4a—4d教学设计第二课时

CSC TESOL Microteaching: Lesson plan

Names: Sofia Junior Grade7 book 1: Unit 3 is this your pencil? (section A 2a-2d)

What activity / activities / techniques did you choose? Why?

Activities: back chaining and disappearing text because they are good ways to practice reading and speaking. Techniques: , back chaining and disappearing text . good demonstration about speaking and ICQs.

Activity aims: To give students fluency and accuracy of speaking practice through back chaining and disappearing text activities.

How does this fit in with the rest of your lesson? What would happen before? What would happen after? Before this section, we have talked a little bit about some words of school things and personal pronoun through listening and speaking. After that, we will learn grammar focus and some exercise to review grammar points (general question and personal pronoun)

What are your personal aims as teachers in this micro teaching? NB These are not aims for student achievement, but for your achievement; for example, improve instruction giving in English, try a new drilling technique etc. Name Aim Sofia Improve my classroom language in English, challenge myself English in back chaining, disappearing text , improve my ability to manage a lesson and ask effective ICQs.

CSC TESOL Microteaching: Lesson plan Stage / aim / time / Interaction Lead in:5mins

Set context Demonstration and drills to review last lesson grammar Comment

instruction Pair work Set an example The aim to understand the gist of listening

ICQs to check their understanding

Comment

instruction What will the teacher do and say? Write exactly what you will say. What will students do? Step1 ;Lead in: small talk to review the sentence patterns .(5mins)Teacher pretend to pick up a school bag ,there are many school things(books ,pencil-box ,pencil ,rule, eraser) in it T:（take out a book) Is this your book? S1;No, it isn’t . (then teacher ask S2with another thing. and find out the owner) T;I need 3 volunteers to help to find the owners(give out school things to 3 student sand finish the small talk.）

T;wonderful guys.thank all of you.

Step 2 while listening (2a) (5mins) a.

Give a task;can you find the right things? b.

Group in two persons and teacher ask students take out their school things and mix up with the partner’s. c.

Let students tell the partner these thing that they have .for example ; S1;I have three things ,they are some books, eraser, and a pencil box. S2; I have 4 things . a dictionary ,a rule , some books and a pencil. d.

Then choose the right things and put on the right side of the desk.

T;1.Do we need to take out our school thing and mix them up?( yes) 2.Do we need to talk about all the thing things?( no, just talk own things) 3. Will we put the right things on the left or right side of the desk after listening ? (on the right) e. Teacher play the recording once.

f . check the answer and comment on he students; all of you well done. Good job!

Step 3. listening activity 2b (7mins) a . Assign a task; ask student to count and say out the things on the right side of the desk.(take away the others) b, but these things are not yours .now predict who does it belong to? give out them a piece of paper each group .write down the name when

CSC TESOL Microteaching: Lesson plan Prediction to recycle previously learned structure through communicative task. ICQs to check students to understand it Aim;to listen for details Group work comment

Instruction Demonstration It’s a semi-control Oral practice

Set a context ICQs to check their work feedback Comment

Back chaining to focus on the pronunciation of complex sentences they listening first time (each name one piece of paper) . then predict the things they could be have and put the things under the name. next correct when they listen twice.

T;1, Will we listen to the dialogue once or twice? (twice) 2,Do we need to check the things that we have?(yes, we do.) 3,What do we need to write down on the paper when we are first listening （the name we heard) 4,Do we need to write down the things or put under the name? ( put them under the name) c,Teacher play the record twice. d, group work to check the answer. e ,teacher monitor and give students encouragement.;( perfect . good work .well done . wonderful)

Step4 .speaking activity 2c ( 5mins) a . Set a task; make conversations with the things on the desk. b,T; Is this your book ? S1; no, it isn’t , then change another things and ask:Are these your erasers? S2;Yes , they are.then put the thing into the school bag.

c ,let’s do a group competition. The winners who are first put all the things into the bag quickly. T;1. do we need to ask my partner questions about the things on the desk？（yea, we do) 2.should we put the things inside or out the bag?(inside) d , meanwhile the teacher monitor the class and help students out and give them comment .(good job. Wonderful. Perfect) e ,choose the winner group and congratulation them.( all students clap)

step 5 back chaining activity (10mins) a, lead in; show some pictures to students and ask ; T; are these your pencils?Ss; no ,they are not. and another picture;T: is this your green pen? Ss; no ,they are not.

CSC TESOL Microteaching: Lesson plan Set context：

ICQs to check their job

Back chaining Demonstration of the stress of sentence and words

Comment and feedback

Disappearing text(10mins) instruction Demonstration

ICQ to check their understanding Run activity Set an example Students do the activity comment

Feedback and home work b.set a task; please help me find out who are the owners of the things through the back chaining activity. Divide the students in 3 groups and give them the pictures each group,then write the name on the back of picture after reading the text. T;1.what should we do before we write the name?(back chaining activity)

2.where do we should write down the name ?(on the back of picture)

c .T;Ok,. Now let’s check the text. T; Hi,Anna,are these your pencils ? (students read after the teacher) pencils , your pencils ,these your pencils , are these your pencils?(use gesture to help their speaking)when the student speak a whole sentence, then the teacher write down the sentence on the blackboard. continue the backing chaining activity to practice speaking. (and now the whole dialogue is shown on the board) teacher monitor the class and give them some encouragement.teacher encourage the students ; well done , wonderful ,good job. d .show the back of the picture to check the answer .all the students well done and claps for all of you.

Step 6 .disappearing text activity (10mins)

a ,Set a context; ok, guys, now ,let’s do a competition the winners who can get special gifts if he can recite the dialogue after activity. b,T;please look at the board,when I remove some the words in a sentence,you should say the whole sentence loudly. c ,T; Hi ,Anna ,Are these your ___? A; no.they ____.(the teacher say out the whole sentence loudly.) T; 1,should we speak the whole sentence or not if I remove some the words in the sentences?( read the whole sentence) 2, can we read the sentence loudly?(yes ,we can)

d , Remove the words 4-5 times and every time students read the dialogue loudly. It’s a good way to remember the dialogue. f ,choose the volunteers to recite the conversation. Choose 2-3 students to try it. (give them some encouragement)

g ,every one is positive ,well done ,congratulation to the winners ,the special gifts are chocolates for the winners.(clops)

Step 7feed back(,the aim is challenging students) (3mins)

CSC TESOL Microteaching: Lesson plan Instruction Teacher demo

ICQs of the understanding Group work

Homework Stage / aim / time / Interaction a ,Set a task; the teacher hand out some authentic things to student, b ,let them use these things to make a conversation in groups(two persons in a group) c ,the take a pen of Lucy and say to a student; is this your pen?no, it isn’t. it’s Lucy ‘s. Take a book to ask S2; is this your book? No, it isn’t .it’s teacher’s. T;1,can I use the dialogue ?( point the board)(yes .I can) 2, must we use the thing belong to us or not? (not) d, meanwhile teacher monitor and encourage them ,wonderful,perfect.good idea.

f, write down 2 dialogues they’ve talked on the note book.

What will the teacher do and say? Write exactly what you will say. What will students do?

CSC TESOL Microteaching: Lesson plan