Lesson plan(dialogue)--09(3)徐兆云

Lesson PlanSchool:Jincai High School Northern Campus（进才中学北校）Teacher:Shirley (刘莉 )Subject:EnglishMaterial:Oxford English 6B, Page 42-43Topic :Module 2ChangesUnit 6seasonal changesClass:Class 1 Grade 6Teaching Aims:1. Language focus:. Using the simple present tense to express simpletruth e.g. Many flowers grow in the garden.Using connectives to give reasone.g. Not many students like playing in the playgroun because itis hot.Using connectives to link similar idease.g.Many srudents like having ice cream and soft drinks.Using the simple present tense to express sinple truthe.g.It helps them keep warm2. Ability aims:To make the students pay attention to the seasonal changesin school and say them out.To train the students ’ability of listening. To help thestudents to listen for specific information about seasons.To let the students to open an interaction by askingand answer questions.To help the students to observe the different scene inthe school to get information and write a report about theirschool life.3. Emotion aims:To arouse the students ’interest in learning English.To help the students know about the seasons andlove the nature.Main points:1. Using many,not many to show quantities.ing the simple present tense to ask and answer questions.3.Make the students know how to give reason.Aids:1.The multi-media system2.The courseware of this lesson3.A recorder and the tape recording of this unitTeaching procedures:Procedure Contents Activities PurposeI.Sing a song:All the students Attract the Warming-up:Seasonal changes watch the video students ’and participate in attention.this activityII. Pre-task 1.Revision:Look Everybody looks at Help students Preparation:and say:What the pictures know about the season is it?carefully and say seasonal changesout what season it2.Each season is is.Review moredifferent Match the season words aboutand weather seasons3.Watch a cartooncondition.Know about what To make thedifferences students knowbetween four seasons areseasons.different4.Read and matchFoster theMatch summer students’abilitiesand winter to the of observation.5.Pair work sentences.Foster theStudents talk students abilitiesabout what they of observation,can see in different and speaking.seasons.III. 1.Look and Students fill in the Foster the While-task complete blanks according students abilities procedure to the pictures of observation2.Listen and say All the students Foster thelisten and read the students’abilitiestext of listening andspeaking.3.Ask and answer4.Work in pairs5.WriteIV . Post-task 1. Think andactivities answer2. Read andwok in pairsV. 1.Write a reportHomework about the schoollife in winter2.Do theexercises on WorkBook Page 36.Students answerthe questions Foster the according to the students’abilities text of getting specificinformation Students talkabout school life in Foster the summer students’abilitiesof using English Students write theschool life insummer Practise writingEnglishStudents answer Students speak the questions more English about school life inwinterFoster the Students talk students ’abilities about school life in of speakigwinterStudents write a To make the report .students put what⋯likethey have learned Practise into practical use. doing ⋯ and givethe reasons。

Teaching Plan forRevision module AThe first period教师：陈会新所在单位：蓟县下仓镇大仇庄初级中学Teaching PlanRevision module AThe first period:Lesson type：revisionTeaching objectives:Knowledge:Revision of vocabulary and grammar of the previous modules.Abilities of language:To be able to use the vocabulary and grammar of the previous modules to express freely.To carry out comprehensive exercises in listening, speaking, reading and writing skillsFeelings and mannersTo aro use the students’ passion and consciousness of attending the learning activitiesTo cooperate with others activelyDifficulties:Teaching of the integrated use of listening, speaking, reading and writing skills Teaching approach:Communicative approachTeaching aids:Multi-media and handouts and guiding materialsTeaching proceduresStep I: Warming-up/lead in1. Greetings2. T’s activit ies：(1) Introduce to the students that the teacher will present some pictures to them in this lesson.(2) Show the first picture of a family picture to the students. Let the studentsdescribe what’s in the picture. Give them an example using “there is/there are” .Intention: To check the students’ understand ing and use of there be.(3) Ask who people are.(e.g. Who’s this?/Who’s that?) Ask about possessions and relations in the picture. (e.g.Whose is this…?Whose are these/those…?).Let the students finish Activity 1 in the book and check the answers.S s’ activity：they describe the picture, and then finish Activity 1 individually. Intention: To create a context to lead in the lesson and revise the structure of there be. Step II Grammar and speakingFor Activity 2T’s activities：1. Ask the students to read the conversation and think about whether the missing words are positive,negative, single or plural.2. Ask the students to complete the sentences on their own, then check with a partner.Ss’ activity: they complete the passage on their own, then.act out the conversation.Intention: To let the Ss master the structure of there be.For Activity 3T’s activity:1. Let the students answer where different objects are in the classroom.2. Ask the students to move things aroud the room and put them in different places(e.g. next to/between/in front of). Then ask them to read the passage quickly to find out who Dudo is. Then let the students finish activity 3 individually. Then check the answers and let the students talk about Daming’s family photo.Ss’ activity：they answer the questions ,complete the passage ,read out the passage and talk about Daming’s family photo in groups and then show in class.Intention: To train the students’ ability to understand the passage and let them master the prepositions.For Activity 4 and 5T’s activities：(1) let the students finish Activity 4 individually.(2) Let the students finish Activity 5 and then let them make their own conversation with some and any.(3) Play it again and ask the students to repeat.Intention: To train the students’ abilitySs’ a ctivity：they finish Activity 4 and 5 and then make their own conversation with some and any.Intention: To let the students review the structure of the Simple Present Tense.Step III vocabularyFor Activity 6T’s activity:1. Show the second picture of a family tree to the students. Let the students brainstorm family members in groups of 3-4.2. Tell the students to say and write down as many names for family members as they can and decide who everyone in the tree is and label it.3. Write “family”on the board. Draw the tree on the board and some students come up, label it and write names of family members under the heading.Ss’ activity: They complete Activity 6 in groups and then show it in class.Intention: Let Ss think and show in real context.For Activity 7 and 8T’s activity: Ask the Ss to finish individually and check the answers in class.Ss’ activity: Complete the work individually and then show it in class.Intention: To let the students master the language and arouse the Ss’ desire to express.Step IV ConsolidationT’s activity:1.Let the students do some exercises and check with the whole class.2.Have a competition about the vocabulary and structures of this lesson.Ss’ activity: finish the exercises in groups, report in class and take part in the competition.Intention: To let the students consolidate the main language points.Step 5 Sum-upT’s activity: Let the students sum up what they have learnt today.Ss’ activity: They sum up what they have learnt today.Intention: To let the students re view the knowledge they’ve learnt and train their ability in oral expression.Homework:1. Recite the dialogue in Activity2.2. Recite the vocabulary and structure of this lesson.Blackboard Design:Revision module A1.there be2.behind / between / in front of / next to / on the left / on the right3. some / any。

lessonplan的原则和组成部分
lessonplan（课程教案）是教师备课的重要工具，它包含了教学目标、教学内容、教学过程、教学方法和评估等方面的设计。

下面是lesson plan的原则和组成部分：
原则：
1.符合教学目标：lesson plan应该与教育要求和学科标准相符合，明确教学目标，并能通过教学活动实现这些目标。

2.适应学生需求：lesson plan应该考虑学生的年龄、兴趣、学习风格和能力水平，针对学生的需求进行教学设计。

3.合理有序：lesson plan应该按照合理有序的结构进行编排，有助于教师组织教学活动并引导学生的学习。

4.多元化教学：lesson plan应该采用多种教学方法，培养学生的多样化能力，鼓励学生的参与和创造性思维。

5.反馈与评估：lesson plan应该包括对学生学习情况的反馈与评估，以便教师及时调整教学策略，帮助学生提高学习效果。

组成部分：
1.课程信息：包括课程名称、年级、课时等基本信息。

2.教学目标：明确教学目标，包括知识、技能、情感、价值观等方面。

3.教学内容：列出教学内容的要点和重点，确保与教学目标相匹配。

4.教学过程：按照时间顺序安排教学活动，包括引入活动、教学步骤、练习与巩固、总结与拓展等环节。

5.教学资源：列出教师需要准备的教学资源，如课件、教具、参考书等。

6.教学评估：设计教学评估的方法和手段，确定学生的学习效果，并根据评估结果进行教学调整。

7.拓展延伸：提供学生进一步学习的提示或延伸活动，激发学生的学习兴趣和主动性。

通过合理的设计和使用，lesson plan可以帮助教师高效地进行教学，确保课堂教学的质量和有效性。

Teaching PlanInternational Food Festival (Reading)(Oxford English 7A Unit 9)Jincai Experimental Junior Mid dl e School 徐琳Teaching Procedure:【教师简介】徐琳，进才实验中学英语教师。

浦东裴昌义、沈华名师基地成员。

教学主张是积极学习，即以学生为主体，通过自主学习、合作学习和小组竞争等方式，充分调动学生的学习积极性，让课堂活起来，在寓教于乐中，提升英语课堂教学的有效性。

【教学内容的选择与思路】本课为牛津教材7A M3U9 International Food Festival的第一课时，课文内容为一段师生间围绕一次国际食品节活动安排的对话，对话中包含了策划食品节活动的原因、目的、时间、地点、方式等内容。

意在通过课文的学习，让学生们在情境中使用特殊疑问句提问，了解海报制作的基本要领，通过合作学习，完成一份活动策划的海报。

在活动过程中熟练掌握一般将来时be going to do的用法。

Task 1 Answer the questions1.What are they going to do for the SPCA?They’re going to __________________________.2.Why are they going to have it?Because ________________________________.3.When are they going to have it?They’re going to have it ____________________.4.Where are they going to have it?They’re _________________________________.5.What time are they going to have it?_______________________________________.6.How are they going to do it?_______________________________________.7.Who is going to help them?_______________________________________.8....?_______________________________________.Task2:Design an activityWhat: ______________________How: ______________________________________________ Date: __________ (_________) Time: _________ — ___________Place: In/At the _________________________________________ ________________________________ _。

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. Students will be interested with a certain topic easily, such as traveling, sports healthy life and so on, which adapts to their physical and psychological characteristics. Additionally, students are weak in English speaking, so in my class, I will design some questions and activities for them to practice their pronunciation.3.Teaching aims:Knowledge aim:a)Students will learn about Xie L ei’s school life in London.b)Students will learn new words and phrases including lecture,academic, comfort, requirement, acknowledge, preparation, contradict, occupy, recommend, substitute.Ability aim:a)Students will be able to use the new words about traveling abroadto describe the life in foreign countries.b)Students will be able to think of their own way to deal with thepossible problems of living abroad.c)Students will be able to know how to read the news report and getthe main idea by finding the key information about what, when, why, where and who.Emotion aim:a)Students will be more interested in traveling or studying abroad.b)Students can overcome the difficulties in study and life afterreading Xie Lei’s story.Learning strategy aim:a)Students will learn about the characteristics of the news reportand get the main idea by finding the main words, who, when, where, why, what.Culture aim:a)Students will gain more knowledge about the lifestyle and theweather feature in London.2.Key point:a)Learning the new words and phrases about traveling abroad and knowtheir meanings, such as requirement, acknowledge, preparation, fit in.b)Learning about the benefits and difficulties of studying abroad.3.Difficult point:a)Grasping the ability to skim and scan the text and the ability tosummarize the main idea of each paragraph. It requires students to summarize the main idea according to find the key information about what, when, why, who, where.b)Learning the basic structure of emphatic sentence and how to useit. It requires students to be able to use it in the composition.4.Teaching aids:Power Point, a blackboard, some chalk, a tape recorder5.Teaching methods:Task-based language teaching6.Teaching procedure:Step1 Lead-in (4 minutes)At first,the teacher will ask students a question, if you have a chance to go abroad in the world, which country would you like to go? Why? Fifteen seconds later, the teacher will choose two students to tell their answers. After hearing these answers, the teacher will show some beautiful pictures of different countries to attract students’ attention, such as Statue of Liberty, Sydney Opera House, Eiffel Tower and so on(5 slides)and next the teacher will ask students whether they want to go abroad to have afurther study or not.Step2 pre -reading(6minutes)Nowadays, more and more students wants to go abroad to have a further study. What are the advantages and disadvantages of studying abroad? Then the teacher will ask students to discuss in the four-people group.Suggested answers:T:”You are going to read a newspaper article about a Chinese student who goes to study in England. What do you think she willfind differences from studying at a Chinese school/university?”Step3 listening and fast reading (5minutes)1. Listen to the tape and find the answers to the following questions.1)Who is the main character?2)Will she overcome difficulties at last? Who helps her?3)What is Xie Lei in England for? How long has she beenin England?2. True or False.a.When Xie Lei went to New York, she felt very excited and relaxed.b.Xie Lei came to the university to complete a sciencequalification.c.Xie Lei lives in the student accommodation.d.Xie Lei found the preparation course was very easy tolearn at first.e.Xie Lei’s tutor helped her a lot in her study.Step4 detailed reading (12minutes)1.Summarize the main idea of the passage (the teacher will give students three minutes to skim the whole text and summarize the main idea)Suggested answer:The text mainly tells us a Chinese student named Xie Lei is studying at an English university, which introduces us her study life there and how she solved the difficulties she faced.2. Put the events into order_3__The difficulties Xie Lei met while living in London;_7__The newspaper will follow Xie Lei’s progress in later editions._2__The general introduction to Xie Lei and her study;_1__The advantages that Xie Lei gained while living with a host family._6__Xie Lei is now getting along well and is living an act ive life._4__ Xie Lei, a Chinese girl, is studying in a foreign c ountry--London._5__Xie Lei is getting used to the Western University’s way of learning.3.Answer questions( The teacher will invite four volunteers to answer the four questions）1)Why is she doing a preparation course first?2)What are some of difficulties she faced when she firstcame to England?3)Why does Xie Lei have such a decision that she would like to board with a host family while studying in Engla nd?4)How does Xie Lei try to get used to the new sociallife in England?Step5new words(8minutes)Firstly, the teacher will ask students to find out the new words in the first two paragraphs when they are reading it. Next, the teacher will check the new words that students find in the two paragraphs. Then the teacher will explain its meaning in the text and he will also expand its relevant phrases.For example:Step6 text analysis (9minutes)The teacher will write the example of emphatic sentence in the blackboard and tell students what an emphatic sentence is and then the teacher will ask students to make other sentences according to the sentence in the blackboard. Next, students will finish four single-choice questions about this grammar point in the PowerPoint. (强调句详情在幻灯片上可见)课文原句：It’s not just study that’s difficult.It is/ was + 被强调部分（通常是主语、宾语或状语）+ that/ who（当强调主语且主语指人）+ 其他部分。