Lesson Plan刘老师教学论模板

Lesson Plan TemplateLesson Title: [Insert Lesson Title Here]Grade Level: [Insert Grade Level Here]Subject: [Insert Subject Here]Duration: [Insert Duration Here]Objectives:Cognitive: [Insert specific learning objectives related to knowledge and understanding]Affective: [Insert specific learning objectives related to attitudes and feelings]Psychomotor: [Insert specific learning objectives related to physical skills]Materials Needed:[List all materials and resources needed for the lesson]Standards Addressed:[Insert relevant educational standards or benchmarks]Vocabulary:[List key vocabulary words and definitions]Introduction (5-10 minutes):Hook/Attention Grabber: [Describe an engaging activity or question to capture students’ interest]Objective Sharing: [Explain the lesson objectives to the students]Prior Knowledge Activation: [Discuss what students already know about the topic]• • • • • • • • •Instruction (15-20 minutes):Direct Instruction: [Provide detailed steps for teaching the content,including explanations, examples, and demonstrations]Guided Practice: [Describe activities where students practice new skills with teacher support]Check for Understanding: [List questions or formative assessments to gauge student comprehension]Independent Practice (10-15 minutes):[Describe activities where students practice skills independently]Closure (5-10 minutes):Summary: [Recap the main points of the lesson]Student Reflection: [Ask students to reflect on what they learned]Preview of Next Lesson: [Briefly introduce what will be covered in the next lesson]Assessment:Formative: [Describe how you will assess student understanding during the lesson]Summative: [Describe any end-of-lesson assessments, such as quizzes or projects]Differentiation:For Advanced Learners: [Describe how you will challenge advanced students]For Struggling Learners: [Describe how you will support students who need extra help]Extensions:[List additional activities or projects for students who finish early or want to explore the topic further]Reflection:[Space for teacher to reflect on the lesson’s effectiveness and areas for improvement]• • • • • • • • • • • • •Example Lesson PlanLesson Title: Introduction to PhotosynthesisGrade Level: 5th GradeSubject: ScienceDuration: 45 minutesObjectives:Cognitive: Students will understand the basic process ofphotosynthesis.Affective: Students will appreciate the importance of plants in the ecosystem.Psychomotor: Students will create a diagram of the photosynthesis process.Materials Needed:Whiteboard and markersChart paper and markersPhotosynthesis worksheetPlant samplesVideo on photosynthesisStandards Addressed:NGSS 5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water .Vocabulary:PhotosynthesisChlorophyllCarbon dioxideOxygenGlucose• • • • • • • • • • • • • •Introduction (5-10 minutes):Hook/Attention Grabber: Show a short video clip of plants growing in fast motion.Objective Sharing: Explain that today we will learn how plants make their own food through photosynthesis.Prior Knowledge Activation: Ask students what they know about how plants grow.Instruction (15-20 minutes):Direct Instruction: Explain the process of photosynthesis using a diagram on the whiteboard. Highlight the role of sunlight, water , and carbon dioxide.Guided Practice: Work through a photosynthesis worksheet as a class,filling in the blanks and labeling parts of the process.Check for Understanding: Ask students to explain the process in their own words and answer questions about the diagram.Independent Practice (10-15 minutes):Students will draw their own diagram of the photosynthesis process and label each part.Closure (5-10 minutes):Summary: Recap the main points of photosynthesis.Student Reflection: Ask students to share one new thing they learned about plants.Preview of Next Lesson: Introduce the next topic: the role of plants in the food chain.Assessment:Formative: Monitor student participation during guided practice and check for understanding.Summative: Review the diagrams students create for accuracy and completeness.Differentiation:For Advanced Learners: Provide additional reading material on the chemical equations involved in photosynthesis.• • • • • • • • • • • • •For Struggling Learners: Pair students with a buddy for the independent practice activity.Extensions:Research project on different types of plants and their photosynthesis processes.Reflection:[Teacher’s notes on what worked well and what could be improved for next time]• • •。

---------------------------------------------------------------最新资料推荐------------------------------------------------------ lesson plan templatedocx：教案templatedocx Subject: Math Date/Time: Wednesday November 20, 2019 Grade: 3rd Strand: Mathematics Topic: Operations and Algebraic Thinking Content Statement: OA. 1- Interpret products of whole numbers. OA. 3- Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. OA. 5- Apply properties of operations as strategies to multiply and divide. OA. 8- Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Objectives: Given homework and the worksheets throughout the past few weeks, the students will be able to review for the chapter test 85% of the time based on teacher observation. I Can Statement:. OA. 1- I can interpret (Blooms- Evaluation) products of whole numbers. OA. 3- I can use (Blooms- Application) multiplication and division to solve word problems in situations involving equal groups, arrays and measurement quantities. OA. 5- I can use (Blooms- Application) properties of operations as strategies to multiply and divide.1 / 3OA. 8- I can solve (Blooms- Synthesis) 2 step word problems using addition, subtraction, multiplication, and division. OA. 8- I can solve (Blooms- Synthesis) 2 step word problems using addition, multiplication, and division with one unknown number. OA. 8- I can determine (Blooms- Evaluation) if the answer makes sense by using mental math, estimation, and rounding. Preassessment: Discuss (Blooms- Synthesis) any questions the students may have over the chapter. Formative Assessment: The students will solve (Blooms- Synthesis) the review questions and show (Blooms- Knowledge) them on a sheet of paper. (Teacher observation) Summative Assessment: The students will return to their seats and they will explain (Blooms- Evaluation) how they got their answers (Teacher observation) Materials/ Equipment: QR codes, iPads, paper for the students to write the answers, smart board, Engage: 1. Go over what the students have learned over the past few weeks. 2. Ask the students what have we learned about multiplication over the past few weeks Explore/ Explain/Elaborate: 1. Explain QR codes. 2. Split the class into groups. 3. At each group, a teacher will have an iPad and the students will scan the QR codes. When scanned they will show different review questions. 4. The students will solve (Blooms- Synthesis) the problems at each of the stations. 5.---------------------------------------------------------------最新资料推荐------------------------------------------------------ The students will have about 5 minutes at each station to scan the QR code, read the question, solve and record. Evaluate/ Conclusion: 1. Have the students return to their seats. 2. Using the popsicle sticks to draw names, the selected students will come up to the smart board and demonstrate (Blooms- Application) how they got their answers. Intervention: The teacher can help the lower level students if they have trouble throughout the activity. The higher level students will work as a group without teacher assistance. Enrichment: Students can write the review questions and create their own QR code. QR Codes3 / 3。

教案模板（Lesson plan template）Standard format templatesTitle (class)instructional objectiveThe arrangement of teaching (teaching contents, methods and means)1, the old course review (time)2, the new curriculum (time)3, the new lesson summary (time)taskTeaching PostscriptPlan (home)CourseName: total hoursCourseClass lectures: credit hoursExperiment: hoursComputer: hoursBe a teacherTeachers' professional titleThe teaching object is professional class: ClassThe basic parameters of material capital and the main feeding testFor the purpose of teaching and learningTeach and learn hard little weightNote: the course category: public basic courses, specialized basic courses, professional courses, professional elective courses, concentrated practice and experimental courses, public elective courses refer to Annex 3: plan formatTeaching planClass timeTeaching methods(Please tick) - theory class Seminar - experimental class - others - class exercisesarrangeTeaching topic (Teaching chapters and sections or topics):Teaching goal and requirements (including master familiar with and understand the three levels):Teaching emphasis and difficulties:The basic content of teaching methods and means(increase page)Homework, discussion questions, questions:The class:Note: 1. each page size can add a day, or a class to write a copy of the lesson plan format.The 2. class is taught in order to fill 1, 2, 3...... Etc..3. teaching methods to fill theory courses, experimental classes, classes, exercise classes etc..4. methods and means such as multimedia, for example to explain, explain, explain, explain the real model chart to explain, audio-visual explanation.Plan reference formatPlan is the embodiment of teachers in preparing lessons basedon according to the overall design and organization of classroom teaching syllabus arrangement, is the basis for teachers, is the premise to ensure the quality of teaching.For the good writing teaching plan for the standardization and management work, promote the teaching activities more standardized and orderly, improve the teaching level, teaching quality assurance, formulated.First, writing teaching plan requirements(a) basic information on the title page, cover templates.The 1. lesson plans cover requirements: complete the course name, course encoding, total hours (Zhou Xueshi), start time, grade, professional, for the use of teaching materials, teachers and other information.The 2. page plan requirements: should fill in the course of teaching teaching aims, teaching methods, requirements, assessment methods and other information.(two) the design of compiling the teaching planThe teaching plan is refers to the body part of doing a more detailed expression of the teaching content, more fully reflects the design of the teaching process of teachers. Mainly includes: chapter, teaching purpose, teaching emphasis and difficulty of teaching, teaching methods, teaching methods, learning the old course, introducing new lessons and questions and exercises, summary, homework etc..The following points should be highlighted in the preparation of lesson plans:To determine the teaching objective. The purpose of teaching should reflect the orientation, the level of school running ideas, teach the depth and breadth of skills training, training and teaching; ability; ideological education.The design of the teaching process. The teaching process should be consistent with the cognitive law of students, mobilize the enthusiasm of students in active learning, timely correct the bad habits of students learning.To determine the teaching methods and teaching means. Focus on the data of the course syllabus, textbooks and teaching reference, understanding and analysis of the basic qualities and characteristics of students. According to the keystone and difficulty of the course selection of teaching method. Multimedia courseware is an important means of teaching, some courses according to the teaching syllabus should make multimedia courseware of multimedia courseware, but shall not replace the plan, must according to the requirements of compiling the teaching plan.Write teaching postscript. Teaching postscript of this chapter is analysis of teachers' teaching effect, can reflect the summary, a comprehensive review of the deficiency in the teaching process, the successful experience must be in the process of teaching, accumulate teaching experience, improve teaching, improve the teaching level.(three) the time required to prepare lesson plans.The teacher write teaching plan should be completed before class, which should be completed before the preparation week before the five week teaching plan; the teaching process should be completed one week ahead of next week's lesson.Annex: writing teaching plan reference format200 to 200 school year first semester_____________________ courseteachcaseCourse: ______________________________________ encodingTotal hours: / / Zhou XueshiStart time: the date of the first week of ZhouzhiThe medium grade, professional, class:___________________________The use of materials: _______________________________________Teacher: _______________________________________The purpose of this courseThe teaching requirement of this courseThe teaching methodMethods of cultivating students' innovative spirit and practical abilityAssessment methodsTeaching referenceA summary of the teaching planWeekly time date sectionChapterNameTeachingThe theory course and Practice Course () () (), practice teachingWhen the number ofTeachingObjectiveTeachingMethodTeaching Requirement TeachingContentTeachingA keyThe difficulty DiscussionPractice HomeworkReference resources DataThe Department ofdirectorApprovalTeachingPostscriptA theoretical lesson generally include the following:The 1. chapter.2. the purpose of teaching3. class hours4. the emphases and difficulties of teaching5. the teaching process (including teaching content, teachers' activities, student activities, teaching methods etc.)6. review and requestPrepare 7. teaching environment and teaching aids8. teaching reference9. teaching postscriptTwo, experimental teaching plans generally include the following:Experiment name 1.2. class hoursThe experiment was 3.The 4. experiment principle5. basic operations and equipment introductionThe 6. important steps of experimentWe should note 7. experiment8. experimental postscriptNote: training, social investigation, topic discussion, case analysis and other practice course teaching content can refer to teaching experiment course content writing.。

Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
香港進食失調康復會有限公司派員到校主講《瘦身文化面面觀》講座
全級進行
# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：。

T: Boys and girls, from the song, can you guess what does face mean?S: 脸。

T：Yes, (教师摸着自己的脸) Look at me. This is my face. 然后老师走到学生当中，指着几个同学的小脸蛋说：This is xxx’s face. 引导学生们理解face的意思并学习face的发音，接着做一个TPR活动：Listen and do。

【设计意图】通过歌谣激发学生学习英语的兴趣，集中学生的注意力，同时引出face这个单词的教学，通过肢体语言的示范和引导，帮助学生们解决单词的音和义，最后的TPR活动，让学生听老师的指令做夸张的happy face、funny face 的表情，在调动学生学习气氛的同时，又巩固了这个新单词。

2．Presentation教师戴上小丑的面具，利用句型：Look at me! This is my …整体呈现另外四个单词并进行教学。

T: Look, this is a clown’s face. Haha, is it funny? Hello!Ss: Yes. Hello, clown.T: (教师戴上小丑的面具) Look, this is my face. This is my ear. This is my eye. This is my nose. This is my mouth. Do you like me?Ss: Yes!T: Now follow me! eye, eye, this is my eye.Ss: eye, eye, this is my eye.T: How many eyes do we have?Ss: Two.T: Close your eyes, please.（学生听指令做动作）T：Guess t what animal’s eye is this?（教师课件上出示一些动物的眼睛)）Ss: This is a rabbit’s eye.用类似的方法教学剩下的三个单词。

英语课程辅导试讲教案模板Title: English Course Tutoring Lesson Plan TemplateIntroduction:This lesson plan is designed for English tutors who are looking to provide effective and engaging tutoring sessions for their students. The lesson plan is structured to cover various aspects of the English language, including reading, writing, speaking, and listening skills. It is importantfor tutors to be well-prepared and organized in order to provide a productive and successful tutoring experience for their students.Objective:The main objective of this lesson plan is to help students improve their English language skills in a comprehensive and structured manner. By the end of the lesson, students should be able to demonstrate improvedreading, writing, speaking, and listening skills.Materials:- Textbook or reading materials- Writing materials (pens, pencils, notebooks)- Audio recordings or listening materials- Visual aids (charts, diagrams, etc.)Lesson Plan:1. Warm-up (5 minutes)- Engage the students in a brief conversation to create a comfortable and relaxed atmosphere.- Ask the students about their day or any interesting events that have occurred recently.2. Reading Comprehension (20 minutes)- Select a reading passage from the textbook or other reading materials.- Ask the students to read the passage silently for 5 minutes.- Discuss the main ideas, key points, and any challenging vocabulary in the passage.- Encourage the students to ask questions and express their thoughts on the reading.3. Writing Practice (20 minutes)- Provide a writing prompt or topic for the students to write about.- Ask the students to write a short paragraph or essay on the given topic.- Review and discuss the students' writing, focusing on grammar, vocabulary, and overall coherence.4. Speaking and Listening (20 minutes)- Play an audio recording or use a speaking exercise to practice listening skills.- Engage the students in a conversation or discussion on a specific topic.- Encourage the students to actively participate and express their ideas verbally.5. Review and Feedback (15 minutes)- Review the key points covered in the lesson.- Provide constructive feedback to the students on their performance and areas for improvement.- Encourage the students to ask questions and seekclarification on any challenging concepts.6. Homework Assignment (5 minutes)- Assign relevant homework tasks, such as reading a specific passage, writing a short composition, orpracticing speaking and listening skills.Conclusion:This lesson plan provides a structured and comprehensive approach to English language tutoring. By following this plan, tutors can effectively help their students improve their reading, writing, speaking, and listening skills. It is important for tutors to be patient, encouraging, and supportive in order to create a positive and productive learning environment for their students.。

Lesson PlanTeaching contents: Asking the colorDescription of students: Junior 1(40 students)Time and date: 14:00-14:40, Thursday, 22th September.2012Teaching aids: PPT, tape recorder, cards, school bagsTeaching objectives: 1. Students can introduce and describe the color of their things to others.2. Students can ask the color and things they don't knowMain structure: What is this? It is...What color is it? It is...Main vocabulary: color red yellow green blue black whiteLearning strategies: Listening to the color songGuessing gameGroup cooperation in the role playBuilding up confidence in presentationTeaching procedure:Step1: Warm up (3 min)Teacher says "Good morning boys and girls." students will say "Good morning Miss Zheng" Teacher asks "How is the weather today?" The answer of the students' will depend on the real weather that day. Next, teacher will ask "How about tomorrow? Do you remember?" The answer of the students' depends on the weather that day. Then teacher will ask the students" Do you remember the song we learned yesterday? ABC song, do you remember? Now let's sing it together "They sing the ABC song together. After that teacher will ask them "Do you like songs? Let's enjoy another song. Please listen carefully and think about one question, what is the song about?" So teacher will play the color song for them.Step 2: Teach (6 min)Teacher asks the students "What is this song about?" It is about color, right? Look at the blackboard and read after me color... "The students follow. Teacher says, "If we want to ask others the color we should say-what color is it, now read after me, what color is it..." the students follow. Teacher takes out some cards and asks "Now all eyes on me, what are they?" The students will answer "They are cards." Teacher says "Last class, we learned letters right? Now I'll ask you some questions about these letters, are you ready? The students will answer "Yes!" Next, teacher will take out these cards one by one and ask them "What is this?" After the students answered teacher will ask them "what color is it" and lead them to red these colors. The contents of these cards are "white u, red v, blue w, yellow x, green y, and black z"Step3: Guessing game (6 min)At first, the teacher will divide the whole class into 4 groups and let them choose one color as their group name, and tell them the rules. If they can be active inthese games they can get stars, and the group which get the most stars is the winner.Then Teacher will say "now let's play a guessing game. Look at the picture." Teacher will point the picture and show them "This is a piece of cloth, and behind the cloth there is something. I leave some parts of it out, so please base on these parts to guess what it is and what color it is, understand?...Let's begin..." Then the teacher will ask the whole class, or just one student, or let two students ask each other, or let the students ask the teacher. The questions are "what is this? What color is it?"The contents of these pictures are "red apple, yellow banana, green tree, blue sky, white clouds, and black Chinese ink". These students who asked or answered questions in the game can get stars for their team.Step4: Counting color game (2 min)Teacher will show the students a picture of Olympic rings, and let the students to count how many colors are there in the picture and read them out. If someone can count them out and say it out accurately he or she can get one star for his or her group. Step5: Make conversations (9 min)Teacher will let the students take out their school bags and introduce their things to their group members, they can ask any thing about the things, but they must ask the color (5 min). Then they should show their conversation to the whole class (4 min).Step6: Write a passage (13 min)The teacher will let the students to think about their bed room, and write a passage to describe their bed room and those things in their bedroom (9min).Then choose some students read their passage for the whole class (4 min). Step7: Homework (1 min)Draw a picture of the things you like and paint the color you like most on it. ReflectionStrong points:Smiles sweet, good pronunciation, natural transition, logical organization.Shortcomings:Teaching contents looks not so rich, those cards can be better, rewarding system can be more attractive and interesting.。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 2 What’s your number ?Lesson 7一、教材分析本节课要求学生学会询问同学在几年级几班并能做出相应的回答。

这节课内容由对话，词汇，两部分构成。

其内容在教材中占有重要地位。

为后面学习谈论其他喜好奠定了基础。

学好本节课才能使接下来的学习更加顺利。

二、学习者分析孩子们具有好奇、好活动、爱表现、善模仿等特点。

他们喜欢新鲜事物，对陌生语言的好奇心能激起他们对外语的兴趣。

他们的记忆力好，形象思维好、模仿力、可塑性强，但缺乏理性思维，逻辑思维不强。

在设计课堂教学活动时我根据学生的实际情况，采用灵活多样的教学方法来吸引学生的注意，努力营造玩中学、学中玩的教学情境。

三、教学方法1、采取灵活多样的方式呈现单词和短语，创设生动、真实的学习情景吸引学生的课堂注意力，使学生在兴趣中学习，在学习中收获，在收获中成长。

另外，赏识、激励学生的想象力和创造力，开发学生创新思维的能力。

2、通过课件、小组活动、场景再现等形式，培养和提高学生英语口语交际能力和运用英语进行思维的能力。

四、教学目标学习技能目标：1. 能读懂课文并能根据课文回答问题。

2. 能听、说、读、认单词：class，grade，one, two.3. 能听懂、会说‘Which class are you in ?’‘I’m in ….并能在实际情境中运用。

情感态度目标（1）通过学习活动，使学生乐于注意观察、乐于模仿、乐于学习。

（2）通过活动培养学生合作交流能力。

（3）培养养学生热爱班级、热爱校园的情感。

教学重难点分析及解决措施教学重难：能够在生活中灵活运用Which class are you in ?I’ m in Class 。

解决措施：通过让学生说、唱表演、小组操练、在白板上书写、用投影仪展示学生的作品等多种方式训练学生的听、说、读、写及实际应用能力。

A lesson plan is a plan for learning. As is true in mostactivities, the quality of planning affects the quality ofresults. Successful executives and professional people know that the price ofexcellence is careful preparation. A lawyer spends hours planning a case beforeappearing in court. A minister does not ad-lib a sermon but plans days or weeks in advance. In anticipation of the big game, the coach spends hours planning the plays and watching the team execute them. Should we attempt such a complicated process as learning with less attention than is given to other important activities? The answer is obvious: of course not. The effective instructor devotes much time and energy in carefully planning and preparing each lesson, whether the lesson encompasses one or several periods of instruction.To ensure the greatest probability of learning, we must carefully select and arrange activities that will produce the desired learning outcomes in our students. Only through careful planning can we be certain that we include all necessary information and have our lesson plan properly organized to achieve the lesson objective. The complete cycle of lesson planning includes eight steps:(1) Determine the objective(2) Research the topic as defined by the objective(3) Select the appropriate instructional method(4) Identify a usable lesson planning format(5) Decide how to organize the lesson(6) Choose appropriate support material(7) Prepare the beginning and ending of the lesson(8) Prepare a final outline.Determining The Objective. Often we will begin our lesson planning with an objective or objectives clearly in mind. At other times the objective may be shaped by the research and additional planning we do. In other words, although the first step of the lesson planning process is to determine the objective, our objective may not fully evolve until after we have completed other steps of the process.Objectives need to be student-centered. We should not state them in terms of what we want to teach, but rather they should be stated in terms of what we want our students to learn. For instance, the objective of a lesson on developing a lesson plan might be for each student to know the eight steps of effective lesson planning as listed in this chapter. Of course the lesson might be taught at higher than the knowledge level. We might want each student to comprehend the eight steps appropriate to effective lesson planning or even to be able to apply the eight steps of lesson planning. But whatever the level, the student-centered objective should guide our subsequent planning. Without a clearobjective, we won't know if we ever get there. Think about that statement.Researching The Topic. After we have written or been provided with aninstructional objective, we are ready to decide on the main points of the lesson andgather materials about the lesson topic. Normally we do not collect a mass ofresearch materials and then develop an objective to match the findings. Not only isthis latter approach inefficient, but it is also likely to be ineffective. It may wellignore the specific needs of the students and the Air Force. The objective should modify an objective or rearrange main points for greater accuracy or clarity.Usefulness and appropriateness are two important criteria for selecting relevant material. To be appropriate, information should relate to the lesson objective and have a high possibility for student retention. To be useful, it should aid both the instructor and the students in the teaching-learning process. If the instructor selects material solely on the basis of its interest value, a lesson may be filled with interesting information of little learning value to the student. On the other hand, dry, uninteresting facts even though they are very important-may also defeat the instructor's purpose. Students are more likely to grasp and retain facts and concepts that are enriched with interesting support material and arranged in a way that enhances learning.With the objective clearly in mind, we are now ready to gather actual material or do research on the subject. The sources for this material are our own experiences, the experience of others which we gain through conversation and interviews, and written or observed material. Instructors concerned with teaching a good lesson will often draw from all of these sources.Self. The first step in researching a lesson topic is to see what we ourselves know about the subject. Our personal knowledge may suggest a tentative organization, but more important, it will point up gaps in our knowledge where we need further research.Others. The second step in the research process is to draw on the experience of others. People who are interested in the topic may provide ideas during the course of conversation. The most fruitful source is the expert who may help us clarify our thinking, provide facts and testimony, and suggest sources for further research.While personal experience, conversation, and interviews provide valuable content for lessons, we must usually do further research elsewhere. If we have properly narrowed our subject and kept the purpose in mind, our research task will be easier.Library. Modern libraries provide us with an abundance of sources: books, newspapers, popular magazines, scholarly journals, abstracts, subject files, and microfilms. Quantity is no problem; quality is more difficult. We must always concern ourselves with the accuracy and relevance of the material we select. Using an article from 1950 to discuss atomic physics today might well lead to inaccurate, irrelevant conclusions.The next step in the research process is to evaluate the material gathered. We will probably find that we have enough material for several lessons. We must now combine some ideas, eliminate others, and perhaps expand on what we found in the research materials. We will also want to give special attentionto the types of support material we have selected (definitions, examples, comparisons, statistics, and testimony). Later in this chapter we will discuss types of support material in detail.Sometimes we have an organizational pattern in mind before we start. If not, as we gather our material, we will probably see that the ideas are beginning to form into some type of pattern. Later in this chapter. we will discuss ways of organizing the lesson.During the research phase, the instructor is likely to find material that students should read to prepare for a given class session. If we keep this possibility in mind when we begin our research, we can prepare a suggested student reading list and save time in selecting student references. When deciding on supplementary reading for the students, we should choose interesting and informative materials that reinforce or support the lesson objectives.Selecting Instructional Methods. After deciding exactly what to teach, theinstructor determines how best to teach it and what instructional method to use.When related to instruction, "method" refers to a combination of techniques orskills used by the instructor to engage students in meaningful learning experiences.A method is a broad approach to instruction-for example, the lecture method orthe guided discussion method. A technique, on the other hand is a specificconcrete skill or procedure used in implementing a method-for example, the technique of using the chalkboard or of using an analogy as support material.Philosophy Underlying Selection. We should choose a teaching method suited to the student's needs as a learner. In making the selection, we consider the ways that people learn: by doing, by discussing, by listening, by observing, by participating. We should select the instructional method that will most effectively guide students toward desired learning outcomes. Our role is to select the method and the techniques that will result in a meaningful learning experience.The Selection Process. No one method is suitable for all teaching situations, because no single method is sufficiently flexible to meet the needs of students in every learning situation In general, as we have seen, the nature of a learning outcome suggests the type of activity that will be most helpful to the students in achieving that outcome. If, for example, we want students to gain skill in performing a certain task, one of the activities should be practice in performing the task. If the desired outcome is knowledge, students should observe, listen, or read so they can relate what they are learning to their own experience. If students must learn to apply a principle, the instructor should ask them to solve problems or perform tasks requiring an application of that principle.The instructional approach we choose for one learning outcome may be different from the approaches that we select for other outcomes in the same lesson. Our primary concern is to plan and select the most appropriate approach for students to achieve each outcome.Lesson Planning Format. Good lesson planning is essential for any systematic approach to instruction. Although many instructors become discouraged by the time required for good lesson planning, a well written and properly used lesson plan can be a very worthwhile teaching aid. Experienced instructors use written lesson plans for a variety of purposes. They can be checkpoints to ensure well-planned learning experiences. They can serve as teaching guides during lessons and as references for other instructors who may teach for us in emergencies. They also serve as convenientrecords of an instructor's planning techniques and methods of teaching. One of the most practical functions of lesson plans is that they serve as step-by-step guides for instructors in developing teaching and learning activities.Authorities differ about the content and form of lesson plans, and many commands and schools have developed their own formats to satisfy particular needs. On the whole, however, most authorities generally agree on the essential characteristics of a good lesson plan. Figure 6.1 lists these characteristics, as well as those items of information which they routinely include.Organizing The Lesson. After we have researched the topic, selected the Array appropriate instructional method, and identified the lesson planning format touse, we must decide how to organize the lesson. Every lesson needs anintroduction, body, and conclusion. In most instances the body of the lessonshould be prepared before the introduction or conclusion. After we preparethe body or main part of the lesson, we will be in a better position to begin orconclude the lesson. The first consideration in planning the body is how to organize the main points, but organization of sub-points is also important. Arrangement of the main points and sub-points of a lesson will help both the instructor and the students-the instructor in teaching it and the students in learning. Most lessons, regardless of their length, divide nicely into from two to five main points.The typical ways of organizing main or sub-points of a lesson are by the patterns of time, space, cause-effect, problem-solution, pro-con, or topic. Furthermore, certain strategies can be used with each pattern from known to unknown, for instance, or from simple to complex. How does an instructor decide which patterns and strategies to use? The lesson material will often organize itself more easily with one pattern and strategy than with another. Let us consider how various patterns and strategiescan be used to organize the main points of a lesson.Information/Materials to be Included:Part 1: Cover SheetCourse/phase/lesson IdentificationInstructor's nameMethod usedObjective (with behavioral indicators of achievement)Main teaching points or task stepsReferences consultedInstructional aids usedHandouts neededPart II: Lesson DevelopmentContent outlineNotes on delivery techniquesCues for use of visual aidsNotetaking space for student inputs 'Comments on effectiveness of plan made after lesson is presentedPart III: EvaluationTest itemsRecord of student performance on test itemsStatistical analysisRecord of test item revisionsPart IV: Related MaterialsHandoutsHomework as assignmentsReading assignmentsSupporting documentsActual instructional aidsClass textFigure 1. Recommended Content and Components of Lesson PlanPlan of Instruction OrganizationTime. Our vocabularies are filled with words which refer to time: now, tomorrow, yesterday, today,sooner, later, earlier, last week, a month from now, four years ago, next time. We Array work, play, sleep, and eat at certain times. Major events in our lives are organizedby time: births, engagements, marriages, deaths. Time or the chronological patternof lesson organization is a natural way of arranging events in the sequence of orderin which they happened, or in giving directions in the order to be followed incarrying them out. This kind of organization is sometimes called sequentialorganization. Certain processes, procedures, or historical movements anddevelopments can often be explained best with a time sequence pattern.The medical technician presenting a lesson on mouth-to-mouth resuscitation would probably use thetime order for the main points:(1) preliminary steps-proper body position, mouth open, tongue and jaw forward(2) the mouth-to-mouth process(3) caring for the patient once breathing resumes.Time order is also a logical approach to lessons dealing with such subjects as "How to Pack aParachute," "Development of the F-15 Fighter," or How to Prepare a Speech."Furthermore, any lesson on a subject with several phases lends itself well to the time pattern. Forexample, given an objective for students to know the three planned phases of the Common Market(where phase one was to precede phase two, and phase two precede phase three), a lesson might havethese main points:(1) Phase one-a customs union where nations agreed to reduce duties,(2) Phase two-an economic union allowing laborers and goods to move freely across nationalborders,(3) Phase three-a political union with national representatives as members of a commonparliament and using a common currency.Of course, rather than looking forward in time from a given moment, the strategy might be to lookbackward from a point in time. In other words, the strategy might be to move from recent to earliertime rather than 'from early to late. Regardless of which strategy is used, the flow of the lesson and thetransitions should make the chronological relationships between main points clear to the students.Space. A spatial or geographical pattern is effective in describing relationships. When using this pattern, the lesson material is developed according to some directional strategy such as east to west or north to south. For instance, if an instructor were describing the domino theory of guerrilla infiltration, a good strategy would make the main points of the lesson correspond to the geographical locations of various nations.With lessons about certain objects, the strategy might be to arrange the main points from top to bottom or bottom to top. A fire extinguisher might be described from top to bottom, an organizational chartfrom the highest ranks to the lowest in the organization, a library according to the services found on thefirst floor, then the second, and finally those on the third.Sometimes, the strategy is to organize the lesson from the center to the outside. For example, the control panel in an airplane might be discussed by describing first those instruments in the center most often used, then by moving out toward the surrounding instruments which are used least often.In all lessons arranged spatially, we need to introduce each aspect or main point according to some strategy. Just as with a lesson organized by time, the subject matter and the transitions should include elaboration and clarification of how the main points relate to one another. A simple listing of the various objects or places without elaboration as to how they are related may confuse the students and make the points harder to remember.Cause/Effect. A cause/effect pattern of organization is used in a lesson where one set of conditions is given as a cause for another set. In such lessons we may use one of two basic strategies to arrange our main points. With a cause/effect strategy, we begin with a given set of conditions and show that these will produce or have already produced certain results or effects. With an effect-cause strategy, we take a certain ,set of conditions as the effects and allege that they resulted from certain causes.The cause-effect strategy might be used in a lesson concerning the increasing number of women in the Air Force. The lesson might first discuss the fact that women are now assuming more responsible leadership roles in the Air Force. One effect of women assuming such roles might be that women are joining the Air Force with increasing frequency.The effect-cause strategy might be used in a lesson on child abuse. The first point might explain the effects of child abuse upon the children themselves, the parents, and even on society. The second point might suggest that the causes are that parents themselves were abused as children or that they lack proper education on parenting.Whichever strategy is used, two cautions must be observed:(1) Beware of false causes. Just because one event or circumstance precedes another does not meanthat the former causes the latter. Many persons assume that "First A happened, and then B took place, so A must have caused B."(2) Beware of single causes. Few things result from a single cause. There may be several causesand they may not act independently. Their effect may be greater or less than the sum of their parts.Lack of safety features on automobiles does not by itself cause most highway accidents, but this cause plus careless driving and unsafe highways may, in combination, account for many highway accidents.Problem-Solution. This pattern, sometimes called the disease-remedy pattern or the need-satisfaction pattern, presents students with a problem and then proposes a way to solve it. With this pattern we must show that a problem exists and then offer a corrective action that is (1) practical, (2) desirable, (3) capable of being put into action, and (4) able to relieve the problem. It must also be one that does not introduce new and worse evils of its own. For example, the issue of controlling nuclear weapons has long been debated. Those against control argue that erosion of national sovereignty from arms control is more dangerous than no control.There are different strategies we might employ when using the problem-solution method. If the students are aware of the problem and the possible solutions, we might discuss the problem briefly, mention the possible solutions, and then spend more time in showing why one solution is better than others. For instance, our objective is for students to comprehend that solar energy is the best solution to the energy crisis. Our main points might be:(1) the world is caught in the grip of an energy crisis,(2) several solutions are possible, and(3) solar energy is the best long-term solution.If the students are not aware of the problem or need, we may describe in detail the exact nature of the problem. Sometimes when students become aware of the problem, the solution becomes evident, and little time is needed to develop the solution in the lesson. At other times we need to spend time developing both the problem and the solution.Still another strategy is to alternate or stagger portions of the problem with portions of the solution. For example, the cost of a project may be seen as one problem, workability another, time to do the project as a third. Taking each in turn and providing solutions to cost, work ability, and time as we present these aspects of the problem may be more satisfying to students than if we had discussed all of the problem and then its total solution.Whatever strategy is used, with the problem solution pattern students must become aware that a problem exists before a solution will be agreed upon.Pro-Con. The pro-con pattern, sometimes called the for-against pattern oradvantages-disadvantages pattern, is similar to a problem-solution pattern in that thelesson is usually planned so as to lead to a conclusion. A major difference, however,is that fairly even attention is usually directed toward both sides of an issue with apro-con pattern.There are various strategies to consider when using the pro-con pattern. One consideration is whether to present pro or con first. Another is whether to present both sides and let students draw their own conclusions or to present the material in such a way that students are led to accept the "school solution." For instance, with a lesson on the effects of jogging we have to decide whether to present the advantages or disadvantages first. Then we must decide whether to let students decide for themselves whether the advantages outweigh the disadvantages. Pro-con plus one is the label given to the organization used when we draw a final conclusion based on the two sides.When deciding the specific strategy to use with the pro-con pattern and determining how much time to spend on each, the following guidelines may be helpful:(1) giving both sides fairly even emphasis is most effective when the weight of evidence is clearlyon the favored side;(2) presenting both sides is more effective when students may be initially opposed to the schoolsolution;(3) presenting only the favored side is most effective when students already favor the schoolsolution or conclusion;(4) presenting the favored side last is generally more favorable to its acceptance, especially if theside not favored is not shown in too strong a light.Topical. A topical division of the main points of a lesson involves determining categories of the subject or lesson objective. This type of categorizing or classifying often springs directly from the subject itself. For instance, a lesson about a typical college population might be divided into topical divisions of freshmen, sophomores, juniors, and seniors, with each class division serving as a main point. Housing might be discussed in terms of on-base and off-base housing. A lesson on the Minuteman intercontinental ballistic missile might be arranged with the main points of warhead, guidance, and propulsion systems.At times the material itself suggests certain strategies for ordering the main points. For instance, a lesson on levels-of-learning lesson planning would most likely begin with knowledge-level planning as the first main point, since knowledge-level lessons are generally simpler to understand. Then the lesson would move on through the hierarchy to comprehension, application, analysis, synthesis, and finally evaluation levels. In other words, our lesson would follow a simple-to-complex strategy in organizing the "topics" or levels-of-learning.Other topically organized lessons might follow strategies of known to unknown, general to specific, or specific to general. The number of strategies for arranging topical main points is practically infinite. The important consideration, as with any pattern, is that we give thought to the strategy of arrangement in order to improve student understanding and learning.Combining Patterns. If we use a single pattern to organize the main points, our lessons will make more sense. We will be able to remember more readily what the main points are when we teach the lesson. Even more important, students will be able to follow the lesson more easily and retain the material if we use a single, logical pattern of organization.While we may choose a certain organizational pattern for the main points, we may decide to use different patterns for sub-points. Consider the following tentative outline of a lesson with an objective for students to know the importance of nonverbal factors of communication.Non-Verbal CommunicationI. Performance factorsA. Upper body (head and face)1. Positive effects2. Negative effectsB. Middle body (arms, hands, torso)1. Positive effects2. Negative effectsC. Lower body (hips, legs, feet)1. Positive effects2. Negative effectsII. Nonperformance factorsA. ObjectsB. Space1. Personal or body2. Furniture arrangementC. TimeNotice that the main points (I. Performance factors and II. Nonperformance factors) are arranged topically. The sub-points for main point I (upper, middle, and lower body) are organized spatially. A pro-con pattern is followed in discussing positive and negative effects from each body performance factor. The sub-points of main point II (objects, space, and time) are organized topically as are the two sub-points under space. The important thing to remember is that each set of main points or sub-points should follow a given pattern of organization. Our tentative outline reflects this fact.Of course, it may be that none of the formal patterns of organization discussed in this chapter adequately fits our content. If this is the case, we must simply strive to organize our lesson in the way that will help present the information to our students in the most meaningful fashion. As we construct our tentative outline, we must do so with our students' needs in mind. But whatever pattern or strategy we choose, it should be a conscious and rational choice and we should be able to defend or explain it. Quite often, the experienced teacher revises the outline three or four times before being satisfied and finally putting it into final form on the lesson plan.The Strategy StatementCharacter and Purpose. The strategy statement is simply a detailed plan which explains one's overall lesson objective and the steps one intends to take in achieving that objective most efficiently and effectively. A well-written strategy statement benefits the writer of the lesson plan by helping to determine the best options to adopt when deciding on methodology, teaching techniques, interim objectives, and type and amount of proof and clarification support. It also helps anyone else who is tasked to teach or modify the lesson later on by spelling out the detailed rationale for choosing these options. When the teachers understand why the different elements of a plan are included and when these reasons are sound, the teachers can more easily adopt the process as their own or adapt the plan more coherently-both internally and as it relates to other lessons in the curriculum. And, just as importantly, the strategy can also benefit the students immensely because it provides a well-formulated overview for the lesson introduction itself by telling the students exactly what will be covered in the lesson without exposing the lesson itself.The strategy statement should be designed in such a way as to walk the instructor through the entire lesson, focussing on every element of the lesson. In this way, a comprehensive strategy statement helps the writer of the plan by forcing the writer to consider questions that are often taken for granted:(1) whether the overall lesson outline and order of main points and sub-points are the mostlogical and intuitively acceptable;(2) whether the teaching techniques one decides to use are the most appropriate for the lesson;and,(3) how much leeway one can take in the presentation before one changes the actual objective.Moreover, it provides a quick mental outline of the entire lesson that helps prevent theinstructor's having to script, or slavishly rely on the lesson plan (thereby destroying thespontaneity of the presentation).Method of Presentation. The strategy statement should move the reader through the lesson simultaneously from the general to the specific elements as well as sequentially, from attention step。

Lesson planUnit 5 Traveling AbroadPeriod 1 Warming-up and readingTime：45 minutesThe number of students：50The grade of students：grade two in high school1.The analysis of teaching materials:This unit forms a part of high school English teaching material, Student's Book 7. This unit can be divided into three parts：warming—up，reading，listening about language. Its main topic is traveling abroad and it contains two reading materials，studying in foreign country and traveling in foreign country. Today，we will learn the first part, studying in a foreign country。

In this unit，it tells students what problems they will meet in foreign countries and how to deal with these problems。

Also，it introduces the benefits and difficulties of studying abroad through the story of Xie lei。

2.The analysis of students:As high school students, they have learned English for several years and they have a basic command of English。

Lesson PlanLesson PlanⅠ. Introduction of the CurseThis course is designed for the student of the seventh grade. The book used for this course is published by the Foreign Language Teaching and Research Press. In DaLian, most schools use this book. The book is compiled under the principle of “subject---function---structure---task”. This book attempts to construct context for the learners. The contents of the book are well designed. It is creative and manageable. It focuses on the learners, and the activities designed in the book are interesting to the learners. The students who use this book are grade one in junior high, so their English level is relative low. They can speak only a little English, but they are interested in English.The topic of this lesson is “my family”. It is closely related to students’ life. Thus they have high motivation for the lesson.Ⅱ. Objectives1.cognitive objects:Recognize the family members.Draw a family tree of ones’ own family.2.affective objects:The students will have a sense of belonging and they will reconsider theirrole in their family.They will love their family much more after they learn this lesson.Ⅲ. Teaching Models1.The Direct Instruction ModelThe model is based in part on behavioral research about how effective training occurs. It is most useful in teaching skills that can be broken intosmall, discrete segments, with each segment building on the prior one. Directinstruction is characterized by relatively short instructional periods followedby practice until mastery learning is achieved. It is important that the DirectInstruction Model is a necessary but not a sufficient instructional tool. To bewithout this effective tool is a handicap because the steps in this modelprovide a framework for instructional design, but to use this modelexclusively is deadening. Thus this model should be used with other modelstogether.In my lesson, the new structures to be learned are closely related to the previous learning. What’s more, to remember new words and structures thereshould be many practices, but these practices should be creative andinteresting. So I choose this model, but try my best to apply this model in thelesson more interesting and innovative.2.Cooperative Learning ModelThis model is effective not only with advanced students, but for most students, achievement improves in almost all grade levels. Further, benefitsgo beyond academic in terms of improving socialization skills and buildingclass unity.In traditional classes, most of the students’experience with content is limited to listening and taking notes. In cooperative classrooms, studentslisten, write, tell, paraphrase, read, illustrate, repeat, and interact. They aregiven multiple learning opportunities and generally show greaterachievement gains than students in traditional classes. Students are activelyinvolved in the class.In my lesson, in fact, I do not use this model completely. I just apply part of this model in my lesson. I manage my students to work in pairs tomake a dialogue and then the pairs are asked to present their dialogue in thewhole class.This model helps students to value the importance of the teamwork.Ⅳ. Advance OrganizersIn the world, all of us are not alone. We all have our families. Thus we’d better have a common knowledge of our family members. In today’s class, we will talk about our family and then we will learn our family members from a generational point of view.Ⅴ. Teaching StepsStep 1. Warming up1.Greeting (To stimulate the atmosphere in class )2.Say the chant “how many are there?” (It can help students to review thestructure “how many ….are there” “there is/are….”)T: How many students are in our class? Ok! There are 28 students in ourclass. Is everyone here?Ss: ……T: Can you remember what we have learned last week?Ss: ……T: Yes. We learn “How many ……. are there”and “ There are……”.T: How to say “教室里有一台电视”.Step 2. PresentationNew words1.Show a picture with my father and my mother and introduce them tostudents.T: This is a picture of my family. Look, how many people are in my family?Ss: ……T: Yes, there are four people in my family. This is my father. This is my mother.This is my b rother and this is I. I want to say “F ather a nd m other, I l ove y ou.”(Elicit the topic--family)T: Can you guess what we are going to talk about today?Ss: …….T: Yes, our topic is about family.2.Show a family tree with pictures.Introduce my family member to the students and teach the new words: aunt, uncle, grandmother, grandfather, grandparent, and sister.T: This is a picture of my big family. How many people are there?Ss: …….T: Ok! This is my grandfather, this is my grandmother, and they are called my grandparents. ……. (Introduce my family member to the students and teach the new words)T: Now read the new words by yourselves and remember the new words.3. Exercise --- Activity1Have students look at the picture in activity 1 on page 20 and label Tony’s family with new words.T: Ok. Now, open your books on page 20. This is Tony’s family. Fill in the blanks with the new words we have learned.New structures1. Show the picture of my big family and elicit the structure:I have got …..I haven’t got…..Have you got…..Yes, I have. / No, I haven’t.T: From the introduction to my family, you know I have got a father, and I have got a mother. But I haven’t got a sister. Right?T: You can ask me “Have you got a brother?”My answer is “Yes, I have.”If you ask me “Have you got a sister?”My answer is “No, I haven’t.”T: This structure means “somebody has something” Are you clear?2. Ask and Answer ---Activity 61).Work in groups and let students introduce their family members to each other.2).Have some students present their dialogue in front of the class.T: Work in groups of three people. One introduces the family to the other two and uses the structure “ There are……” The other two make a dialogue based on the introduction and use the structure “Has he/ she got?” and “Yes, he / she has.”Ss: ......Step3. Practice1. Listen and Read--- Activity 31).Have students read through the context in Activity3.2).Play the radio and have students repeat after each pause.3).Put students in groups and make them practice the conversation. Ask themto change the roles each time.2. Complete the sentences--- Activity 41). Ask students to do it by themselves.2).Check the answer together.Step4. ConsolidationConsolidate what they have learned1).New words2).New structureStep5. Homework1.Draw your family tree2.Do exercise P85 6, 7, 8Ⅵ.My Reflections of This CourseFor my part, I benefit a lot from this course. The models in the textbook are new to me. According to my own leaning experience, I am never taught under these models. Most of Chinese classes are teacher-centered, and students are guided by the teacher. The teachers neglect the students’interests, motivators, and different personalities. The purpose of teaching is just to pass the knowledge to the students. Thus, there is less room for students to imagine, to create. I think this is a main reason why Chinese students are lack of imagination and creativity.I appreciate the models introduced in the textbook. Most of the models adopt the deductive way of thinking. This makes the students to think more and foster their abilities to make a conclusion. What’s more, under the guidance of these models, the questions teachers asked always have more than one answer. This is quite different from Chinese. In China, most questions have only one correct answer. Students’imagination is limited to the correct answer.Even though the models in the textbooks have lot of advantages, sometimes it is hard to apply them into Chinese class. One problem is that the number of the students in each class is large. Almost each class has more than 20 students, and it seems impossible for teacher to manipulate such a large class when uses these models. Another problem is that our traditional teaching models are deep-rooted. Thus, to change these traditional concepts is rather hard.Thus, when I design this lesson plan, I try my best to apply what I have learned in the plan. In my point of view, for the students of grade seven, the atmosphere in the classroom should be light and pleasant. As a teacher, I should be patient with my students. Thus, the activities I designed are interesting and need their cooperation. What’s more, as teachers, they themselves also should creative. The textbook is just a carrier of the new words and new structures, and teachers should be more creative when use the textbook. Teachers do not need to follow the textbook completely. The activities designed can be more active, creative rather than just follow the textbook. Especially, when teach grammar, the activities should be more authentic, more communicative, more game-toward because grammar learning is much more boring. In addition, I think when we design a lesson we should base on the text we teach. In fact, there are no all-powerful models that can apply to all the teaching subjects.In a word, there are no fixed models to all teaching subjects, thus, teachers should be creative when design a lesson.。

lesson plan教学设计Lesson plan teaching designlesson plan教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

Lesson planDate:Dec.3 Period:oneClass:four Grade:oneTeaching materials: Text of lesson 49English Book I p61Teaching objectives: Help the students（1）learn the new words and be able to make sentences with then .（2）learn the test and be able to describe the colours in English .Type or lesson:Comphrehensive lesson .Teaching tools:a tape-recorder ,some pictures and a small blackboard .Organization of class:Ⅰ.Greeting students ready for class .1、Greeting students to order .2、Exchange of greeting with students .3、Ask the students on duty the following questions:T: Is everyone here ? S:T: Who is on duty today? S:T:Whats the weather like today?S:4、Telling students the teaching contents:Ⅱ.review and cheek-up .Ask students to answer the following questions with cards:T: whats this in English?S: Its……T：Whats that ?S: Its……T：Is this（that） a（an）……？S：Yes , it is ./No, it isn t .Ⅲ. Presentation of the new materials:1、Teching the following new words with a small blackboard .1）What colour is it ?（Teacher point to thepictures on the small blackboard）Itsblack/red/white/green/yellow/blue/purple/brown/orange/gre y.（students read out aloud）2）Whats colour is it ? （Teacher point to the classroom in the picture）Its…（red） . （students read aloud）2、Teach the text:1）Put up some pictures and ask students to listento the recording of the text while looking at the picture.（again and again）2）Ask the students some questions to cheek them .①Whats this （that） ?②Is this （that） a car ?③What colour is it ?④Its…（black） . Its a …（black） car .3）Explain some language points:①There is a car on the hill in the picture . （Explain why use "on" instead of "in"）②A:what colour is it? B:Its black. Its a black car. （Extlain "black" and " a black car "the use of sentences） .Ⅳ. Reinforcement :1、Reading the text after the recording and theteacher gives some guideline to the pronuncition and intonation of reading the text .2、Ask students to read the text .3、Ask students to give some questions on the pictures and give answer.4、Play a game use pictures （ T : Act it.Ask students do it like this ）Ⅴ. Summary:Today were learned some new words and the text please pay attention to those words in the text. （pointing to some important points）Ⅵ. Design for exercises:1、Homework:1）Revise the dialogues in lesson 49 .2）Write the new words .3）Finish the workbook esercises. Do Ex 2,3 in the exercise book .2、Additional exercises :A）词组互译：1、一只红色的风筝2、一朵黄色的花3、一辆蓝色的小汽车4、一只黑色的猫5、一只白色的鸟6、一个绿色的苹果B）Fill in the blank:A:Whats over there?B: ?A:Over there, the hill.B: a car.A:is it ?B:Its red. Its ared .A:Is a car , too ?B: , it is .A:What colour is it ?B:Its . Its a black car.-------- Designed By JinTai College ---------。

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本单元围绕xxx话题。

本课计划按两次课完成：第一次课关于warmingupandreadingcomprehension；第二次课xxxxx。

......（示例）period1:warmingupandreadingcomprehension（示例）（90min）objectives1.knowledgeobjectives:1)masterthenewwordsandexpressions2)tousetimelinkers,especiallyadverbsandconjunctions2.abilityobjectives:1)learnaboutthegeneralideaofthetextthroughfastreadi ng2)findoutthedetailedorspecificinformationthroughint ensivereading3)practicestudents’abilitytousethestrategyofpredicationandreference3.emotionobjectives:1)tolearntheheroicspiritofyangliwei2)togetandarrangetheinformationaboutspaceship3)todescribetheprocessoftheflightandthefeelingsofya ngbythewordsandexpressionslearnedinthislesson(此部分可根据实际情况删减)contents1.words:astronaut,flight,launch,rocket,atmosphere,helicopte r,parachute,gravity,manndspaceship,separate…from,becauseof,letout,millionsof......2.expressions:separatefrom与……分离,becauseof因为，由于,liftoff起飞，升空，发射......3.sentences:1)thespaceship,calledshenzhouⅤ,wascarryingchina’sfirstastronaut,yangliwei.2)whenthespaceshipwasdoingitsseventhcircle,yangliwe ishowedtheflagsofchinaandtheunitednations,expressin gthewishesofthechinesepeopletoexploreandusespacepea cefully.municativetasks:questionscanbebasedondetailsin thetext.whydopeoplethinkyangliweiisaherowhatcanwelearnfromyangliwei ……keypointsanddifficulties1.findoutthemainideaanddetailedinformationthroughex tensiveandintensivereading.2.todescribetheprocessoftheflightbythewordsandexpressionslearnedinthislesson.teachingapproachestask-basedteaching,scanning,intensivereading,rolepl ay,pair-worksdebutlaunch.长征七号运载火箭20xx年6月25日晚在海南文昌发射场首飞成功。

初中英语老师教案模板Title: Lesson Plan Template for Junior High School English TeachersIntroduction:Teaching English to junior high school students requires a well-structured and organized lesson plan. In order to effectively deliver lessons and engage students, it is essential for English teachers to have a clear framework to follow. This article presents a comprehensive lesson plan template for junior high school English teachers to use as a guide.Lesson Plan Template:I. Lesson Information:A. Lesson Title: [Choose a suitable title for the lesson]B. Grade Level: [Specify the grade level of the students]C. Duration: [Indicate the estimated time required for the lesson]D. Subject: EnglishE. Learning Objectives: [State the specific objectives the students will achieve through this lesson]F. Materials Needed: [List all the necessary materials for the lesson]II. Warm-up Activity:A. Introduction: [Provide a brief introduction to the topic or theme of the lesson]B. Warm-up Activity: [Include an interactive and engaging activity to capture students' attention and activate their prior knowledge]III. Main Lesson Content:A. Presentation: [Present the new language or concept with clear explanations, examples, and visuals]B. Practice Activities: [Include various activities that allow students to apply the new language or concept]C. Group Work: [Incorporate activities that promote collaboration and interaction among students]D. Individual Tasks: [Assign tasks that encourage independent thinking and problem-solving]E. Audiovisual Resources: [Utilize audiovisual materials such as videos or audio clips to enhance understanding]F. Differentiation: [Provide options for students with varying abilities or learning styles]IV. Assessment:A. Formative Assessment: [Include ongoing assessment techniques to monitor students' progress]B. Summative Assessment: [Design a culminating activity or assessment to evaluate students' overall understanding]V. Closure:A. Recap: [Summarize the key points covered in the lesson]B. Reflection: [Encourage students to reflect on their learning and ask any remaining questions]VI. Extension Activities:A. Homework: [Assign relevant tasks or exercises for students to reinforce their learning at home]B. Enrichment: [Suggest additional activities or resources for students who wish to deepen their understanding]Conclusion:By employing a well-organized lesson plan template, junior high school English teachers can effectively structure their lessons, ensuring comprehensive coverage of content and meaningful engagement of students. This template provides a framework to guide teachers in designing and delivering effective lessons, ultimately leading to improved learning outcomes for students.。