外研版 (一年级起点)Unit 1 I’ll send you a postcard.教案

这是一份外研版 (一年级起点)Unit 1 I’ll send you a postcard.教案，共6页。
Lesson plan of Module 10 Unit 1

Information 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 cooperate 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 vocabulary 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.
Materials 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 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 analysis
Form
Meaning
Anticipated problems teaching this language
Possible solutions
All students know these words
1. Australia n
2. the US n
3. China n
4. speak v
5.will v


Some students know these words
6. Kangaroo n
7. the Great Wall n

These words are new for almost all students

8. postcard
9. postman
10. send
11. visit
12. farm
13. the UK
14. West Lake
15. London Zoo
16. Disneyland



1. a country
2. a country
3. a country
4. express in speech
5. determine by choice




6. New Guinea having large powerful hind legs and a long thick tail
7. a famous place for sightseeing in Beijing



8. a card for sending messages by post without an envelope
9. a man who delivers the mail
10. cause to be directed or transmitted to another place
11. go to certain places as for sightseeing
12. workplace consisting of farm buildings and cultivated land as a unit
13. the United Kingdom
14. a famous lake in Hangzhou
15. a big Zoo in London
16. a big theme park in the US
















1.Ss might pronounce postcard ˈpɔstkɑ:d] instead of ˈpəʊstkɑ:d]

2.Ss might pronounce west [vest] instead of [west]


















1-2. I will modal the correct form, then use choral drilling and individual drilling


Skills analysis

Skills and sub-skills
Tasks for developing skills
Anticipated problems with these tasks
Possible solutions

1. Reading for gist



2. Reading for specific information



3. Reading for specific information



1. 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 the 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 slowly



2. Some Ss might choose the wrong answers for the questions in tasks 1-5




1. In my instructions, remind Ss to 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 name

Stage aim
Procedure
Interaction pattern
Time
1. Lead in
To review the words they learned before
Show the pictures on PPT slide2 and review the words they learned before.

T-Ss

2 mins
2 Presentation of the new vocabulary

To convey the meaning of the new vocabulary
Show 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-S


8 mins
3. Vocabulary practice
To practice the pronunciation of the new vocabulary
Ask Ss to practice the pronunciation of the new vocabulary by choral and individual drilling.
T-Ss
Ss
2 mins
4. Reading for gist
Task 1
To 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 and do task 1.

T-Ss
S-S
2 mins
5. Pair checking
To provide Ss a chance for pair teaching and pair correction.
Ask Ss to check their answer in pairs.
S-S
1 min
6. Feedback
To check Ss have the correct answer.
Ask Ss to check their answers with the right answers on PPT slide 11.
S
1 min
7. Reading for specific information
Task 2
To 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
S

2 mins

8. Pair checking
To provide Ss a chance for pair teaching and pair correction.
Ask Ss to check their answer in pairs.

S-S

1 min

9. Feedback
To check Ss have the correct answers
Ask Ss to check their answers with the right answers on PPT slide 12.

S

1 min
10. Reading for
specific information Task 3
To give Ss a chance to practice reading for specific information.
Let Ss read text 1 again. Then ask Ss to do task 3 (true or false).


S

2 mins

11.Pair checking
To provide Ss a chance for pair teaching and pair correction.
Ask Ss to check their answers in pairs
S-S
1 min

12. feedback

To check Ss have the correct answers
Ask Ss to check their answers with the right answers on PPT slide 13.
S-Ss
T-Ss
1 min
13. Reading for specific information
Task 4
To 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.
S

2 mins

14. Group checking
To provide students a chance for group teaching and group correction
Ask students to check their answers in groups.

Ss-Ss
1 min
15. Feedback
To check Ss have the correct answers
Ask Ss to check their answers with the right answers on PPT slide 15
S
1 min
16. Reading for specific information
Task 5
To give Ss a chance to practice reading for specific information.
Let Ss read text 2 again. Then ask Ss to do task 5(read and choose).
S
2 mins
17. Group checking
To provide students a chance for group teaching and group correction
Ask students to check their answers in groups.
Ss-Ss
1 min
18. feedback
To check Ss have the correct answers
Ask Ss to check their answers with the right answers on PPT slide 16.
S
1 min
19. speaking practice
To 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-S
6 mins
20. final feedback
To check Ss use the new vocabulary in spoken form.
Ask some pairs to show for the class.
S-S
2 mins

Teaching Practice Reflective Essay
Details of what I did well to motivate and involve students and help them to achieve the lesson aims:
1. I 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 reading. I prepared 2 texts and designed 5 tasks about them for Ss.
3. I 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 ‘which one is … (a new word)?’ . For ICQs, before doing the tasks for reading, I asked‘Should you read it quickly or slowly? , ‘should you choose or match?’…
4. I gave Ss a chance to practice speaking by using the new vocabulary with pictures.
Specific problems with this lesson and my suggested solutions:
1. I tried to use some ICQs and CCQs as they should be in my lesson, but I forgot to use CCQs for the new word ’visit’, and some of my ICQs are not clear enough for Ss to understand, like: in task 3, I 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 carefully before the lesson ,and surely use them timely and correctly in class.
2. 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 control my TTT and repetition in class, and stop saying useless words and questions during my lesson.
3. 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 didn’t 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.