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1、Lesson plan of Module 10 Unit 1Information about the students in this class:There are 25 students in this Class 5, Grade 4. They are 9 or 10 years old. Their first language is Chinese. They have been learning English for more than 3 years.Most students are interested in learning English and they coo
2、perate well during lessons. Most like playing games and singing songs.Main aim:By the end of the lesson, students will be better able to read for gist and specific information in the context of sending a postcard.Subsidiary aim:By the end of the lesson, students will be better able to use the new vo
3、cabulary in the spoken form in the context of sending a postcard.Personal aim(s):Give students short and clear instructions.Ask instruction checking questions to make sure they understand my instructions.Ask concept checking questions to make sure they understand the meaning of the new vocabulary.Ma
4、terials and their sources:1. Stickers which will be reworded students for their good performance in class are prepared by the teacher.2. The pictures which will be used in class are designed by the teacher.3. Handout 1for text 1 with task 1(read and choose) 、task 2 (read and choose) and task 3 (true
5、 or false) is designed by the teacher.4. Handout 2 for text 2 with task 4(read and match) 、 task 5 (read and choose) and task 6 (Just practice) is designed by the teacher.5. PPT is designed by the teacher. There are20 slides, the pictures in the slides are downloaded from the Internet.Language analy
6、sisFormMeaningAnticipated problems teaching this languagePossible solutionsAll students know these words1. Australian2. the USn3. Chinan4.speakv5. willvSome students know these words6. Kangaroon7. the Great WallnThese words are new for almost all students8. postcard9. postman1. a country2. a country
7、3. a country4. express in speech5. determine by choice6. New Guinea having large powerful hind legs and a long thick tail7. a famous place for sightseeing in Beijing8. a card for sending messages by post without an envelope9. a man who delivers the mail10. cause to be directed or transmitted to anot
8、her place1.Ss might pronounce postcard postk a :d1-2.1 will modal the correct form, then use choral drilling and individual drilling10. send11. visit12. farm13. the UK14. West Lake15. London Zoo16. Disneyland11. go to certain places as for sightseeing12. workplace consisting of farm buildings and cu
9、ltivated land as a unit13. the United Kingdom14. a famous lake in Hangzhou15. a big Zoo in London16. a big theme park in the USinstead of peustka:d2.Ss might pronounce west vest instead of westSkills analysisSkills and sub-skillsTasks for developing skillsAnticipated problems with these tasksPossibl
10、e solutions1. Reading for gist2. Reading for specific information3. Reading for specific information1. Give Ss handout 1for text 1 with task 1(read and choose). Ask Ss to read the text 1 and do task 1.2. Let Ss look at task 2(read and choose) and task 3(true or false) in handout 1. Ask Ss to read th
11、e text 1 and do tasks 2-3.3. Give Ss handout 2 for text 2 with task 4 (read and match) and task 5(read and choose). Ask Ss to read the text 2 and do tasks 4-5.1.Ss might read the 2 texts slowly2. Some Ss might choose the wrong answers for the questions in tasks 1-51. In my instructions, remind Ss to
12、 read fast and set a time limit of 1 min, then use ICQs to check if they understand it.2. Walk around and remind them if need be.Stage no. and nameStage aimProcedureInteraction patternTime1. Lead inTo review the words they learned beforeShow the pictures on PPT slide2 and review the words they learn
13、ed before.T-Ss2 mins2 Presentation of the new vocabularyTo convey the meaning of the new vocabularyShow pictures on PPT slides 2-9 to convey the meaning of the new vocabulary.Use CCQs to make sure they understand the meaning of the new vocabulary.T-Ss T-S8 mins3. Vocabulary practiceTo practice the p
14、ronunciation of the new vocabularyAsk Ss to practice the pronunciation of the new vocabulary by choral and individual drilling.T-Ss Ss2 mins4. Reading for gist Task 1To give Ss a chance to practice reading for gist.Give Ss handout 1for text 1 with task 1(read and choose). Ask Ss to read the text 1 a
15、nd do task 1.T-SsS-S2 mins5. Pair checkingTo provide Ss a chance for pair teaching and pair correction.Ask Ss to check their answer in pairs.S-S1 min6. FeedbackTo check Ss have the correct answer.Ask Ss to check their answers with the right answers on PPT slide 11.S1 min7. Reading for specific infor
16、mationTask 2To give Ss a chance to practice reading for specific information.Let Ss look at task 2(read and choose) in handout 1. Ask Ss to read the text 1 and do task 2.T-Ss S2 mins8. Pair checkingTo provide Ss a chance for pair teaching and pair correction.Ask Ss to check their answer in pairs.S-S
17、1 min9. FeedbackTo check Ss have the correct answersAsk Ss to check their answers with the right answers on PPT slide 12.s1 minTeaching Practice Reflective Essay10. Reading for specific informationTask 3To give Ss a chance to practice reading for specific information.Let Ss read text 1 again. Then a
18、sk Ss to do task 3 (true or false).S2 mins11.Pair checkingTo provide Ss a chance for pair teaching and pair correction.Ask Ss to check their answers in pairsS-S1 min12. feedbackTo check Ss have the correct answersAsk Ss to check their answers with the right answers on PPT slide 13.S-SsT-Ss1 min13. R
19、eading for specific information Task 4To give Ss a chance to practice reading for specific information.Give Ss handout 2 for text 2 with task 4(read and match). Ask Ss to read the text 2 and do task4.S2 mins14. Group checkingTo provide students a chance for group teaching and group correctionAsk stu
20、dents to check their answers in groups.Ss-Ss1 min15. FeedbackTo check Ss have the correct answersAsk Ss to check their answers with the right answers on PPT slide 15S1 min16. Reading for specific information Task 5To give Ss a chance to practice reading for specific information.Let Ss read text 2 ag
21、ain. Then ask Ss to do task 5(read and choose).s2 mins17. Group checkingTo provide students a chance for group teaching and group correctionAsk students to check their answers in groups.Ss-Ss1 min18. feedbackTo check Ss have the correct answersAsk Ss to check their answers with the right answers on
22、PPT slide 16.s1 min19. speaking practiceTo give Ss a chance to practice speaking by using the new vocabulary.Ask Ss to look at task6 in handout 2 and practice the new vocabulary in spoken form with task 6 in pairs.S-S6 mins20. final feedbackTo check Ss use the new vocabulary in spoken form.Ask some
23、pairs to show for the class.S-S2 minsDetails of what I did well to motivate and involve students and help them to achieve the lesson aims:1.1 used pictures effectively to convey the meaning of the new vocabulary and also used for CCQs.2. The reading tasks were designed enough for Ss to practice read
24、ing. I prepared 2 texts and designed 5 tasks about them for Ss.3.1 tried to use some ICQS and CCQS during my lesson to make sure Ss understand my instructions and the meaning of the new vocabulary. For CCQs,I showed 2 pictures on the PPT after conveying the meaning of each new word, and asked Ss whi
25、ch one is . (a new word)?. For ICQs, before doing the tasks for reading, I askedShould you read it quickly or slowly? , (should you choose or match?Specific problems with this lesson and my suggested solutions:I showed 2 pictures on the PPT after conveying the meaning of each new word, and asked Ss
26、which one is . (a new word)?. For ICQs, before doing the tasks for reading, I askedShould you read it quickly or slowly? , (should you choose or match?Specific problems with this lesson and my suggested solutions: I tried to use some ICQs and CCQs as they should be in my lesson, but I forgot to use
27、CCQs for the new word visit1, and some of my ICQs are not clear enough for Ss to understand, like: in task 3,1 asked Ss* should you choose or tick or cross?*, Ss confused about this question and hardly answer it.My suggested solutions: I should design short and clear instructions ICQs and CCQs caref
28、ully before the lesson ,and surely use them timely and correctly in class. I tried to reduce my TTT and my repetition of my own words and Ss answers in class, but I still did those sometimes during the lesson. Like: I always like to say Ok, are you clear?My suggested solutions: I should strictly con
29、trol my TTT and repetition in class, and stop saying useless words and questions during my lesson. At the end of my lesson, after each pair showed their practice, I asked other Ss Where will they go? , What will they do?, but Ss answered She/ He will. this is a grammatical error and I didnt correct it.My suggested solutions: I should correct timely any mistakes made by Ss in class when I found and guide Ss to say in a right way.4.1 gave Ss a chance to practice speaking by using the new vocabulary with pictures.