Lesson PlanUnit 6 I’m going to study computer science.所用教材：Go for it! 八年级上册目次：人民教育出版社，2013年6月，第一版第一次印刷1. Background Information1.1 The analysis of the textbook:Unit6 I’m going to study computer science.(Section A 1a~1c)Type: listening and speaking lessonTopic: dream jobsLanguage goal: to talk about future intentions1.2 The analysis of the students:Students at 8th Grade should learn more new words , sentence patterns and grammars , which will be more difficult for students to grasp completely . And there are new requirements for student’s speaking ability, reading ability and writing ability. These hard works may cause negative influence in their learning passions, some of them may even lose interests in English learning. Account for this phenomenon, teacher should add more interesting elements to activate their emotion, developing their automatic leaning ability ,cultivating their good learning habits and to gain knowledge by their ever-lasting determination.There are many new words,sentence patterns and grammars , which will be more difficult for students to grasp completely . These hard works may cause negative influence in their learning passions,teacher should add more interesting elements to activate their emotion.1.3 Lesson duration45 minutes2. Teaching Objectives:2.1 Language objectives:By the end of this lesson, students are able to grasp some new words about jobs, learn the meaning and speak them out,such as cook , doctor, engineer. They also should learn how to ask other’s job intention and response to their classmates.技能2.2 Language skills:By the end of this lesson, students are able to listen these job words and talk about their future intentions.The students can use questions to get information to improve their listening and speaking abilities.Of course they should able to use the integrated abilities.去掉2.3 Learning strategies:By the end of this lesson, students are able to learn in the scale of class level, they can be more familiar with the group-works and pair-works. Besides, they can learn through themselves. 错误2.4 Affect and Attitude:To help the students to consider their future and make their future plan and get them to know they will take much pains to achieve their dreams.萍萍3. Teaching Contents:3.1 New words and expressions:1.New words:Cook , doctor, engineer,teacher, violinist, driver, pilot, pianist, scientist, actor2.New phrases:grow up, computer programmer, bus driver, basketball player ,take lessonsbe sure about, make sure3.2 Sentence patterns①─What do you want to be when you grow up?─I want to be a basketball player.②─How are you going to do that?─I’m going to practice basketball every day. 可能要用罗茜的③Where are you going to work?不要4. Key points:4.1 The Important PointsA. VocabularyB. Target language1. What do you want to be when you grow up?I want to be a computer programmer.2. How are you going to do that?I’m going to study computer science.4.2 The Difficult PointsC. StructuresFuture with going to, Want to be, What, How questionsD. GrammarThe simple future tense.5. Teaching aids:PPT, radio, chalk and blackboard6. Teaching Methods and strategies Communicative Language Teaching, Task-Based Language Teaching7. Teaching Procedures8. After-class ReflectionTeacher adopted many methods to prepare the class and help students to getinvolve in these activities. When asking students, teacher gave a good example. The real situation helps students to learn English in an active way. However, some shy students do not finish the group-work well, they are shy to express their opinion.9. Blackboard layoutUnit 6 I’m going to study computer science.What are you going to be?What do you want to be when you grow up? a pianistWhy are you going to be a basketball player? an actortake acting lessons Where are you going to move/work? a violinistHow are you going to do that/ become …? an engineer finish college first.When are you going to start? a computer programmera car drivera pilot。
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]• • •。
