LESSON PLAN OVERVIEW
Name
Duan Chuntao
Date
04/25/2016
Level
Class 6, Grade 8, High School Affiliated to Southwest University
Product success objective(s)
Process success objective(s)
By the end of the class, students will be able to:
1. role-play the story;
2. make a report about their plans for sharing housework;
3. understand different cultures about doing housework in China and America;
4. be aware of the responsibility of doing housework.
By the end of the class, students will be able to:
raise questions about the story with key words provided;
scan for detailed information of the story or the report;
compare the information of teens doing housework in China and America;
monitor and evaluate their own study.
Anticipated problems
Possible solutions
Students might have little interest in the topic of doing housework.
Students might have difficulty in role-playing the story.
Students might have no idea of how to make a report about their plan for sharing housework.
Introduce the topic by doing an interview to activate their background knowledge.
Give an example and encourage Ss. to add their own ideas to the role-play.
Provide them with a table to compare their past with the future plan, and then give them part of a report example.
STAGE NAME＆TIME
STAGE AIM
TEACHER ACTIVITY
STUDENT ACTIVITY
MAIN INTER-
ACTION
TEACHING AIDS
Getting
ready for learning
2 minutes
Get students ready for learning.
Greet Ss. warmly;
Introduce the learning objectives.
Greet the teacher;
Be aware of the learning objectives.
T-Ss
Hand-out/ PPT 1-2
Pre-reading
5 minutes
Review some key phrases learned last week;
Introduce the picture and activate students’ background knowledge;
Achieve the first process success objective.
Review the expressions of doing housework by doing an interview;
Help Ss get familiar with new vocabulary (throw down, shirt, as soon as, all the time);
Guide Ss to observe the picture;
Guide Ss to guess what the story is about.
Talk about what housework they do;
Talk about how much time they spend on housework a day;
Tell what they can see in the picture;
Ask questions about the picture with provided key words.
T-Ss
Hand-out/ PPT 3-4
While-
reading
12 minutes
Achieve the second process success objective;
Get students familiar with the plot of the story;
Cultivate students’ thinking ability.
Instruct Ss to find the answers to their own questions;
Guide Ss to read again and focus on the changes of the plot and characters’ feelings;
Guide Ss. to think about what might happen to Nancy before the next day.
Read the story and find the answers to students’ own questions;
Read the story again and discuss the questions;
Use their imagination to fill the information gap in the story.
T-Ss
Ss-Ss
Hand-out/ PPT
5-7
Post-
reading
19 minutes
Achieve the first product success objective.
Guide Ss to role-play the story between Nancy and her mom;
Encourage Ss to add their own ideas to the role-play.
Act out the story in groups of 3 with the help of the example and target language support.
T-Ss
Ss-Ss
Hand-out/ PPT 8
Achieve the second and third process success objective.
Instruct Ss to read provided reading material quickly and answers questions;
Guide Ss to compare the housework interview information between themselves and American peers.
Read the report quickly;
Answer 3 questions about the report.
T-Ss
Hand-out/ PPT 9-10
Achieve the second, third and fourth product success objectives.
Guide Ss to make a report about their past behavior and the future plan for sharing housework with the help of an example.
Compare and reflect on the information from themselves and the report;
Make a report.
T-Ss
Ss-Ss
Hand-out/ PPT 11
Summing up
1 minute
Achieve the fourth process success objective.
Guide Ss to check if they achieve the objectives.
Finish the Self Check table.
T-Ss
Hand-out/ PPT 12
Homework
1 minute
Recap and assign homework.
Make a summary;
Assign homework.
Review what they have learned;
Get to know the homework.
PPT 12
Black Board Design
If I could redo it, I would ...
Unit 3 Could you please clean your room?
throw down
as soon as
all the time
neither
Unit 3 Could you please clean your room? 说课稿
重庆市北碚区西南大学附属中学 段春涛
Good morning, distinguished judges! It’s a great honor for me to stand here to interpret my reading lesson. I’ll demonstrate it in the following 7 aspects.
Student analysis:
My students can be categorized into fast learners and they are used to previewing and reviewing, and have a good level of English proficiency compared with other classes in Grade 8. This lesson is the second period in Unit 3, so they have learned some expressions and sentence structures in the first period, such as “Could you please ...?”, sweep the floor, take out the rubbish, fold the clothes and so on.
They are highly motivated English learners who are willing to express their own ideas and interested in foreign cultures. In general, they are active, imaginative and creative when carrying out English activities in class.
Teaching and learning materials:
The main reading material is taken from Student’s Book 4 of Go for it! (PEP). This unit mainly talks about family chores, and the language goals are reviewing making polite requests and asking for permission. The main text tells a story about “Nancy” and her mom in the first person, and it describes the common family conflict between Nancy and her mom over doing housework. The other supplementary reading material is created by me and offered to my students as a scaffold for comparing different cultures in China and America and better understanding the family responsibilities.
Therefore, this unit is very important in the process of developing students’ proper living habits and their sense of responsibility. What’s more, it is also helpful to shape students’ cultural character.
With an illustration and little new vocabulary, the text book reading material is easy for students to understand. However, the complicated layout and no title make it difficult for students to grasp the plot.
On the other hand, the supplementary reading material is a short report about American teenagers doing housework. With a title and subtitles in bold, its layout is salient.
In view of the text features and the English proficiency and characteristics of my students, the focal points lie in how to clarify the plot of the story and explore the theme of sharing responsibilities. The difficult points rest on how to lead students to grasp the plot and emotion changes of the character and how to provide the scaffold for students to act out the story. The critical point lies in exploring the theme and the writing purpose.
The text book reading material is the focus because it is the foundation. The vocabulary in the last period (page 18) is reviewed, and only the vocabulary about this reading material is presented and practiced (page 19) in the authentic context.
For the supplementary reading material, students only need to extract the information to bridge the gap of comparing themselves with American peers.
Teaching objectives:
According to the National English Curriculum (2011) for compulsory education, the following reading skills are required:
finding the theme of the passage;
predicting and understanding the plot of the story;
using reading strategies for different reading aims;
reading a large number of English material after class;
cooperating with others;
making good use of pictures;
understanding and comparing foreign and Chinese cultures…
Based on the requirements above, the features of the reading materials, and the characteristics of my students, both product success objectives and process success objectives are supposed to be achieved through this lesson.
In the learning process, students can:
1. raise questions about the story with key words provided;
2. scan for detailed information of the story or the report;
3. compare the information of teens doing housework in China and America;
4. monitor and evaluate their own study.
By the end of the class, students will be able to:
1. role-play the story;
2. make a report about their plans for sharing housework;
3. understand different cultures about doing housework in China and America;
4. be aware of the responsibilities of doing housework.
Focal points: the plot of the story, the changes of characters’ emotion, comparing the cultural differences.
Difficult points: how to facilitate the students to role play the story, and how to analyze the emotion changes.
Teaching and learning methods
As for teaching methods, I mainly draw on the Task-based Language Teaching (TBLT) and Communicative Language Teaching (CBL). I focus on assisting students’ learning. To achieve the aim, the whole lesson is carried out via step-by-step tasks, during which sufficient scaffolds are provided.
Cooperative learning method is adopted throughout the lesson, students work together to do an interview, discuss questions and role-play in groups. Students can learn by using the target language, and applying learning strategies (predicting, skimming, scanning, acting out, monitoring their own learning process, and evaluating their own performances).
Teaching procedures:
In all, there are 6 stages in my lesson. Generally speaking, the first stage is preparing students for learning. Stages 2, 3 and 4 deal with the reading materials. In Stage 5, students are guided to reflect on what they have learned and check how they performed. Task 1 lays the foundation for Task 7. Finally, homework is assigned.
In my lesson, much emphasis is put on developing students’ core competences--- language ability, thinking quality, cultural character and learning ability. Tasks 1, 3 and 6 are designed to develop their language ability. Tasks 2, 4 and 5 develop students’ thinking quality. Tasks 7 and 8 can shape their cultural character. Self check and Objective introduction can cultivate their learning ability. But we should note these core competences are not separated from one another but overlapped and interconnected.
Allow me to interpret my lesson in detail.
Stage 1 Getting ready for learning
Specifically speaking, the first stage is to get students prepared for learning and also aware of what they will be able to do at the end of the class. This can help them direct and monitor their own learning process, which can facilitate them to adopt the self management strategy.
Stage 2 Pre-reading (Task 1, and Task 2)
Students review words and expressions learned in the last lesson, and an interview is briefly done to elicit the fact that they seldom help with housework, which lays the foundation for comparison with US teenagers later. This task can recycle and consolidate the vocabulary and activate their background knowledge. And new vocabulary such as “throw down, as soon as”, is also presented.
In Task 2, students are encouraged to observe the picture and predict the content by raising “wh-” questions. In the meantime, students can get exposed to new vocabulary “as soon as” again in the context.
Stage 3 While-reading (Task 3, Task 4 and Task 5)
Since students’ interest has been aroused, it is natural for them to scan for the answers to their own questions in Task 3.
In Task 4, students will discuss the question “How did Nancy and her mom feel at first and at last?” and locate the supporting sentences in the text book. They can cooperate with each other in pairs to solve the problem. Then, with the help of the flow chart, they are supposed to take hold of the emotion clue of the story so that they have a deeper understanding of the emotion changes and the conflict between mom and Nancy.
In Task 5, the communicative learning method is employed. To fill in the plot gap, students are encouraged to imagine the omitted part of story by discussing in pairs “What might make Nancy finally understand her mom and feel sorry?” Students can express their wildest thoughts about what might have happened. And a pair of students has come up with the idea that the dog help with Nancy to understand it is a fair job to help her mom with housework.
Another question “Why did the writer tell the story?” is asked to lead students to explore the purpose of writing, to read beyond the lines and to interact with the writer.
After that, the 3rd question “What title can you give to the story?” is put out to explore the theme of the story.
One question after another is asked to facilitate students to fully understand the importance of sharing the responsibilities of being a family member.
Stage 4 Post-reading (Task 6, Task 7 and Task 8)
There are 3 steps in this stage. Based on the previous Transition Device (the information table) and the emotion clue flow charts, students are now linguistically and psychologically ready for output--- role-playing the story. Students can learn and consolidate the target language by using it in the authentic context.
To provide a scaffold for students’ reflection, a supplementary material is presented. Students are required to use the subtitles to locate the answers to the questions quickly. They are reminded to pay attention to the text structure, just underline key words, and ignore the unrelated information.
And then students are asked to fill in the comparison table, which responds to the interview table in Task 1. Obviously, there’s a great contrast between my students and US teenagers. Realizing how little they have done for their family, my students truly feel regretful and sorry so that they have the motivation to make changes.
Task 8 comes naturally: to reflect on their past and plan for sharing housework in the future. And with the help of an example, they are required to give a short report.
Stage 5 Summing up
In order to find out to what extent my students have achieved the learning objectives, an evaluation table is presented for students to check and monitor their own study.
Stage 6 Assigning homework
Homework must include written and oral forms. To develop a good learning habit, students review and preview.
Blackboard design
In the middle part of the blackboard is the unit topic. On the left side, there is some new vocabulary. On the right side, it is the comparison table of doing housework.
Teaching reflection
As you can see in the flow chart, all the tasks are interacted and interlocked logically. The design principles of the lesson is based on Task-based Language Teaching, Cooperative Learning, the principle of learning by using, communicative language learning, the schemata theory and scaffolding principle of constructivism.
The lesson focused on the plot of the story, the changes of characters’ emotion, and comparing the cultural differences. Much time was spent on facilitating the students to act out the story, and analyzing the emotion changes.
The highlight was that with sufficient scaffolds, students were able to present wonderful performances in Task 6---role-play. In their imaginative role-play, even the dog got the chance to speak up. And another group has got help from Nancy’s friend Tom. Their performances were lively and brilliant. More than that, after the comparison, most of them realized how little they have done for their family. And in the reports, students made great plans for the future. We can see the lesson improved their moral learning.
Through this lesson, students’ four core competences are developed, especially their thinking quality and cultural character. Time permitting, more groups should be chosen to stage the role play. Students can also be encouraged to share their own conflicts with parents and how the problems are solved.
课件28张PPT。
Could you please clean your room?
Reading 3a-3c1Welcome to Unit 3重庆市北碚区 西大附中 段春涛Teaching & learning materialsStudent analysisLearning objectivesTeaching & learning methodsTeaching proceduresBlackboard designTeaching reflectionContents Student analysisLanguage levelCharacteristicsBackground8Ⅱ, urban area, 14-15,
good education,
seldom do choresfast learners,
Could you please...?
sweep, take out rubbish...active,
imaginative, creative,
highly motivatedTeaching & learning materialsUnit 3 3a-3c, Grade 8 Ⅱ, Go for it! (PEP)The supplementary material Learning objectives《义务教育英语课程标准》 找出文章主题，理解故事情节，预测故事情节及可能结局；
根据不同的阅读目的，运用简单的阅读策略获取信息；
课外阅读量累计达到15万词以上。积极与他人合作完成任务；
善于利用图画等非语言信息；
关注中外文化异同，加深中外文化理解。学习能力 文化品格思维品质语言能力Learning objectivesFocal points：the plot of the story, the changes of characters’ emotion, comparing the cultural differences
Difficult points: how to analyze the emotion changes,
how to facilitate students to role-play,
Teaching & learning methodsTBLT (Task-based Language Teaching)
Constructivism: ScaffoldingCooperative Learning
Inquiry learningTeaching proceduresStages① Getting ready② Pre-reading ③While-reading ④Post-reading ⑤Summing up⑥ HomeworkTasksGreetings & Introducing objectivesTask 1, Task 2Task 3, Task 4, Task 5Task 6,Task 7, Task 8Self CheckHomework Teaching proceduresTasksGreetings & Introducing objectivesTask 1, Task 2Task 3, Task 4, Task 5Task 6,Task 7, Task 8Self CheckHomeworkLearning ability (学习能力)Language ability (语言能力)Thinking quality (思维品质)Cultural character (文化品格)Core Competences学习能力 文化品格思维品质语言能力
Could you please clean your room?
Reading 3a-3cBy Duan Chuntao10Welcome to Unit 3At the end of this class, I will be able to
① role-play the story;
② make a short report about my plan for sharing
housework;
③ understand different cultures about doing housework
in China and America;
④ be aware of the responsibility of doing housework.11Learning Objectiveswash the dishes
take out the rubbish
sweep the floor
clean the living room
wash your dirty shirts
wash the family car...Task 1 Do an interview.1. Do you often throw down your bag as soon as you
come home from school?122. Do you watch TV all the time and never help out
around the house?Task 2 As soon as you see the picture, what questions can you think of?13In the living roomMomNancywatch one showTask 3 Read the story and find answers to your own questions. cleanedtake the dog for a walkLast month14did housework shouted?Task 2 As soon as you see the picture, what questions can you think of?Task 3 Read the story and find answers to your own questions. Encourage their inquiring learning
Cultivate the problem-solving awareness16angrysurprised
happyTask 4 Read the story again and discuss the question.sorryHow did they feel at first and at last?angryemotion changessorryangry??Task 5 Work in pairs, and discuss the questions.1.What might make Nancy finally understand
her mom and feel sorry?For one weekThe next day2. Why did the writer tell the story?
3. What title can you give to the story?Share the responsibility of doing housework 18Task 6 Work in groups of 3, and role-play the story.Mom, I’m home!
...Could you please...? Could I ... first?... ...... What happened?I’m so sorry...?Language support:
throw down
as soon as
all the time
neither of Task 3Task 4Task 5Task 6role-playthe plotthe emotion cluefill in the plot gapthe writing purposeProvide the scaffolds for the role-play1. How much time do American teenagers spend on housework?2. What housework do American teenagers do?Task 7 Read a report and answer the questions.203. Why should children do housework?21Americans VS. Chinese72clean the family toiletdo a clean-upcook mealswash the family carTask 7 Read a report and answer the questions.Compare themselves with US teenagersTask 1 Do an interview.Elicit housework information from my studentsTask 8 Think about our past, and plan for our future.
What change(s) will we make? Make a report with the help of the table. Example:
Hello, everybody! I’d like to share my past and plans for the future. In the past, I _________________. But now, I decide that___________________________.2324At the end of the class, I can...
role-play the story;
② make a short report about my plan for
sharing housework;
③ understand different cultures about doing
housework in China and America;
④ be aware of the responsibility of doing housework.Good
ExcellentOKSelf Check
HomeworkHelp your parents with housework this weekend and
remember to take photos, write a short passage with words learned, share them on Wechat or QQ zone, and invite your friends to join you.
Finish 3c on page 19, find more similar words in
Unit 1 and Unit 2 and make sentences with them.
Preview Grammar Focus on page 20. 25Blackboard designthrow down
as soon as
all the time
neitherUnit 3 Could you please clean up your room?3a-3cFurther developmentTeaching reflectionHighlightsObjectives and processCorrelated tasksSelf inquiring learning by tasks学习能力 文化品格思维品质语言能力28
