Section B优秀教案板书设计

LESSON PLAN TEMPLATE (West China Teachers) 2017 Theme/Topic: Unit 1 Where did you go on vacation? Section B 2a － 2e Grade(s): Grade 8 Time: 45 minutes CONTEXT (minimum of 4-5 sentences): Describe the class you envision teaching this lesson to. For example - How many students are in the class? What is their level of English? Is it a multi-level class? What is the native language of the students? Where is the school located?Is it a rural/urban school?

There are 60 students in the class. The language proficiency of most of my students is medium, and about 15 students are at an advanced level, most of them can successfully finish the tasks assigned in their textbook. Some students speak minority languages and others speak dialects, teachers use Mandarin to teach all subjects although it is not our students’ first language. The school I teach at is a boarding school and located in the rural area close to Xiaguang City; it is more developed than other schools in Eryuan county. Some students are left behind children.

RATIONALE (minimum of 4-5 sentences): Why did you choose this topic for this class? Do you think this topic is important/interesting for your students? Why do you want to learn how to teach this topic better? What aspect(s) of your time at the University of Ottawa prompted you to want to focus your lesson on this topic/activity? The reason I picked this topic is because my students are almost always much so interested in stuff related to vacation, and there are millions of tourists from all over the world travelling to Dali, moreover, the lexical items students learn in this lesson are useful in real life communication. Furthermore, as the main focus of this lesson is on Reading, and reading plays a significant part not only in textbooks but also in the tests, working on different reading skills will improve students reading comprehension and therefore will help them get better grades. I will try my best to encourage my students, motivate them and keep them engaged to achieve the objects as set below.

ASSESSMENT: How will you know that students are able to meet the objectives that LESSON OBJECTIVES: What do you want you have set for this lesson? Each of your students to be able to do by the end of this lesson objectives must have a corresponding in terms of content and language? assessment. It is up to you whether it is formative or summative in nature. Content Objectives (maximum of 3)

Students will be able to…

1.

Comprehend the importance of taking diaries 1. I will give my students some minutes to while travelling. finish tasks 2b, 2c and 2d in the textbooks page 5 and 6

LESSON PLAN TEMPLATE (West China Teachers) 2017

Language Objectives (maximum of 3)

Students will be able to…

1.

use different adjectives to talk/ write 1.students will finish 2b as quickly as they about their feeling while travelling and can according to these adjectives writing travel entries 2.

use simple past tense both regular and 2. students finish 2e using simple past tense irregular to write travel entries of regular and irregular verbs

MATERIALS: List the materials you would need in order to implement this lesson.

Photos, PowerPoint, chalkboard, textbooks,Wiki,sound, video

LESSON PLAN

List the steps that you would follow when implementing the lesson.

Describe the purpose of each step related to your objectives, and what language skill(s) they will be practicing (i.e., reading, writing, listening, speaking, interacting)

Lead-in (introduction to the topic to get students interested)

TIMING STEP(S)

PURPOSE 3 minutes Tell students about my own To elicit students with my own life, make

students interested in the topic vacation I had；

Show photos I took in Canada；

To elicit students, lead students to the topic

step by step, encourage students to talk about Ask students “What did you do

their own vacation last vacation?”

Use visual tool to make students interested in Play a video about my travel in the topic Canada Ask students “Where did you go lead students to the topic step by step last vacation?”

Body (organization of the class – whole class, small groups, individual work, etc.; sequence corresponding to different lesson planning approaches described in class – e.g., task-based –

Pre-Activity, Activity, Post-Activity; inductive/deductive approach, Present-Practice-Production approach). Indicate clearly when you would administer each of the assessments described above. TIMING STEPS

PURPOSE

1.Pre-reading

5 minutes 1).Free talk in group of 4 about Activate my students’ prior knowledge

2a

Q1：“What do people usually do

on vacation?”

Q2：“What activities do you find

enjoyable? ”

LESSON PLAN TEMPLATE (West China Teachers) 2017 2).Read pictures in the textbooks To help students Predict the theme of the

text.

I will use lots of scaffolding techniques at

this stage.

3).Wiki travel page about the To use more multimedia to make students pictures in the textbooks interested in the topic 4.)The type of text: diary entries students become aware of the structure of the text 22minutes 2.While reading

(During the reading I will ask

students to use pencil to underline

sentences and expressions related

to the question, doing like this

students can clean the books

easily.)

6 minutes 1).jigsaw reading to finish 2b To help my students develop their reading

The left students are A, the right skills of scanning , cooperative with others

students are B, students A read Students read and check predictions

the first travel entry and students

B read the second travel entry,

and share the answers each other

Check answers Make sure students have a better

understanding of the tasks

Ask students why “What a big Elicit to read again from my students

difference a day makes!”

8 minutes 2).Detail reading to finish the Students reread these entries, get more

chart in 2c details about the passage, and understand the

feeling of the writer why dose Jane like or

dislike the activities

Check answers Make sure students have a better

understanding of the tasks 8minutes 3).(1)Detail reading to finish Students reread and rewrite the passage with conversations in 2d,read the chart 2d to fill the blanks and have a better before reread the text understanding of these travel entries Check answers Make sure students have a better

understanding of the tasks (2)Role play in group of two Role play the conversations and show and show 13 minutes 3.Post-reading

8 minutes 1).Students complete the blanks Students complete 2e using simple past tense

using simple past tense regular regular and irregular verbs, output

and irregular verbs, finish guided

writing in 2e

5 minutes 2).(1)Read the text after the tape Focus on fluency (2)Divide students group of 6, Focus on fluency ，peer correction

LESSON PLAN TEMPLATE (West China Teachers) and ask students to read the text sentence by sentence, each students read only one sentence. 2017 2 minutes Students read diary entries after class Conclusion and Homework：

read these diary entries after class TEACHER REFLECTION (minimum of 4-5 sentences): What part of the lesson plan do you look forward to teaching the most? What part(s) do you think might be challenging for your students? How might you respond to these challenges?

I like 2b best, jigsaw reading and share reading, I have never used this method before. Students might have difficulty in 2c because it is including too much information to complete the chart. I will give students scaffolding as much as possible I can.

APPENDICES: Include copies/examples of all materials you would need for this lesson (e.g., pages of textbook, website links, handouts, quizzes/tests, etc.)