Learning about Language说课稿【一等奖】

Li Wang (Lucy) Module 1, Unit 4，Writing : reporting a disaster

LESSON PLAN Rationale Background Information: This lesson plan is designed for my class learning English in Guangzhou City No.21 Middle School, China. They are aged from 15 to 16. Their average English level is intermediate. They like visual aids to help them understand the meaning of lexis or comprehend the text. Most of them are willing to show their opinions and take part in group work. According to the result of last exam for Module 1, Unit 1 & 2, their average scores for writing part were about 7 with the total marks 15. So in this period, I want to guide them to improving their writing by focusing on the correct use of chunks or some useful expressions. They are supposed to review the expressions learned in Unit 4 first. And then they should refer to some examples to get more useful expressions. At the same time, they can learn to use some proper conjunctions, such as ‘as a result, besides, what’s more’ and so on, to help increase the coherence of the passage. In the next step, they should try to make correct sentences by group work, in which those who are weak at English can get help from those better ones. After that, they will have a chance to practice using the proper conjunctions, which can be a reflection of the previous step for inputting the target language. Finally, they are supposed to finish writing a news report about an earthquake individually with all the previous guidance. After class, they will evaluate their partner’s work with a peer evaluation form, which can help them spot the mistakes in their work and raise the awareness of finishing a writing task successfully by paying attention to the three aspects of evaluation. The design of this lesson aims to reduce the stress and barriers for students to write something as well as help students build up more confidence in improving their writing skills and levels. And the exercises or practice are designed with the basic rules: (1) from words or chunks to sentences and then to passages; (2) from controlled exercises to semi-controlled exercises; (3) from input to output; (4) all the steps are related to each other with reasonable contexts; (5) increase their vocabulary based on what they have learned; (6) using visual aids, like pictures, to help students remember the expressions more efficiently.

Module 1, Unit 4, Writing: reporting a disaster

Li Wang (Lucy)

Teacher’s name

Class/ Room Date/Time/ length of lesson Teaching Point (What language item/skills will you be working on?) Main Lesson Aims (What do you hope the students will be able to do better after the lesson?) Evidence [How will you know that this has been achieved?] Personal Goals [what are you trying to improve in your own teaching skills?] Li Wang (Lucy) Class 5/ Class 6, Senior One, Guangzhou City No.21 Middle School. Classroom of Class 5 / Class 6. Oct.22, 2014, 9:45-10:25 am / 10:40-11:20, 40 minutes 1. A few expressions for describing a disaster. 2. Proper conjunctions to help build up the coherence of a passage. At the end of the class, the students will be able to 1.

describe some situations of a disaster by using proper expressions; 2.

use proper conjunctions to make the whole passage more coherent; 3.

finish a writing task with the input and guidance.

Students can 1.

output the useful expressions or junctions reviewed or learned in this period; 2.

finish the writing task correctly in general. 1.

To improve the skill of leading in the lesson more naturally. 2.

To improve the timing of a lesson.

Module 1, Unit 4, Writing: reporting a disaster

Li Wang (Lucy) Class Profile [size/age/level/ background /needs] It is a class of 45 (48) students who are aged from 15 to 16. They are intermediate. They are active, outgoing and willing to answer questions and show themselves. They need to increase their vocabulary and raise the awareness of the coherence of a passage. Also, it is necessary for them to practice writing English in complete sentences more fluently and to build up their confidence of writing gradually. Rationale For detailed information, please see Rationale on Page 1. [How do the aims of this lesson help meet learners’ needs?)

Timetable Fit Assumptions [What the students know/ can do already]

Anticipated problems The period of consolidation after the main reading comprehension and dealing with the language points. 1.

The students have learnt some vocabularies about earthquakes. 2.

They are also familiar with the topic of earthquakes. 3. They have practiced group work and writing things on the blackboard. 4. They have known the function of some conjunctions. 1.

Some of them may have difficulty in finding out the corresponding expressions according to the Chinese meaning given by the teacher. 2.

Students may make some grammar mistakes in making sentences. 3. The timing may be out of expectation. 1.

Get the students to work in pairs to find out the expressions. 2.

Ask the students to work in groups to share their ideas and pump them to give peer correction when the answers are checked. 3.

Refer to the teaching plan in time and make the instructions more concise. Teaching Context

Reporting an earthquake. Proposed solutions

Module 1, Unit 4, Writing: reporting a disaster

Li Wang (Lucy)

2

LESSON PLAN Name Li Wang (Lucy) PROCEDURE [What the teacher will do] TASKS [What the students will do] INTER-AIMS ACTION T - Ss 1) Lead in students’ opinion on reporting a disaster. 2) Arouse Ss’ interest in finishing the writing task. 3) Activate Ss’ background information about disasters including earthquakes TIME 2 mins PROCEDURE STAGE 1. Lead in Ask students some questions to lead Interact with Teacher. in the topic of earthquakes. Share their opinions about after-class activities and disasters including earthquakes. 2. Review some useful expressions learned in Module 1, Unit 4 3. Learning from the examples Help Ss remember some expressions about earthquakes learned in Unit 4 by showing some pictures and giving the Chinese meanings. 1) Guide students to studying the examples on the hand-out to get more useful expressions for describing a disaster. 2) Ask Ss to work in pairs to find out the corresponding English forms of the designated Chinese Finish the sentences with the help of the pictures and the Chinese meaning. T-Ss 1) Activate Ss’ vocabulary about 3 earthquakes. mins 2) Help students remember the relative vocabulary by offering situations. 1) Let Ss study some examples 8 to get more useful expressions mins which will be used in their writing later. 2) Help Ss understand the basic tense used to report a disaster. 3) Guide Ss to finding out some 1) Look at Part 1 on the hand-out. S-S 2) Work in pairs to find out the T-S corresponding English forms of the designated Chinese expressions. 3) Check the answers with Teacher. 4) Highlight the verbs in the passage and try to understand the basic tense Module 1, Unit 4, Writing: reporting a disaster

Li Wang (Lucy) expressions. 3) Check the answers with some of the students. 4) Remind Ss the basic tense used to report a disaster by asking them highlight the verbs in the passage. 5) Ask Ss to go through the two passages again to find out some useful conjunctions which help increase the coherence of the passages. 6) Check the answers with some of the students or with the whole class. 4.Completing the sentences 1) Organize students to work in groups to finish the sentences. 2) Walk around the class during students’ discussion and offer help if necessary. 3) Ask each group to choose one student to present their version on the blackboard. The quicker ones will get the chance to write down one sentence. 4) Check the answers with the (past tense) used to report a disaster. 5) Work in pairs again to find out some useful conjunctions which help increase the coherence of the passages. 6) Check the answers with Teacher. useful conjunctions in the examples, which will raise their awareness of the coherence of a passage. 1) Work in groups to finish the sentences. 2) Ask Teacher for help if necessary. 3) Each group chooses one students to get the chance to write down their answers on the blackboard. 4) Offer their opinions to correct the mistakes when there are some mistakes in the answers presented on the blackboard. 5) Check the answers with Teacher by Module 1, Unit 4, Writing: reporting a disaster Ss S-Ss T-Ss 1) Let Ss learn to express something about disasters in complete sentences. 2) Offer Ss chance to help each other in translation. 3) Help weak students understand some grammar knowledge in making sentences better.

11 mins

Li Wang (Lucy) whole class by correcting the mistakes in students’ answers on the blackboard. If possible, invite some students to come to the blackboard and correct the mistakes or to correct the mistakes orally after Teacher highlights the mistakes. 5) Show Teacher’s version of the translation exercise on the slides 5. Fill in the blanks with proper conjunctions. watching the slides. 1) Put the sentences in Part 2 on the 1) Look at the passage with some hand-out together on the slide blanks and think about what with some blanks between the conjunctions can be used in each sentences. 2) Ask students to think about what conjunctions they can put in the blanks to increase the coherence of the passage. 3) Check the answers with Ss. S Ss T – Ss 1) Give students one more chance to pay attention to using conjunctions in writing a passage. 2) Help Ss reflect what they’ve learned about coherence in Step 3. 1 min blank.

2) Offer their answers. 3) Check the answers with Teacher. 4) Share their answers with their group mates. 5) Check the answers with Teacher. 4) Remind students to use 6) Reflect whether their prediction has conjunctions properly to increase helped them finish the listening task. the coherence of their writing. 6. Task 1: 1) Explain the task to the students. 1) Understand the rules for this task. writing a news 2) Get students to finish the writing 2) Finish the writing task individually. report about the task individually. 3) Ask Teacher for help if necessary. Lushan 3) Walk around the classroom and Module 1, Unit 4, Writing: reporting a disaster S T-S

1) Students finish the writing task on their own to output what they’ve learned in this period. 12 mins

Li Wang (Lucy) Earthquake.

7. Summary offer help if necessary. 2) Offer Ss chance to organize their thoughts in writing a passage. Summarize what they have learned in this period with the help of the peer evaluation form. T- Ss Help students go over the main points of this lesson and help them understand the important elements for a successful writing. Listen to Teacher’s requests and make T-Ss sure they understand the requests.

The homework is designed to consolidate the vocabulary and sentences they have learned in this period. Also, they can learn to evaluate a composition with some certain rules. They will get peer help in polishing their writing. 1 min 2 min 1) Hand out the peer evaluation for to Ss and explain its function is to help them check the important points of evaluating a composition. 2) Summarize what they should learn by heart to report a disaster. 8. Homework assignment 1) Show students what their homework is: to exchange their work and give peer evaluation with the peer evaluation form. 2) Ask Ss to polish their work after the peer evaluation.

References: 1.

‘New Senior English for China, Student’s Book 3’, Daoyi, Liu, People’s Education Press, second edition, 2007 (It is the 27th printing in 2014). 2.

The examples come from some test papers or exercise books designed by others, which have been adapted by our senior one teachers.

Module 1, Unit 4, Writing: reporting a disaster