The Textbook Is Designed Under the Communicative Approach in Language Teaching

Lesson Plan

Teaching Material / English textbook in Junior High School (Joy): Book IV / Class / The Eighth Grade
Unit / Lesson Eight: A Wonderful Weekend / No. of Students / 42
Analysis of Teaching Material /

The textbook is designed under the Communicative Approach in language teaching.
The practice part of the textbook is based on Audiolingualism with imitation and repetition.
Vocabulary words are categorized in words for production and words for recognition.
The pronunciation is transcribed with KK.
This lesson aims at knowledge of music and the ability to express one’s personal preference.
The structural focus on the lesson is the sentence pattern:

They have me cook dinner every day. They had me cook dinner yesterday.
They make me happy.
He takes off the jacket.
He takes the jacket off. / Time / 45 minutes
period / 3
Supervisor
Teaching Aids / 1. Blackboard and chalk
2. CD and CD player
3. Textbook
4. Worksheets
5. Flashcards
6. Scored-board
Analysis of Students’ Background /

Students are in the 8th in Junior High School.
Ss are able to listen to and speak classroom English and conversation in daily life.
Ss are willing to cooperate and discuss with their group members and raise their hands to ask questions whenever they have questions.
Ss are willing to answer questions.
Ss are willing to cooperate and discuss with their group members and raise their hands to ask questions whenever they have questions.
Ss are willing to answer questions.

/ Teaching Methods / 1. Grammar Translation Method (GTM)
2. Cooperative Learning (CL)
3. Communicative Language Teaching (CLT)
4. Direct Method (DM)
5. Audio-Lingual Method (ALM)

Lesson Objectives

Unit objectives

Specific Objectives

I. Cognitive Domain
1. To learn the new words and phrases
2. To comprehend the content of the reading and conversation.
3. To learn the grammar rules in this lesson.
II. Affective Domain
4. To participate in classroom activities willingly.
5. To cooperate with the teacher and students.
6. To appreciate music of other country.
III. Psychomotor Domain
7. To use the target language as a tool for communication.
8. To perform the oral content in the course well.
9. To write sentences correctly.
10. To reinforce the abilities in listening, reading, speaking. / 1.1To understand the meaning and usage of new words.
1.2To spell the new words correctly.
2.1 To understand the main idea of the dialogue and the reading.
2.2 To understand the content in the dialogue and the reading.
3.1 To know “S +make/have+ R.V”
3.2 To know “What did S do +past time?”
4.1 To follow teacher’s direction happily.
4.2 To join in the activities voluntarily.
5.1 To answer teacher’s questions actively.
5.2 To work with classmates joyfully.
6.1 To appreciate musical culture of western music.
7.1 To speak out their thoughts in simple English.
7.2 To write down their thoughts in English sentences.
7.3 To listen to what the teacher and classmates said without problems.
8.1 To read aloud the dialogue correctly.
8.2 To read the content fluently.
8.3 To pronounce the new words correctly.
8.4 To speak grammatical pattern correctly.
9.1 To write grammatical sentences
9.2 To use the pattern in proper way.
10.1 To listen to the CD and can catch the main idea or key words.
10.2 To discuss with group members and answer questions fluently.
10.3 To comprehend the meaning conveyed from the reading passages.
Index of Nine-Year Integrated Curriculum:
Core Competence / Competence Indicators
1. Understand one’s own self and develop his potential.
4. Expression, communication and share.
5. Respect, care and cooperation in the teams.
7. To plan, organize, and put into practice.
8. To make use of technology and information.
9. To explore and do research actively.
10. To think and solve problems independently. / 1-2-2: Can understand the content of simple storiesanddaily conversation.
1-2-3: Can comprehend main ideas of simple movies and short plays.
2-2-1: Can use major classroom English.
2-2-2: Can participate in class discussion and oral practice.
2-2-4: Can take part in oral practice and discussion in class.
2-2-5: Can communicate with other by expressing themselves according to different contexts.
2-2-6: Can use simple English to describe daily things.
2-2-7: Can participate in simple role plays.
3-2-5: Can preview the lessons and comprehend the general concepts.
3-2-6: Can understand the main content and plots of dialogue, short essays, letters, stories, and short plays.4-2-1: Can write simple sentences.
4-2-2: Can fill in simple forms and data.
5-2-1: Can apply spelling-pronunciation associations in vocabulary production.
5-2-4: Understand basic English reading skills so as to promote reading ability and interests.
5-2-5: Can comprehend the content and summarize with several simple sentences.
6-2-1: Being curious about the content and be willing to discuss it with examples with teachers and classmates.
6-2-2: Be willing to participate in oral practice in class.
6-2-3: Not afraid of making mistakes and be willing to communicate with others and show their own opinions.
6-2-7: Willing to contact with English songs, movies, radio programs and books.
7-2-1: Understand foreign customs.
7-2-4: Can understand and respect cultural differences.

Integrated Subjected: Social, Health and physical education.

Period

Date

Main Points of Teaching

1 / May,9th, 2005 / Vocabulary, Dialogue, Expression practice
2 / May, 10th, 2005 / Vocabulary, Dialogue, Expression practice
3 / May, 12th, 2005 / Vocabulary, Reading, Listening, Review
Code / Teaching Activities / Teaching Aids & Methods / Time / Evaluation / Competence Indicators / Core Competence
Teacher’s Activities / Students’ Activities
7.3
7.1
10.2
7.3
7.3
10.1
5.1
10.1
2.1
7.3
8.3
1.2
8.4
3.1
8.2
8.1
4.2
9.1
9.2
7.3
4.2
5.1
7.3
7.3
5.1
7.3
7.1
7.3
7.3
7.3
7.3
5.1
10.1
1.1
7.3
8.3
7.3
8.1
8.1
5.2
4.2
7.3
9.1
9.2
4.2
7.3
7.3
7.3
3.1
4.1
4.2
5.2
7.3
10.1
10.2
4.2
5.1
4.1
4.2
1.1
5.2
7.1
8.1
8.2
8.3 / Preparatory Activities

Formulate the teaching plan.
Prepare for the material and teaching aids.
Be familiar with the teaching material.
Design teaching activities.
Be aware of students’ level.

First Period
I. Warm-up
a. Greet Ss happily.
b. Introduce a Matching-Game concerning fairy tales.
c. Ask Ss to discuss with group members and figure out the fairy tales.
c. Pick up some groups to present their answers and ask them briefly introduce the stories.
d Briefly introduce today’s lesson.
II Presentation
A. Listening Activity
a. Briefly introduce the listening content.
b. Deliver question sheets to Ss.
c. Play the tape once and ask Ss to answer the questions.
d. Pick up some Ss to answer the questions and share their experience of figuring out answers.
e. Play the tape again and ask Ss to look at the book while listening.
B. Vocabulary
a. Present vocabulary in the dialogue and explain their meanings.
b. Read the vocabulary three times and ask Ss to repeat.
c. Introduce the sentence pattern:
They+ causative verb+ me V…
III Practice
Role play:
a. Ask Ss to practice the dialogue with group members and everybody have different roles.
b. Pick up some groups to present the dialogue with creativity.
c. Deliver worksheet one and ask Ss to complete it with group members.
d. Check answers with Ss.
IV Application
a. Deliver worksheet two to each group and ask every group to predict the outcome of the story with creativity.
b. Pick up three groups to present.
V Wrap-up
a. Announce the winning group and give them rewards.
b. Give Ss worksheet 3 as their homework.
Second Period
I. Warm-up
a. Greet Ss happily.
b. Review dialogue which was taught in the first period.
c. Show the picture in the next dialogue and ask Ss to predict what happened in the next dialogue
d. Briefly introduce today’s lesson.
II Presentation
A. Listening Activity
a. Briefly introduce the listening content.
b. Deliver question sheets to Ss.
c. Play the tape once and ask Ss to answer the questions.
d. Pick up some Ss to answer the questions and share their experience of figuring out answers.
e. Play the tape again and ask Ss to look at the book while listening.
B. Vocabulary
a. Present vocabulary in the dialogue and explain their meanings.
b. Read the vocabulary three times and ask Ss to repeat.
c. Introduce the sentence pattern:
They +always+ make +me+happy
He+ took off + the jacket
He+ took +the jacket/it +off
III Practice
Role play:
a. Ask Ss to practice the dialogue in whole class once.
b. Ask Ss to practice the dialogue with group members and everybody have different roles.
c. Pick up some groups to present the dialogue.
IV Application
a. Deliver worksheet 4 to each group and ask every group to create their sentences by using the following sentence pattern:
S+have/let/make/help
+ R.V
S+ always +make+ O
+ Adj.
S+ took off+ sth
S+ took +sth/pro+off
b. Pick up some groups to present.
V Wrap-up
a. Review today’s lesson.
b. Announce the winning group and give them rewards.
c. Assignment: review today’s lesson, and make sentences by applying the vocabulary.
Third Period
Procedures:
I. Warm-up

Greet Ss energetically.
Review Grammar Focus of last class

(1)the usage of verb “make”
(2)the usage of phrasal verb “take off”
II.Practice—Listening Comprehension

Explain the instruction

(1)There are four items, and each one has three choices/pictures.
(2)Listen to the tape, and choose the most proper picture.
(3)After listening, T will pick one group to share answers. Ss have to act answers out instead of speaking them out.

Formulate the activity

(1)Play the tape for one time.
(2)Invite groups to act out answers.
(3)Further explain answers.
III Presentation—
Abbreviations

Explain rules of abbreviations and give examples

(1)am→’m
(2)are→’re
(3)is→’s
(4)will→’ll
IV.Practice—Abbreviations

Deliver Worksheet 5
Explain instructions: Make “S+BeV” or “S+will” abbreviated.
Start the activity
Pick Ss to answer randomly, and write down answers on theblackboard

V.Presentation—intonations

Explain when two nouns are connected with “or,” the first one should be a rising intonation, and the second one should be a falling intonation.
Model the intonation and have Ss repeat

VI Practice—Group Work

Turn to page. 67-68 (appendix 1)
Explain the activity

(1)Go back to your groups
(2)There’re ten blanks in the passage
(3)Choose one answer from the list provided or create your own answers
(4)Each group will present their stories by reading it out loud together

Begin the activity and walk around the classroom
Invite each group to present their stories

VII Wrap-up

Review what Ss have learned today

2. Assignment: do the practice about phrasal verbs on page. 70 (a review of Units3-5) / Preview Lesson Five.
Greet T happily.
Listen carefully.
Discuss with group members.
Volunteer to show the answers.
Listen carefully and attentively.
Listen carefully.
Read the questions before listening.
Listening carefully and try to answer the questions.
Volunteer to answer the questions.
Listen and looking at the content in the book.
Listen carefully and take notes
Repeat after the T.
Listen carefully and take notes.
Practice the dialogue with group members.
Present the dialogue in the front.
Complete the worksheet with group members.
Listen carefully.
Cooperate with group members and predict the outcome of the story.
Be willing to present.
Give the winning group a big hand.
Listen carefully.
Greet T happily.
Listen carefully.
Discuss with group members.
Volunteer to show theiropinion.
Listen carefully and attentively.
Listen carefully.
Read the questions before listening.
Listening carefully and try to answer the questions.
Volunteer to answer the questions.
Listen and looking at the content in the book.
Listen carefully and take notes
Repeat after the T.
Listen carefully and take notes.
Practice the dialogue.
Practice the dialogue with group members.
Present the dialogue in the front.
Complete the worksheet with group members.
Be willing to present.
Listen carefully
Give the winning group a big hand.
Listen carefully.
Greet T energetically.
Review and respond
Listen attentively and feel excited about the practice.
Listen carefully
Share answers by actions excitedly and joyfully.
Listen attentively and take notes
Receive Worksheet 5
Listen attentively
Practice with worksheet 5
Stand up to answer
Listen attentively and take notes.
Repeat after T
Turn to page. 67-68
Listen carefully and cant’ wait starting the activity
Be busy in generating their stories
Each group read out stories together
Listen and review
Listen attentively / DM
CL
CLT
DM
DM
DM
DM
CD player
DM
DM
CD player
GTM
Flash cards
GTM
ALM
GTM
CLT
CL
CL
worksheet
DM
CL
worksheet
DM
Worksheet
DM
DM
CL
CLT
DM
DM
ALM
CD player
DM
ALM
CD player
GTM
Flash cards
GTM
DM
GTM
DM
DM
CL
CL
worksheet
CL
CL
worksheet
CLL
CLL
Tape and recorder
CLL
GTM
Worksheet 3
Blackboar-d and chalks
GTM
ALM
CLL
ALM / 0.5’
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1.0’ / 90% preview the lesson fully.
90% greet T happily.
90% discuss with group members happily.
80% are willing to share their answer with others.
90% listen carefully.
70% have rough understanding of the dialogue.
90% listen carefully and 75% have the answers.
50% are willing to answer the questions.
80% listen carefully and get the answers.
80% listen carefully and take notes.
85% repeat after T with correct pronunciation.
80% understand the function and the usage of this sentence pattern.
90% practice the dialogue.
80% wants to present the dialogue.
85% work with group members.
75% have no problem with the practice.
80% discuss with their group members.
70% are willing to present.
95% give the winning group a big hand.
90% will do the homework.
90% greet T happily.
80% listen carefully.
90% discuss with group members happily.
90% listen carefully.
70% have rough understanding of the dialogue.
90% listen carefully and 75% have the answers.
50% are willing to answer the questions.
80% listen carefully and get the answers.
80% listen carefully and take notes.
85% repeat after T with correct pronunciation.
80% understand the function and the usage of this sentence pattern.
90% practice the dialogue.
90% practice the dialogue.
80% wants to present the dialogue.
85% work with group members.
70% are willing to present.
90%listen carefully.
95% give the winning group a big hand.
90% will do the homework.
95% Ss greet T
90% Ss review
90% Ss listen attentively
90% Ss listen attentively.
90% Ss are willing to share
90% Ss listen
90% Ss listen and take notes
100% Ss get worksheet 3
95% Ss listen attentively
95 Ss do the practice
90% Ss are willing to answer
90% Ss listen attentively
90% Ss take part in oral practice
100% Ss get worksheet 5
90% Ss listen carefully
90% Ss enjoy cooperating with their members
90% Ss are willing to share
90% Ss listen and review
90% Ss listen carefully. / 3-2-5
2-2-1
2-2-4
2-2-2
1-2-2
1-2-2
3-2-6
2-2-5
3-2-6
5-2-1
6-2-1
4-2-1
6-2-2
6-2-3
2-2-7
4-2-1
1-2-2
6-2-1
6-2-3
1-2-2
1-2-2
2-2-1
2-2-2
2-2-4
2-2-2
1-2-2
1-2-2
3-2-6
2-2-5
3-2-6
5-2-1
6-2-1
4-2-1
6-2-2
6-2-3
2-2-7
4-2-1
6-2-3
1-2-2
2-2-1
1-2-2
2-2-1
2-2-1
2-2-7
6-2-1
2-2-1
2-2-2
2-2-4
6-2-2
2-2-1
2-2-2
2-2-4
2-2-5
6-2-2 / 4
10
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