1、Lesson Design Unit3 On Vacation Background information: Target students: 49grade five students Lesson duration: 40minutes Teaching content: Students book 10, Unit 3 On Vacation (story) Lesson type: New Lesson Teaching objectives: By the end of the lesson, students should be able to: 1. Knowledge: un
2、derstand and read the story by themselves, Ss can use the key sentence patterns fluently: What are you going to do? I am going to + do sth. 2.Skill: master the skill of making sentences and use these sentences to make a short but complete passage and also make conversations in daily life; 3. Attitud
3、e: develop the spirits of independence by making their own vacation plans. Teaching philosophy: My teaching philosophy follows the general principle of task-based language teaching. Students are the center of the class, so I will plan the lesson according to students interest and needs. Teacher serv
4、es as an organizer and facilitator. Focus and difficulty: Focus and difficulty: teaching students to learn the story, and after that, Ss can act the story out; Whats more, they should think how to use the vocabulary, the target and the story they have learned in daily life to make their own vacation
5、 plans. Teaching aids: PPT, music, pictures, blackboard, projection, videos Teaching procedures: Steps Teacher activity Student activity Purpose Interaction pattern Step One 1.1 Let the students chant - What are you going to do?; 1.2 At the same time, let the students pass the box, when the music st
6、ops, let the box-holder stand up and answer the question-What are you 1.1 Listen and sing- What are you going to do?; 1.2 Students pass the box one by one, and when the music stops, the student who holds the box should stand up and answer the question from the whole To attract students attention; To
7、 help students review and use the key sentence patterns skillfully-What are you going to do? Whole class work; Individual work; going to do during the vacation? class-What are you going to do during the vacation? Step Two 2.1 Play a guessing game. Let the students observe the pictures and guessWhat
8、are they going to do during the vacation? / What is he/she going to do during the vacation? (6 pics) 2.2.1 Lead-in: lead the Ss to think about 2 questions: 1. What is Jenny going to do during the vacation? 2. What is Gogo going to do during the vacation? Let the Ss watch the cartoon and answer these
9、 2 questions for the first time; 2.2.2 Let the Ss watch the cartoon again, and be ready for answering the questions(find the missing part); 2.3.1 Let the whole class read the whole story after the tape; 2.3.2 Divide the whole class into 2 groups, and let the boys act Gogo, and the girls act Jenny; 2
10、.3.3 Then let the Ss have pair work, and act it out in front of the whole class; 2.1 Observe the pictures(which are showing the Ss activities), and guess the main characters of each pictureWhat are they going to do during the vacation? / What is he/she going to do during the vacation? 2.2.1 Watch th
11、e cartoon and at the same time, think about these 2 questions for the first time; 2.2.2 Watch the cartoon again, and be ready for answering the questions(find the missing part); 2.3.1 Read the story after the tape together; 2.3.2 Boys speak out the conversations of Gogo and girls speak out the conve
12、rsations of Jenny; 2.3.3 Act the story with your desk-mate and act the story out in front of the whole class; To improve the students learning interests; To help them train the key sentence patterns a lot; To help the Ss have a general idea of the whole story ; To help the Ss to get more understandi
13、ng of the whole story and consolidate their images of the story; To teach the students to read the story correctly; To help the student to deepen their memory of the story; To let the students master the story and practice their spoken English; Whole class work; Individual work; Group work; Pair wor
14、k; Homework: 1. Read the story twice and try to recite it; 2. Rewrite the passage in your excise book. After class reflection: 1. Active learning: Use multiple stimuli like pictures, and videos to promote students effective learning. 2. Collaborative learning: Various kinds of interaction including
15、individual work, pair work, group work, and whole class work. 3. How to make sure that every student, especially low level students, can be involved in the group activity? This question still needs to be explored in future teaching. Blackboard design: Step Three 3.1 Lead the students to think about
16、the question-What are you going to do in Beijing?; 3.2.1 Show some activities that the Ss can do in Beijing and teach them to read once; 3.2.2 Lead the Ss to play the game-read the whole sentence as fast as you can(stand up and read, you dont need to put up your hand); 3.1Think about the question-Wh
17、at am I going to do in Beijing?; 3.2.1 Read the activities after the teacher, to get familiar with the phrases no matter we have learned or not; 3.2.2 Play the game-read the whole sentence as fast as you can(stand up and read, dont need to put up your hand); To practice students divergent thinking a
18、nd apply the knowledge into daily life; To let the students review the phrases what they have learned and accumulate some new phrases; To attract the Ss interests and help them to use phrases to answer the key sentence pattern-What are you going to do(in Beijing)? I am going to _ in Beijing. Whole c
19、lass work; Individual work; Step Four 4.1 Lead the Ss to make their own vacation plan; 4.2 Invite some Ss to hand in their vacation plans and revise them in front of the whole class. 4.1 Finish the vacation plans, and fill in the blanks(in a short passage); 4.2 After finishing the passage-My vacation plan, some Ss hand in their passages to the teacher and get some feedback. To cultivate the Ss writing skill; To cultivate the Ss reading skill and help them to write a short but complete passage. Individual work; Whole class work;
