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1、Theme/Topic: Unit 1 Where did you go on vacation? Section B 2a 2eGrade(s): Grade 8Time: 45 minutesCONTEXT (minimum of 4-5 sentences): Describe the class you envision teaching this lesson to. For example - How many students are in the class? What is their level of English? Is it a multi-level class?
2、What is the native language of the students? Where is the school located?Is it a rural/urban school? There are 60 students in the class. The language proficiency of most of my students is medium, and about 15 students are at an advanced level, most of them can successfully finish the tasks assigned
3、in their textbook. Some students speak minority languages and others speak dialects, teachers use Mandarin to teach all subjects although it is not our students first language. The school I teach at is a boarding school and located in the rural area close to Xiaguang City; it is more developed than
4、other schools in Eryuan county. Some students are left behind children.RATIONALE (minimum of 4-5 sentences): Why did you choose this topic for this class? Do you think this topic is important/interesting for your students? Why do you want to learn how to teach this topic better? What aspect(s) of yo
5、ur time at the University of Ottawa prompted you to want to focus your lesson on this topic/activity? The reason I picked this topic is because my students are almost always much so interested in stuff related to vacation, and there are millions of tourists from all over the world travelling to Dali
6、, moreover, the lexical items students learn in this lesson are useful in real life communication. Furthermore, as the main focus of this lesson is on Reading, and reading plays a significant part not only in textbooks but also in the tests, working on different reading skills will improve students
7、reading comprehension and therefore will help them get better grades.I will try my best to encourage my students, motivate them and keep them engaged to achieve the objects as set below. LESSON OBJECTIVES: What do you want students to be able to do by the end of this lesson in terms of content and l
8、anguage? ASSESSMENT: How will you know that students are able to meet the objectives that you have set for this lesson? Each of your objectives must have a corresponding assessment. It is up to you whether it is formative or summative in nature. Content Objectives (maximum of 3) Students will be abl
9、e to1. Comprehend the importance of taking diaries while travelling. 1. I will give my students some minutes to finish tasks 2b, 2c and 2d in the textbooks page 5 and 6 Language Objectives (maximum of 3) Students will be able to1. use different adjectives to talk/ write about their feeling while tra
10、velling and writing travel entries1.students will finish 2b as quickly as they can according to these adjectives2. use simple past tense both regular and irregular to write travel entries2. students finish 2e using simple past tense of regular and irregular verbs MATERIALS: List the materials you wo
11、uld need in order to implement this lesson. Photos, PowerPoint, chalkboard, textbooks,Wiki,sound, videoLESSON PLANList the steps that you would follow when implementing the lesson.Describe the purpose of each step related to your objectives, and what language skill(s) they will be practicing (i.e.,
12、reading, writing, listening, speaking, interacting)Lead-in (introduction to the topic to get students interested)TIMINGSTEP(S)PURPOSE3 minutesTell students about my own vacation I had；Show photos I took in Canada；Ask students “What did you do last vacation?”Play a video about my travel in CanadaAsk
13、students “Where did you go last vacation?”To elicit students with my own life, make students interested in the topicTo elicit students, lead students to the topic step by step, encourage students to talk about their own vacationUse visual tool to make students interested in the topiclead students to
14、 the topic step by stepBody (organization of the class whole class, small groups, individual work, etc.; sequence corresponding to different lesson planning approaches described in class e.g., task-based Pre-Activity, Activity, Post-Activity; inductive/deductive approach, Present-Practice-Production
15、 approach). Indicate clearly when you would administer each of the assessments described above. TIMINGSTEPSPURPOSE5 minutes1.Pre-reading 1).Free talk in group of 4 about 2aQ1：“What do people usually do on vacation?”Q2：“What activities do you find enjoyable? ”2).Read pictures in the textbooks 3).Wiki
16、 travel page about the pictures in the textbooks4.)The type of text: diary entriesActivate my students prior knowledgeTo help students Predict the theme of the text. I will use lots of scaffolding techniques at this stage.To use more multimedia to make students interested in the topicstudents become
17、 aware of the structure of the text22minutes 6 minutes8 minutes8minutes2.While reading(During the reading I will ask students to use pencil to underline sentences and expressions related to the question, doing like this students can clean the books easily.)1).jigsaw reading to finish 2bThe left stud
18、ents are A, the right students are B, students A read the first travel entry and students B read the second travel entry, and share the answers each otherCheck answers Ask students why “What a big difference a day makes!”2).Detail reading to finish the chart in 2cCheck answers3).(1)Detail reading to
19、 finish conversations in 2d,read the chart before reread the textCheck answers(2)Role play in group of two and showTo help my students develop their reading skills of scanning , cooperative with othersStudents read and check predictionsMake sure students have a better understanding of the tasksElici
20、t to read again from my students Students reread these entries, get more details about the passage, and understand the feeling of the writer why dose Jane like or dislike the activities Make sure students have a better understanding of the tasksStudents reread and rewrite the passage with 2d to fill
21、 the blanks and have a better understanding of these travel entriesMake sure students have a better understanding of the tasksRole play the conversations and show13 minutes8 minutes5 minutes3.Post-reading1).Students complete the blanks using simple past tense regular and irregular verbs, finish guid
22、ed writing in 2e2).(1)Read the text after the tape (2)Divide students group of 6, and ask students to read the text sentence by sentence, each students read only one sentence.Students complete 2e using simple past tense regular and irregular verbs, outputFocus on fluency Focus on fluency ，peer corre
23、ction2 minutesConclusion and Homework： read these diary entries after classStudents read diary entries after classTEACHER REFLECTION (minimum of 4-5 sentences): What part of the lesson plan do you look forward to teaching the most? What part(s) do you think might be challenging for your students? Ho
24、w might you respond to these challenges? I like 2b best, jigsaw reading and share reading, I have never used this method before. Students might have difficulty in 2c because it is including too much information to complete the chart.I will give students scaffolding as much as possible I can.APPENDICES: Include copies/examples of all materials you would need for this lesson (e.g., pages of textbook, website links, handouts, quizzes/tests, etc.)