesJ:\\endangered %20animals.htmJ:\\endangered%20animals\endangered%20Animals.htmJ:\\endangered%20animals\endangered%20animals%20-%20reports.htm Homework assignment1. Write“Teaching objectives”for the writing sample2. Read textbook P213-221Lesson Plan PresentationYou see (show the material), the material is from NSEFC, Module 1, Unit 2, the Reading part. The title of the passage is The Road to Modern English.The topic of the passage is the development and categories of English. For the development, the passage introduces in two clues: space one and time one. Since Para.1 and para.5 both talk about the development under the clue of space, I’ll put them together while teaching. What’s more, Para.3 and para.4 will be taught together, because both talk about the development under the clue of time. What I mentioned above is also the teaching rearrangement. Now, come to my Ss. They are grade 1 in senior high and have learned English for several years, but they are still lack of background knowledge about language itself, such as the development, the reason for it changing over time, etc. W hat’s more, most Ss can not understand the text freely by using different reading skills. According to the analysis above, the language focuses and anticipated difficulties are to understand the text accurately by using different reading skills and to know the English development.As we know, the current theory views reading as an interactive process, which does not only involve the printed page but also the readers’ general knowledge, including about the world and the language. During the process of reading, all these elements interact with and compensate for each other.Based on the understanding of what proccess reading is, an interactive model of teaching reading is adopted. What’s more, I will also adopt the three-stage model, including pre-reading, while-reading and post-reading. As for my teaching aids, multimedia devices and PPT documents will be used.According to the analysis about teaching material, learning condition, and teaching ideology, I set the following learning objectives are to be achieved:Firstly, language skills. Ss can predict the content of the text according to the title and scan for the countries which speak English.Secondly, language knowledge. Ss can know the English development and the reasons for its changing over time. S s can knowwhat is first, second and foreign language. What’s more, Ss can also know the meaning of some language points, such as, rule, at present, be based on, etc. Thirdly, affects. Sscan view a language with an approach of development instead of a static one. Fourthly, learning strategies. Ss can communicate with others politely and fluently in English. The last one: cultural awareness. Ss can know some basic knowledge about the UK’s colonizing. They can also know that the difference between British English and American English will not prevent a good communication. What’s more, know other languages’ influences on English vocabulary.In order to achieve the learning objectives, several activities are designed in three stages. The teaching procedures are as follows:In the pre-reading stage, which will take 9min, I designed 3 activities. Activity 1 contains two steps: step 1 is that Ss look at a photo and guess which language is on it; step 2, guess what some sentences written in old English mean. Activity 2 is predicting, containing two steps: firstly, Ss guess what the word “road” in the title means—it means development. And then predict what the passage talks about. Activity 3 is to anwer questions: 1.how many people are speaking English? 2. How many countries use English as the official language? Acitivy 1 and Activity 2 will arouse Ss’ interests. For Activity 3,compared the answer with those in para.1—about five to seven million people spoke English at the end of the 16th centrry, Ss will become aware that English has been spreading widely in use.Now, let’s come to while-reading stage. It will take 26 min. As I have mentioned in my material analysis, I will teach in this form. For para.1 and 5, which tell English development under the clue of space, I designed 3 activities: firstly, scan forthe English speaking countries; activity 2 is to answer the question: When did English begin to be spoken in many other countries? Why? During these activities, some extensive knowledge will be introduced to Ss, such as basic information about the colonizing of UK, etc. Activity 3 is to match some English words with their origins. Activity 1 will help Ss to understand the paragraph basically and Activity 2 will deepen this understanding. Activity 3 is an extensive activity, which can help Ss further understandthose languages which influence English vocabulary. Now comes to para.3 and para.4, which tell English development under the clue of time, there is one activity to fill in a form which is organized in time order. It aims at helping Ss understand the paragraph logically, which can also lessen Ss’ learning difficulty. During this activity, background knowledge about Shakespeare and Noah Webster will be learnt and what’s more, the language points will also be dealt with. At last, for para2, which is about the difference between British and American English, there is one activity to find the synonyms, which can help Ss know that the difference between British and American English will not prevent a good communication.Now, it’s the post-reading stage. I designed the activity of retelling, which will be in 9 min, I’ll give the following situation to arouse Ss’ interest: suppose you are English language experts, now you’ll give a lecture to introduce English development. In order to lessen Ss’ difficulty, the outline will be given.As for the homework, firstly, it’s to learn more about English language and UK history and secondly, discuss whether globalization will kill the diversity of language.At last, it’s my blackb oard design.On the right, they are the key language points. For the rest part, it’s the outline of the passage.Lesson PlanBackground information:Students: 30 low classmenLesson duration: 45 minsTeaching objectives:By the end of the lesson, students should be able to:1.talk about their fathers fluently in English2.can follow the special VOA talked about the fathers3.can grasp what the test and can do related exercises4.can write a short passage about their fathers5.can get the impression about the word we learnTeaching contents:All about fathers on the textHow much do you know about father?Teaching aids:Tapes, blackboard, chalk, PPT, pictures, white papersType of lesson: vocabulary, speakingTeaching procedures:Step1: background (10mins)a)Warm up: a song : “Father and Son”b)Students can learn the songs and talk about their partners about fathersc)Ask a student to describe his/her fatherd)Introduce Father’s DayStep2: learn the new words (10mins)a)Use pictures and actions to introduce the words.b)Students learn to say the new words by talking to their partnersc)Teacher say one word and student tells the meaning freelyStep3: learn the new lesson (15mins)a)Listen to the tape read the whole passageb)Point out the new word and phrases and give explanationsc)Give the general ideal about the whole passaged)Ask students to do after-lesson exercisesStep4: more practice (10mins)a)List a perfect father in your own wordsb)Ask a boy to display as a father and another student as a child Homework:Write a short passage in English to introduce your father and show it to your fathers in Chinese.Reflections:To be written immediately after the lesson.Unit 16 Scientists at workIntegrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。
lesson planning教案模板
Lesson Plan TemplateLesson Title: [Insert Lesson Title Here]Grade Level: [Insert Grade Level Here]Subject: [Insert Subject Here]Duration: [Insert Duration Here]Objectives:Cognitive: [Insert specific learning objectives related to knowledge and understanding]Affective: [Insert specific learning objectives related to attitudes and feelings]Psychomotor: [Insert specific learning objectives related to physical skills]Materials Needed:[List all materials and resources needed for the lesson]Standards Addressed:[Insert relevant educational standards or benchmarks]Vocabulary:[List key vocabulary words and definitions]Introduction (5-10 minutes):Hook/Attention Grabber: [Describe an engaging activity or question to capture students’ interest]Objective Sharing: [Explain the lesson objectives to the students]Prior Knowledge Activation: [Discuss what students already know about the topic]• • • • • • • • •Instruction (15-20 minutes):Direct Instruction: [Provide detailed steps for teaching the content,including explanations, examples, and demonstrations]Guided Practice: [Describe activities where students practice new skills with teacher support]Check for Understanding: [List questions or formative assessments to gauge student comprehension]Independent Practice (10-15 minutes):[Describe activities where students practice skills independently]Closure (5-10 minutes):Summary: [Recap the main points of the lesson]Student Reflection: [Ask students to reflect on what they learned]Preview of Next Lesson: [Briefly introduce what will be covered in the next lesson]Assessment:Formative: [Describe how you will assess student understanding during the lesson]Summative: [Describe any end-of-lesson assessments, such as quizzes or projects]Differentiation:For Advanced Learners: [Describe how you will challenge advanced students]For Struggling Learners: [Describe how you will support students who need extra help]Extensions:[List additional activities or projects for students who finish early or want to explore the topic further]Reflection:[Space for teacher to reflect on the lesson’s effectiveness and areas for improvement]• • • • • • • • • • • • •Example Lesson PlanLesson Title: Introduction to PhotosynthesisGrade Level: 5th GradeSubject: ScienceDuration: 45 minutesObjectives:Cognitive: Students will understand the basic process ofphotosynthesis.Affective: Students will appreciate the importance of plants in the ecosystem.Psychomotor: Students will create a diagram of the photosynthesis process.Materials Needed:Whiteboard and markersChart paper and markersPhotosynthesis worksheetPlant samplesVideo on photosynthesisStandards Addressed:NGSS 5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water .Vocabulary:PhotosynthesisChlorophyllCarbon dioxideOxygenGlucose• • • • • • • • • • • • • •Introduction (5-10 minutes):Hook/Attention Grabber: Show a short video clip of plants growing in fast motion.Objective Sharing: Explain that today we will learn how plants make their own food through photosynthesis.Prior Knowledge Activation: Ask students what they know about how plants grow.Instruction (15-20 minutes):Direct Instruction: Explain the process of photosynthesis using a diagram on the whiteboard. Highlight the role of sunlight, water , and carbon dioxide.Guided Practice: Work through a photosynthesis worksheet as a class,filling in the blanks and labeling parts of the process.Check for Understanding: Ask students to explain the process in their own words and answer questions about the diagram.Independent Practice (10-15 minutes):Students will draw their own diagram of the photosynthesis process and label each part.Closure (5-10 minutes):Summary: Recap the main points of photosynthesis.Student Reflection: Ask students to share one new thing they learned about plants.Preview of Next Lesson: Introduce the next topic: the role of plants in the food chain.Assessment:Formative: Monitor student participation during guided practice and check for understanding.Summative: Review the diagrams students create for accuracy and completeness.Differentiation:For Advanced Learners: Provide additional reading material on the chemical equations involved in photosynthesis.• • • • • • • • • • • • •For Struggling Learners: Pair students with a buddy for the independent practice activity.Extensions:Research project on different types of plants and their photosynthesis processes.Reflection:[Teacher’s notes on what worked well and what could be improved for next time]• • •。
英语教案－lessonplan
英语教案－lesson planLesson planDate:Dec.3 Period:oneClass:four Grade:oneTeaching materials: Text of lesson 49English Book I p61Teaching objectives: Help the students(1)learn the new words and be able to make sentences with then .(2)learn the test and be able to describe the colours in English .Type or lesson:Comphrehensive lesson .Teaching tools:a tape-recorder ,some pictures and a small blackboard .Organization of class:Ⅰ.Greeting students ready for class .1、Greeting students to order .2、Exchange of greeting with students .3、Ask the students on duty the following questions:T: Is everyone here ? S:T: Who is on duty today? S:T:Whats the weather like today?S:4、Telling students the teaching contents:Ⅱ.review and cheek-up .Ask students to answer the following questions with cards: T: whats this in English?S: Its……T：Whats that ?S: Its……T：Is this(that) a(an)……？S：Yes , it is ./No, it isn t .Ⅲ. Presentation of the new materials:1、Teching the following new words with a small blackboard .1)What colour is it ?(Teacher point to the pictures on the small blackboard)Itsblack/red/white/green/yellow/blue/purple/brown/orange/grey.( students read out aloud)2)Whats colour is it ? (Teacher point to the classroom in the picture)Its…(red) . (students read aloud)2、Teach the text:1)Put up some pictures and ask students to listen to the recording of the text while looking at the picture.（again and again)2)Ask the students some questions to cheek them .①Whats this (that) ?②Is this (that) a car ?③What colour is it ?④Its…(black) .Its a …(black) car .3)Explain some language points:①There is a car on the hill in the picture . (Explain why use "on" instead of "in")②A:what colour is it? B:Its black. Its a black car. (Extlain "black" and " a black car "the use of sentences) .Ⅳ. Reinforcement :1、Reading the text after the recording and the teacher gives some guideline to the pronuncition and intonation of reading the text .2、Ask students to read the text .3、Ask students to give some questions on the pictures and give answer.4、Play a game use pictures ( T : Act it.Ask students do it like this )Ⅴ. Summary:Today were learned some new words and the text please pay attention to those words in the text. (pointing to some important points)Ⅵ. Design for exercises:1、Homework:1)Revise the dialogues in lesson 49 .2)Write the new words .3)Finish the workbook esercises. Do Ex 2,3 in the exercise book .2、Additional exercises :A)词组互译：1、一只红色的风筝2、一朵黄色的花3、一辆蓝色的小汽车4、一只黑色的猫5、一只白色的鸟6、一个绿色的苹果B）Fill in the blank:A:Whats over there?B: ?A:Over there, the hill.B: a car.A: is it ?B:Its red. Its a red .A:Is a car , too ?B: , it is .A:What colour is it ?B:Its . Its a black car.。
教学计划模板英文版(含说明)
LESSON PLANByDateCONTENT: A lesson is an organized set of activities designed to present one manageable sized piece of your course. It is a written description to teach academic content. It determines the purpose, aim, and rational of your class time activity. You may have more than one lesson in a 50 minute lecture or lab. A lecture is just one teaching technique that you may use in a lesson.GOAL: The goal is to teach and demonstrate participants making a quality lesson plan which will help enhance and organize their teaching skills.OBJECTIVES: The participants will be able to1.Understand elements of lesson Plan2.Differentiate and choose the more effective instructional method3.Know the importance of critical thinking in lessons4.Know importance and usage of resource materials in a lesson5.Single out proper evaluation method to gauge the achieved goals6.Integrate and organize all objectives to design a lesson planINSTRUCTIONAL METHOD:•Lecture, Interactive session, group discussions, debate.TEACHING PROCEDURE:• A short lecture would be given by instructor on elements of lesson plan•Participants would be encouraged to pool in their concepts about various elements of lesson plan•Participants from various fields will contribute their understanding of elements of a lesson plan•The concepts and understandings would evolve after group discussions•Outcomes of group discussions would become open for debate•Each group expert in any field would present their lesson plan.MATERIALS/RESOURCES:•Multimedia presentations•White board presentations•Online dictionary & search enginesPRACTICE:•The participants in the end would design the lesson plan best suited to their field of specializationEV ALUATION:•The designed lesson plan would be debated openly about its effectiveness.OUTCOME:•Participants can design the Lesson Plan of their field of interest and can guide their department fellows for writing a lesson plan.REFERENCESLESSON TITLE: _____________________COURSE NAME: ______________DEPARTMENT: __________________________INSTRUCTOR’S NAME _____________________________TO START:•Decide on the signal for attention, e.g., .Good Morning. Let's get started or eyes on me.•Explain the rules and procedures, e.g. raising hands or not talking at once.CONTENT or OVERVIEW or SHORT DESCRIPTION:Write a brief overview (approximately 50 words) of your lesson that explains the content to the reader. Write the lesson description.Example: SOLAR ENERGY & HEATThis lesson is designed to explore different aspects of solar energy. The students have already been exposed to various forms of alternate energy sources and the reasons for their use. The students will build a solar hot box in order to test various colors and materials to find the maximum temperature that can be reached.GOALSThe purpose toward which an endeavor is directed. OR the end toward which effort is directed .A statement of general purpose and direction—it is the ultimate end result. The goal is the accomplishment toward which all of your effort is directed.something that somebody wants to achieve, e.g. One of my goals is to learn trigonometry. Example: SOLAR ENERGY AND HEATThe goal is to demonstrate to students that different colors and materials create various temperatures.DIFFERENCE BETWEEN GOALS AND OBJECTIVES •Goals – are long-term aims that you want to accomplish.Objectives – are concrete attainments that can be achieved by following a certain number of steps may be in short term and medium term.•Goals are intangible; objectives are tangible i.e. Goals are hard to quantify or put in a timeline, but objectives should be given a timeline to be more effective.•Goals are general intentions; objectives are precise.Goals are nebulous and you can’t definitively say you have accomplished one whereas the success of an objective can easily be measured.OBJECTIVES•An Objective is the object of one's endeavors. Objectives demonstrate how well the students have learned or understood the lesson presented.• A statement describing what the project will achieve.•Objectives are always measurable and should be: • Specific • Measurable • Attainable/achievable • Realistic • Time-bound (SMART)•Example: SOLAR ENERGY AND HEAT1.The student will review the basic needs for alternative energy sources.2.The students will be able to identify at least three different materials that willproduce maximum heat.3.The students will be able to identify at least three different colors that will producemaximum heat.•Example: Given a paragraph of ten sentences, the student will be able to identify ten rules of grammar which are used in its construction.Three main domains of Objectives:•Cognitive: What do you want your graduates to know (see next slide).•Affective: What do you want your graduates to think and care about. The Affective Domain includes objectives pertaining to attitudes, appreciations, values andemotions•Psychomotor: What do you want your graduates to be able to do. The Psychomotor Domain includes objectives that require basic motor skills and/or physicalmovement such as construct, kick or ski•Cognitive Domain: Bloom's Taxonomy Bloom's Taxonomy and Critical Thinking•Synthesis —create, combine : change, combine, compose, construct , create, design, find an unusual way, formulate, generate , invent, originate, plan, predict, pretend, produce, rearrange, reconstruct reorganize revise suggest•suppose, visualize.•Evaluation —appraise, value: appraise, choose, compare, conclude, decide , defend, evaluate, give your opinion, judge, justify, prioritize, rank, rate, select, support, value•Analysis —dissect, generalize : analyze, categorize, classify , compare, contrast, debate, deduct, determine the factors, diagnose, diagram, differentiate, dissect, distinguish , examine, infer , specify•Application —use, practice: apply , compute, conclude, construct, demonstrate , determine, draw, find out, give an example, illustrate , make, operate, show, solve, state a rule or principle , use•Comprehension -understanding: convert, describe , explain, interpret , paraphrase, put in order, restate ,retell in your words, rewrite , summarize , trace, translate •Knowledge/Remembering —recall: define, fill in the blank, identify, label, list, locate, match, memorize, name recall, spell, state, tell, underline.Element #4INSTRUCTIONAL METHOD/TECHNIQUE•The techniques you plan to use in your lessons depend on:•• the types of students you have and their previous knowledge•• your physical teaching environment and the available equipment and resources•• the type of learning you are aiming for.•Some of the possibilities are listed below.To convey information, use:•• lecture • field trips • discussion group • interviewing an expert • selected reading • case studies • demonstration by an expertTo provide balanced presentation of a controversial subject, use:•• discussion group • panel discussion • selected reading • simulation • debateTo involve people, use:•• discussion • written work • field trips • case studies • role playing • group work•• guided experienceTo teach a skill, use:•• demonstration by an expert • shop work • labs • guided experience • practice with feedback (coaching)To pool thoughts and ideas, use:•• discussion • brainstorming • group workTo reinforce memory, use:•• drill • memory aids • practice with feedback (coaching) • written work STRENGTHS AND WEAKNESSES OF V ARIOUS TECHNIQUESLectureSTRENGTHS: - presents factual material in direct, logical manner - contains experience which inspires - stimulates thinking to open discussion - useful for large groupsLIMITATIONS: - experts are not always good teachers - audience is passive - learning is difficult to gauge - communication in one wayLecture With DiscussionSTRENGTHS: - involves audience at least after the lecture - audience can question, clarify & challengeLIMITATIONS: - time may limit discussion period - quality is limited to quality of questions and discussionBrainstormingSTRENGTHS: - listening exercise that allows creative thinking for new ideas - encourages full participation because all ideas equally recorded - draws on group's knowledge and experience - spirit of congeniality is created - one idea can spark off other other ideasLIMITATIONS: - can be unfocused- needs to be limited to 5 - 7 minutes - people may have difficulty getting away from known reality - if not facilitated well, criticism and evaluation may occurVideotapesSTRENGTHS: - entertaining way of teaching content and raising issues - keep group'sattention - looks professional - stimulates discussionLIMITATIONS: - can raise too many issues to have a focused discussion - discussion may not have full participation - only as effective as following discussionClass DiscussionSTRENGTHS: - pools ideas and experiences from group - effective after a presentation, film or experience that needs to be analyzed - allows everyone to participate in an active processLIMITATIONS: - not practical with more that 20 people - few people can dominate - others may not participate - is time consuming - can get off the trackSmall Group DiscussionSTRENGTHS: - allows participation of everyone - people often more comfortable in small groups - can reach group consensusLIMITATIONS: - needs careful thought as to purpose of group - groups may get side trackedCase StudiesSTRENGTHS: - develops analytic and problem solving skills - allows for exploration of solutions for complex issues - allows student to apply new knowledge and skillsLIMITATIONS: - people may not see relevance to own situation - insufficient information can lead to inappropriate resultsElement #5TEACHING PROCEDURE or RESOURCESThe detailed procedure to teach the lesson would be mentioned here OR all resource materials used would be mentioned.Example: SOLAR ENERGY & HEAT1. Experiment with colors to determine which colors will absorb or reflect heat. Usecolored cellophane when they build their boxes.2. Experiment with materials to determine which materials will absorb or reflect heat. Useshoe boxes, foil, construction paper for the materials.3. Explain that a solar hot box differs from a solar collector only in the respect that the solarheat is collected and contained in the box is not purposely transferred. The heat from a solar collector is usually transferred from the collector by a heated air or water medium to another location.4. Students will build their own hot box using the colors and materials they choose.Students can work in pairs or alone to build their box and conduct the experiment.5. Explain that each hot box groups will go outside and complete a temperature experimentto determine the maximum temperature it will reach.6. Have each group set their experiment up with a thermometer on the inside.Element #6EV ALUATIONwhat the teacher can do to see if the what the teacher can do to see if the lesson was taught effectively: lesson was taught effectively: watching students work, assigning work, assigning application, activities, getting feedback, etc.Example: SOLAR ENERGY & HEATask the students to compose a paragraph addressing why solar energy might not be the answer to all the energy needs of the country.LEARNING TASK•Make groups consisting of members from similar departments .•Choose a topic which is familiar to all members but must relate to your discipline.•Design a lesson plan that best suites to the contents of the lecture.Element #7OUTCOMES:Learning outcomes are statements that describe significant and essential learning that learners have achieved and can reliably demonstrate at the end of a course or program-the essential & enduring knowledge, skills, & attitudes that constitute the integrated learning needed by a graduate of a course or program.Difference between Objectives and Outcomes: Objectives are intended results or consequences of instructions, curricula, programs, or activities. Outcomes are achieved results or consequences of what was learned i.e evidence that learning took place.Element #8REFERENCES:Show all references which are referred for the preparation of the lesson. It can have a chapter of a text book, or a research paper or lecture notes, websites, etc.。
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。
教学准备设计意图范文
教学准备设计意图范文English:Teaching Preparation Lesson Plan Design Intent.Rationale:The purpose of this lesson plan is to provide a comprehensive guide for teachers in designing effective and engaging lesson plans. By outlining key considerations,this design intent aims to support educators in creating instructional experiences that align with curriculum objectives, cater to diverse learner needs, and promote student growth.Principles and Considerations:Alignment with Curriculum Objectives: Lesson plans must align with established curriculum standards and learning outcomes, ensuring that students are exposed tothe necessary knowledge and skills.Differentiation for Diverse Needs: The design of lesson plans should account for the varying strengths, learning styles, and needs of students. This includes providing differentiated instruction and supports to meet individual requirements.Engagement and Motivation: Lesson plans should incorporate engaging activities, hands-on learning experiences, and relevant materials to stimulate student interest and motivation.Assessment and Feedback: Lesson plans should include clear assessment strategies to monitor student progress and provide timely feedback. This helps in identifying areasfor improvement and tailoring instruction accordingly.Technology Integration: Lesson plans should leverage technology tools and resources to enhance student learning, foster collaboration, and provide access to diverse learning materials.Reflective Practice: Lesson plan design should include opportunities for teachers to reflect on their teaching practices, assess student learning, and make necessary adjustments to improve effectiveness.Lesson Plan Components:The following components are essential in a well-designed lesson plan:Learning Objectives: Clearly stated learning objectives that describe the knowledge, skills, or behaviors students are expected to attain by the end of the lesson.Instructional Activities: Step-by-step procedures outlining the instructional activities, resources, and materials used to facilitate student learning.Assessment Strategies: Methods for assessing student understanding and progress, including assessments forformative and summative purposes.Differentiation: Strategies and activities designed to address the diverse needs of students, ensuring equitable access to learning.Reflection and Assessment: Opportunities for teachers to reflect on the effectiveness of the lesson and gather feedback from students.中文回答：教学准备设计意图。
教案模板（Lessonplantemplate）
教案模板（Lesson plan template）Standard format templatesTitle (class)instructional objectiveThe arrangement of teaching (teaching contents, methods and means)1, the old course review (time)2, the new curriculum (time)3, the new lesson summary (time)taskTeaching PostscriptPlan (home)CourseName: total hoursCourseClass lectures: credit hoursExperiment: hoursComputer: hoursBe a teacherTeachers' professional titleThe teaching object is professional class: ClassThe basic parameters of material capital and the main feeding testFor the purpose of teaching and learningTeach and learn hard little weightNote: the course category: public basic courses, specialized basic courses, professional courses, professional elective courses, concentrated practice and experimental courses, public elective courses refer to Annex 3: plan formatTeaching planClass timeTeaching methods(Please tick) - theory class Seminar - experimental class - others - class exercisesarrangeTeaching topic (Teaching chapters and sections or topics):Teaching goal and requirements (including master familiar with and understand the three levels):Teaching emphasis and difficulties:The basic content of teaching methods and means(increase page)Homework, discussion questions, questions:The class:Note: 1. each page size can add a day, or a class to write a copy of the lesson plan format.The 2. class is taught in order to fill 1, 2, 3...... Etc..3. teaching methods to fill theory courses, experimental classes, classes, exercise classes etc..4. methods and means such as multimedia, for example to explain, explain, explain, explain the real model chart to explain, audio-visual explanation.Plan reference formatPlan is the embodiment of teachers in preparing lessons basedon according to the overall design and organization of classroom teaching syllabus arrangement, is the basis for teachers, is the premise to ensure the quality of teaching.For the good writing teaching plan for the standardization and management work, promote the teaching activities more standardized and orderly, improve the teaching level, teaching quality assurance, formulated.First, writing teaching plan requirements(a) basic information on the title page, cover templates.The 1. lesson plans cover requirements: complete the course name, course encoding, total hours (Zhou Xueshi), start time, grade, professional, for the use of teaching materials, teachers and other information.The 2. page plan requirements: should fill in the course of teaching teaching aims, teaching methods, requirements, assessment methods and other information.(two) the design of compiling the teaching planThe teaching plan is refers to the body part of doing a more detailed expression of the teaching content, more fully reflects the design of the teaching process of teachers. Mainly includes: chapter, teaching purpose, teaching emphasis and difficulty of teaching, teaching methods, teaching methods, learning the old course, introducing new lessons and questions and exercises, summary, homework etc..The following points should be highlighted in the preparation of lesson plans:To determine the teaching objective. The purpose of teaching should reflect the orientation, the level of school running ideas, teach the depth and breadth of skills training, training and teaching; ability; ideological education.The design of the teaching process. The teaching process should be consistent with the cognitive law of students, mobilize the enthusiasm of students in active learning, timely correct the bad habits of students learning.To determine the teaching methods and teaching means. Focus on the data of the course syllabus, textbooks and teaching reference, understanding and analysis of the basic qualities and characteristics of students. According to the keystone and difficulty of the course selection of teaching method. Multimedia courseware is an important means of teaching, some courses according to the teaching syllabus should make multimedia courseware of multimedia courseware, but shall not replace the plan, must according to the requirements of compiling the teaching plan.Write teaching postscript. Teaching postscript of this chapter is analysis of teachers' teaching effect, can reflect the summary, a comprehensive review of the deficiency in the teaching process, the successful experience must be in the process of teaching, accumulate teaching experience, improve teaching, improve the teaching level.(three) the time required to prepare lesson plans.The teacher write teaching plan should be completed before class, which should be completed before the preparation week before the five week teaching plan; the teaching process should be completed one week ahead of next week's lesson.Annex: writing teaching plan reference format200 to 200 school year first semester_____________________ courseteachcaseCourse: ______________________________________ encodingTotal hours: / / Zhou XueshiStart time: the date of the first week of ZhouzhiThe medium grade, professional, class:___________________________The use of materials: _______________________________________Teacher: _______________________________________The purpose of this courseThe teaching requirement of this courseThe teaching methodMethods of cultivating students' innovative spirit and practical abilityAssessment methodsTeaching referenceA summary of the teaching planWeekly time date sectionChapterNameTeachingThe theory course and Practice Course () () (), practice teachingWhen the number ofTeachingObjectiveTeachingMethodTeaching Requirement TeachingContentTeachingA keyThe difficulty DiscussionPractice HomeworkReference resources DataThe Department ofdirectorApprovalTeachingPostscriptA theoretical lesson generally include the following:The 1. chapter.2. the purpose of teaching3. class hours4. the emphases and difficulties of teaching5. the teaching process (including teaching content, teachers' activities, student activities, teaching methods etc.)6. review and requestPrepare 7. teaching environment and teaching aids8. teaching reference9. teaching postscriptTwo, experimental teaching plans generally include the following:Experiment name 1.2. class hoursThe experiment was 3.The 4. experiment principle5. basic operations and equipment introductionThe 6. important steps of experimentWe should note 7. experiment8. experimental postscriptNote: training, social investigation, topic discussion, case analysis and other practice course teaching content can refer to teaching experiment course content writing.。
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
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
Learning objectives學習目標:
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
全級進行
# 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
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
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 Planning 英语教案编写
aims, objectives
How to achieve:
materials, activities, techniques, resources, etc.
True or False
( ) Experienced teachers do not need to do lesson planning. ( ) A lesson plan can be used for different classes in the same grade. ( )A lesson plan of the same textbook can be used year after year. ( ) A lesson plan is used flexibly in the classroom teaching.
English Language Teaching Methodology
Unit 4 Lesson Planning
Unit 4 Lesson Planning
1. 2. 3. 4. 5. Why is lesson planning important? Principles for good lesson planning Macro planning vs. micro planning Components of a lesson plan Sample lesson plans
Unit3LessonPlanning教案
Unit3LessonPlanning教案Unit 3 Lesson PlanningIn this unit, we are going to look at one of the most important components of language teacher’s work, lesson planning. We will focus on the following:1.Why is lesson planning necessary?2.What are the principles for good lesson planning?3.What are macro planning and micro planning?4.What are the components of a lesson planning?1.Why is lesson planning necessary?1). Proper lesson planning is essential for both novice and experienced teachers. Although preparation does not guarantee successful lesson, walking into a classroom unprepared is often the beginning of a disastrous lesson.Besides, students immediately notice if the teacher is prepared or not. Unprepared teachers receive much less trust and cooperation from the students.How do language teachers benefit from proper lesson planning?1. A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2.It also helps the teacher distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from stage to another.3.The teacher can also think about how the students can be fully engaged in the lesson.4. When planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5. Plans are also an aid to continuing improvement. After thelesson the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.2. Principles for good lesson planning1). V arietyIt means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.2). FlexibilityIt means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.3). LearnabilityIt means the contents and tasks planned for the lesson should be within the learning capability of the students.4). LinkageIt means the stages and steps within each stage are planned in such a way that they somehow linked with one another. Language learning needs recycling and reinforcement.3. Macro planning vs. micro planningIdeally, lesson planning should be done at two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month, a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes.Macro planning involves the following:A. knowing about the course: the teacher should know which language areas and language skills should be taught or practiced in the course, what materials and teaching aids are available, and what methods and techniques can be used.B. knowing about the institution: the teacher should know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.C. knowing about the learners: the teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.D. knowing about the syllabus: the teacher should be clear about the purposes, requirements and targets specified in the syllabus.(National English Curriculum Standard)Much of macro planning is done prior to the commencement of course. However, macro planning is job that never really the ends until the end the course.Macro planning provides guidance for language teachers. However, most teachers have more confidence if they have kind of written plan for each lesson they teach.The advantage of a concrete teaching plan is that teachers can follow it in the class and check what they have done. This plan will be basis of a record of what has been covered in class, and will make it easier to make achievement teats later. The teaching plans will be good records for the entire course.4. Components of a lesson plan1). Teaching aims2). Language contents and skills3). Teaching stages and procedures1). Teaching aimsThe first in lesson planning is to decide the aims of a lesson, which include what language components to present, whatcommunicative skills to practice, what activities to conduct and what materials and teaching aids to be used.2). Language contents and skillsIn language teaching, it is very important for the teacher to know exactly what language contents will be taught and what language skills will be practiced in the lesson. Language contents mean structures (grammar), vocabulary, functions, topics, and so on. Language skills are L, S, R and W.3). Teaching stages and proceduresAt the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use.At the practice stage, the lesson moves from controlled practice to the guided practice and further to the exploitation of the texts when necessary.At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.Another model is pre-reading, while-reading, post-reading.This model is also often applied in listening lessons, which have pre-listening, while-listening, and post-listening stages.In this model, the pre- stage involves preparation work, such as setting the scene （描述背景）, warming up, or providing key information( such as key words).The while- stage involve activities or tasks that the students must perform while they are reading or listening.The post- stage provides a chance for students to obtain feedback on the performance at the while- stage. This may involve follow-up activities, in which students relate what theyhave read or heard to their own life and use the language spontaneously.Components of a lesson plan1. Contents2. Aims/Teaching aims/objectives3. Language focus4. Aids/Teaching aidsTeaching procedure(s)Homework/AssignmentsLayout of the blackboard。
lesson plan教学计划
Draw a story!TopicsStories, picture booksAims• To encourage learners to use English in a creative way• To develop learners’ listening skills and visual skills• To enjoy listening to a story• To create a picture book• To re-tell a story using visual promptsAge groupPrimaryLevelA1, A2Time50 - 60 minutes +Materials•Story text. Download the story text and listen to the story on the LearnEnglish Kids website here: /en/short-stories/ali-and-the-magic-carpet•Paper, pencils and coloured crayons, hole punch, coloured string or ribbonIntroductionEvery two years a ‘Children's Laureate’ is appointed in the UK. The position is awarded to an author or a writer of children’s books in recognition of their outstanding work. In June 2015 the laureateship was awarded to illustrator Chris Riddell. Besides being a prolific illustrator, Chris actively encourages others – children and adults – to believe in their own talent and to be creative too. Chris Riddell plans to use his laureateship to promote visual literacy. In a recent interview with the press he said, “I want to show how much fun you can have drawing” and “I want to bring drawing back to the basics, make it about the pleasure that it can afford and remove the notion that it’s some kind of precious or difficult activity. It’s another way of telling a story.” This lesson uses Chris Riddell’s wonderful idea of turning children into illustrators.Learners will listen to a story and imagine each scene. Then they will work in groups, making colourful illustrations of key points from the story. When they finish they will put their pictures together to form a picture book version of the story. Finally they will use the picture book to retell the story in groupsNotes: If you choose to play the audio of the story at LearnEnglish Kids, you will have to become a member. Follow the instructions at /en/ before the lesson.This activity works with most stories and can be adapted to use with other ages and levels.Tip: Use a mobile device to film the groups retelling the story. Then send the recording to parents. You will need parental permission to do this so make sure you ask before the lesson.Procedure1. Warmer (5 - 8 minutes) Draw a picture of a story book on the board and ask What’s this? Have a class discussion about stories. Use a few of these questions to generate ideas:What is your favourite story?What kind of stories do you like?What kind of characters appear in stories?Do you like (fairy) stories?Do you like looking at pictures in story books?2. (5 - 8 minutes) If necessary pre-teach or revise some key vocabulary from the story using flashcards,simple drawings, miming, etc. E.g. carpet, shop, magic, jungle, desert, ice, snow,mountains, foggy, forest, windy, island, thunder, lightning, storm2. (5 minutes) Tell learners that they are going to listen to a story and they should try to imagineeverything they hear. If they want to close their eyes to help concentrate, they can.Either play the audio of the story (without showing the images) at:/en/short-stories/ali-and-the-magic-carpetOr, read the story aloud (see the story text), pausing after each section for learners toassimilate the information.3. (5 - 10 minutes) Elicit the main sections of the story and write them on the board with numbers. E.g.1 Ali finds a carpet in his uncle’s shop2 The carpet starts moving and speaks3 Ali flies to the jungle on the carpet4 Ali flies to the desert on the carpet5 Ali flies to the South Pole on the carpet6 Ali flies to the mountains on the carpet7 Ali flies to a forest on the carpet8 Ali flies to an island on the carpet.9 Ali flies back to the shop.4. (10 minutes) Put learners into groups of 5 and randomly appoint numbers 1 to 10, giving each childtwo numbers. Explain that the numbers correspond to the key moments in the storyand that they are going to illustrate these scenes to make a picture book. Number 10will be the book cover.Play or read the story again for pupils to remind themselves of the details in theirscenes, especially the weather conditions. Pupils can take a few notes if they wish.5 (20 mins +) Learners draw and colour their illustrations. Don’t worry if they aren’t using muchEnglish at this stage. The main point is for learners to have an opportunity to becreative and to transfer the information from the story they have listened to (andimagined) onto paper. There shouldn’t be any ‘rules’ and it isn’t important if Ali and themagic carpet look different in different illustrations. This is only to be expected.When learners have finished, use a hole punch and string to turn the pages into apicture book.6 (5 mins) In groups, learners use the picture to re-tell the story of Ali and the magic carpet, witheach child telling the part of the story that he or she has illustrated.Contributed byKatherine Bilsborough。
学案模板_精品文档
学案模板简介学案（Lesson Plan）是教师为教授一堂课程而设计的教学计划，它包含了教学目标、教学内容、教学策略、教学评价等内容。
学案的设计可以帮助教师合理安排教学内容，提高教学效果。
本文档旨在提供一个学案模板，帮助教师快速、有效地设计学案。
一、课程信息•课程名称：•教学年级：•教学科目：•教学时间：•教学地点：二、教学目标在本节课学完后，学生应该能够达到以下目标：•目标1•目标2•目标3三、教学内容本节课的教学内容包括：1.内容1–子内容1.1–子内容1.22.内容2–子内容2.1–子内容2.23.内容3–子内容3.1–子内容3.2本节课将采用以下教学策略：•策略1：详细描述策略1的具体步骤和操作方法。
•策略2：详细描述策略2的具体步骤和操作方法。
•策略3：详细描述策略3的具体步骤和操作方法。
五、教学评价本节课的教学评价将包括以下方面：1.学生的参与度和反馈情况：通过观察和互动，评估学生的主动参与程度和理解情况。
2.学生的作业表现：通过学生的作业完成情况评估对本节课内容的理解和掌握程度。
3.教学效果评估：通过教师的课堂反思和学生的反馈，评估本节课的教学效果。
六、教学资源在本节课中，将需要以下教学资源：•资源1•资源2•资源3七、教学安排本节课的教学安排如下：•时间：•内容：•资源：八、课后作业本节课的课后作业如下：1.作业12.作业23.作业3在本节课结束后，教师将对教学过程进行反思，包括教学策略的有效性、学生的学习情况、教学资源的使用等方面进行总结和反思。
通过反思，教师可以不断优化教学，提高学生的学习效果。
以上就是一个简单的学案模板，教师可以根据实际情况和教学需求进行相应的调整和修改。
编写完整、详细的学案有助于提高教学效果，促进学生的学习。
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.。
Sample Lesson Plan 国际英语教师 教案 范例一
Sample Lesson Plan 国际英语教师教案范例一Teaching English to Elementary School StudentsWarm Up: Use circle time activities to gather together as a class. Review some simple points such as days of the week. Ask what days the learners study English and what they do other days.I ntroduction to Teaching Objectives:Teacher will present books with pictures of “Our BestDays” in them.Teaching/In-class Assignments: Have children find the important ideas on the book “Our BestDays”.Discuss how the photographs on the book give us additional information. As a group, look at the photographs and identifywhat the people are doing in the story. Ask partners to look at each page and discuss the things they can learnby using the photographs.Have children share what they noticed. Reinforce the concept that the things people do on different days and the best days of them. Review/Out of Class Assignments: Teacher will review with children the different things they doon each day during the class. Children will be encouraged to share the things they do on each day and make a poster of their best days.。
Sample Lesson Plan 1
Sample Lesson Plan 1:I. 教学内容In a Fast-food RestaurantWaiter: Hello, can I help you?Mum: Yes. What would you like, Dick?Dick: I’d like a hamburger.Mum: Me, too.Waiter: Would you like something to drink?Mum: Oh, yes. Two glasses of orange juice, please.Dick: Mum, can I have an ice-cream?Mum: Sure. Two hamburgers, two glasses of orange juice and an ice-cream.Waiter: OK. Here you are. 38 yuan, please.Mum: Here the money.Waiter: Thanks.生词：fast-food / restaurant / hamburger句型：What would you like?Would you like something to eat/ drink?II. 教学目标：1. 能听、读、说fast-food／restaurant／hamburger，并了解其含义；2．能灵活运用重点句型，并清楚其运用的场合和语气；(1) What would you like?(2)Would you like something to eat／drink?3．能模仿本文对话，并能在一定的语境中运用所学语言进行交际；4．培养学生的注意力和观察力，激发学生积极思维，挖掘学生运用语言的创造能力。
III. 教学重难点：1．重难点句型：（1）What would you like?（2）I’d like ．．．（3）Would you like something to eat／drink?（4）…，please．2．掌握有关食物名称的词汇。
Lesson Planning 上课准备工作
Lesson PlanningLesson planning refers to the amount and quality of preparation you do before class. It is your “map” to reach your day-to-day goals as well as your long-term goals both in what you teach, and for the improvement of your students. Effective lesson planning means being organized, drawing on the resources available to you, communicating well with your co-teacher and keeping a record of what you want to teach and how you want to teach it. Important Points to Remember1. The amount of preparation you do is obvious to everyone: not just your boss andco-teachers, but also, most importantly, your students. With good preparation, you can very clearly see where your students are weak and constantly review and improve.Watch their grades improve as a result of your efforts. Weak or little preparation will cause your major headaches in the classroom and will ultimately affect your ability to continue working as a teacher. A good preparation session is not hard to do, in fact, it is an easy habit to get into.2. With good preparation, you will develop as a teacher, think faster on your feet andkeep from burning our.3. We always encourage you to prepare at home. A relaxed environment is helpful forclear thinking.4. NEVER prepare between classes! You usually only have ten minutes, and thisprecious time should be reserved for gathering teaching materials, talking with your co-teacher, and “re-focusing” yourself and checking your attitude before going into the classroom. Do all of your preparation before your teaching day begins.5. Overprepare! This means preparing more than you can teach. Write down some extrapractice drills. Write down a few more activities. It’s much better to keep your class busy from start to finish and maybe miss an activity than to grope for something to do with remaining time.6. Share good ideas with co-teachers. If something works well, TELL PEOPLE!How to Plan Your LessonsThe most crucial step to success in the classroom is how you prepare and plan outside of class; lesson planning is also your key to growth and development as a teacher.●Factors should be considered for a new class:1.Personality2.Class Size3.Age4.Sex5.Seats●Factors should be considered for an old class:1.Books2.Contents3.Teaching Goals4.Methods5.PropertiesProcedurese in earlyObviously, as a new teacher, it will take you more time to prepare than it takes an experienced teacher. Even experienced teachers, however, when teaching an unfamiliar leveled on text item will have to spend more time preparing.2.Know the main points of the lesson.The most important and longest step of the preparation process.Read the syllabus and the unit you will be teaching carefully, what is the new vocabulary?What is the grammar point? What else is in the unit? What can/ should you review for this unit? What games/activities can you work into your class?3.Anticipate problemsAs you think about the main points of the lesson try to anticipate the problems your students may have with grammar, pronunciation or understanding meaning and plan specifically how you will assist your students.4.Take notes.Take notes on the answer to the questions in 2 above. Keeping a record of what you will do in ( and what you want to take into ) class is essential. It will help you to organize your thoughts and presentation, help you to be quicker on your feet, and give you a standing record of what you have done. Every teacher may develop his/her own format for lesson plans.5.Get your things and go.What teaching materials do you need? Cards? Dice? Now it’s time to get them. Take a last look at your plan. Organize your thoughts. Go into the classroom and keep your plan notes ina handy place in the classroom, where you can take a glance easily to keep yourself organized.。
英语课堂实践教学计划(3篇)
第1篇I. IntroductionThe following English classroom teaching practice plan is designed to provide a comprehensive and structured approach to teaching English language skills to students of varying abilities and backgrounds. This plan aims to enhance students’ proficiency in listening, speaking, reading, and writing, while also fostering their cultural awareness and critical thinking skills. The plan is divided into several sections, each focusing on different aspects of the teaching process.II. Objectives1. To develop students’ listening, speaking, reading, and writingskills in English.2. To enhance students’ cultural awareness and appreciation of diverse cultures.3. To encourage students to think critically and independently.4. To create a supportive and interactive learning environment.5. To evaluate and adjust the teaching methods based on student feedback and progress.III. Teaching MethodologyThe teaching methodology will incorporate a variety of techniques, including:1. Communicative Language Teaching (CLT): This approach emphasizes communication and interaction, allowing students to practice their language skills in real-life contexts.2. Task-Based Language Teaching (TBLT): Students will engage in tasks that require them to use the language in practical situations.3. Technology Integration: Utilizing multimedia tools and online resources to enhance learning and engagement.4. Flipped Classroom: Students will be expected to complete some learning activities outside of class, allowing for more interactive and personalized instruction during class time.5. Differentiated Instruction: Tailoring instruction to meet the individual needs of students with varying abilities and learning styles.IV. Lesson PlanningA. Unit OverviewEach unit will focus on a specific theme or topic, such as family, travel, technology, or social issues. The following is an example of a unit plan:Unit Theme: Family and RelationshipsObjective: Students will be able to describe their family members and discuss family relationships.Skills to be Developed: Listening, speaking, reading, and writing.B. Lesson StructureEach lesson will follow a similar structure:1. Warm-Up (10 minutes): Engage students with a fun activity or discussion related to the unit theme.2. Listening (10 minutes): Introduce new vocabulary and phrases througha listening activity.3. Speaking (15 minutes): Practice speaking skills through pair or group work.4. Reading (15 minutes): Read a passage related to the unit theme and answer comprehension questions.5. Writing (10 minutes): Write a short paragraph or essay related to the unit theme.6. Homework (assigned at the end of each lesson): Extend learning outside of the classroom.C. Lesson Examples1. Lesson 1: Introducing Family Members- Warm-Up: Students introduce their family members to the class.- Listening: Students listen to a short dialogue about family members and answer questions.- Speaking: Students describe their own family members in pairs.- Reading: Students read a passage about family traditions and discuss their own traditions.- Writing: Students write a short paragraph about their favorite family member.2. Lesson 2: Discussing Family Relationships- Warm-Up: Students discuss their favorite family memory.- Listening: Students listen to a short story about a family conflict and discuss the issues involved.- Speaking: Students engage in a role-play activity to resolve a family conflict.- Reading: Students read an article about family dynamics and analyze the different perspectives.- Writing: Students write a letter to a family member expressingtheir feelings or concerns.V. Assessment1. Formative Assessment: Regular checks for understanding, such as quizzes, class discussions, and peer assessments.2. Summative Assessment: End-of-unit tests, projects, and presentations.3. Self-Assessment: Students reflect on their own learning and set goals for improvement.VI. Reflection and Feedback1. Teacher Reflection: At the end of each unit, the teacher will reflect on the effectiveness of the teaching methods and make adjustments as necessary.2. Student Feedback: Collecting student feedback through surveys and discussions to improve the learning experience.VII. ConclusionThis English classroom teaching practice plan aims to create a dynamic and engaging learning environment that promotes student success. By incorporating a variety of teaching methods and assessment strategies, students will develop their language skills and cultural awareness, preparing them for future academic and professional endeavors.第2篇Introduction:The purpose of this practical teaching plan is to outline a structured approach to teaching English in a classroom setting. The plan aims to incorporate various teaching methods, utilize technology, and engage students in active learning to enhance their language proficiency. This plan is designed for a semester-long course and is suitable for intermediate to advanced English learners.Course Overview:Course Title: English Communication SkillsCourse Duration: One semester (15 weeks)Target Audience: Intermediate to Advanced English learnersCourse Goals:1. Improve oral and written communication skills in English.2. Develop listening and speaking skills through interactiveactivities.3. Enhance reading and writing skills through a variety of texts and tasks.4. Promote cultural awareness and global understanding.Week-by-Week Teaching Plan:Week 1-2: Introduction and Warm-Up ActivitiesObjective: Build rapport with students and establish the course structure.Activities:1. Icebreaker activities to introduce students and build rapport.2. Course overview and expectations discussion.3. Introduction to classroom rules and procedures.4. Warm-up activities to practice basic communication skills.Week 3-4: Listening and Speaking SkillsObjective: Develop listening and speaking skills through interactive activities.Activities:1. Listening exercises with various types of audio materials (podcasts, videos, etc.).2. Role-playing scenarios to practice speaking in different contexts.3. Group discussions on current events and cultural topics.4. Oral presentations on assigned topics.Week 5-6: Reading and Writing SkillsObjective: Enhance reading and writing skills through a variety oftexts and tasks.Activities:1. Reading exercises with different genres (news articles, short stories, etc.).2. Analyzing and summarizing texts.3. Writing tasks including essays, reports, and creative writing.4. Peer review sessions to provide feedback and improve writing skills.Week 7-8: Grammar and VocabularyObjective: Focus on key grammar points and expand vocabulary.Activities:1. Grammar lessons on specific topics (tenses, sentence structure, etc.).2. Vocabulary building exercises (word games, word searches, etc.).3. Grammar quizzes and vocabulary tests.4. Case studies and role-playing exercises to practice grammar in context.Week 9-10: Cultural Awareness and Global UnderstandingObjective: Promote cultural awareness and global understanding.Activities:1. Cultural presentations by students on different countries and cultures.2. Discussion on cultural stereotypes and biases.3. Debates and group projects on global issues.4. Film screenings and analysis of cultural aspects in movies.Week 11-12: Review and AssessmentObjective: Prepare students for final assessments and review key concepts.Activities:1. Review sessions on all topics covered in the course.2. Practice tests for listening, speaking, reading, and writing.3. One-on-one consultations with students to discuss progress and address concerns.4. Final project or presentation to showcase learning outcomes.Assessment Methods:Formative Assessments:1. Class participation and group work.2. Quizzes and short writing tasks.3. Oral presentations and discussions.Summative Assessments:1. Final exam covering all course topics.2. Comprehensive project or presentation.3. Portfolio of written assignments.Conclusion:This practical teaching plan aims to provide a comprehensive and engaging learning experience for English learners. By incorporating a variety of teaching methods and activities, the course aims to enhance students' language proficiency and cultural awareness. Regular assessment and feedback will ensure that students are on track to achieve their learning goals by the end of the semester.第3篇Introduction:The purpose of this practical teaching plan is to outline a comprehensive approach to teaching English in a classroom setting. The plan focuses on creating an interactive and engaging learning environment that promotes language acquisition and critical thinking skills. This plan is designed to cater to students of different ages and proficiency levels, ensuring that each student can progress at their own pace.I. Objectives:1. To develop students' listening, speaking, reading, and writing skills in English.2. To enhance students' confidence and fluency in using English in real-life situations.3. To foster critical thinking and problem-solving skills through language learning.4. To promote cultural awareness and understanding among students.II. Teaching Strategies:1. Communicative Approach: This approach emphasizes interaction and communication between students and the teacher. Activities will be designed to encourage students to use English in meaningful contexts.2. Task-Based Learning: Students will engage in activities that require them to complete specific tasks, thereby developing their languageskills in a practical and relevant manner.3. Technology Integration: Utilize various technological tools and resources, such as interactive whiteboards, educational apps, and online platforms, to enhance the learning experience.4. Collaborative Learning: Group activities and projects will be implemented to encourage students to work together, share ideas, and learn from each other.5. Authentic Materials: Use real-life texts, videos, and audio materials to make the learning process more relevant and engaging.III. Lesson Structure:1. Warm-Up (5 minutes):- Quick review of previous lessons- Icebreaker activity to engage students and create a positive learning atmosphere2. Introduction (10 minutes):- Introduce the topic and objectives of the lesson- Provide a brief overview of the lesson structure3. Main Activities (25-30 minutes):- Listening: Listen to a short audio clip or watch a video related to the topic and answer comprehension questions- Speaking: Engage in pair or group discussions, role-playing activities, or presentations- Reading: Read a text or article and complete related comprehension tasks- Writing: Practice writing short essays, emails, or reports on the topic4. Consolidation (10 minutes):- Summarize the main points of the lesson- Provide additional examples or explanations if needed5. Homework Assignment (5 minutes):- Assign a relevant homework task that reinforces the lesson's objectivesIV. Assessment and Feedback:1. Formative Assessment: Continuous monitoring of students' progress through quizzes, class participation, and homework assignments.2. Summative Assessment: Periodic tests, projects, and presentations to evaluate students' overall language proficiency.3. Feedback: Provide constructive feedback on students' performance, highlighting their strengths and areas for improvement.V. Time Management:- Ensure that each lesson follows the outlined structure and is completed within the scheduled time frame.- Allow for flexibility to adapt the lesson plan based on students' needs and responses.VI. Resources and Materials:1. Textbooks and workbooks: Choose appropriate materials that align with the students' proficiency levels and the curriculum.2. Audio and video resources: Use authentic materials to enhance the learning experience.3. Educational apps and online platforms: Leverage technology to provide interactive and engaging learning activities.4. Whiteboard and markers: Utilize visual aids to facilitate understanding and engagement.Conclusion:This practical teaching plan aims to create an effective and engaging English classroom environment that promotes language acquisition and critical thinking skills. By incorporating various teaching strategies and resources, students will have the opportunity to develop their language proficiency and cultural awareness. Regular assessment and feedback will ensure continuous improvement and success in the learning process.。
Sample Lesson Plan
Sample Lesson Plan全英文教案示范School:Grade:Class:Teaching material: Teaching aids( Properties) Teaching aims and requirements:Brief Lesson PlanI. Organizational work 2 min1.Get the students in order.2.Check the attendance.Is everybody here? Yes. (No, X X X isn’t here)3.Raise the task and requirements of this lesson. II. Check up and review. Ask some student to rise questions to the picture, using the words and phrases give, then answer them.1. a. Is there … in the picture?Yes, …Where …?… in front of …b. Is there … in the picture?No, but …Where …?… behind …2. a. What is this? (house, tree, goat, sheep, dog, horse)where is the house? (in front of, beside)b.Is there a house in the picture?Yes.Is there a horse in the picture?No. But …c. Are there any flowers in front of the house?Are there any goats behind the house?III.Presentation 12 min1.Introduce the first paragraph orally with the help of the properties in the classroom.2. the students read the text after the teacher. First Books open and then close. IV. Practice 16 min1. Question-and-answer2.Describe their classroom.3. Describe their bedroom. V. Homework. 2 minTeaching plan in detail Step 1 Organization 2 minT: Good morning, class. Ss: Good morning, Mr./ Miss ….T: Who’s on duty today? S: I am.T: Is everybody here?S: No, …isn’t here.T: What day of the week is it today?S: It’s Tuesday.T: What are the other days of the week, do you know? Say: Monday …S: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, and Sunday.T: Very good. Sit down, please.Step 2 Review 13 minT: A and B, come to the front. Here’s a picture for you. Writer come questions about the picture and then answer them. Here’s a picture for you. Now, class, listen to me. I’ll ask you some questions. What’s this, C?Sc: It’s a house.T: What’s this?Sc: It’s a tree.T: Where’s the tree?Sc: It’s beside the house. T: Where’s the dog?Sc: It’s in front of the house.please. D, is there a cow in the picture?Sd: Yes, there is.T: Where’s the cow?Sd: It’s under the tree.T: Is there a hose in the picture?Sd: No, there isn’t.T: Are there any flowers in the picture?Sd: Yes, there are.T: Where are they?Sd: They’re in front of the house.please. What’s this, E? Se: It’s a dog.T: That are these?Se: They’re sheep.T: Where are the sheep? E: They’re behind the house.T: Very good. Sit down, please. Now, let’s look a t the blackboard. A, read your sentences, please.Sa: Is there a dog in the picture? Yes, there is. where’s the dog? It’s in front of the house.T: Is he right, class?Ss: Yes, he is.T: All right. Go back to your seat, please. B, read your sentences, please?Sb: Are there any pigs in the picture? No, there aren’t. But there are sheep in it. Where are the sheep? They’re behind the house. T: Is she right? Have you anything to say, class? Ss: She’s all right.T; Well, go back to your seat, please.Step 3 Presentation1. The teacher points to the objects in the classroom and introduces the text. Write the new words on the Bb while talking.This is our classroom. What’s this? Room. What’s this? Class. You know “room” and you know “class”, too. This is our classroom.There are four windows. This is a window and this is a window. That’s window and that’s a window. Thewindows are big. This is a door. That’s a door, too. The doors are big, too. This is a wall. That’s a wall, too. This is the front wall. That’s the back wall. The walls are white.There’s a blackboard on the front wall. This is the blackboard. You know the word “black”. Do you know the word “board”? a blackboard is a board and the board is black. There’s a map of China on the back wall. That’s a map. That’China. That’s a map of China. The black-board is big. The map of China is big, too.2.The students read the new words with the teacher.3.Listen to the tape of the text.4. Read aloud the text.Step 4 Practice 16 minT: Now answer my questions, class. What’s this?Ss: It’s a blackboard.T: What’s this?Ss: It’s a map of China.T: What’s this?Ss: It’s a wall.T: Is this the front wall? Ss: Yes, it is.T: Say the whole sentence. Ss: Yes, it’s the front wall. T: Again.Ss: Y es, it’s the front wall. T: Is that the back wall? Ss: Yes, it is.T: Say the whole sentence. Ss: Yes, it’s the back wall. T: Answer my questions in turn. F, What’s this?Sf: It’s a blackboard.T: And that?Sg:It’s wall.T: And that?Sh: It’s a map of Chin a.T: And that?Si: It’s a window.T: Let’s do some substitution drills. Class, say: This is a blackboard.Ss: This is a blackboard.T: A map of China.Ss: This is a map of China. T: The front wall.Ss: This is the front wall. T: The back wall.Ss: This is the back wall. T: A map.Ss: This is a map.T: China.Ss: This is China.T: Answer my questions, J. What colour is the blackboard?Sj: It’s black.T: What colour is the wall, KSk: It’s white.T: What colour are the doors, LSl: They’re green.T: What colour are the windows, M?Sm: They’re green, too.T: What’s this?Sn: It’s a blackboard.T: Is this a blackboard? Sn: Yes, it is.T: What colour is the blackboard?Sn: It’s black.T: Where’s the blackboard? Sn: It’s on the front wall. T: Good. Sit down, please. What’s that, O?So: Is’s a map of China? T: Is that a map of China?So: Yes, it is.T: Say the whole sentence. So: Yes, it’s a map of China.T: Where is the map of China?So: It’s on the back wall. T: Now let’s do questions and answers this way. I ask one students one question, he first answers my question and then asks another student a question. Clear? Ss: Yes, we are.T: Well, let’s begin. P, what’s this?Sp: It’s a wall. What’s that, Q?Sq: It’s a window. Is the window big, R?Sr: Yes, it is. where’s the window, T?St: It’s in the wall. What’s on the front wall, U?Su: A blackboard is on the front wall. Where’s the map of China, V?Sv: It’s on the back wall. What colour is the wall? …T: Now let’s say something about our classroom. Our classroom is a nice big room.The doors… The windows… There is… X, will you say something about our classroom?Sx: This is our classroom. It’s a nice big room. The doors and the windows are big. The walls are white. There’s a blackboard on the front wall. There’s a map of China on the back wall. We like our classroom.T: Very good. Who else will say something about our classroom?Sy: This is our classroom. Our classroom is a nice big room. There are four big windows and two doors in the walls. The windows are green. The doors are green, too. There’s a blackboard on the front wall. There’s a map of China on the back wall. Where are we? We’re in our classroom.…T: Let’s say something about our rooms at home. Put up your hand, please.Well, Z, say something about your room.Sz: My room is small. But it’s nice. There’s no blackboard in my room. But there’s a map of China on the wall. There are pictures beside the map. The window is in the back wall and the door is in the front wall. There are flowers in front of my room. Ther e’s a big tree behind my room. I like my room very much.T: Very good. Sit down, please. Who else will try? Will you, A?…T: Now. open your books at page 95. Let’s do exercise 3. Fill in the blanks with a, an or the. B, read the first sentence.Sb: What’s in the cup? there’s an egg in it.T: Go on, C.Sc: Is there an orange in your hand? No. There’s an apple in my hand.T: D, next.Sd: Jack is an English boy. He’s not a Chinese boy.T: Go on, E.Se: There’s a table in the room. There’s an old man beside the table.T: Go on.Sf: There’s a house in the picture. There’s a big tree near the house.T: Next.Sg: This is our classroom. It’s a nice room. The windows are big and the walls are white.T: Now, let’s do Exercise 4. One student reads the question and another answers. H, read the first question and I , answer. Sh: Whose classroom is this?Si: It’s our classroom.T: J and K.Is it big or small?Sk: It’s big.…T: Question 6, L and M. Sl: What’s on the back wall of the room?Sm: A map of China.Step 5 Homework.T: That’s all for today. Homework: (1) Read the Drills and the Text of this lesson; (2) Copy Exercise 6;(3) Write some sentences about your room.T: Class is over.Ss: Goodbye!T: Goodbye!Unit 1 Lesson 1Focal PointsFour skills Twoskills One skillAa…Gg Goodmorning. Hello! Goodbye. Sit down.MissLook at Picture 1! Start the lesson by saying “Today we are going tolearn Lesson 1”. Then write “Lesson 1” on the board. Step 1 Presentation1. (1) Play the recorder song of Good Mooring to You.(2)Ask the Ss to guess the meaning of “Good morning” and “teacher”. (3)Get the Ss to repeat “Good morning!” individually and in chorus.2. Ask the Ss to respond to th e T’s instructions“Stand up “ and “Sit down, please”.Step 2 Practice1. Practise the class by having the following tine dialogue:S on duty: Stand up!T: Good morning, class! Ss: Good morning.T: Sit down, please.2. Go out and enter again and greet the Ss.Step 3 PresentationT: Listen. I am your teacher. My name is ….( Then write the name on the Bb.) You are my new students. (Explain it in Chinese.) you may call me Miss(Mr)… (Explain it in Chinese) Step 4 Practice1. S on duty: Stand up! T: Good morning, class! Ss: Good morning, Miss…2. Go out and come in again.S on duty: Stand up!T: Good morning, class! Ss: Good morning, Miss…3. Get the Ss to day “Good morning” individually, in lines and in chorus.Step 5 Presentation1. Teach “Stand up” and “Sit down” by demonstration.2. Ask the Ss to respond to instructions to show that they really understan “Stand up” and “Sit down”.3.(1)T: I am your teacher. My name is … You may call me Miss/Mr…(2)Write the second sentence on the Bb.(3) Ask the Ss to guess the meaning of the sentence. Step 6 Practice1. T: Stand up, class. Good morning, class.Ss: Good morning, Miss…2. Leave the classroom, enter and greet the Ss bysaying “Good morning, class.Ss: Good morning, Miss…T: Sit down, please.Step 7 Presentation1. T: (Pointing to self) My name is ...2. T: (Pointing to S1 whose name is known) Your name is… What is your name?S1: My name is…T: Hello, …(Name of S1)3. Get the Ss to repeat “My name is…” and “What is your name?”4. Add “Good morning” to the dialogue.Step 8 Practice1. Have the same tiny dialogue with 3 to 5 individual students.2. Choose several pairs for demonstration.Step 9 Presentation1. Have the following dialogue with individual Ss:T: My name is …. What is your name?S: My name is…T: Hello,…S: Hello, Miss…2. Get several pairs to do the dialogue.3. Get the class to practise the dialogue in pairs.4. Ask several pairs to come to the front fordemonstration. They are expected to use “Good morning” and then “Hell” in their dialogues.Step 11 Presentation1. Teach the numbers 1-3 with fingers and ask the Ss to repeat.2. Ask the Ss to open their books at p.1.3. Introduce Miss Gao and Li Lei.4. Play the tape for Lesson 1.Step 12 Practice1. Ask the Ss to read several times after the tape.2. Ask the Ss to read after you.3. Divide the class into two halves and ask them to read the dialogue in the text.4. Get the Ss to practise in pairs.5. Ask several pairs to read for the whole class.Step 13 PresentationTell the Ss that a sentence in made up of words, and a words is formed by letters.1. Teach the first 7 letters with the help of an alphabet chart.2. Get the Ss to repeat in chorus.Step 14 Practice1. Get the Ss to read aloud individually and in chorus the letters on the flash cards. First the cards areshown alphabetically and then randomly.2. Point to the chart and get the Ss to repeat again.3. Ask the Ss if they notice that letters E,B,C,D,G all contain the sound /i:/Step 15 Consolidation1. Tell the Ss to open their books at p.1 and look at Part2.2. Play the tape for the letter A-G.3. Get individual Ss to read aloud the letters.4. Ask the Ss to get ready to copy down the letters.5. Demonstrate the order of strokes of each letter. Say the corresponding number (one, two, three..) for each stroke while writing on the Bb. Get the Ss to copy each letter after you.6. Get the Ss to read aloud in chorus the 7 letters.7. Get the Ss to practise identifying letters in pairs with flash cards of their own.8. Get some pairs to do the same in the front of demonstration.9. Get the Ss to read Part 1 on p.1 in the SB individually and in chorus. Step 16 Homework1. Finish off the writing in the copy book.2. Do Exx. 2 and 3 in the Wb.Dismiss the class by saying: Good-bye, class. The expected response is “Goodbye, Miss…”。
Lesson Plan英语教案物主代词
Lesson PlanYour learners have now learned some basic vocabulary, simple positive and negative statements with 'to be', as well as questions. Now you can introduce the possessive adjectives 'my', 'your', 'his', and 'her'. It is best to stay away from 'its' at this point. You can work on getting students to know each other by using their names for this exercise, before going on to objects.Teacher: (Model a question to yourself changing places in the room, or changing your voice to indicate that you are modeling. ) Is your name Ken? Yes, my name is Ken. (stress 'your' and 'my' - repeat a few times)Teacher: Is your name Ken? (ask a student)Student(s): No, my name is Paolo.Continue this exercise around the room with each of the students. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.Part II: Expand to Include 'His' and 'Her'Teacher: (Model a question to yourself changing places in the room, or changing your voice to indicate that you are modeling. ) Is her name Jennifer? No, her name isn't Jennifer. Her name is Gertrude. Teacher: (Model a question to yourself changing places in the room, or changing your voice to indicate that you are modeling. ) Is his name John? No, his name isn't John. His name is Mark.(Make sure to accent the differences between 'her' and 'his')Teacher: Is his name Gregory? (ask a student)Student(s): Yes, his name is Gregory. OR No, his name isn't Gregory. His name is Peter.Continue this exercise around the room with each of the students. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.Part III: Having Students Ask QuestionsTeacher: Is her name Maria? (ask a student)Teacher: Paolo, ask John a question. (Point from one student to the next indicating that he / she should ask a question thereby introducing the new teacher request 'ask a question', in the future you should then use this form instead of pointing to move away from the visual to the aural.)Student 1: Is his name Jack?Student 2: Yes, his name is Jack. OR No, his name isn't Jack. His name is Peter.Continue this exercise around the room with each of the students.Part IV: Possessive PronounsIt's a good idea to teach possessive pronouns together with possessive adjectives.Teacher: Is that book yours? (ask yourself to model)Teacher: Yes, that book is mine. (Make sure to accent 'yours' and 'mine') Alessandro ask Jennifer about her pencil.Student 1: Is that pencil yours?Student 2: Yes, that pencil is mine.Continue this exercise around the room with each of the students.Move on to 'his' and 'hers' in the same manner. Once completed, begin to mix the two forms together. First alternating between 'my' and 'mine' and then alternating between other forms. This exercise should be repeated a number of times.Teacher: (holding up a book) This is my book. The book is mine.Write the two sentences on the board. Ask students to repeat the two sentences with various objects they have. Once finished with 'my' and 'mine' continue with 'your' and 'yours', 'his' and 'hers'.Teacher: That is your computer. The computer is yours.etc.。
Sample_teaching_plan
Teaching PlanTeacher:***(***** Primary School)Students:Grade 4ⅠTeaching content:Unit 6 Lesson 11(闽教版)1. The text of Lesson 11.2. The new words: weather, sunny, cloudy, rainy, snowy.3. The new sentences: How is the weather today? It’s sunny/cloudy/rainy/snowy day. How is the weather in Beijing? It’s sunny/cloudy/rainy/snowy.ⅡPeriod:the 1st period of Unit 6.ⅢTeaching Aims:1. Knowledge aims:Enable the Ss to master the words and sentences.Words: weather, sunny, cloudy, rainy, snowySentences: How is the weather today?How is the weather is Beijing?It’s a sunny day. / It’s sunny.2. Ability aims:Develop the Ss ability of listening, speaking and reading.3. Emotion aims:①Strengthen the Ss collective sense of honor and cooperative spirit by means of group competition and group discussion.②Encourage the Ss to be brave enough to speak English more.ⅣThe key teaching points:How to describe weather.ⅤThe difficult teaching points:Enable the Ss to transform language knowledge into the ability and use the adjectives about weather in the suitable environment.ⅥType of class:New lesson.ⅦTeaching Aids:The multimedia, the cards and pictures.ⅧTeaching procedures:Step 1: Warming up:1. Greetings.2. Duty report.3. Say a rhyme “Tick, Tock”Step 2: Revision.Review the contents of Unit 5.Step 3: Learninga. Presentation and Lead in:Using the CAI to show the new lesson.Talking between T and a student about today’s weather.b. Explaining.1. Learn the new words: weather, sunny, cloudy, rainy and snowy.2. Learn the new sentences: How is the weather today?It’s a sunny/ cloudy/rainy/snowy day.c. Drill1. play a game “What’s missing?”about today’s weather.2. Listen to the tape and read after the tape.3. Ask and answer in some ways.4. Play another game “Who’s faster.”Step 4: Consolidation and Practice1. Practise in pairs.2. Learn to say a rhyme “Rain on the sunflower.”3. Do Part 2: Ask and answer.4. Play a game “I’m the CCTV reporter.”5. Si ng a song “Rain, rain, go away.”Step 5: Summary1. Use the blackboard design and have a review.2. Which group is the best.Step 6: HomeworkMake a weather survey.1. Write down more than 5 cities’ weather forecast.2. Make some dialogs according to the weather forecast.ⅨBlackboard design:Unit 6 WeatherLesson 11How is the weather today?sunny .It’s (a) rainy (day).cloudysnowyⅩSummary:新课标强调：英语课程要面向全体学生，注重素质教育。
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S, L, R
Presentation of new language ( same structure in new function)
2mins
Ss read dialogues
pair
S, L, R
Controlled practice – focusing on intonation and stress
groups
S, L
Production of structure
Ss use the new language they have learnt in a given imaginary situation. Ss use their imagination and creative ability to act their roles, motivating them to speak and use the structure. Observer performs an evaluation role.
Skills
Objectives
5mins
Part 1: T presentation of yes/no Qs with PБайду номын сангаасT
plenary
L, S
Presentation of new language to Ss
3mins
Ss read dialogues in textbook with tape
ii) short answers, positive & negative
iii) using PPT to describe on-going events in the past in relation to Simple Past Tense
Procedure
Time
Activity
Interaction
Might not be accurate. the activities can be covered in the lesson
Possible problems Possible solution
Mime and alibi are new activities for the Ss,→T should give very clear instructions and check the
so they might not understand what they have Ss have understood them.
5mins
Feedback: T hears from observers on performance of groups
plenary
S, L
Evaluation of Ss’ use of new language
Ss involved in process of evaluation to give them the responsibility for their own learning
pair
S
mime
Practice of structure in enjoyable game, involving non-verbal communication(mime), activating Ss’ creative and imaginative abilities, motivating Ss to use the structure
5mins
Information-gap activity: Ss ask and answer Qs on a picture ( on OHP ). One S looks at picture, another S turns round and asks Y/N Qs. T gives some clues.
pair
S, L
Less controlled practice of structure.
Provides genuine need for communication – exchanging information
5mins
Part 2
T presents dialogues focusing on past narrative – Ss listen & imitate
pair
R, S
Controlled practice of form of structure
10mins
Mime game:
Ss receive a card which gives them a situation they have to mime to their partner, the partner has to guess what they were doing
to do.
Abili is difficult to organize, as there is a fifth→Organize the Ss into the normal groups of 4, and
Group member – the observer. Ask the last 2 groups to be observers. Take them
Sample lesson plan 2
No. 3Lesson Plan for Speaking Lesson
Class: Junior Middle School, Year 2 Date: 20 June 2005, 3:00 – 3: 50
Objectives:Training speaking skills in the following function, using the following structures
Function:Describing an on-going event in the past in relation to a single act – to give reasons or present the situation
Language structures:
i) yes/no questions with Past Progressive Tense ( PPT)
Aside and brief them separately. Then get each
Observer to stand over his group and listen to them.
Because the activities are new, the timing→T should keep an eye on the clock to make sure all
10mins
Role-play: alibi
Detective interviews 3 suspects in a murder investigation, asking them what they were doing at the time of the murder – murderer must be found. Each group has an observer checking their performance.