資源4Lesson-plan

1、Lesson Plan Please complete all sections of the plan before teaching the lesson. You must provide a copy of the lesson plan & all materials for the tutor. You can also share your lesson plan & materials with your TP colleagues.Name (English)MichelleLesson No.2Date24 April 2015Name (Pinyin)Sh

2、i ShiLevelGrade 8Main Lesson Focus(Please tick)P Grammar Lexis Functions Reading Listening Speaking WritingCandidate No.009No. students40Which lesson shape/framework are you using?P PPP T-T-T Guided Discovery TBLSchoolJianping West Middle SchoolLesson length40 minMain Lesson Aim(s) For students to (

3、review, use, develop, practise) Subsidiary Aim(s) For students to (review, use, develop, practise)l To practise using reported speech in YES/NO questions.l To practise using whether/if in object clauses.l To develop some speaking fluency when using TL.Personal Aims Which teaching skills do you want

4、to improve on in this lesson? Consider feedback from your previous observed lesson(s)1. To give students more opportunities to practise TL.2. To make better use of the blackboard.3. To have a better control of timing.Assumptions What do your students already know (about the language, an activity, th

5、e topic) that will help them in this lesson?l Students have already practised using object clauses to express statements in reported speech. (using that in object clauses)Class profile and Timetable Fit Information about your class: age, level, number, motivation, etc. and how this lesson fits with

6、previous and future lessonsThis is a grade 8 class which is made up of 40 students whose English levels vary. About 15 of the students perform actively in class activities and are willing to speak confidently in English, while 13 of them are quite shy to express themselves in front of classmates. 2

7、of the students are comparatively weak in English and therefore will need more help from other students and the teacher.Some students have already met with some objective clauses when doing exercises or doing tests. But this is the first time they learn to use whether/if in class. They are not quite

8、 familiar with the TL and therefore will need more time and opportunities to practise using it. Students have already learned the text in U4 which is about a meeting among the school newspaper committee. In the text, one of the editor Pansy asked, Should we call it (= the newspaper) the Mayfield Sun

9、?. If students are required to write a report on the meeting, object clauses with whether or if will be useful.Anticipated Problems and Solutions Very specific problems and solutions related to classroom management. ProblemSolution1.Sts. may have problems with instructions of class activities.T. sho

10、ws rules on the screen and uses ICQs2.Some sts. may be a little shy to speak in front of others.T. monitors and encourage sts. to speak.3.Some sts. may work alone when asked to work in groups.T. monitors and supervises when sts. do activities.Language Analysis SheetWhat new language are you teaching

11、 / reviewing? (Grammar, functions and/or lexis). Give the context, marker sentence, and show how you will highlight features in each area to help learners understand it.What is the context for the new language? (E.g. A dialogue between a teacher and student. The student is asking for advice on how t

12、o best prepare for the English part of Gaokao.)l A meeting report of the school newspaper committee. The secretary is reporting what members of the committee have said at the meeting.What is your Marker sentence (For grammar or functional language)? What are the new lexis (for a vocabulary lesson)?l

13、 Pansy asked whether/if we could call it the Mayfield Sun.MPFAnticipating Problems and SolutionsWhat is the Form and how will you clarify it? Form: l Subjective + Verb (e.g. wonder/ask/not know/be not sure/be not certain) + whether/if + object clause (a statement).How to clarify: l When we use a Yes

14、/No question as an object clause, we change it into a statement.l We must use the proper tense in the object clause according to the main sentence.What problems do you think students will have with the form? 1. Students may say object clauses in a wrong word order.2. Students may be confused by the

15、tense using in object clauses.Solutions:1. T. can give sts. opportunities to reformulate their language or use fingers to give sts. error-correction.2. In controlled practice, T. can elicit sts self-correction or ask other sts. to correct their classmates. In freer practice, T. can monitor sts. and

16、take notes of their errors, and then give sts. a delayed error-correction as feedback after sts. finish the activity.What is the Meaning/Use and how will you clarify it?Meaning/Use:l We can use if or whether to introduce an object clause when it expresses a yes/no question.How to clarifyl T. uses ex

17、amples on PPT, works through examples together with students and uses CCQs.What problems do you think students will have with the meaning/use? (None)Solutions:(None)What phonological features will you highlight?l transportl gravity l settler(s)l competition - competitor (Oxford Eng. P60/Ex.A1)What p

18、roblems do you think students will have with pronunciation? 1. Maybe students will have difficulty in pronouncing competition and competitor because they will be puzzled by stress.2. Students are not familiar with the words in the practice. (transport, gravity, settler)Solutions:1. Modelling and dri

19、lling2. T. can give sts. reformulation, using intonation.3. T. can arouse sts. attention by using fingers to show stress.Procedure section Please include all stages, and enough detail for the reader to understand exactly what the teacher and students doStage/ActivityObjectivePurpose(s) of stageInter

20、-actionTimeProcedureWhat will the Ss and/or the T do?1Lead in / Set the contextTo set context and to elicit TL from studentsT.-Sts.3 min1. T. leads presentation, setting context of TL using PPT.2. T. uses PPT to elicit TL from students.2Clarification of TLTo clarify TLT.-Sts.8 min1. T. clarifies TL

21、on PPT, narrating and using CCQs2. T. works through examples with sts. when necessary. 3. Sts. act out examples using TL without preparation.3Controlled practice (Practice 1)To get familiar with TL and to develop speaking fluencyT.-Sts.St.6 min1. T. leads in context and give instructions of practice

22、.2. Sts. check answers in groups and then on PPT. (peer feedback)3. Sts. do practice in pairs using TL in pairs.4Peer feedback and feedback on PPTTo develop sts confidence and to save timeSts.-Sts.T.-Sts.5Controlled practice(Practice 2)To consolidate TL and to develop speaking fluencySt.7 min1. Sts.

23、 think and write individually on textbooks. (2 min)2. Sts. check answers in groups and then against answers on PPT. (2 min)3. Sts. practice dialogues in pairs using indirect speech. (3 min)6Set up freer activityTo make sure that all sts. are clear before activity begins and to check instructionsT.-S

24、ts.3 minT. introduces and demonstrates practice activity using PPT and ICQs.7Freer activityTo practise TL in a personalized contextTo develop sts speaking fluency using TLSt.Sts.-Sts.10 min1. Each St. has one minute individual preparation time before game begins.2. Each st. passes his/her Yes/No que

25、stion to another st. and wait for his/her reply.3. Sts. talk in groups of 6-7. Sts. share completed reports, using indirect speech with group members.4. T. monitors and notes errors for feedback & delayed correction.8Feedback on freer activityT.-Sts.3 minT. leads feedback & correction of mistakes sts. made during freer activity.Materials Include a bibliography for the resources you use in the lesson (coursebook, grammar references, internet sites, etc). And, you must include a referenc