A Plan for a Lesson1(1)

写作业下午看电视英语Sure, here's a lesson plan for a class that combines homework assignments with a fun English activity involving watching TV in the afternoon:LessonObjective: To reinforce English language skills through homework and engaging with English TV shows.Materials Needed:- Homework assignments on various topics (grammar, vocabulary, reading comprehension)- A selection of English TV shows or movies suitable for the class level- Whiteboard and markers- Handouts with discussion questionsLesson Outline:1. Introduction (10 minutes)- Begin the class with a brief introduction to the day's activities.- Explain the purpose of combining homework with a funEnglish TV session.2. Homework Review (30 minutes)- Distribute the homework assignments.- Allow students to work individually or in pairs to complete the tasks.- Walk around the classroom to provide assistance as needed.3. Break (5 minutes)- Give students a short break to stretch and relax.4. TV Show Selection (10 minutes)- Gather the class and discuss the TV shows or movies available.- Let the students vote for the show they would like to watch.5. Watching TV (40 minutes)- Play the chosen TV show or movie.- Encourage students to listen carefully to the dialogue and observe the language used.6. Discussion (15 minutes)- After watching, lead a discussion on the show.- Use handouts with questions to guide the conversation.- Discuss new vocabulary, phrases, and cultural references encountered.7. Wrap-Up (5 minutes)- Summarize the key points from the discussion.- Assign follow-up tasks related to the TV show, such aswriting a short review or creating a dialogue based on a scene.8. Homework for Next Class (5 minutes)- Announce the homework for the next class, which could be related to the TV show or a continuation of the day's topics.9. Dismissal (5 minutes)- Allow students to pack up their belongings.- Remind them of the homework due for the next class.This lesson plan is designed to make the learning process enjoyable and interactive, with a balance between structured homework and relaxed, yet educational, TV viewing.。

他们有很多的英语作业英语Certainly! Here's a lesson plan for a class focused on "They have a lot of English homework."### LessonObjective: To help students understand and complete a variety of English homework assignments efficiently.Materials Needed:- English textbooks- Workbooks- Vocabulary lists- Grammar exercises- Writing prompts- Whiteboard and markers- TimerWarm-Up (10 minutes):1. Begin with a quick vocabulary review game. Divide the class into two teams and have them compete to define new words from the week's lessons.2. Discuss the importance of homework in reinforcing what is learned in class.Direct Instruction (20 minutes):1. Review the types of English homework that studentstypically receive:- Reading comprehension- Grammar exercises- Vocabulary quizzes- Writing assignments- Listening exercises2. Demonstrate how to approach each type of assignment:- Reading Comprehension: Teach students to read actively by underlining key points and summarizing paragraphs.- Grammar Exercises: Explain common grammar rules and provide examples.- Vocabulary Quizzes: Encourage students to keep a vocabulary journal.- Writing Assignments: Discuss the importance of planning, drafting, and revising.- Listening Exercises: Practice active listening by summarizing audio clips.Guided Practice (15 minutes):1. Distribute a sample homework assignment that includes a mix of the different types mentioned.2. Walk students through the first part of the assignment step by step, providing support and answering questions.Independent Practice (20 minutes):1. Allow students to work independently on the rest of the sample assignment.2. Circulate around the classroom to provide individual assistance as needed.Closure (5 minutes):1. Have students share their completed assignments with a partner and provide feedback.2. Summarize the strategies discussed for completing English homework and encourage students to apply them to their own work.Homework:- Complete the next set of English homework assignments using the strategies learned today.- Prepare a short presentation on one of the vocabulary words from the week's list.This lesson plan is designed to equip students with theskills and strategies needed to manage their English homework effectively.。

2024年人教版小学一年级英语(上册)期中考卷附答案一、选择题（每题1分，共5分）1. What color is the apple?（苹果是什么颜色？）A. RedB. YellowC. GreenD. Blue2. How many apples are there?（有多少个苹果？）A. OneB. TwoC. ThreeD. Four3. What is the cat doing?（猫在做什么？）A. SleepingB. EatingC. PlayingD. Jumping4. Where is the book?（书在哪里？）A. On the deskB. In the bagC. Under the bedD. Behind the door5. What time is it?（现在几点？）A. 7:00B. 8:00C. 9:00D. 10:00二、判断题（每题1分，共5分）1. The sun is shining.（太阳在照耀。

）（√）2. The dog is barking.（狗在叫。

）（√）3. The flowers are red.（花是红色的。

）（√）4. The children are playing.（孩子们在玩耍。

）（√）5. The birds are singing.（鸟儿在唱歌。

）（√）三、填空题（每题1分，共5分）1. I have ________ apples.（我有______个苹果。

）2. The cat is ________ on the mat.（猫正在垫子上______。

）3. The book is ________ the table.（书在桌子______。

）4. It is ________ o'clock.（现在是______点钟。

）5. The ________ is blue.（天空是蓝色的。

）四、简答题（每题2分，共10分）1. What is your name?（你叫什么名字？）2. How old are you?（你几岁了？）3. What is your favorite color?（你最喜欢的颜色是什么？）4. What is your favorite animal?（你最喜欢的动物是什么？）5. What do you like to do?（你喜欢做什么？）五、应用题（每题2分，共10分）1. If you have three apples and you give one to your friend, how many apples do you have left?（如果你有三个苹果，你给朋友一个，你还有多少个苹果？）2. If it is 8:00 now and you need to wait for one hour, what time will it be?（现在8:00，你需要等待一个小时，那时是几点？）3. If you have two red balls and three blue balls, how many balls do you have in total?（如果你有两个红球和三个蓝球，你总共有多少个球？）4. If the cat is sleeping and the dog is playing, what is the cat doing?（如果猫在睡觉，狗在玩耍，猫在做什么？）5. If you have a red book and a blue book, which book is red?（如果你有一本红书和一本蓝书，哪本书是红色的？）六、分析题（每题5分，共10分）1. Analyze the sentence: "The sun is shining."（分析句子："太阳在照耀。

unit 1 making a plan听力原文是相关制订计划的内容，听力原文及翻译如下：Unit1 What are you going to do at the weekend? 你周末有什么打算？Betty：What are you going to do at the weekend, Daming?贝蒂：大明，你周末打算干什么？Daming: On Saturday morning, I’m going to check my email and do my homework. Then I’m going to help with the housework. What are you going to do, Betty?大明：周六早上我打算常看一下电子邮件、写作业，然后帮忙干家务。

你打算干什么，贝蒂？Betty: I’m going to see a movie in the afternoon. You can come too.贝蒂：我打算周六下午去看电影。

你也可以一起去。

Daming: Sure! Who else is going to be there?大明：当然了！谁还会一起去？Betty: Nobody. Lingling is going to have a piano lesson, so she can’t come with us, but on Sunday afternoon, Lingling and I are going to have a picnic. Would you like to join us?贝蒂：没人了。

玲玲要去上钢琴课，所以她不能和我们一起去。

但是周日下午，玲玲和我要去野餐。

你想和我们加入吗？Daming: Yes, I’d love to. Are we going to meet here?大明：想，很愿意。

咱们在这儿见面吗？Betty: No, we aren’t. We’re going to meet in the park at one o’clock.贝蒂：不是。

写作业和读书英语Certainly! Here's a lesson plan for a class on "Doing Homework and Reading in English":LessonObjective: To enable students to effectively complete English homework and engage in reading activities in English.Materials Needed:- English textbooks- Workbooks with exercises- A selection of English books or articles- Dictionaries (bilingual and monolingual)- Writing materials (pens, pencils, notebooks)Warm-up Activity (10 minutes):- Begin with a quick discussion about the importance of homework and reading in language acquisition.- Ask students to share their experiences with English homework and reading.Direct Instruction (20 minutes):1. Understanding Homework:- Explain the purpose of homework: to reinforce learning, develop skills, and prepare for future lessons.- Discuss different types of homework: readingcomprehension, vocabulary exercises, grammar practice, writing assignments.2. Strategies for Effective Homework Completion:- Organize a quiet space for homework.- Set aside regular homework time.- Break tasks into smaller parts.- Use resources like dictionaries and online tools.3. Reading in English:- Highlight the benefits of reading in English: improving vocabulary, understanding grammar, and enhancing comprehension.- Introduce various genres and types of reading materials suitable for different skill levels.Guided Practice (15 minutes):- Distribute a sample homework assignment and guide students through the process of completing it.- Model how to use a dictionary for unfamiliar words.- Encourage students to ask questions and clarify doubts.Independent Practice (15 minutes):- Assign a short reading passage to each student.- Have students read silently, then discuss the content, asking comprehension questions and discussing vocabulary.Closure (5 minutes):- Summarize the key points of the lesson.- Encourage students to reflect on their learning and set personal goals for homework and reading.Homework Assignment:- Complete a specific section of the workbook.- Read a short story or article in English and prepare to discuss it in the next class.This lesson plan is designed to be interactive and engaging, ensuring that students understand the importance of homework and reading in their English language studies.。

第一件事情是写作业的英语Certainly! Here's a lesson plan for a class focused on the phrase "The first thing is to do homework" in English:### LessonObjective: Students will learn to use the phrase "The first thing is to do homework" in various contexts to express the importance of prioritizing tasks.Materials:- Whiteboard and markers- Handouts with example sentences- Interactive activities for practiceLesson Outline:1. Introduction (5 minutes)- Greet the class and introduce the lesson's focus.- Write "The first thing is to do homework" on the board.2. Explanation (10 minutes)- Explain the meaning of the phrase and how it can be used to set priorities.- Discuss the importance of doing homework as a foundational task.3. Example Sentences (10 minutes)- Provide several example sentences using the phrase:- "Before we go out to play, the first thing is to do homework."- "To prepare for the test, the first thing is to review the notes."- "If you want to improve your English, the first thing is to practice speaking every day."4. Interactive Activity (15 minutes)- Divide students into pairs.- Each pair takes turns creating sentences using the phrase in different scenarios.- Have a few pairs share their sentences with the class.5. Group Discussion (10 minutes)- Ask students to discuss why prioritizing tasks is important.- Encourage them to share their own experiences with prioritizing homework and other tasks.6. Role Play (15 minutes)- Organize a role-play activity where students act out scenarios where they have to prioritize tasks.- Provide prompts such as preparing for a big event, managing time during a busy day, or balancing schoolwork with extracurricular activities.7. Reflection (5 minutes)- Have students reflect on what they've learned about prioritizing tasks.- Encourage them to think about how they can apply this knowledge in their own lives.8. Wrap-Up (5 minutes)- Summarize the key points of the lesson.- Distribute handouts with additional practice sentences and activities for homework.Homework:- Students are to write a short paragraph describing a time when they had to prioritize tasks and how they used the phrase "The first thing is to do homework" to help organize their actions.This lesson plan is designed to be interactive and engaging, ensuring that students understand and can apply the phrase in various contexts.。

PLANNING A LESSONFrom The Essentials of Language Teaching/essentialsA project of the National Capital Language Resource Center©2003-2007A key aspect of effective teaching is having a plan for what will happen in the classroom each day. Creating such a plan involves setting realistic goals, deciding how to incorporate required materials (course textbooks) and other materials, and developing activities that will promote learning.An example lesson plan and lesson planning worksheet, attached at the end of this document, provide step-by-step guidance for lesson development. A supervisor observation worksheet allows supervisors to give specific feedback on a written lesson plan or an observed lesson.Before working through this section, beginning instructors may want to check Be Prepared: Survival Tips for New Teachers in the What Teaching Is section.Section ContentsSet Lesson Goals•Topic•Linguistic content•Communication tasks•Learning strategiesStructure the Lesson•Preparation•Presentation•Practice•Evaluation•ExpansionIdentify Materials and ActivitiesResourcesWorksheetsExample lesson planInstructor lesson planning worksheetSupervisor observation worksheetMaterial in this section was developed by Dr. Anna Uhl Chamot (George Washington University) and Dr. Catherine Keatley and Deborah Kennedy (National Capital Language Resource Center).Set Lesson GoalsLesson goals are most usefully stated in terms of what students will have done or accomplished at the end of the lesson. Stating goals in this way allows both teacher and learners to know when the goals have been reached.To set lesson goals:1. Identify a topic for the lesson. The topic is not a goal, but it will help you develop your goals. The topic may be determined largely by your curriculum and textbook, and may be part of a larger thematic unit such as Travel or Leisure Activities. If you have some flexibility in choice of topic, consider your students’ interests and the availability of authentic materials at the appropriate level.2. Identify specific linguistic content, such as vocabulary and points of grammar or language use, to be introduced or reviewed. These are usually prescribed by the course textbook or course curriculum. If they are not, select points that are connected in some significant way with the topic of the lesson.3. Identify specific communication tasks to be completed by students. To be authentic, the tasks should allow, but not require, students to use the vocabulary, grammar, and strategies presented in the lesson. The focus of the tasks should be topical, not grammatical. This means that it may be possible for some students to complete the task without using either the grammar point or the strategy presented in the first part of the lesson.4. Identify specific learning strategies to be introduced or reviewed in connection with the lesson. See Motivating Learners for more on learning strategies.5. Create goal statements for the linguistic content, communication tasks, and learning strategies that state what you will do and what students will do during the lesson.Structure the LessonA language lesson should include a variety of activities that combine different types of language input and output. Learners at all proficiency levels benefit from such variety; research has shown that it is more motivating and is more likely to result in effective language learning.An effective lesson has five parts:PreparationPresentation/ModelingPracticeEvaluationExpansionThe five parts of a lesson may all take place in one class session or may extend over multiple sessions, depending on the nature of the topic and the activities.The lesson plan should outline who will do what in each part of the lesson. The time allotted for preparation, presentation, and evaluation activities should be no more than 8-10 minutes each. Communication practice activities may run a little longer.1. PreparationAs the class begins, give students a broad outline of the day’s goals and activities so they know what to expect. Help them focus by eliciting their existing knowledge of the day’s topics.•Use discussion or homework review to elicit knowledge related to the grammar and language use points to be covered•Use comparison with the native language to elicit strategies that students may already be using•Use discussion of what students do and/or like to do to elicit their knowledge of the topic they will address in communication activities2. Presentation/ModelingMove from preparation into presentation of the linguistic and topical content of the lesson and relevant learning strategies. Present the strategy first if it will help students absorb the lesson content.Presentation provides the language input that gives students the foundation for their knowledge of the language. Input comes from the instructor and from course textbooks. Language textbooks designed for students in U.S. universities usually provide input only in the form of examples; explanations and instructions are written in English. To increase the amount of input that students receive in the target language, instructors should use it as much as possible for all classroom communication purposes. (See Teaching Goals and Methods for more on input.)An important part of the presentation is practice output, in which students practice the form that the instructor has presented. In practice output, accuracy of performance is important. Practice output is designed to make learners comfortable producing specific language items recently introduced.Practice output is a type of communication that is found only in language classrooms. Because production is limited to preselected items, practice output is not truly communicative.3. PracticeIn this part of the lesson, the focus shifts from the instructor as presenter to the students as completers of a designated task. Students work in pairs or small groups on a topic-based task with a specific outcome. Completion of the task may require the bridging of an information gap (see Teaching Goals & Methods for more on information gap). The instructor observes the groups an acts as a resource when students have questions that they cannot resolve themselves.In their work together, students move from practice output to communicative output, in which the main purpose is to complete the communication task. Language becomes a tool, rather than an end in itself. Learners have to use any or all of the language that they know along with varied communication strategies. The criterion of success is whether the learner gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message.4. EvaluationWhen all students have completed the communication practice task, reconvene the class as a group to recap the lesson. Ask students to give examples of how they used the linguistic content and learning or communication strategies to carry out the communication task.Evaluation is useful for four reasons:•It reinforces the material that was presented earlier in the lesson•It provides an opportunity for students to raise questions of usage and style•It enables the instructor to monitor individual student comprehension and learning •It provides closure to the lessonSee Assessing Learning for more information on evaluation and assessment.5. ExpansionExpansion activities allow students to apply the knowledge they have gained in the classroom to situations outside it. Expansion activities include out-of-class observation assignments, in which the instructor asks students to find examples of something or to use a strategy and then report back.Identify Materials and ActivitiesThe materials for a specific lesson will fall into two categories: those that are required, such as course textbooks and lab materials, and authentic materials that the teacher incorporates into classroom activities.For required materials, determine what information must be presented in class and decide which exercise(s) to use in class and which for out-of-class work.For teacher-provided materials, use materials that are genuinely related to realistic communication activities. Don’t be tempted to try to create a communication situation around something just because it’s a really cool video or beautiful brochure.Truly authentic communication tasks have several features:•They involve solving a true problem or discussing a topic of interest•They require using language to accomplish a goal, not using language merely to use language•They allow students to use all of the language skills they have, rather than specific forms or vocabulary, and to self-correct when they realize they need to •The criterion of success is clear: completion of a defined taskResourcesChamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley.Kramsch, C. J. The order of discourse in language teaching. In B. F. Freed (Ed.), Foreign language acquisition and the classroom (pp. 191-204). Lexington, MA: D. C. Heath. Lee, J. F., & VanPatten, B. (1995). Making communicative language teaching happen. San Francisco: McGraw-Hill.Lewis, M., & Hill, J. (1992). Practical techniques for language teaching. Language Teaching Publications.Lightbown, P. (1983). Exploring relationships between developmental and instructional sequences in L2 acquisition. In H. Seliger & M. Long (Eds.), Classroom-orientedresearch in second language acquisition (pp. 217-243). Rowley, MA: NewburyHouse.McCutcheon, G. (1980). How do elementary school teachers plan? The nature of the planning process and influences on it. The Elementary School Journal 81 (1), 4-23. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.Omaggio Hadley, A. (1993). Teaching language in context (2nd ed.). Boston: Heinle & Heinle.Rooks, G. (1981). Nonstop discussion book. Cambridge, MA: Newbury House.Shrum, J. L., & Glisan, E. W. (1994). Teacher's handbook: Contextualized language instruction. Boston: Heinle & Heinle.VanPatten, B. (1990). Attending to form and content in the input. Studies in Second Language Acquisition, 12, 287-301.VanPatten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225-244.Example Lesson Plan (from English as a second language)Lesson Topic The topic of the lesson is Planning Weekend ActivitiesLesson Goals Linguistic content:Using “going to / not going to” to describe future activitiesI will present the grammatical form and the pronunciation issuesStudents will do structured practice with workbook exercisesStudents will use the forms in communication tasksCommunication tasks:Reading event listings in newspapers and magazinesProviding information about weekend events to othersCompleting individual weekend activity planStudents will work in groups to share informationStudents will develop individual plansI will observe and act as resourceLearning strategies:CooperateSelective AttentionI will model Selective AttentionStudents will do structured practice with event listingsStudents will use the strategy in the communication taskStructure Preparation (8-10 minutes)•As students are arriving, chat with them about whether they like to go to movies, concerts, restaurants•Ask how they find out what’s going on around town•Review homework sheet on simple future; ask for examples of other ways to talk about the future•Outline goals for today’s classGrammar Presentation and Practice (8-10 minutes)•Move from preparation into presentation of “going to/not going to.”•Discuss native speaker pronunciation (“gonna”). Stress that theydon’t have to do it, but they need to be able to understand it.•Use selected items from textbook exercises for student practice and to identify and clear up any confusion.Strategy Presentation and Practice: (5-6 minutes)•Hand out photocopied page with sample event listings.•Read first one aloud, describing strategy for identifying keyinformation (Selective Attention). Connect to discussion duringpreparation stage if possible.•Have class as a group read the others, modifying strategy to fit.Communication Practice, Part 1 (12-15 minutes)•Students divide themselves into groups of four.•In each group, give movie listings to one student, TV listings toanother, theatre and concert listings to another, and restaurant guideto another.•Give each student an entertainment budget for the weekend.•Students work together to develop weekend plans. Plans can include joint activities (2, 3, or all 4) as well as individual ones. Plans caninclude activities not listed on the distributed materials.•Tell students that the product of the activity will be a writtenweekend activity plan.Communication Practice, Part 2 (5 minutes)Each student writes an outline of planned weekend activities. The outlineshould include costs for each activity to be sure the student is stayingwithin budget.Evaluation (5-6 minutes)Bring students back together as a class. Ask members of each group togive examples of ways they used “going to” in making their plans. Askmembers of each group to describe how reading strategies helped themfind the information they needed to make their plans.Expansion (homework for next class)Have students bring in 3 examples of oral or written use of “going to”that they find.Materials Required Materials:•Homework exercise on the simple future•Textbook section on “going to”Authentic Materials:•Weekend TV listings•Newspaper movie listings•Newspaper theatre and concert listings•City magazine restaurant guideInstructor Lesson Planning WorksheetUse this worksheet to plan a lesson on a specific topic. Remember that a lesson may extend over more than one class session.Lesson Topic The topic of the lesson is ______________________________________ Lesson GoalsLinguistic content:Communication tasks:Learning strategies:StructurePreparationTime:What teacher will do:What students will do:PresentationTime:What teacher will do:What students will do:PracticeTime:What teacher will do:What students will do: EvaluationTime:What teacher will do:What students will do: ExpansionTime:What teacher will do:What students will do:MaterialsRequired Materials: Authentic Materials:Supervisor Observation WorksheetUse this worksheet when reviewing a teacher’s written lesson plan or observing the teacher teaching the lesson. Whenever possible, give specific examples.Lesson Topic The topic of the lesson was _____________________________________ Was the topic made clear to the students?Lesson GoalsLinguistic content:Communication task:Learning strategies:Were the goals explained to the students?How were the goals appropriate/not appropriate to the topic and to the students’proficiency level?StructurePreparationTime:Too little/too much time?What teacher did:What students did:How well did it work?PresentationTime:Too little/too much time?What teacher did:What students did:How well did it work? PracticeTime:Too little/too much time?What teacher did:What students did:How well did it work? EvaluationTime:Too little/too much time?What teacher did:What students did:How well did it work?Expansion (if observation is possible)Time:Too little/too much time?What teacher did:What students did:How well did it work?MaterialsRequired Materials:Appropriate to students’ proficiency level? Authentic Materials:Appropriate to students’ proficiency level?。

必须放学后写作业英语Certainly! Here's a lesson plan for a class about the importance of doing homework after school in English:LessonObjective: To understand the importance of doing homework after school and to develop strategies for effective time management.Materials Needed:- Whiteboard and markers- Handouts with homework tips- TimerLesson Duration: 45 minutesWarm-Up (5 minutes)1. Discussion Prompt: Start the class with a brief discussion about students' current habits regarding homework. Ask questions like:- Do you usually do your homework after school?- What challenges do you face when trying to complete homework after school?1. Lecture: Explain the benefits of doing homework immediately after school, such as:- Freshness of memory from the day's lessons.- Better retention of information.- Less procrastination and stress.- More time for leisure and other activities later in the day.Interactive Activity (15 minutes)1. Group Work: Divide the class into small groups and give each group a scenario where they have to plan their after-school time effectively.2. Role Play: Each group presents their plan to the class, highlighting how they would manage to do homework after school.Strategy Development (10 minutes)1. Guided Practice: As a class, brainstorm and list strategies for effective homework completion after school. Some ideas might include:- Creating a quiet and comfortable study space.- Setting a specific time for homework each day.- Breaking down tasks into smaller parts.- Using a timer to manage time effectively.Reflection (5 minutes)1. Individual Reflection: Ask students to reflect on their current homework habits and think about one change they can make to improve their after-school homework routine.1. Wrap-Up: Summarize the key points discussed in the lesson and encourage students to implement the strategies they've learned.2. Homework Assignment: Assign a homework task where students create a personalized homework schedule for the next week, incorporating the strategies discussed.Assessment:- Participation in group discussions and role play.- Completion of the personalized homework schedule.Differentiation:- Provide additional support to students who struggle with time management by offering one-on-one guidance.- Challenge advanced students to create a more detailed study plan that includes review and extracurricular activities.This lesson plan is designed to engage students in understanding the importance of doing homework after school and to equip them with practical strategies to manage their time effectively.。