全英文教案.doc

Lesson Plan
Silent wheels

Teacher’s name: Pan Jing
Date: Friday 16th March
Period: period 3
Lesson type: reading
Duration: 45m
Learner profiles: The class will consist of around 50-60 junior level students who will be a little higher than the average class of the same age but not significantly. As for those students who are nerves and timidity but want to get chance to show themselves, I will pay more attention to them and encourage them to speak more.
Teaching ideology: The new curriculum says that task-based method is a better way to develop students’ comprehensive language competence, which is learning by doing. By reaching the aims or goals of various tasks that are given by the teacher, students will gain a sense of achievement. It is indeed so. However, I will combine tasked-based model with Stater+PPP model, so that students can make process faster. At the same vein, creatively designing class activities will be promoter to involve the students into the class and benefit them a lot.
As we all known, the thought of students-centered should be throughout every whole class, even every lesson plan. So the thought must be rooted in every teacher and each school. Under the guidance and assistant of the teacher, students foster their language skills, good study habit, effective learning strategies and awareness of foreign culture in an integrated way through experiential, practical, cooperative, autonomous and inquiry-based learning.
If the condition of school allows it, I will apply situational teaching method in English class (such as videos, PPT), which will make the class more smoothly and lively.

Teaching objectives:
Language knowledge

Through reading the text, the students can learn some lexical items and sentences
Language skills
Through reading the paragraph, students can gain some skills about reading, like extensive reading and intensive reading, skip in reading and skim. etc
Moral learning

Through the class reading activities, students can gain the sense of environmental protection and realize the responsibilities for nature.
Learner training
Through the class reading activities, students can be helped to foster the sense of sense-group reading(意群阅读)

Teaching contents
Main
focus
Lexical focus: petrol engine, recharge the battery, be made of
Skills: reading skills and speaking skills.
Secondary focus
Increase awareness of listening and speaking skills
Difficult focus
sense-group, emphatic stress
Assumed knowledge
Learn some basic skill about reading and some lexical focus

Summary of Lesson Procedure
Pre-reading questions lead-in & contextualization
While-reading skim, read carefully, stress
Post-reading answer questions in English and then translation it if time permits
Summary and assignments write a composition about environmental protection
Reflection

Staged lesson plan procedure
Stage Number, stage aim and timing
Teacher activity and language
Students activity and language
Teaching materials
Options, alternatives
and extensions
Rationale
（理据）
Accidents
or assumed
problems
Effect
(效果)
Stage 1
Pre-reading
lead-in & contextualization
(5 mins)
T: Great SS then arrange them to answer questions.
T>SS: Hello, Everyone!
1. Do you want to have your own car?
2. Can you list some advantages of the car to our life?
3. And disadvantages?
T>SS: Tell SS to open the book and learn the text.
SS: Respond T and answer the teacher’s questions.
SS>T: Good morning! Miss Pan!
SS>T: yes, of course!
SS>T: the advantages of the car
1. Saving time for our life
2. We can enjoy the cosy of the car
3. Disadvantages: pollution
SS open their books and get down to their business.
Board-work
Write the student’s answers on the blackboard
Chalk,
Black-board
T>SS: Do you know that there is a type of car that is designed for environmental protection in the world?
Make use of the
Questions and stimulate SS’s motivation. Indeed, SS get more knowledge from it.
SS’s sprits are not so high because of their poor vocabulary and bad oral English.
Write the column
after class.
Stage 2
Stage 2.1
While –reading
Skim (10mins)
4mins skim
3mins question and discussion, 2mins for oral report
Give some information about the eco-car and some skills on skimming before you skim the text quickly within 4 min
T>SS: now please swiftly skim the text and then answer the question on the PPT.
Q1 the main idea of text
Q2 why the title is silent car?
Listen carefully and joyfully to the teacher’s story about the text. Then skim under the limit of time. And answer the question.
SS: the text is about the eco-car.
Because the car is designed for environmental protection and good for environment.
Chalk, book,
Question on the PPT

T>SS: Grouping activity
Discuss about the skills on skimming
And then make a presentation about the conclusion about the skills.
Grouping activity will increase SS’s sense of cooperation(合作意识)
Maybe making an oral report is difficult for SS, but T should encourage and enlighten them.

Stage 2
Stage 2.2
While-reading
Read carefully
7mins for reading and 3mins for simulate interview
T>SS: please read again carefully within 7 min and then answer the questions before the text, and then complete the exercises.
An introduction about sense-group reading and tell them how to recognize the division of sense group.
(注意一口气读完)
According the teacher’s guidance and introduction about sense-group reading, SS find the answers to questions from the text.
Another good thing about electric cars is their working life.(意群阅读)

Board-work
Concept of sense-group reading
The way to distinguish the sense group and an example to show the method
Maybe add a simulate interview for feelings of sense-group reading
Reading speed is increase or not?
How to improve the reading speed.
As for me, the sense group reading is effective.
Maybe, SS get contact with sense group reading for the first time.
Thus, the effect won’t be so good.

Stage 2
Stage 2.3
While-reading
Demonstration of emphatic stress
7 min and little discussion about stress for 3mins

T explaining to SS that stress of certain words and ideas can guide the listener to understand our feelings, or that we want the listener to pay more attention to what we are saying because the information might be important or useful
SS close books and T read the text emotionally before students

Reading skill
SS listen carefully.
SS repeat the reading stressing the words/ phrases that I stressed

Board-work
Some knowledge
about stress

SS writes the words on the blackboard

chalk, notebook
book
Pair activity
Exchange the feelings and experiences about reading with each other.
Discussion will make SS
More relax than representation. It is good to discuss with classmates for students
As the same with the sense-group reading, stress is also difficult for SS.

Stage 3
Post-reading
Vocabulary
8mins

T>SS：Could you give me the difficult lexical items and beautiful sentences from the story and please speak it out.
And then let SS speak its meanings one by one.
Please learn them by heart, and they will benefit your composition writing.
SS find the lexical items and beautiful sentences. And guess its meanings. Then listen to the teacher explanation.
Book, notebook,
Flash-cards
The difficult lexical items on the blackboard.
Prepare some flash-card in order to hold a competition about remembering the lexical items and sentences.
Games will set fire to SS’s passion for remembering lexical items and sentences.
Guessing words’ meaning has a long way to go. Foster a sense of guessing words’ meanings according to the context.

Stage 4
Summary and assignments for 2 minutes
Make a short review for SS
And give SS a homework:
Write a composition about how to protect the earth that we are living. Had better to use the lexical items and sentences, which will promote your writing.
Review the lexical items, sentences, and the main idea of the text, reading skills, stress and sense-group.
Book, notebook

Summary is a good way for knowledge integration.

Reflection:（write after class）