lesson plan 格式参考
Lesson Plan刘老师教学论模板
Lesson PlanUnit 6 I’m going to study computer science.所用教材：Go for it! 八年级上册目次：人民教育出版社，2013年6月，第一版第一次印刷1. Background Information1.1 The analysis of the textbook:Unit6 I’m going to study computer science.(Section A 1a~1c)Type: listening and speaking lessonTopic: dream jobsLanguage goal: to talk about future intentions1.2 The analysis of the students:Students at 8th Grade should learn more new words , sentence patterns and grammars , which will be more difficult for students to grasp completely . And there are new requirements for student’s speaking ability, reading ability and writing ability. These hard works may cause negative influence in their learning passions, some of them may even lose interests in English learning. Account for this phenomenon, teacher should add more interesting elements to activate their emotion, developing their automatic leaning ability ,cultivating their good learning habits and to gain knowledge by their ever-lasting determination.There are many new words,sentence patterns and grammars , which will be more difficult for students to grasp completely . These hard works may cause negative influence in their learning passions,teacher should add more interesting elements to activate their emotion.1.3 Lesson duration45 minutes2. Teaching Objectives:2.1 Language objectives:By the end of this lesson, students are able to grasp some new words about jobs, learn the meaning and speak them out,such as cook , doctor, engineer. They also should learn how to ask other’s job intention and response to their classmates.技能2.2 Language skills:By the end of this lesson, students are able to listen these job words and talk about their future intentions.The students can use questions to get information to improve their listening and speaking abilities.Of course they should able to use the integrated abilities.去掉2.3 Learning strategies:By the end of this lesson, students are able to learn in the scale of class level, they can be more familiar with the group-works and pair-works. Besides, they can learn through themselves. 错误2.4 Affect and Attitude:To help the students to consider their future and make their future plan and get them to know they will take much pains to achieve their dreams.萍萍3. Teaching Contents:3.1 New words and expressions:1.New words:Cook , doctor, engineer,teacher, violinist, driver, pilot, pianist, scientist, actor2.New phrases:grow up, computer programmer, bus driver, basketball player ,take lessonsbe sure about, make sure3.2 Sentence patterns①─What do you want to be when you grow up?─I want to be a basketball player.②─How are you going to do that?─I’m going to practice basketball every day. 可能要用罗茜的③Where are you going to work?不要4. Key points:4.1 The Important PointsA. VocabularyB. Target language1. What do you want to be when you grow up?I want to be a computer programmer.2. How are you going to do that?I’m going to study computer science.4.2 The Difficult PointsC. StructuresFuture with going to, Want to be, What, How questionsD. GrammarThe simple future tense.5. Teaching aids:PPT, radio, chalk and blackboard6. Teaching Methods and strategies Communicative Language Teaching, Task-Based Language Teaching7. Teaching Procedures8. After-class ReflectionTeacher adopted many methods to prepare the class and help students to getinvolve in these activities. When asking students, teacher gave a good example. The real situation helps students to learn English in an active way. However, some shy students do not finish the group-work well, they are shy to express their opinion.9. Blackboard layoutUnit 6 I’m going to study computer science.What are you going to be?What do you want to be when you grow up? a pianistWhy are you going to be a basketball player? an actortake acting lessons Where are you going to move/work? a violinistHow are you going to do that/ become …? an engineer finish college first.When are you going to start? a computer programmera car drivera pilot。
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]• • •。
lesson plan-一般现在时写作
3) For habits.
I get up early in the morning .
Ayesha brushes her teeth twice a day.
4. For things that are always / generally true.
I live in Lahore They speak English at work.
5. To refer future time, fixed future events on timetables calendars.
• The train leaves at 5:00.
Rules of present indefinite tense
Subject Verb Predicate I / you / we / they speak / learn English at home he / she / it speaks / learns English at home
Semi-controlled writing
Choose words from box and write true sentence about yourself and your partner(you can use the words more than once).
Sit, play, do not, speak, live, does not, sits, plays, lives, speaks
Lesson plan
Writing Skills
Presented by:
Azam
Factors to be considered before planning a lesson:
教案Lesson plan
Lesson planBackground Information:Teacher: xxxDate: Nov. 6, 2011Unite: Module 7 My School DayUnite 2 Lessons Start at Nine O'clockGrade Level: Junior Middle School Students, Grade 1Time Duration: 45 minsTeaching objectives:By the end of the lesson, students school be able to:1.Get information from a description of a school day2.Tell the time in English fluently3.Describe their school dayse conjunction "and" to join sentences5.Remember some important phrases, like get up, go home, go to…, do one`s homework, have a break, talk to, go to bed and "have breakfast/ lunch/ dinner/supper" Important&Difficult points:1.Describe a school day2.Join sentences with "and"Teaching Aids: chalk, blackboard, tape and white paperTeaching procedures:Step 1. Warming up (4 mins)a). Look at the watch and point out the timeT: Please tell me what's the time now.b). Express time in English: 3:30, 7:30, 9:00, 10:45, 12:15Write these on the blackboard and ask Ss to say it outT: Now, I would like some of you to say these.**, 3:30(half past three)**, 7:30(half past seven) 9:00 (nine o'clock)**, 10:45(ten forty five/ fifteen to eleven/ a quarter to eleven)12:15(fifteen past twelve/ a quarter past twelve)c). Ask about what are their lessons todayT: How many classes do you have today?Ss: ...T: what are they?Ss: ...Step 2. Learn the new words ( 8 mins)a). Make the students read after me from "get up" to "dinner" in P130T: Please read after me, get up...b). Students read the word by themselves, each word read twice.T: Read the words by yourselves, each word read twice.Step3. Teach the text in P44 ( 20mins)a). Play the tape and listen.T:Hi, class! Y ou all go to school every day. Today we will learn to tell somethingabout your school day. Now turn to page 44. This is an email sent by Alex, in this email he tells us his school day, I will play the tape for you. But before listening, let guess what Alex do in the pictures in page 44.T: Now, let's listen to the tape carefully to see if you are right and correct the wrong ones.b). Play the tape again and ask the Ss to finish task 1 and 2T: listen again and try to put the pictures in order and finish exercise 2. And check the answers with your partner.c). Call back the answers from the whole classd). Let the Ss read the passages after me. And answer the following questions:T: read the passages after me, and then discuss with each others to find out the answers of following questions.(put paper 1 one the blackboard)1). When does Alex get up?2). When does Alex go to school?3). When do they have a break?4). When do they have lunch?5). When do the lessons start?6). When does Alex go to bed?e). Check the answer.f). Translate passage 1, passage 2 and passage 4, then ask Ss to translate the rest.The Chinese of the passages:1. 嗨，我是格里尔诺.阿里克斯。
lesson plan格式
Teaching focuses &
difficulties
nguage functions
1)Giving instructions
Build the frame of the kite by making…
First, fix a sharp piece of metal
2) Discussing and evaluating pros and cons
Advantages Disadvantages
It’s good for economy. It’s too expensive.
2. Language focuses
1) Vocabulary
2) Sentence patterns
(Introduction + Instructions)
STEP 2: Task Cycle
(Task + Planning + Report)
STEP 3: Language Focus Tasks
(Analysis + Practice)
STEP 4: Follow-up Task
HOMEWORK
(Individual exercises + Pair Work)
STAGE 4: Production
(Written essays)
STAGE 5: Follow-up/Consolidation
HOMEWORK
Sample 2The steps of the TBL model
STEP 1: Pre-Task
3.Teaching Materials
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.。
Lesson Plan Template
Lesson Plan Template How Will You Cause Learning Today?SUBJECTEnglishGRADE9TOPIC “The Most Dangerous Game”DATE 9.20 & 9.21PERIODA-1,2,4B-1,2,4 This lesson is built on the following Essential Questions:OBJECTIVES OF THE LESSONA statement or statements of what students will be able to do AS A RESULT of rather than AS PART OF the lesson. These should be observable, behavioral, and measurable.SWBAT: Students will be able to:•Connect and respond to the literary elements of suspense and conflict.•Develop word analysis skills, fluency and systematic vocabulary.•Analyze literary devices used in “The Most Dangerous Game”•Comprehend and appreciate a short story.Well, let me start on a sour-sounding note! I looked back to see if these were the objectives you’d sent me to review back in early November, and I’m not finding any record of your having done so. Did you submit that task?These objectives present several problems for us. Let’s start with the meaning of the term “objective.” It is a statement of a learning outcome. Each separate objective refers to separate types of learning. And in order for learning to occur, there must be a Before-During-After progression of events/activities. So if you have four objectives, you must be planning to have four B-D-As…because you cannot/will not reach the learning outcome [i.e., objective] unless you undertake a B-D-A. Four objectives = four BDAs.The next challenge that is presented for us is determining whether these objectives are observable, behavioral, and measurable and whether they relate to a comprehension/cognitive outcome. We also have to be mindful of whether we are actually talking about NEW learning, or if these might get into asking students to do something they can already do. So let’s focus on the verbs…“Connect and respond”: what is meant by “connect”? Is this observable and measurable? What does a connecting kid look like? What does he do? And are you going to teach students HOW to connect, or will you simply instruct them to connect to specific literary elements? Likewise: “respond.” Is this something that kids currently do NOT know how to do? They respond to things all the time…are we teaching them HOW to respond? Or is there something else that you are really after?The next objective promises that students will be able to “develop” word analysis skills, fluency, and systematic vocabulary. All that sounds like quite a tall order for just one lesson, and I’m still pondering what, exactly, might be meant by these things. But it does suggest that, before this lesson, students do not know how to develop fluency, and after this lesson they will be able to develop fluency. You may mean something other than what I think of with fluency, because I know that teachers start working on this as early as 1st grade, and you have 9th graders. I also didn’t realize that “The Most Dangerous Game”was a natural selection for the purposes of teaching students HOW to develop fluency or word analysis skills.The third objective is the one that has the most credibility, although it’s interesting that, among literary analysis skills, you’ll only be interested in those that can be used with “The Most Dangerous Game,” as opposed to any other piece of short fiction they might encounter. Is there something so particular about that short story that we develop certain skills only for it, and they would not be portable or transferable? The fourth objective is, well, simply unfortunate. “Comprehend” is not observable, behavioral, or measurable, and its use here leads me to believe that you may not have had a chance to spend time on earlier course modules. Likewise, the verb “appreciate” is not a cognitive outcome; it is affective. Funnily enough, the lecture on Lesson Planning cites the verb “appreciate” specifically as one that should not be used as an objective. What happened? Why has it shown up here in your lesson plan, which is being used to evaluate your grasp of the concepts in our course?ASSESSMENT OF THE OBJECTIVESDescribe how you will collect evidence that individual students have indeed met the lesson objectives.[ There was no assessment submitted/described. ]The assessment should have been developed and decided upon before any of the rest of the lesson plan was written. That’s why it is positioned HERE on the template. First you think of the objective, then you consider how evidence of it might be collected. Again, this was discussed in the lecture/module on Lesson Planning. We would both be much better off if this task were a reflection of what you had learned through those modules, rather than an expression of how you would have written a lesson prior to taking this course. At this point, I’m pretty sure that’s what I’m getting. Most of my commentary, then, will be a repeat of things you were already supposed to have grasped in the course thus far.That’s too bad, for both of us.READING, VIEWING, or LISTENINGTEACHER STUDENTS•focusing attention, laying groundwork, creating interest, sparking curiosity…think of it as setting the stage/setting them up forsuccess•make sure students “get” the purpose (not just agenda) of today;what it will result in or lead to; the “why” of what they’ll be doing •strategies to get STUDENTS thinking about what they already know•cause STUDENTS to bring to mind similar ways of thinking, an analogous idea, or previously-learned content or concepts •STUDENTS are caused to think about that element of today’s learning that is most close to or familiar to them•Students will look at pictures(That would be a DURING, as in “during viewing.” It would most certainly NOT be activation of PRIOR KNOWLEDGE.) in “The Most Dangerous Game.”Based on the pictures, they will be required to predict what the story will be about. (Predicting and purpose setting are not the same thing. Further, your objectives do not address the skill of predicting, so I am left wondering about its prominence as the first thing you aredoing before students learn how to connect and respond to suspense and conflict;before they learn how to develop word analysis skills, fluency, and systematicvocabulary; before they learn how to analyze the literary devices used specifically in “The Most Dangerous Game”; and before they learn how to comprehend and appreciatea short story.)•Students will discuss (Who? How? Which students do you mean? What will all the other students be doing while one student talks? If you intend for there to be “studentdiscussion,” which strategy from the list that appears later on this template will you be using? Stated like this, I am picturing a teacher-centered call-and-response time when most kids are passive most of the time, and where you are likely to hear from five or fewer students. That would not successfully activate individual students’ priorknowledge, and it would not make their thinking visible, and it would give reluctant and less able students a place to hide. One of the ways this idea was broached in the course was through the T vs. S continuum [“Where Is the Energy?”]…what you are describing will be very much about the Teacher, and very little about the Students, so it violates yet another central idea of the course) a time when they were involved in a competition (athletic, board game, outdoor game, etc.) and their opponent took the competition to seriously. After they’ve discussed (They? They who? The last module pointed out how this is most likely to really play out. You’ll hear from one student. Then another student. Maybe another student.Then another student. And 24 other students will think nothing, say nothing, hearnothing.) their personal experiences, I’ll encourage(Even better would be if you wouldstrategically structure it so that students have no choice but to think, and have nochoice but to delve into prior knowledge…something like a quick write or a think-pair-share…anything but a teacher-led discussion among you and your five favoritestudents!) them to discuss similar situations on TV or in a movie, where the competition becameserious. I will inform them that this story involves a deadly hunting competition.•Students (on their own? with no strategy?) will review the vocabulary(What, exactly, does this mean? Are these new words, or known words?) used in the story. Using two of the terms and today’s class discussions, they will write their prediction. (If they are new words, how do you expect them to learn them well enough to be able to “use” them in writing? This isn’t what you thought you meant by “Students will be able to develop systematicvocabulary,” is it? That’s pretty far off the mark, if so.)•Students will complete a KWL Chart for the literary devices; suspense and conflict (which are both prior knowledge, then? Since they are both concepts, wouldn’t it be better to use avocabulary strategy to activate the prior knowledge of these?), as I present(Well, that’s a DURING, not a BEFORE…why is it in the prior knowledge activation phase?) theinformation (with examples) in a brief power point (DURING means DURING viewing orlistening).DURING READING, VIEWING, or LISTENING•strategy(ies) for active engagement with the new content that’s coming•what are students doing WHILE reading, viewing, or listening?•Students will use sticky notes to highlight areas in the text where they identified examples of suspense (pink) and examples of conflict (yellow) as they read. (Well, it appears that students can “connect” and “respond” to these literary elements without being taught how. That means that this is something they could ALREADY do before they came to this class, and therefore the objective you wrote for this is not an objective. Objectives describe something that students do NOT know prior to the lesson, but WILL know or be able to do as a result of the lesson. I’m just repeating myself, because this has all been said before in the course modules.)•Students will take notes in their reading journals as we pause and question(This has no meaning to me, as the reader of this lesson plan. While students are reading you are going to stop them and ask thequestions? Who will respond? How will he or she respond?) for comprehension (What, exactly, do you mean by this?) of the story and apply reading strategies (It’s going to be hard for them to apply reading strategies themselves if you keep interrupting and asking questions. I’m also wondering why they are reading without you having set a purpose related to your objectives...).READING, VIEWING, or LISTENING•how will students apply new knowledge in a new way?•how will students check to see if their understanding is correct?•how will students be prompted to reflect on what they learned?•how will students be prompted to reflect on how they learned it?[Also, Please Note: The Assessment Occurs in the After Phase]•Students will complete Plot Diagrams based on “The Most Dangerous Game.”•Students will complete Sum it Up worksheets to identify the main idea of the story. (The student who uses the most key words, without going over, gets a piece of candy!) (Is that what they were thinking about while they were reading? How does this relate back to the objectives of the lesson?)ASSESSMENT:Students will complete a RAFT paper based on “The Most Dangerous Game.” Role: General Rainsford; Audience: Police; Format: A letter; Topic: Explaining why you killed Zaroff in self-defense. It is extremely important to utilize supporting details from the story-you want them to believe what you say happened on Shipwreck Island! (Please notice that none of the objectives will be measured by this task.)Discussion Organizing Writing VocabularyThink-Pair-ShareAuthentic QuestionsSeed Discussions Group Pattern Puzzles Group Graphic OrganizersCarouselGallery WalkConcentric CirclesClock BuddiesGroup QARsCapsule VocabularyPower ThinkingPattern PuzzlesGraphic OrganizersVenn Diagram/ComparisonSelective Underlining/HighlightingColumn NotesHistory Frame/Story MapSticky NotesOpinion-Proof/Conclusion-SupportProblem-SolutionSummarizingSum It UpFramed ParagraphWriting TemplateJournal/Learning LogRAFTSpool PaperSentence SynthesisWord CombiningWord MapConcept of Definition MapGraphic OrganizersSentence/Word ExpansionWord CombiningCapsule VocabularySemantic Feature AnalysisJournal/Learning LogRATIONALE•Why teach the lesson THIS WAY?•Why, given this lesson’s objectives, are THESE the best strategies to choose and use? Be specific!•Explain why this sequence of activities best leads to cultivating the behaviors or performing the skills or displaying the knowledge called for by the objectives.•The discussion in the beginning of the lesson grabbed the students’ interest. (Actually, I’ll bet that if I’d been there to observe, I would be able to show you data that proves MOST students were NOT engaged or interested.)•By asking them to make a prediction, followed up with a discussion topic which encouraged them to re-think their original answers, students were more interested in apply new vocabulary to their written predictions. (This iswishful thinking.)•Students love Sum it Up! It is a friendly (peaceful) competitive activity amongst them. Applying something they like to this story made them want to know the main idea. (I’m glad they like the strategy, but you are providing a rationale that doesn’t look anything like the rationale you were asked to provide, both in the Lesson Planning lecture and in the bullet points above this box. What is it about THESE objectives thatmake these the best strategies to use? Why is THIS the best sequence of activities, given what we know about how kids learn and comprehend?)•The RAFT paper helped students synthesize what they learned, because they were given a clear audience, topic, role and purpose.•The sticky notes kept them actively engaged as we read (but they don’t really have anything to do with teaching students HOW to do the things that your four objectives called for…it means that yourwhole lesson is pretty much an AFTER…students are applying things they already knew, ratherthan learning something new). Using them to point out examples of literary devices helped them completelyunder stand them and how they were applied to the text. (Well, except we need to consider the fact thattelling is not teaching. And that’s about what you’d be doing if you do it that way.)•This sequence consisted of activities that flowed through the duration of the lesson and helped students achieve the objective set before them. My students were completely engaged for the B-D and the A! (Oh, I think not.)REFLECTIONWas the lesson successful? How do you know? What would you do differently next time?As you know, my original lesson was dragged out over a few days, I’m trying to end a lesson on the day I begin it. This example is how I taught the story to students in an after school group in order to prepare them for the mid-term. (These students transferred into my class, or a colleague’s class, after the original lesson was presented. So they were like mylittle lab mice)! The students enjoyed reading this story!(That is terrific, of course, but “enjoyment” is an affective outcome, and we’re working on cognitive outcomes.) I actually had a student who hunts with hisfather occasionally. For a moment, he shared that maybe he shouldn’t hunt anymore-he later changed his mind. I feel thatmy students understood the literary devices a little better than the others. The ‘original group did well on their quiz, but Ilike the new lesson much better! The only exception is, they didn’t get to compare and contrast the movie to the story-that would be a two day lessonTemplate may be downloaded from /pdf/ Look…let’s be honest. You knew that you were going to have students read “The Most Dangerous Game.” The story was chosen prior to ANY objectives being considered. And once you thought aboutthe students reading that story, you started coming up with all the possible outcomes that might possibly maybe perhaps be achieved, and you put them up there in the OBJECTIVES box as if that now makesthem objectives. But the simple fact of the matter is: you didn’t start with learning goal in mind; you started with a story. That means you chose the means without having any ends. What is the question to which “The Most Dangerous Game” is the answer? I don’t think it’s really any of the objectives you prayerfully provided. Your lesson was not designed to achieve those objectives…nowhere in it do you teach students how to develop fluency. Nowhere in it do you teach students how to appreciate (which isn’t a cognitive outcome) literature. Nowhere in it do you teach students HOW to analyze literary devices (you simply have them do it…without any instruction in HOW to do it…which means they must already know how to do it). Nowhere do you teach students HOW to do ANY OF THE THINGS that you state inyour objectives. What did you think was meant by objectives? Where did you get those ideas? Thepainful truth is this: You have submitted a task that bears little to no resemblance to anything you’vebeen taught in our course thus far. The point wasn’t for you to submit a lesson plan onto which you’d slapped a few of our strategies, as though adorning a dress with a colorful broach. This task was something much more fundamental. It required that you show how you can put into practice the core concepts of Reading in the Content Areas. Most of what is here is pretty much the lesson plan that you would have written if you’d never enrolled in the class. Why would you submit such a thing as a meansfor me to assess your performance of our course competencies? It makes no sense to me. It’s like Iasked you to show me you can plant a bush and you painted the garage chartreuse. I’m trying to teachyou French and you insist on showing me your Italian. It is like asking your students to read “The Most Dangerous Game” and they read “The Stepford Wives” instead. I find this frustrating and terribly disappointing.At the same time, I want to value and appreciate that you developed no small measure of enthusiasm for the incorporation of more engaging strategies into your teaching. It may be that you found this initial foray into it to be of obvious benefit, with palpable effect on your students’ work and understanding and appreciation. If that’s a step forward, I’m certainly delighted. Now, let’s also provide what I have to have in order to evaluate your performance in this course: I need to see you develop products for our tasks that are potent and convincing representations of your deep and abiding understanding of what it means to cause comprehension. Two more Strategy Implementations to go, and then there’s also Part B of the final exam. You might start by going back to the course modules and revisiting those essential ideas. Then you can be in a better position to make your next task depend on them in a way that will leave me with no doubt about your grasp of and competence with Reading in the Content Areas.。
英文lesson plan模板
Learning experience Date: 07-11 /09/2015UnitTitle/learning Experience (should be chronological by Unit): Lesson 6 Smash-and-grab Length oflearningexperience4-5 periodsFocus lenses/ Key concepts Past simple, past continuous,word building1.Grade:2.Student level:3.Materials:Y12FoundationTextbooks + printed handoutsConcepts In content In reading In writingReading comprehension Answer reading questions Word building,past tensesSummary writingCritical content:My students will know... Key skills:My students will be able to (Do)...We can add dis-, im-,in-, un-, il-, or ir- to certain words to make oppositesHow to answer and where to find the reading comprehension questions(paraphrasing)Past tenses, and how to make use of them in writing Find the correct prefixes to add to certain words and use them to make sentences.Use a group of questions to find the key information and write a summary on the passage.Make sentences and complete the blanks of questions by using certain tenses of the words given.Inquiry questions: Engage stage (make relevant) Student’Presentation on relevant grammar points(word building-opposites; past tenses)Study stage Students’ presentation and the in-class exercise. Teachers’ presentation(adding more information)Formative assessment (reflection) Dictation and sentence making, story-retelling, , more grammar and words’exerciseAction stage Discussion in pairs, paraphrasing and story-telling, role playsHomework (inquiry, reflect, action cycle) Summary writing, role plays, after-class extensive reading with comprehension questions。
lesson plan 格式参考
silence and try to comprehend it and finish the following excise. If they come across any difficult word or sentence, circle it out and solve it in next section.
Lesson Plan
Name: Subject:
王亚星
Grade:
Grade 9
How do you study for a text?
Lesson type: Reading
and Teaching 40
Speaking
time:
minutes
Overall Design and Guiding Principles
the difficult points of English learning. (3) be active and cooperative in team work, enjoy the sense of
achievement in cooperation.
Aims of strategy: (1) master some methods of independent study. (2) be well versed in transforming input to output.
Teaching Aims
Aims of knowledge: (1) master and use some important words, such as: flashcard, take notes
Lesson Plan英文版教案模板
Lesson PlanTeaching contents: Asking the colorDescription of students: Junior 1(40 students)Time and date: 14:00-14:40, Thursday, 22th September.2012Teaching aids: PPT, tape recorder, cards, school bagsTeaching objectives: 1. Students can introduce and describe the color of their things to others.2. Students can ask the color and things they don't knowMain structure: What is this? It is...What color is it? It is...Main vocabulary: color red yellow green blue black whiteLearning strategies: Listening to the color songGuessing gameGroup cooperation in the role playBuilding up confidence in presentationTeaching procedure:Step1: Warm up (3 min)Teacher says "Good morning boys and girls." students will say "Good morning Miss Zheng" Teacher asks "How is the weather today?" The answer of the students' will depend on the real weather that day. Next, teacher will ask "How about tomorrow? Do you remember?" The answer of the students' depends on the weather that day. Then teacher will ask the students" Do you remember the song we learned yesterday? ABC song, do you remember? Now let's sing it together "They sing the ABC song together. After that teacher will ask them "Do you like songs? Let's enjoy another song. Please listen carefully and think about one question, what is the song about?" So teacher will play the color song for them.Step 2: Teach (6 min)Teacher asks the students "What is this song about?" It is about color, right? Look at the blackboard and read after me color... "The students follow. Teacher says, "If we want to ask others the color we should say-what color is it, now read after me, what color is it..." the students follow. Teacher takes out some cards and asks "Now all eyes on me, what are they?" The students will answer "They are cards." Teacher says "Last class, we learned letters right? Now I'll ask you some questions about these letters, are you ready? The students will answer "Yes!" Next, teacher will take out these cards one by one and ask them "What is this?" After the students answered teacher will ask them "what color is it" and lead them to red these colors. The contents of these cards are "white u, red v, blue w, yellow x, green y, and black z"Step3: Guessing game (6 min)At first, the teacher will divide the whole class into 4 groups and let them choose one color as their group name, and tell them the rules. If they can be active inthese games they can get stars, and the group which get the most stars is the winner.Then Teacher will say "now let's play a guessing game. Look at the picture." Teacher will point the picture and show them "This is a piece of cloth, and behind the cloth there is something. I leave some parts of it out, so please base on these parts to guess what it is and what color it is, understand?...Let's begin..." Then the teacher will ask the whole class, or just one student, or let two students ask each other, or let the students ask the teacher. The questions are "what is this? What color is it?"The contents of these pictures are "red apple, yellow banana, green tree, blue sky, white clouds, and black Chinese ink". These students who asked or answered questions in the game can get stars for their team.Step4: Counting color game (2 min)Teacher will show the students a picture of Olympic rings, and let the students to count how many colors are there in the picture and read them out. If someone can count them out and say it out accurately he or she can get one star for his or her group. Step5: Make conversations (9 min)Teacher will let the students take out their school bags and introduce their things to their group members, they can ask any thing about the things, but they must ask the color (5 min). Then they should show their conversation to the whole class (4 min).Step6: Write a passage (13 min)The teacher will let the students to think about their bed room, and write a passage to describe their bed room and those things in their bedroom (9min).Then choose some students read their passage for the whole class (4 min). Step7: Homework (1 min)Draw a picture of the things you like and paint the color you like most on it. ReflectionStrong points:Smiles sweet, good pronunciation, natural transition, logical organization.Shortcomings:Teaching contents looks not so rich, those cards can be better, rewarding system can be more attractive and interesting.。
Lesson plan教学计划
Computer PPT picture white papers
Teaching procedures
Step1
Warming up
Teachers’ activity
Students ’ activity
Design intention
Make a brief introduction ofbusiness letter.
answer the question about the 7 characteristic of business.
The purpose is to arouse the students’ interest of the study of business letter.
Also, this can form a better English learning surrounding for students.
Learning strategies
Self-study: The students are the dominant part of learning, who can finish their part with the help of dictionary or by themselves to some extent.
and grammar, they can’t speak or write that good.
teaching objective
By the end or the lesson,student should be able to:
1.Know the essential requirements for a good business letter.
englishlessonplan教案模板
1.What technology words can you remember
Ssmay answer: computer , phone , laptop,speakers...
lead to our topic : High technology .
2.How did we contact people in the past and now how do we contact them
Target
Review the wordsand share
Period
The3rdperiod
The design objective
Teaching process
Step 1: Warm -up
talk: How areyou, children
... ...
:If youareat homeontheweekend , you want to go out to play with your friend , how do you contact them
Homework
exercise P4(activity book)
2.Describe thewords (write on your notebook)
Practice those words .
Design of the blackboard
Present the knowledge clearL8R- See you later
3.There are some devices to help us communicate for example:
（Extra activity补充活动）on
lesson plan
A lesson plan is a plan for learning. As is true in mostactivities, the quality of planning affects the quality ofresults. Successful executives and professional people know that the price ofexcellence is careful preparation. A lawyer spends hours planning a case beforeappearing in court. A minister does not ad-lib a sermon but plans days or weeks in advance. In anticipation of the big game, the coach spends hours planning the plays and watching the team execute them. Should we attempt such a complicated process as learning with less attention than is given to other important activities? The answer is obvious: of course not. The effective instructor devotes much time and energy in carefully planning and preparing each lesson, whether the lesson encompasses one or several periods of instruction.To ensure the greatest probability of learning, we must carefully select and arrange activities that will produce the desired learning outcomes in our students. Only through careful planning can we be certain that we include all necessary information and have our lesson plan properly organized to achieve the lesson objective. The complete cycle of lesson planning includes eight steps:(1) Determine the objective(2) Research the topic as defined by the objective(3) Select the appropriate instructional method(4) Identify a usable lesson planning format(5) Decide how to organize the lesson(6) Choose appropriate support material(7) Prepare the beginning and ending of the lesson(8) Prepare a final outline.Determining The Objective. Often we will begin our lesson planning with an objective or objectives clearly in mind. At other times the objective may be shaped by the research and additional planning we do. In other words, although the first step of the lesson planning process is to determine the objective, our objective may not fully evolve until after we have completed other steps of the process.Objectives need to be student-centered. We should not state them in terms of what we want to teach, but rather they should be stated in terms of what we want our students to learn. For instance, the objective of a lesson on developing a lesson plan might be for each student to know the eight steps of effective lesson planning as listed in this chapter. Of course the lesson might be taught at higher than the knowledge level. We might want each student to comprehend the eight steps appropriate to effective lesson planning or even to be able to apply the eight steps of lesson planning. But whatever the level, the student-centered objective should guide our subsequent planning. Without a clearobjective, we won't know if we ever get there. Think about that statement.Researching The Topic. After we have written or been provided with aninstructional objective, we are ready to decide on the main points of the lesson andgather materials about the lesson topic. Normally we do not collect a mass ofresearch materials and then develop an objective to match the findings. Not only isthis latter approach inefficient, but it is also likely to be ineffective. It may wellignore the specific needs of the students and the Air Force. The objective should modify an objective or rearrange main points for greater accuracy or clarity.Usefulness and appropriateness are two important criteria for selecting relevant material. To be appropriate, information should relate to the lesson objective and have a high possibility for student retention. To be useful, it should aid both the instructor and the students in the teaching-learning process. If the instructor selects material solely on the basis of its interest value, a lesson may be filled with interesting information of little learning value to the student. On the other hand, dry, uninteresting facts even though they are very important-may also defeat the instructor's purpose. Students are more likely to grasp and retain facts and concepts that are enriched with interesting support material and arranged in a way that enhances learning.With the objective clearly in mind, we are now ready to gather actual material or do research on the subject. The sources for this material are our own experiences, the experience of others which we gain through conversation and interviews, and written or observed material. Instructors concerned with teaching a good lesson will often draw from all of these sources.Self. The first step in researching a lesson topic is to see what we ourselves know about the subject. Our personal knowledge may suggest a tentative organization, but more important, it will point up gaps in our knowledge where we need further research.Others. The second step in the research process is to draw on the experience of others. People who are interested in the topic may provide ideas during the course of conversation. The most fruitful source is the expert who may help us clarify our thinking, provide facts and testimony, and suggest sources for further research.While personal experience, conversation, and interviews provide valuable content for lessons, we must usually do further research elsewhere. If we have properly narrowed our subject and kept the purpose in mind, our research task will be easier.Library. Modern libraries provide us with an abundance of sources: books, newspapers, popular magazines, scholarly journals, abstracts, subject files, and microfilms. Quantity is no problem; quality is more difficult. We must always concern ourselves with the accuracy and relevance of the material we select. Using an article from 1950 to discuss atomic physics today might well lead to inaccurate, irrelevant conclusions.The next step in the research process is to evaluate the material gathered. We will probably find that we have enough material for several lessons. We must now combine some ideas, eliminate others, and perhaps expand on what we found in the research materials. We will also want to give special attentionto the types of support material we have selected (definitions, examples, comparisons, statistics, and testimony). Later in this chapter we will discuss types of support material in detail.Sometimes we have an organizational pattern in mind before we start. If not, as we gather our material, we will probably see that the ideas are beginning to form into some type of pattern. Later in this chapter. we will discuss ways of organizing the lesson.During the research phase, the instructor is likely to find material that students should read to prepare for a given class session. If we keep this possibility in mind when we begin our research, we can prepare a suggested student reading list and save time in selecting student references. When deciding on supplementary reading for the students, we should choose interesting and informative materials that reinforce or support the lesson objectives.Selecting Instructional Methods. After deciding exactly what to teach, theinstructor determines how best to teach it and what instructional method to use.When related to instruction, "method" refers to a combination of techniques orskills used by the instructor to engage students in meaningful learning experiences.A method is a broad approach to instruction-for example, the lecture method orthe guided discussion method. A technique, on the other hand is a specificconcrete skill or procedure used in implementing a method-for example, the technique of using the chalkboard or of using an analogy as support material.Philosophy Underlying Selection. We should choose a teaching method suited to the student's needs as a learner. In making the selection, we consider the ways that people learn: by doing, by discussing, by listening, by observing, by participating. We should select the instructional method that will most effectively guide students toward desired learning outcomes. Our role is to select the method and the techniques that will result in a meaningful learning experience.The Selection Process. No one method is suitable for all teaching situations, because no single method is sufficiently flexible to meet the needs of students in every learning situation In general, as we have seen, the nature of a learning outcome suggests the type of activity that will be most helpful to the students in achieving that outcome. If, for example, we want students to gain skill in performing a certain task, one of the activities should be practice in performing the task. If the desired outcome is knowledge, students should observe, listen, or read so they can relate what they are learning to their own experience. If students must learn to apply a principle, the instructor should ask them to solve problems or perform tasks requiring an application of that principle.The instructional approach we choose for one learning outcome may be different from the approaches that we select for other outcomes in the same lesson. Our primary concern is to plan and select the most appropriate approach for students to achieve each outcome.Lesson Planning Format. Good lesson planning is essential for any systematic approach to instruction. Although many instructors become discouraged by the time required for good lesson planning, a well written and properly used lesson plan can be a very worthwhile teaching aid. Experienced instructors use written lesson plans for a variety of purposes. They can be checkpoints to ensure well-planned learning experiences. They can serve as teaching guides during lessons and as references for other instructors who may teach for us in emergencies. They also serve as convenientrecords of an instructor's planning techniques and methods of teaching. One of the most practical functions of lesson plans is that they serve as step-by-step guides for instructors in developing teaching and learning activities.Authorities differ about the content and form of lesson plans, and many commands and schools have developed their own formats to satisfy particular needs. On the whole, however, most authorities generally agree on the essential characteristics of a good lesson plan. Figure 6.1 lists these characteristics, as well as those items of information which they routinely include.Organizing The Lesson. After we have researched the topic, selected the Array appropriate instructional method, and identified the lesson planning format touse, we must decide how to organize the lesson. Every lesson needs anintroduction, body, and conclusion. In most instances the body of the lessonshould be prepared before the introduction or conclusion. After we preparethe body or main part of the lesson, we will be in a better position to begin orconclude the lesson. The first consideration in planning the body is how to organize the main points, but organization of sub-points is also important. Arrangement of the main points and sub-points of a lesson will help both the instructor and the students-the instructor in teaching it and the students in learning. Most lessons, regardless of their length, divide nicely into from two to five main points.The typical ways of organizing main or sub-points of a lesson are by the patterns of time, space, cause-effect, problem-solution, pro-con, or topic. Furthermore, certain strategies can be used with each pattern from known to unknown, for instance, or from simple to complex. How does an instructor decide which patterns and strategies to use? The lesson material will often organize itself more easily with one pattern and strategy than with another. Let us consider how various patterns and strategiescan be used to organize the main points of a lesson.Information/Materials to be Included:Part 1: Cover SheetCourse/phase/lesson IdentificationInstructor's nameMethod usedObjective (with behavioral indicators of achievement)Main teaching points or task stepsReferences consultedInstructional aids usedHandouts neededPart II: Lesson DevelopmentContent outlineNotes on delivery techniquesCues for use of visual aidsNotetaking space for student inputs 'Comments on effectiveness of plan made after lesson is presentedPart III: EvaluationTest itemsRecord of student performance on test itemsStatistical analysisRecord of test item revisionsPart IV: Related MaterialsHandoutsHomework as assignmentsReading assignmentsSupporting documentsActual instructional aidsClass textFigure 1. Recommended Content and Components of Lesson PlanPlan of Instruction OrganizationTime. Our vocabularies are filled with words which refer to time: now, tomorrow, yesterday, today,sooner, later, earlier, last week, a month from now, four years ago, next time. We Array work, play, sleep, and eat at certain times. Major events in our lives are organizedby time: births, engagements, marriages, deaths. Time or the chronological patternof lesson organization is a natural way of arranging events in the sequence of orderin which they happened, or in giving directions in the order to be followed incarrying them out. This kind of organization is sometimes called sequentialorganization. Certain processes, procedures, or historical movements anddevelopments can often be explained best with a time sequence pattern.The medical technician presenting a lesson on mouth-to-mouth resuscitation would probably use thetime order for the main points:(1) preliminary steps-proper body position, mouth open, tongue and jaw forward(2) the mouth-to-mouth process(3) caring for the patient once breathing resumes.Time order is also a logical approach to lessons dealing with such subjects as "How to Pack aParachute," "Development of the F-15 Fighter," or How to Prepare a Speech."Furthermore, any lesson on a subject with several phases lends itself well to the time pattern. Forexample, given an objective for students to know the three planned phases of the Common Market(where phase one was to precede phase two, and phase two precede phase three), a lesson might havethese main points:(1) Phase one-a customs union where nations agreed to reduce duties,(2) Phase two-an economic union allowing laborers and goods to move freely across nationalborders,(3) Phase three-a political union with national representatives as members of a commonparliament and using a common currency.Of course, rather than looking forward in time from a given moment, the strategy might be to lookbackward from a point in time. In other words, the strategy might be to move from recent to earliertime rather than 'from early to late. Regardless of which strategy is used, the flow of the lesson and thetransitions should make the chronological relationships between main points clear to the students.Space. A spatial or geographical pattern is effective in describing relationships. When using this pattern, the lesson material is developed according to some directional strategy such as east to west or north to south. For instance, if an instructor were describing the domino theory of guerrilla infiltration, a good strategy would make the main points of the lesson correspond to the geographical locations of various nations.With lessons about certain objects, the strategy might be to arrange the main points from top to bottom or bottom to top. A fire extinguisher might be described from top to bottom, an organizational chartfrom the highest ranks to the lowest in the organization, a library according to the services found on thefirst floor, then the second, and finally those on the third.Sometimes, the strategy is to organize the lesson from the center to the outside. For example, the control panel in an airplane might be discussed by describing first those instruments in the center most often used, then by moving out toward the surrounding instruments which are used least often.In all lessons arranged spatially, we need to introduce each aspect or main point according to some strategy. Just as with a lesson organized by time, the subject matter and the transitions should include elaboration and clarification of how the main points relate to one another. A simple listing of the various objects or places without elaboration as to how they are related may confuse the students and make the points harder to remember.Cause/Effect. A cause/effect pattern of organization is used in a lesson where one set of conditions is given as a cause for another set. In such lessons we may use one of two basic strategies to arrange our main points. With a cause/effect strategy, we begin with a given set of conditions and show that these will produce or have already produced certain results or effects. With an effect-cause strategy, we take a certain ,set of conditions as the effects and allege that they resulted from certain causes.The cause-effect strategy might be used in a lesson concerning the increasing number of women in the Air Force. The lesson might first discuss the fact that women are now assuming more responsible leadership roles in the Air Force. One effect of women assuming such roles might be that women are joining the Air Force with increasing frequency.The effect-cause strategy might be used in a lesson on child abuse. The first point might explain the effects of child abuse upon the children themselves, the parents, and even on society. The second point might suggest that the causes are that parents themselves were abused as children or that they lack proper education on parenting.Whichever strategy is used, two cautions must be observed:(1) Beware of false causes. Just because one event or circumstance precedes another does not meanthat the former causes the latter. Many persons assume that "First A happened, and then B took place, so A must have caused B."(2) Beware of single causes. Few things result from a single cause. There may be several causesand they may not act independently. Their effect may be greater or less than the sum of their parts.Lack of safety features on automobiles does not by itself cause most highway accidents, but this cause plus careless driving and unsafe highways may, in combination, account for many highway accidents.Problem-Solution. This pattern, sometimes called the disease-remedy pattern or the need-satisfaction pattern, presents students with a problem and then proposes a way to solve it. With this pattern we must show that a problem exists and then offer a corrective action that is (1) practical, (2) desirable, (3) capable of being put into action, and (4) able to relieve the problem. It must also be one that does not introduce new and worse evils of its own. For example, the issue of controlling nuclear weapons has long been debated. Those against control argue that erosion of national sovereignty from arms control is more dangerous than no control.There are different strategies we might employ when using the problem-solution method. If the students are aware of the problem and the possible solutions, we might discuss the problem briefly, mention the possible solutions, and then spend more time in showing why one solution is better than others. For instance, our objective is for students to comprehend that solar energy is the best solution to the energy crisis. Our main points might be:(1) the world is caught in the grip of an energy crisis,(2) several solutions are possible, and(3) solar energy is the best long-term solution.If the students are not aware of the problem or need, we may describe in detail the exact nature of the problem. Sometimes when students become aware of the problem, the solution becomes evident, and little time is needed to develop the solution in the lesson. At other times we need to spend time developing both the problem and the solution.Still another strategy is to alternate or stagger portions of the problem with portions of the solution. For example, the cost of a project may be seen as one problem, workability another, time to do the project as a third. Taking each in turn and providing solutions to cost, work ability, and time as we present these aspects of the problem may be more satisfying to students than if we had discussed all of the problem and then its total solution.Whatever strategy is used, with the problem solution pattern students must become aware that a problem exists before a solution will be agreed upon.Pro-Con. The pro-con pattern, sometimes called the for-against pattern oradvantages-disadvantages pattern, is similar to a problem-solution pattern in that thelesson is usually planned so as to lead to a conclusion. A major difference, however,is that fairly even attention is usually directed toward both sides of an issue with apro-con pattern.There are various strategies to consider when using the pro-con pattern. One consideration is whether to present pro or con first. Another is whether to present both sides and let students draw their own conclusions or to present the material in such a way that students are led to accept the "school solution." For instance, with a lesson on the effects of jogging we have to decide whether to present the advantages or disadvantages first. Then we must decide whether to let students decide for themselves whether the advantages outweigh the disadvantages. Pro-con plus one is the label given to the organization used when we draw a final conclusion based on the two sides.When deciding the specific strategy to use with the pro-con pattern and determining how much time to spend on each, the following guidelines may be helpful:(1) giving both sides fairly even emphasis is most effective when the weight of evidence is clearlyon the favored side;(2) presenting both sides is more effective when students may be initially opposed to the schoolsolution;(3) presenting only the favored side is most effective when students already favor the schoolsolution or conclusion;(4) presenting the favored side last is generally more favorable to its acceptance, especially if theside not favored is not shown in too strong a light.Topical. A topical division of the main points of a lesson involves determining categories of the subject or lesson objective. This type of categorizing or classifying often springs directly from the subject itself. For instance, a lesson about a typical college population might be divided into topical divisions of freshmen, sophomores, juniors, and seniors, with each class division serving as a main point. Housing might be discussed in terms of on-base and off-base housing. A lesson on the Minuteman intercontinental ballistic missile might be arranged with the main points of warhead, guidance, and propulsion systems.At times the material itself suggests certain strategies for ordering the main points. For instance, a lesson on levels-of-learning lesson planning would most likely begin with knowledge-level planning as the first main point, since knowledge-level lessons are generally simpler to understand. Then the lesson would move on through the hierarchy to comprehension, application, analysis, synthesis, and finally evaluation levels. In other words, our lesson would follow a simple-to-complex strategy in organizing the "topics" or levels-of-learning.Other topically organized lessons might follow strategies of known to unknown, general to specific, or specific to general. The number of strategies for arranging topical main points is practically infinite. The important consideration, as with any pattern, is that we give thought to the strategy of arrangement in order to improve student understanding and learning.Combining Patterns. If we use a single pattern to organize the main points, our lessons will make more sense. We will be able to remember more readily what the main points are when we teach the lesson. Even more important, students will be able to follow the lesson more easily and retain the material if we use a single, logical pattern of organization.While we may choose a certain organizational pattern for the main points, we may decide to use different patterns for sub-points. Consider the following tentative outline of a lesson with an objective for students to know the importance of nonverbal factors of communication.Non-Verbal CommunicationI. Performance factorsA. Upper body (head and face)1. Positive effects2. Negative effectsB. Middle body (arms, hands, torso)1. Positive effects2. Negative effectsC. Lower body (hips, legs, feet)1. Positive effects2. Negative effectsII. Nonperformance factorsA. ObjectsB. Space1. Personal or body2. Furniture arrangementC. TimeNotice that the main points (I. Performance factors and II. Nonperformance factors) are arranged topically. The sub-points for main point I (upper, middle, and lower body) are organized spatially. A pro-con pattern is followed in discussing positive and negative effects from each body performance factor. The sub-points of main point II (objects, space, and time) are organized topically as are the two sub-points under space. The important thing to remember is that each set of main points or sub-points should follow a given pattern of organization. Our tentative outline reflects this fact.Of course, it may be that none of the formal patterns of organization discussed in this chapter adequately fits our content. If this is the case, we must simply strive to organize our lesson in the way that will help present the information to our students in the most meaningful fashion. As we construct our tentative outline, we must do so with our students' needs in mind. But whatever pattern or strategy we choose, it should be a conscious and rational choice and we should be able to defend or explain it. Quite often, the experienced teacher revises the outline three or four times before being satisfied and finally putting it into final form on the lesson plan.The Strategy StatementCharacter and Purpose. The strategy statement is simply a detailed plan which explains one's overall lesson objective and the steps one intends to take in achieving that objective most efficiently and effectively. A well-written strategy statement benefits the writer of the lesson plan by helping to determine the best options to adopt when deciding on methodology, teaching techniques, interim objectives, and type and amount of proof and clarification support. It also helps anyone else who is tasked to teach or modify the lesson later on by spelling out the detailed rationale for choosing these options. When the teachers understand why the different elements of a plan are included and when these reasons are sound, the teachers can more easily adopt the process as their own or adapt the plan more coherently-both internally and as it relates to other lessons in the curriculum. And, just as importantly, the strategy can also benefit the students immensely because it provides a well-formulated overview for the lesson introduction itself by telling the students exactly what will be covered in the lesson without exposing the lesson itself.The strategy statement should be designed in such a way as to walk the instructor through the entire lesson, focussing on every element of the lesson. In this way, a comprehensive strategy statement helps the writer of the plan by forcing the writer to consider questions that are often taken for granted:(1) whether the overall lesson outline and order of main points and sub-points are the mostlogical and intuitively acceptable;(2) whether the teaching techniques one decides to use are the most appropriate for the lesson;and,(3) how much leeway one can take in the presentation before one changes the actual objective.Moreover, it provides a quick mental outline of the entire lesson that helps prevent theinstructor's having to script, or slavishly rely on the lesson plan (thereby destroying thespontaneity of the presentation).Method of Presentation. The strategy statement should move the reader through the lesson simultaneously from the general to the specific elements as well as sequentially, from attention step。
Lesson plan 详细版【范本模板】
Lesson planUnit 5 Traveling AbroadPeriod 1 Warming-up and readingTime：45 minutesThe number of students：50The grade of students：grade two in high school1.The analysis of teaching materials:This unit forms a part of high school English teaching material, Student's Book 7. This unit can be divided into three parts：warming—up，reading，listening about language. Its main topic is traveling abroad and it contains two reading materials，studying in foreign country and traveling in foreign country. Today，we will learn the first part, studying in a foreign country。
In this unit，it tells students what problems they will meet in foreign countries and how to deal with these problems。
Also，it introduces the benefits and difficulties of studying abroad through the story of Xie lei。
2.The analysis of students:As high school students, they have learned English for several years and they have a basic command of English。
Lesson Plan
一、brief introductionGood morning, ladies and gentlemen. I’m Zhu Yi from Huzhou Teachers College. And I’m honored to be here to share my lesson plan with you. The lesson I’m going to talk about today is the reading part from …Besides the brief introduction, I’d like to divide the content of my LPP into 6 parts——analysis on teaching material and learning condition, learning objectives，the language focus and the anticipated difficulties，and teaching procedures二、Teaching material and learning conditionThe topic of this unit mainly talks about the …This passage will be a good opportunity for students to make full use of their imagination and try to express what they are thinking in English. Besides, there are some new words and expressions in the passageOn one hand, the students are from Grade1 in senior high school. As we know, Students at this age are on their way maturity both physically and mentally. However, they lack the critical and deep thinking of the reading comprehension and have a strong sense of individualism.On the other hand, they are in Grade 2, so they have achieved certain English level and own the ability to air their thoughts fluently. But they may be confused about some new words and expressions and havetrouble understanding the sentence structure.三、Learning objectivesAccording to the teaching material and learning condition, I make my learning objectives from 4 aspects——aim on language skill, aim on language knowledge, aim on affects and aim on cultural awareness. I hope that by the end of lesson, Ss can scan the passage undependably and summarize the passage with the help of the clues given by the teacher. And they can master the new words, expressions and sentence structures in the passage. Ss will realize the there are many problems that human beings are facing today and it is important to take some actions to solve it.四、Language focuses and anticipated difficulties●The language focus of this reading period will be to develop Ss’reading skills. It is important for Ss to master the new words and useful expressions in the passage and besides, it is also meaningful for Ss to make full use of imagination and try to express their wild fantasy in English.●However, during this period, Ss may be confused about the usageof …The new words and expressions may cause some difficulties for Ss to understand the passage.五、Teaching methodDue to the Language focuses and anticipated difficulties, I use thethree-stage model as my teaching method.As the current theory views reading as an interactive process, teaching reading in the classroom can be divided into three stages ——pre-reading, while-reading and post-reading.六、Now I am going to talk about most important part teaching procedures. It consists of 6 stages.Stage1: Lead-in (6min)Activity1: Greetings and Video-watching （3 min）I lead in the topic by showing Ss a video-clip on…. And then I ask Ss to brainstorm something about it. The purpose of lead-in stage is to introduce the topic in an interesting way, remind Ss of they have already known and let them think about it. The lead-in stage will help Ss do a little preparation for a large learning task.Stage2：Pre-reading (5min)Before reading, I set a free talk stage. Ss are required to broaden their imagination and talk about the topic with the help of some pictures.Stage3: While-reading (20min)While-reading is the most important part of 3 stages. During the while-reading part, Ss are asked to do 3 activities.Activity1: Skimming (3min)Ss are told to read the passage quickly and answer the following threequestions.Activity2: Scanning (4min)Ss are asked to scan the passage and number the following events into right order.Activity3: Close-reading (13min)This activity consisted of 3 exercises.Exercise1: Ss read the passage and write down the main idea of each paragraph.Exercise2: Ss are told to read the passage again and discuss … and give me reasons for their choice.Exercise3：Pay attention to the grammar in the passage and underline them.These exercises are designed to encourage Ss to be active readers. In other words, they have to read and find out the answers by themselves. These exercises aim to help Ss develop their reading strategies and language efficiency in general.Stage4: Post-reading （12min）Activity1：Retelling of the passage （6min）After while-reading part, I ask Ss to retell the passage with the help of the chart. By retelling, students not only understand the passage better, but also summarize the structure of writing.Activity2: Debate (6min)6 minutes later, I‘d like to set a stage of debate about this topic. Ask Ss to share their views with others.In this stage, Ss are involved into the classroom activities. These two activities are to help Ss develop their comprehensive language competence. There is no right or wrong answer. It is time to discuss and enjoy the reading together.And the homework is writing a short passage about…Finally, here I should mention my teaching concept again. My teaching plan is designed according to it. I adopt students-centered principle in this class. I will try to limit teacher’s talking time and carry out a variety of learning activities to involve most students to join my class. During the process of learning, I’m a guide, an organizer and a facilitator. I’ll try to help my students learn effectively and efficiently. Students will be the real communicator in learning and using the language. Thanks for your listening!。
lesson,plan,模板
竭诚为您提供优质文档/双击可除lesson,plan,模板篇一：lessonplan模板lessonplanunit2lesson1aperfectday(示例)本课是第xx单元第xx课。
本单元围绕xxx话题。
本课计划按两次课完成：第一次课关于warmingupandreadingcomprehension；第二次课xxxxx。
......（示例）period1:warmingupandreadingcomprehension（示例）（90min）objectives1.knowledgeobjectives:1)masterthenewwordsandexpressions2)tousetimelinkers,especiallyadverbsandconjunctions2.abilityobjectives:1)learnaboutthegeneralideaofthetextthroughfastreadi ng2)findoutthedetailedorspecificinformationthroughint ensivereading3)practicestudents’abilitytousethestrategyofpredicationandreference3.emotionobjectives:1)tolearntheheroicspiritofyangliwei2)togetandarrangetheinformationaboutspaceship3)todescribetheprocessoftheflightandthefeelingsofya ngbythewordsandexpressionslearnedinthislesson(此部分可根据实际情况删减)contents1.words:astronaut,flight,launch,rocket,atmosphere,helicopte r,parachute,gravity,manndspaceship,separate…from,becauseof,letout,millionsof......2.expressions:separatefrom与……分离,becauseof因为，由于,liftoff起飞，升空，发射......3.sentences:1)thespaceship,calledshenzhouⅤ,wascarryingchina’sfirstastronaut,yangliwei.2)whenthespaceshipwasdoingitsseventhcircle,yangliwe ishowedtheflagsofchinaandtheunitednations,expressin gthewishesofthechinesepeopletoexploreandusespacepea cefully.municativetasks:questionscanbebasedondetailsin thetext.whydopeoplethinkyangliweiisaherowhatcanwelearnfromyangliwei ……keypointsanddifficulties1.findoutthemainideaanddetailedinformationthroughex tensiveandintensivereading.2.todescribetheprocessoftheflightbythewordsandexpressionslearnedinthislesson.teachingapproachestask-basedteaching,scanning,intensivereading,rolepl ay,pair-worksdebutlaunch.长征七号运载火箭20xx年6月25日晚在海南文昌发射场首飞成功。
Lesson Plan
A lesson plan
IdeasPresΒιβλιοθήκη ntation in writing
Discussion
• What are the essential elements of a lesson plan? • Is there a fixed format for a lesson plan? • What kind of lesson plan would help you win a job opportunity?
– Allotted time (usu. in procedure) – Homework (consolidation and preparation for next lesson) – Self check (体现形成性评价） Attachment: Blackboard design (表格形式)
Example
•
Teaching Objectives:
1. 2. 3. 4. Knowledge: Students will be able to … Skills: Affect & Attitude: …
A formal plan
• • • • • • • • • Title Date & Day Class (No. & level) Length Lesson type period Teacher/ Instructor Teaching Content (简略) (Analysis of the teaching material) • Teaching Aims/objectives • Important Points • Difficult Points • Teaching Methods • Teaching Aids • Teaching Procedure 注意：
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Lesson PlanName: 王亚星Grade: Grade 9 Subject: How do you study for a text?Lesson type: Reading andSpeaking Teachingtime:40minutesOverall Design and Guiding PrinciplesThis is a reading lesson which aims to develop students’ ability in reading, comprehension and speaking. As we know, students had the listening and speaking lesson of this unit. So, to begin with, I will lead the student to review what he learned last class using the Communicative Language Teaching Method. Then, I plan to ask student to read the passage on the textbook and finish the task following the passage. In the stage, I employ the Task-based Teaching Method. It require student to read can try to understand the content of the article. Then, I will analyze the article for students, including the key words and the difficult sentence structure. To be more familiar with these words and sentences, students need to role play.This section is employed as a reinforcement of students’ comprehensive language competence.Teaching ContextAnalysis of teaching material:The main teaching material of this passage is the article on the text book. The passage aims to introduce many method of learning English such as reading English magazine, watching English movie and joining English clubs. Student can learn new words from the passage and they can learn how to express other methods. The following section is the task. These tasks can help student to comprehend and pick up the main information of the passage. It is good to memorize the article. Next, student should learn to make the catalogue and perform it out with partner.Analysis of studentsThe objects of this lesson are students in Grade 9. Students have learn listening and speaking on the topic. As they have learned English for two years. The have a general comprehension of English. Besides, they have their own way to learn English. But their vocabulary may be not rich to express their English learning way. What’s more, their spoken English needs to improve.Teaching AimsAims of knowledge:(1)master and use some important words, such as: flashcard, take notesfrustrating and memorize.(2) be able to use the adverbs of frequency when answering questions. Aims of ability:(1)be able to read the passage and pick up the main information of thepassage.(2) be able to use the adverbs of frequency when answering questions. Aims of emotion:(1)taste the happiness of reading English passage.(2)build confidence towards speaking, which is generally considered asthe difficult points of English learning.(3)be active and cooperative in team work, enjoy the sense ofachievement in cooperation.Aims of strategy:(1)master some methods of independent study.(2)be well versed in transforming input to output.Key Points and Difficult PointsKey points:1.mastering of the key words.2.Be able to use the adverb of frequencyDifficult points:1.listing the useful information from the whole passage2.Be able to use the adverb of frequency3.Making and playing out the catalogue about the topicTeaching Methods1.Task-based Teaching Method2.the Communicative Language Teaching MethodTeaching Aids1.text book2.Power pointTeaching ProcedureStep 1：Review: (5 minutes)Review what they learned last class by asking them some questions: how do you learn English? Do you learn English by reading aloud.Then I’ll ask them what they know about the English learning method.The purpose of my design: (1)warming up(2) to liven up the lesson and lead in thetopic----English learningStep 2: reading (10 minutes)In these 10 minutes, student are asked to read the passage in silence and try to comprehend it and finish the following excise. If they come across any difficult word or sentence, circle it out and solve it in next section.The purpose of my design:(1)to develope students’ reading skill and can list what’s their usefulinformation from the passageStep 3: passage analyzing (20 minutes)First, I’ll check the answer of the blank. Then, I’ll pick the key word from the passage and explain the word for them. For example, I’ll show them a picture on the slide to help them to understand the meaning of magazine. Next, I’ll ask volunteers to translate the passage sentence by sentence. Each volunteer translate for one sentence to ensure most of student can translate for a time.The purpose of my design:(1) to help student understanding the passage deeply and stimulate their enthusiasm of learning English.Step 4:Speaking (12 minutes)First, I’ll ask student to read out the catalogue on the textbook. Then, I’ll give them 6 minutes to make the catalogue and play the role with their partners.If any group is well prepared, we can ask them to play in front of class. Then, they can get some small gift such as candy.The purpose of my design: this section aims at training students’spoken English. It can help them master the key points of the lesson and taste the happiness of communication in English and be more active and cooperative in team work, enjoy the sense of achievement in cooperation.Step 6: homeworkMake more catalogue as the catalogue on the textbook and practice with partner. Read the passage for several times.The purpose of my design: review what they have learned in the class when they back to home.. Guiding students to form the habit of active learning and reinforce what they have learned in the class.Teaching EvaluationEvaluation content：1. mastery of the relevant skills of reading2. students’ interests in learning initiatively.3. the sequence of teaching activities.4. students ability in oral communication.Evaluation approaches：The teaching and learning activities of this lesson will be assessed as it progresses. That is, we resort to formative assessment in class. Five methods are adopted:1)observation2)group work3)demonstration。