Sample lesson plan 教学计划

Sample Lesson Plan: Teaching Writing SEFC Book1BUnit16 Nature Endangered animalsLearning Objectives•Knowledge•Skills•Learning strategies•Affect•Cultural awarenessTeaching methods and Teaching aids:Task-based language Teaching; Process approach to writingMultimedia devicesvideo tapesCAI coursewareTeaching procedureStep 1:Pre-writingActivity 1: Lead-in activityFree talkQuestions:Do you like animals?What animal do you like best?What do you think of…? Why?Do you worry about some animals?Which kind of animals do you worry most? Why are you worried about them? Activity 2: speakingTask 1: List endangered animals. (G1)G1 give a presentation on several species of endangered animals and their characters and living habits using PPT (Giant Pandas, North China Tiger, African Elephant, Dolphin and Gorillas).•self introduction•Dialogue•role play•The students in other groups will add some other endangered animals. The teacher will give the summary and assessment.Teacher’s summaryIt’s true that many kinds of animals are in danger. But why are these animals in danger? Now let’s welcome group two to tell us the reasons for their distinction. Task 2: Tell why some animals are endangered? (G2)•G2 give the presentation on the reasons why some animals are in danger.•Speech•role play•The teacher prepares a clip of video “ICE AGE” in order to guide the students to discuss on the r easons of people’s killing animals.Teacher’s summarySometimes people are really rather cruel. We are killing animals for fur, teeth, meat or skin; for money, even for fun. We kill them to enjoy ourselves, or to show our power.We are not only killing them but also robbing them of their habitats and destroying their homes. Poor animals! Boys and girls, can we do something to help them? Now let’s welcome group 3 to tell us how to prevent them from extinction.Task 3: Ways of helping the endangered animals (G3)S1: Have you ever thought of helping any animals? How can we help them?S2: I think first we must stop killing them. They are lovely and helpless. They have their feelings, just like us, human beings. So please stop killing them.S3: Anybody who kills animals should be punished. So we must ask our government to pass laws. If the laws are carried out well, fewer people will kill animals.S4: We should also stop buying those things made of animal furs, animal teeth or animal skins. Just as I believe: If the buying stops, so will the killings.S5: Maybe we should also take part in the Animal Protection Activities. Just as what we learned from the dialogue in Unit16. Sun Huiling, Peter, Gray and Lynne tried to collect some money for the milu deer in China. Why can’t we?S6: So we can build some nature parks for them.Teacher’s summaryIt’s because of people that the animals are in danger. But also it’s only people who can do something to help them from disappearing.Step 3: WritingWhat’s the polar bear d oing?What’s the dolphin doing?Do you want to help them?Let’s help her write the letter to the Wildlife Fund to call on more people to love them and help them.T: Imagine that you are the dolphin / polar bear, you are writing a letter to the Wildlife Fund to call on more people to love you and help you. In your letter, you must include the following parts:A letter to wildlife fundIntroduce yourselfExplain your problemsWhat’s your hope and worry about human beings.What is the result of losing youBegin like this:Dear Sir, I am a gorilla(猩猩)… hippo..ModelDear Sir,First I want to introduce myself. I am a gorilla(猩猩) a gorilla that enjoyed my life very much in the past. However my happiness was gone when people came to me. One day, I was playing with my sisters and brothers as usual. Suddenly some people came to us. We felt happy because we thought men are our best friends. But to our surprise, they just took out their guns, shot us. Lots of my brothers and sisters were shot dead before we knew what on earth had happened.I was really lucky to escape. After that, I followed them home. Oh, my god. You will never believe it! They were laughing, and shouting with great joy while my sisters and brothers were on the fire, being cooked just for food and fun. We, gorillas, are now coming to disappearing from the world. We are homeless and helpless.I wonder if you, human beings, can do something. Why don’t you build some special places like Nature Parks for us to live in? Why not adopt(认养) the homeless of my brothers and sisters? Why not make people know more about us and understand us better?At last, I want to say: Please! Stop killing us! If not, I dare say: When we, animals, come to an end, then you will too!Students’writings samples-1Dear Sir,I’m a hippo. My name is Sally. I had a charming family. Years before, my peaceful life has gone. There are a lot of people looking for us in order to kill us for something valuable. So we have to move from place to place.Yesterday, my little son Nicky died. Oh, my god! My lovely child! We don’t know what will happen to us tomorrow. Alive or dead? That’s a problem. Why are people so cruel? We are friends, aren’t we?Stop killing, please. Let’s live in peace. Yours,×××Teacher’s SummaryAnimals do have feelings. They are just like us. And everything has its value in nature. We can’t lose them. Human beings, animals and other living things on earth must live in harmony and peace. So please, take care of every animal beside you. Do love them just like you love your family.Home workIf you want to know more about the endangered animals and ways of saving them, you can go to the following websitesJ:\\endangered %20animals.htmJ:\\endangered%20animals\endangered%20Animals.htmJ:\\endangered%20animals\endangered%20animals%20-%20reports.htm Homework assignment1. Write“Teaching objectives”for the writing sample2. Read textbook P213-221Lesson Plan PresentationYou see (show the material), the material is from NSEFC, Module 1, Unit 2, the Reading part. The title of the passage is The Road to Modern English.The topic of the passage is the development and categories of English. For the development, the passage introduces in two clues: space one and time one. Since Para.1 and para.5 both talk about the development under the clue of space, I’ll put them together while teaching. What’s more, Para.3 and para.4 will be taught together, because both talk about the development under the clue of time. What I mentioned above is also the teaching rearrangement. Now, come to my Ss. They are grade 1 in senior high and have learned English for several years, but they are still lack of background knowledge about language itself, such as the development, the reason for it changing over time, etc. W hat’s more, most Ss can not understand the text freely by using different reading skills. According to the analysis above, the language focuses and anticipated difficulties are to understand the text accurately by using different reading skills and to know the English development.As we know, the current theory views reading as an interactive process, which does not only involve the printed page but also the readers’ general knowledge, including about the world and the language. During the process of reading, all these elements interact with and compensate for each other.Based on the understanding of what proccess reading is, an interactive model of teaching reading is adopted. What’s more, I will also adopt the three-stage model, including pre-reading, while-reading and post-reading. As for my teaching aids, multimedia devices and PPT documents will be used.According to the analysis about teaching material, learning condition, and teaching ideology, I set the following learning objectives are to be achieved:Firstly, language skills. Ss can predict the content of the text according to the title and scan for the countries which speak English.Secondly, language knowledge. Ss can know the English development and the reasons for its changing over time. S s can knowwhat is first, second and foreign language. What’s more, Ss can also know the meaning of some language points, such as, rule, at present, be based on, etc. Thirdly, affects. Sscan view a language with an approach of development instead of a static one. Fourthly, learning strategies. Ss can communicate with others politely and fluently in English. The last one: cultural awareness. Ss can know some basic knowledge about the UK’s colonizing. They can also know that the difference between British English and American English will not prevent a good communication. What’s more, know other languages’ influences on English vocabulary.In order to achieve the learning objectives, several activities are designed in three stages. The teaching procedures are as follows:In the pre-reading stage, which will take 9min, I designed 3 activities. Activity 1 contains two steps: step 1 is that Ss look at a photo and guess which language is on it; step 2, guess what some sentences written in old English mean. Activity 2 is predicting, containing two steps: firstly, Ss guess what the word “road” in the title means—it means development. And then predict what the passage talks about. Activity 3 is to anwer questions: 1.how many people are speaking English? 2. How many countries use English as the official language? Acitivy 1 and Activity 2 will arouse Ss’ interests. For Activity 3,compared the answer with those in para.1—about five to seven million people spoke English at the end of the 16th centrry, Ss will become aware that English has been spreading widely in use.Now, let’s come to while-reading stage. It will take 26 min. As I have mentioned in my material analysis, I will teach in this form. For para.1 and 5, which tell English development under the clue of space, I designed 3 activities: firstly, scan forthe English speaking countries; activity 2 is to answer the question: When did English begin to be spoken in many other countries? Why? During these activities, some extensive knowledge will be introduced to Ss, such as basic information about the colonizing of UK, etc. Activity 3 is to match some English words with their origins. Activity 1 will help Ss to understand the paragraph basically and Activity 2 will deepen this understanding. Activity 3 is an extensive activity, which can help Ss further understandthose languages which influence English vocabulary. Now comes to para.3 and para.4, which tell English development under the clue of time, there is one activity to fill in a form which is organized in time order. It aims at helping Ss understand the paragraph logically, which can also lessen Ss’ learning difficulty. During this activity, background knowledge about Shakespeare and Noah Webster will be learnt and what’s more, the language points will also be dealt with. At last, for para2, which is about the difference between British and American English, there is one activity to find the synonyms, which can help Ss know that the difference between British and American English will not prevent a good communication.Now, it’s the post-reading stage. I designed the activity of retelling, which will be in 9 min, I’ll give the following situation to arouse Ss’ interest: suppose you are English language experts, now you’ll give a lecture to introduce English development. In order to lessen Ss’ difficulty, the outline will be given.As for the homework, firstly, it’s to learn more about English language and UK history and secondly, discuss whether globalization will kill the diversity of language.At last, it’s my blackb oard design.On the right, they are the key language points. For the rest part, it’s the outline of the passage.Lesson PlanBackground information:Students: 30 low classmenLesson duration: 45 minsTeaching objectives:By the end of the lesson, students should be able to:1.talk about their fathers fluently in English2.can follow the special VOA talked about the fathers3.can grasp what the test and can do related exercises4.can write a short passage about their fathers5.can get the impression about the word we learnTeaching contents:All about fathers on the textHow much do you know about father?Teaching aids:Tapes, blackboard, chalk, PPT, pictures, white papersType of lesson: vocabulary, speakingTeaching procedures:Step1: background (10mins)a)Warm up: a song : “Father and Son”b)Students can learn the songs and talk about their partners about fathersc)Ask a student to describe his/her fatherd)Introduce Father’s DayStep2: learn the new words (10mins)a)Use pictures and actions to introduce the words.b)Students learn to say the new words by talking to their partnersc)Teacher say one word and student tells the meaning freelyStep3: learn the new lesson (15mins)a)Listen to the tape read the whole passageb)Point out the new word and phrases and give explanationsc)Give the general ideal about the whole passaged)Ask students to do after-lesson exercisesStep4: more practice (10mins)a)List a perfect father in your own wordsb)Ask a boy to display as a father and another student as a child Homework:Write a short passage in English to introduce your father and show it to your fathers in Chinese.Reflections:To be written immediately after the lesson.Unit 16 Scientists at workIntegrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。

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]• • •。

英语教案－lesson planLesson 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 the pictures on the small blackboard)Itsblack/red/white/green/yellow/blue/purple/brown/orange/grey.( 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 listen to 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 the teacher 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 a red .A:Is a car , too ?B: , it is .A:What colour is it ?B:Its . Its a black car.。

LESSON PLANByDateCONTENT: A lesson is an organized set of activities designed to present one manageable sized piece of your course. It is a written description to teach academic content. It determines the purpose, aim, and rational of your class time activity. You may have more than one lesson in a 50 minute lecture or lab. A lecture is just one teaching technique that you may use in a lesson.GOAL: The goal is to teach and demonstrate participants making a quality lesson plan which will help enhance and organize their teaching skills.OBJECTIVES: The participants will be able to1.Understand elements of lesson Plan2.Differentiate and choose the more effective instructional method3.Know the importance of critical thinking in lessons4.Know importance and usage of resource materials in a lesson5.Single out proper evaluation method to gauge the achieved goals6.Integrate and organize all objectives to design a lesson planINSTRUCTIONAL METHOD:•Lecture, Interactive session, group discussions, debate.TEACHING PROCEDURE:• A short lecture would be given by instructor on elements of lesson plan•Participants would be encouraged to pool in their concepts about various elements of lesson plan•Participants from various fields will contribute their understanding of elements of a lesson plan•The concepts and understandings would evolve after group discussions•Outcomes of group discussions would become open for debate•Each group expert in any field would present their lesson plan.MATERIALS/RESOURCES:•Multimedia presentations•White board presentations•Online dictionary & search enginesPRACTICE:•The participants in the end would design the lesson plan best suited to their field of specializationEV ALUATION:•The designed lesson plan would be debated openly about its effectiveness.OUTCOME:•Participants can design the Lesson Plan of their field of interest and can guide their department fellows for writing a lesson plan.REFERENCESLESSON TITLE: _____________________COURSE NAME: ______________DEPARTMENT: __________________________INSTRUCTOR’S NAME _____________________________TO START:•Decide on the signal for attention, e.g., .Good Morning. Let's get started or eyes on me.•Explain the rules and procedures, e.g. raising hands or not talking at once.CONTENT or OVERVIEW or SHORT DESCRIPTION:Write a brief overview (approximately 50 words) of your lesson that explains the content to the reader. Write the lesson description.Example: SOLAR ENERGY & HEATThis lesson is designed to explore different aspects of solar energy. The students have already been exposed to various forms of alternate energy sources and the reasons for their use. The students will build a solar hot box in order to test various colors and materials to find the maximum temperature that can be reached.GOALSThe purpose toward which an endeavor is directed. OR the end toward which effort is directed .A statement of general purpose and direction—it is the ultimate end result. The goal is the accomplishment toward which all of your effort is directed.something that somebody wants to achieve, e.g. One of my goals is to learn trigonometry. Example: SOLAR ENERGY AND HEATThe goal is to demonstrate to students that different colors and materials create various temperatures.DIFFERENCE BETWEEN GOALS AND OBJECTIVES •Goals – are long-term aims that you want to accomplish.Objectives – are concrete attainments that can be achieved by following a certain number of steps may be in short term and medium term.•Goals are intangible; objectives are tangible i.e. Goals are hard to quantify or put in a timeline, but objectives should be given a timeline to be more effective.•Goals are general intentions; objectives are precise.Goals are nebulous and you can’t definitively say you have accomplished one whereas the success of an objective can easily be measured.OBJECTIVES•An Objective is the object of one's endeavors. Objectives demonstrate how well the students have learned or understood the lesson presented.• A statement describing what the project will achieve.•Objectives are always measurable and should be: • Specific • Measurable • Attainable/achievable • Realistic • Time-bound (SMART)•Example: SOLAR ENERGY AND HEAT1.The student will review the basic needs for alternative energy sources.2.The students will be able to identify at least three different materials that willproduce maximum heat.3.The students will be able to identify at least three different colors that will producemaximum heat.•Example: Given a paragraph of ten sentences, the student will be able to identify ten rules of grammar which are used in its construction.Three main domains of Objectives:•Cognitive: What do you want your graduates to know (see next slide).•Affective: What do you want your graduates to think and care about. The Affective Domain includes objectives pertaining to attitudes, appreciations, values andemotions•Psychomotor: What do you want your graduates to be able to do. The Psychomotor Domain includes objectives that require basic motor skills and/or physicalmovement such as construct, kick or ski•Cognitive Domain: Bloom's Taxonomy Bloom's Taxonomy and Critical Thinking•Synthesis —create, combine : change, combine, compose, construct , create, design, find an unusual way, formulate, generate , invent, originate, plan, predict, pretend, produce, rearrange, reconstruct reorganize revise suggest•suppose, visualize.•Evaluation —appraise, value: appraise, choose, compare, conclude, decide , defend, evaluate, give your opinion, judge, justify, prioritize, rank, rate, select, support, value•Analysis —dissect, generalize : analyze, categorize, classify , compare, contrast, debate, deduct, determine the factors, diagnose, diagram, differentiate, dissect, distinguish , examine, infer , specify•Application —use, practice: apply , compute, conclude, construct, demonstrate , determine, draw, find out, give an example, illustrate , make, operate, show, solve, state a rule or principle , use•Comprehension -understanding: convert, describe , explain, interpret , paraphrase, put in order, restate ,retell in your words, rewrite , summarize , trace, translate •Knowledge/Remembering —recall: define, fill in the blank, identify, label, list, locate, match, memorize, name recall, spell, state, tell, underline.Element #4INSTRUCTIONAL METHOD/TECHNIQUE•The techniques you plan to use in your lessons depend on:•• the types of students you have and their previous knowledge•• your physical teaching environment and the available equipment and resources•• the type of learning you are aiming for.•Some of the possibilities are listed below.To convey information, use:•• lecture • field trips • discussion group • interviewing an expert • selected reading • case studies • demonstration by an expertTo provide balanced presentation of a controversial subject, use:•• discussion group • panel discussion • selected reading • simulation • debateTo involve people, use:•• discussion • written work • field trips • case studies • role playing • group work•• guided experienceTo teach a skill, use:•• demonstration by an expert • shop work • labs • guided experience • practice with feedback (coaching)To pool thoughts and ideas, use:•• discussion • brainstorming • group workTo reinforce memory, use:•• drill • memory aids • practice with feedback (coaching) • written work STRENGTHS AND WEAKNESSES OF V ARIOUS TECHNIQUESLectureSTRENGTHS: - presents factual material in direct, logical manner - contains experience which inspires - stimulates thinking to open discussion - useful for large groupsLIMITATIONS: - experts are not always good teachers - audience is passive - learning is difficult to gauge - communication in one wayLecture With DiscussionSTRENGTHS: - involves audience at least after the lecture - audience can question, clarify & challengeLIMITATIONS: - time may limit discussion period - quality is limited to quality of questions and discussionBrainstormingSTRENGTHS: - listening exercise that allows creative thinking for new ideas - encourages full participation because all ideas equally recorded - draws on group's knowledge and experience - spirit of congeniality is created - one idea can spark off other other ideasLIMITATIONS: - can be unfocused- needs to be limited to 5 - 7 minutes - people may have difficulty getting away from known reality - if not facilitated well, criticism and evaluation may occurVideotapesSTRENGTHS: - entertaining way of teaching content and raising issues - keep group'sattention - looks professional - stimulates discussionLIMITATIONS: - can raise too many issues to have a focused discussion - discussion may not have full participation - only as effective as following discussionClass DiscussionSTRENGTHS: - pools ideas and experiences from group - effective after a presentation, film or experience that needs to be analyzed - allows everyone to participate in an active processLIMITATIONS: - not practical with more that 20 people - few people can dominate - others may not participate - is time consuming - can get off the trackSmall Group DiscussionSTRENGTHS: - allows participation of everyone - people often more comfortable in small groups - can reach group consensusLIMITATIONS: - needs careful thought as to purpose of group - groups may get side trackedCase StudiesSTRENGTHS: - develops analytic and problem solving skills - allows for exploration of solutions for complex issues - allows student to apply new knowledge and skillsLIMITATIONS: - people may not see relevance to own situation - insufficient information can lead to inappropriate resultsElement #5TEACHING PROCEDURE or RESOURCESThe detailed procedure to teach the lesson would be mentioned here OR all resource materials used would be mentioned.Example: SOLAR ENERGY & HEAT1. Experiment with colors to determine which colors will absorb or reflect heat. Usecolored cellophane when they build their boxes.2. Experiment with materials to determine which materials will absorb or reflect heat. Useshoe boxes, foil, construction paper for the materials.3. Explain that a solar hot box differs from a solar collector only in the respect that the solarheat is collected and contained in the box is not purposely transferred. The heat from a solar collector is usually transferred from the collector by a heated air or water medium to another location.4. Students will build their own hot box using the colors and materials they choose.Students can work in pairs or alone to build their box and conduct the experiment.5. Explain that each hot box groups will go outside and complete a temperature experimentto determine the maximum temperature it will reach.6. Have each group set their experiment up with a thermometer on the inside.Element #6EV ALUATIONwhat the teacher can do to see if the what the teacher can do to see if the lesson was taught effectively: lesson was taught effectively: watching students work, assigning work, assigning application, activities, getting feedback, etc.Example: SOLAR ENERGY & HEATask the students to compose a paragraph addressing why solar energy might not be the answer to all the energy needs of the country.LEARNING TASK•Make groups consisting of members from similar departments .•Choose a topic which is familiar to all members but must relate to your discipline.•Design a lesson plan that best suites to the contents of the lecture.Element #7OUTCOMES:Learning outcomes are statements that describe significant and essential learning that learners have achieved and can reliably demonstrate at the end of a course or program-the essential & enduring knowledge, skills, & attitudes that constitute the integrated learning needed by a graduate of a course or program.Difference between Objectives and Outcomes: Objectives are intended results or consequences of instructions, curricula, programs, or activities. Outcomes are achieved results or consequences of what was learned i.e evidence that learning took place.Element #8REFERENCES:Show all references which are referred for the preparation of the lesson. It can have a chapter of a text book, or a research paper or lecture notes, websites, etc.。

Lesson planBackground Information:Teacher: xxxDate: Nov. 6, 2011Unite: Module 7 My School DayUnite 2 Lessons Start at Nine O'clockGrade Level: Junior Middle School Students, Grade 1Time Duration: 45 minsTeaching objectives:By the end of the lesson, students school be able to:1.Get information from a description of a school day2.Tell the time in English fluently3.Describe their school dayse conjunction "and" to join sentences5.Remember some important phrases, like get up, go home, go to…, do one`s homework, have a break, talk to, go to bed and "have breakfast/ lunch/ dinner/supper" Important&Difficult points:1.Describe a school day2.Join sentences with "and"Teaching Aids: chalk, blackboard, tape and white paperTeaching procedures:Step 1. Warming up (4 mins)a). Look at the watch and point out the timeT: Please tell me what's the time now.b). Express time in English: 3:30, 7:30, 9:00, 10:45, 12:15Write these on the blackboard and ask Ss to say it outT: Now, I would like some of you to say these.**, 3:30(half past three)**, 7:30(half past seven) 9:00 (nine o'clock)**, 10:45(ten forty five/ fifteen to eleven/ a quarter to eleven)12:15(fifteen past twelve/ a quarter past twelve)c). Ask about what are their lessons todayT: How many classes do you have today?Ss: ...T: what are they?Ss: ...Step 2. Learn the new words ( 8 mins)a). Make the students read after me from "get up" to "dinner" in P130T: Please read after me, get up...b). Students read the word by themselves, each word read twice.T: Read the words by yourselves, each word read twice.Step3. Teach the text in P44 ( 20mins)a). Play the tape and listen.T:Hi, class! Y ou all go to school every day. Today we will learn to tell somethingabout your school day. Now turn to page 44. This is an email sent by Alex, in this email he tells us his school day, I will play the tape for you. But before listening, let guess what Alex do in the pictures in page 44.T: Now, let's listen to the tape carefully to see if you are right and correct the wrong ones.b). Play the tape again and ask the Ss to finish task 1 and 2T: listen again and try to put the pictures in order and finish exercise 2. And check the answers with your partner.c). Call back the answers from the whole classd). Let the Ss read the passages after me. And answer the following questions:T: read the passages after me, and then discuss with each others to find out the answers of following questions.(put paper 1 one the blackboard)1). When does Alex get up?2). When does Alex go to school?3). When do they have a break?4). When do they have lunch?5). When do the lessons start?6). When does Alex go to bed?e). Check the answer.f). Translate passage 1, passage 2 and passage 4, then ask Ss to translate the rest.The Chinese of the passages:1. 嗨，我是格里尔诺.阿里克斯。

教学准备设计意图范文English:Teaching Preparation Lesson Plan Design Intent.Rationale:The purpose of this lesson plan is to provide a comprehensive guide for teachers in designing effective and engaging lesson plans. By outlining key considerations,this design intent aims to support educators in creating instructional experiences that align with curriculum objectives, cater to diverse learner needs, and promote student growth.Principles and Considerations:Alignment with Curriculum Objectives: Lesson plans must align with established curriculum standards and learning outcomes, ensuring that students are exposed tothe necessary knowledge and skills.Differentiation for Diverse Needs: The design of lesson plans should account for the varying strengths, learning styles, and needs of students. This includes providing differentiated instruction and supports to meet individual requirements.Engagement and Motivation: Lesson plans should incorporate engaging activities, hands-on learning experiences, and relevant materials to stimulate student interest and motivation.Assessment and Feedback: Lesson plans should include clear assessment strategies to monitor student progress and provide timely feedback. This helps in identifying areasfor improvement and tailoring instruction accordingly.Technology Integration: Lesson plans should leverage technology tools and resources to enhance student learning, foster collaboration, and provide access to diverse learning materials.Reflective Practice: Lesson plan design should include opportunities for teachers to reflect on their teaching practices, assess student learning, and make necessary adjustments to improve effectiveness.Lesson Plan Components:The following components are essential in a well-designed lesson plan:Learning Objectives: Clearly stated learning objectives that describe the knowledge, skills, or behaviors students are expected to attain by the end of the lesson.Instructional Activities: Step-by-step procedures outlining the instructional activities, resources, and materials used to facilitate student learning.Assessment Strategies: Methods for assessing student understanding and progress, including assessments forformative and summative purposes.Differentiation: Strategies and activities designed to address the diverse needs of students, ensuring equitable access to learning.Reflection and Assessment: Opportunities for teachers to reflect on the effectiveness of the lesson and gather feedback from students.中文回答：教学准备设计意图。

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：。

Unit3LessonPlanning教案Unit 3 Lesson PlanningIn this unit, we are going to look at one of the most important components of language teacher’s work, lesson planning. We will focus on the following:1.Why is lesson planning necessary?2.What are the principles for good lesson planning?3.What are macro planning and micro planning?4.What are the components of a lesson planning?1.Why is lesson planning necessary?1). Proper lesson planning is essential for both novice and experienced teachers. Although preparation does not guarantee successful lesson, walking into a classroom unprepared is often the beginning of a disastrous lesson.Besides, students immediately notice if the teacher is prepared or not. Unprepared teachers receive much less trust and cooperation from the students.How do language teachers benefit from proper lesson planning?1. A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2.It also helps the teacher distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from stage to another.3.The teacher can also think about how the students can be fully engaged in the lesson.4. When planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5. Plans are also an aid to continuing improvement. After thelesson the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.2. Principles for good lesson planning1). V arietyIt means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.2). FlexibilityIt means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.3). LearnabilityIt means the contents and tasks planned for the lesson should be within the learning capability of the students.4). LinkageIt means the stages and steps within each stage are planned in such a way that they somehow linked with one another. Language learning needs recycling and reinforcement.3. Macro planning vs. micro planningIdeally, lesson planning should be done at two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month, a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes.Macro planning involves the following:A. knowing about the course: the teacher should know which language areas and language skills should be taught or practiced in the course, what materials and teaching aids are available, and what methods and techniques can be used.B. knowing about the institution: the teacher should know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.C. knowing about the learners: the teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.D. knowing about the syllabus: the teacher should be clear about the purposes, requirements and targets specified in the syllabus.(National English Curriculum Standard)Much of macro planning is done prior to the commencement of course. However, macro planning is job that never really the ends until the end the course.Macro planning provides guidance for language teachers. However, most teachers have more confidence if they have kind of written plan for each lesson they teach.The advantage of a concrete teaching plan is that teachers can follow it in the class and check what they have done. This plan will be basis of a record of what has been covered in class, and will make it easier to make achievement teats later. The teaching plans will be good records for the entire course.4. Components of a lesson plan1). Teaching aims2). Language contents and skills3). Teaching stages and procedures1). Teaching aimsThe first in lesson planning is to decide the aims of a lesson, which include what language components to present, whatcommunicative skills to practice, what activities to conduct and what materials and teaching aids to be used.2). Language contents and skillsIn language teaching, it is very important for the teacher to know exactly what language contents will be taught and what language skills will be practiced in the lesson. Language contents mean structures (grammar), vocabulary, functions, topics, and so on. Language skills are L, S, R and W.3). Teaching stages and proceduresAt the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use.At the practice stage, the lesson moves from controlled practice to the guided practice and further to the exploitation of the texts when necessary.At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.Another model is pre-reading, while-reading, post-reading.This model is also often applied in listening lessons, which have pre-listening, while-listening, and post-listening stages.In this model, the pre- stage involves preparation work, such as setting the scene （描述背景）, warming up, or providing key information( such as key words).The while- stage involve activities or tasks that the students must perform while they are reading or listening.The post- stage provides a chance for students to obtain feedback on the performance at the while- stage. This may involve follow-up activities, in which students relate what theyhave read or heard to their own life and use the language spontaneously.Components of a lesson plan1. Contents2. Aims/Teaching aims/objectives3. Language focus4. Aids/Teaching aidsTeaching procedure(s)Homework/AssignmentsLayout of the blackboard。