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Lesson Plan

Topic: You¡¯re supposed to shake hands. (Section A period 2) Level: the 9 graders Lesson objective thPrepared by: Zhao Jinying from Taihe No. 2 Middle School Time period: 45 minutes 1) Knowledge objective: ¡¤drop by, make plans, be important/expected to,make an effort to ¡¤It;s polite/impolite to¡­, it;s important to¡­ 2) Ability objective: Students are able to understand the passages about time and finish writing about valuing the time. 3) Morality objective: By learning this period, students should understand different customs in different countries, and know when in Rome, do as the Romans do. Also, they should know the importance of time and value the time. Vocabulary and phrases in the passages. Key point Difficult point Finish writing about valuing the time. Skills focus: Teaching approaches: Teaching assistant appliance time stage in Reading and writing. Task-based teaching, communicative teaching. PowerPoint slides Mind-mapping software: imindmap Projector Teaching procedures Teacher¡¯s activities 3 mins Students¡¯ activities A mind map is used here to help students guess the answer. purpose Lead-in Use an acrostic poetry to According to the key lead in the key information, try to get vocabulary: custom the answer correctly. 5 mins Warm up Use a mind map to help Brainstorm different Students get to students realize customs in different know what to do different customs. countries. in different countries: When in Rome, do as the Romans do. ¡ï Play the recording of ¡ï Listen to the the passages. recording to ¡ï Enable students to familiar with the read aloud with 3 passages. Reading questions. ¡ï Read the 2 passages tasks ¡ï Help students to with 3 questions. Task-based teaching and communicative teaching approaches are focused here. 18 mins understand the ¡ï Understand the passages through a passages with the mind map. help of a mind map ¡ï Focus on the key ¡ï Learn necessary words, phrases and vocabulary and sentence structures. phrases. 12 mins Writing ¡ï A mind map is used ¡ï Students try to task and here to guide finish writing about report students to write. the advice on how to ¡ï Check their writing. plan the time as for teenagers. ¡ï Report By doing different tasks, students can understand the passages effectively. While practice writing skills, students should know the importance of time as for teenagers, and know how to plan their time. 5 mins 2 mins Sum up Guide students to sum up Students sum up what Sum up to for this period. they¡¯ve learned in this consolidate. period. Homework Assign the homework for this period: ¡ïCheck their compositions again and write on the exercise book; ¡ïFinish the relevant exercise in the workbook. Unit 10 You¡¯re supposed to shake hands. Finish their homework Practice after class. progress. and Blackboard design: Reflection: This is the second period for Unit 10 from Book V, Go For It. It mainly focused on the difference of customs around the world, as well as different ideas for time. Therefore, from the lead-in step, I introduced the different customs in different countries. Students were so curious to realize the different ways to greet others: kiss, hug, rub noses, shake hands, bow, etc. So we realize that, when in Rome, do as the Romans do. The next step was to deal with two passages about time. Different people in different places have different opinions about time. So, I led students to know the difference of time between Colombia and Switzerland. Then, help them to know the importance of time and to value the time. And the following writing task was designed for students to emphasize the importance of time, and how to arrange the time. while doing their writing task, I played a piece of poetry with the music along with it ¨CRush, read by myself. I think that the sayings about time I taught to them were suitable and necessary. This is also a lesson in which the emotional objectives were reached fairly well, and the cultural qualities were immersed effectively and naturally throughout the whole period. However, there are still some defaults in this period. To tell the truth, the students are in their ninth grade, and only 3 or 4 out of 20 are the real learners, while the others have to act as the onlookers. It¡¯s not easy for me to organize some activities like pairwork or groupwork. So it still seems to be a teacher-centered lesson, instead of a learner-centered one. It¡¯s a pity. Still, I should have planned to enable students to retell the two passages after learning, but due to their poor English, I had to give up this step. Anyway, man can¡¯t be perfect, neither can the lessons. It¡¯s quite right that there is no perfect lesson for each teacher. Well, all these unavoidable defaults will become the stairs for us on our way to