Home rules教案2

Mandy’s Teaching Plan for Writing (2019-5-14) Lesson Plan Unit 6

Speaking & Writing

Background Information Teacher’s

name

Class/ Room Date/Time/ length of lesson Mandy （Manrong Luo）

Room 201（Class 8, Grade 7）

(8:35-9:15) 2019-5-14 40 minutes Teaching Point Learn to use imperative sentences to write some reasonable family rules.

(What language item/skills will you be working on?) Main Lesson Aims 

Be able to write family rules by using “be allowed to do; Imperative (What do you hope the sentences; should/shouldn’t do…”

students will be able to do 

Talk about their family rules. better after the lesson?) Evidence 

Ss can use “be allowed to do; Imperative sentences; should/shouldn’t do…”

[How will you know that this to write family rules. has been achieved?] 

They can write a short passage about their own family rules. Personal Goals 1.

Go on learning to make my instructions more concise.

[what are you trying to 2.

Work hard to be more confident. improve in your own teaching 3.

Make sure the exercise tasks are challenging for those upper-intermediate skills?] students. 4.

Expand students’ vocabulary. Class Profile [size/age/level/ background /needs]

There are 52 students in Class Eight and most of them are 14–year-old upper-intermediate students who have learned English for more than 5 years. These students are quite good at learning English, but most of them are very shy, they don’t want to talk loudly in class especially in public. They need to be more confident. Rationale In the lead in period, I will present some examples for them to follow and then [How do the aims of this ask for their opinions. This will help reduce their anxiety of making mistakes in lesson help meet learners’ public and also help them to become more confident. needs?) Timetable Fit

The topic of unit 6 is about Electrity. As it is the last period of the whole unit, students have studied some passages, listened to some conversations about how to keep safe at home or outside.

Assumptions Students know some related words about safety tips. [What the students know/ can They can write with the topic of “safety tips” but they are not able to write a do already] passage about it correctly (at least not all of them).

Anticipated problems

Proposed solutions

Teaching Context Materials

Page 1 of 3 Perhaps it would be difficult for students to avoid some language mistakes while speaking and writing. In the lead in period, help them answer questions by using some key language structures like: be allowed to do, should/shouldn’t do…Also, I will put these on the blackboard. Electricity Oxford English ( Guangzhou Edition) 7B, Shanghai Educational Press

Mandy’s Teaching Plan for Writing (2019-5-14) Procedure

Stage Revision (2mins)

Oral practice 1 (5 mins) Oral practice 2 (2 mins) Pre- writing: language imput

(6 mins) While- writing1 (6 mins) Aims Teacher’s activities Students’ activities Recall what they have learned about the safety tips of rice cooker. Discuss then practise in pairs based on examples: 

S1: May I ______? 

S2: No, you may not. You must______. Then you may _____.

Interaction

T-Ss

T-Ss S-S

Revision what they Guide students to revise the have learned in the last safety tips about rice cooker. period

Lead in the topic and focus on some useful languages: 

Modal verbs



Imperative sentences 

Clauses: when, if Ask students some questions about safety tips. 

Keep…dry 

Do not…if…

Collect more students’

Encourage students to Brainstorm more safety

ideas about safety tips brainstorm more ideas about tips in different places(at T-Ss in different places. safety tips.

home, at school and outside). Introduce another rule Show an article about Joan’s --family rule.

problem with her parents to students. Students complete gaps in example letter and reply. Encourage them to make reasonable family rules for both parents and children. 1. Talk about problems between teenagers and parents. 2. Fill in the missing words.

T-Ss Ss-Ss

Ss-Ss

Divide students into groups Discuss and write family to write family rules. Some rules in groups of four of them write rules for students. parents and some of them for teenagers. Post- writing1 (2mins)

While- writing2 (10mins) Improve their reading

Tell them to read their family Read their family rules to T-Ss ability. rules to other groups. students in other groups. Ss-Ss

Improve their writing Ask them to write a short Think about their own ability and language passage about their own family lives and write accuracy on the topic. family rules: about their family rules. 

What family rules does your family have? 

What do you think of them? 

What’s your advice to your parents? Get to know more about other’s opinions and learn to evaluate the writing. 1. Ask students to write Exchange family rules to down their family passage on help correct some language their own. mistakes. 2. Get them to exchange their writing.

Ss-Ss

T-S S-S

Post- writing2 (5mins) Summary (1min) Page 2 of 3 Consolidate what they To go over what have learnt today. have learned today.

Mandy’s Teaching Plan for Writing (2019-5-14) Homework Go over what they’ve Make your writing even better. learnt in this period (1min)

Page 3 of 3