Lesson plan(reading
lesson planning教案模板
Lesson Plan TemplateLesson Title: [Insert Lesson Title Here]Grade Level: [Insert Grade Level Here]Subject: [Insert Subject Here]Duration: [Insert Duration Here]Objectives:Cognitive: [Insert specific learning objectives related to knowledge and understanding]Affective: [Insert specific learning objectives related to attitudes and feelings]Psychomotor: [Insert specific learning objectives related to physical skills]Materials Needed:[List all materials and resources needed for the lesson]Standards Addressed:[Insert relevant educational standards or benchmarks]Vocabulary:[List key vocabulary words and definitions]Introduction (5-10 minutes):Hook/Attention Grabber: [Describe an engaging activity or question to capture students’ interest]Objective Sharing: [Explain the lesson objectives to the students]Prior Knowledge Activation: [Discuss what students already know about the topic]• • • • • • • • •Instruction (15-20 minutes):Direct Instruction: [Provide detailed steps for teaching the content,including explanations, examples, and demonstrations]Guided Practice: [Describe activities where students practice new skills with teacher support]Check for Understanding: [List questions or formative assessments to gauge student comprehension]Independent Practice (10-15 minutes):[Describe activities where students practice skills independently]Closure (5-10 minutes):Summary: [Recap the main points of the lesson]Student Reflection: [Ask students to reflect on what they learned]Preview of Next Lesson: [Briefly introduce what will be covered in the next lesson]Assessment:Formative: [Describe how you will assess student understanding during the lesson]Summative: [Describe any end-of-lesson assessments, such as quizzes or projects]Differentiation:For Advanced Learners: [Describe how you will challenge advanced students]For Struggling Learners: [Describe how you will support students who need extra help]Extensions:[List additional activities or projects for students who finish early or want to explore the topic further]Reflection:[Space for teacher to reflect on the lesson’s effectiveness and areas for improvement]• • • • • • • • • • • • •Example Lesson PlanLesson Title: Introduction to PhotosynthesisGrade Level: 5th GradeSubject: ScienceDuration: 45 minutesObjectives:Cognitive: Students will understand the basic process ofphotosynthesis.Affective: Students will appreciate the importance of plants in the ecosystem.Psychomotor: Students will create a diagram of the photosynthesis process.Materials Needed:Whiteboard and markersChart paper and markersPhotosynthesis worksheetPlant samplesVideo on photosynthesisStandards Addressed:NGSS 5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water .Vocabulary:PhotosynthesisChlorophyllCarbon dioxideOxygenGlucose• • • • • • • • • • • • • •Introduction (5-10 minutes):Hook/Attention Grabber: Show a short video clip of plants growing in fast motion.Objective Sharing: Explain that today we will learn how plants make their own food through photosynthesis.Prior Knowledge Activation: Ask students what they know about how plants grow.Instruction (15-20 minutes):Direct Instruction: Explain the process of photosynthesis using a diagram on the whiteboard. Highlight the role of sunlight, water , and carbon dioxide.Guided Practice: Work through a photosynthesis worksheet as a class,filling in the blanks and labeling parts of the process.Check for Understanding: Ask students to explain the process in their own words and answer questions about the diagram.Independent Practice (10-15 minutes):Students will draw their own diagram of the photosynthesis process and label each part.Closure (5-10 minutes):Summary: Recap the main points of photosynthesis.Student Reflection: Ask students to share one new thing they learned about plants.Preview of Next Lesson: Introduce the next topic: the role of plants in the food chain.Assessment:Formative: Monitor student participation during guided practice and check for understanding.Summative: Review the diagrams students create for accuracy and completeness.Differentiation:For Advanced Learners: Provide additional reading material on the chemical equations involved in photosynthesis.• • • • • • • • • • • • •For Struggling Learners: Pair students with a buddy for the independent practice activity.Extensions:Research project on different types of plants and their photosynthesis processes.Reflection:[Teacher’s notes on what worked well and what could be improved for next time]• • •。
Unit-4-Lesson-Planning教学内容
aims, objectives
How to achieve:
materials, activities, techniques, resources, etc.
Discussion
How do you judge whether your teacher is prepared or not?
4.2 Principles for Good Lesson
Planning
1. Aim: the realistic goals for the lesson; what students are able to do by the end of the lesson;
2. Variety: different types of activities; a wide selection of materials;
Before the lesson ????
After the lesson ????
Before the lesson
aims contents teaching aids activities techniques time potential problems
After the lesson
Unit-4-Lesson-Planning
4.1 Importance of Lesson Planning备课
Q: What is a lesson plan? (教案) What is planned for the lesson?
“A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.”(51)
if条件状语从句Lesson plan
T monitors and feedbacks.
6
Semi-controlled task
To practise the target language further
Ss>T
7
T shows their classmates’ problems.
IfPresident Xi comes totheirschool, …
If theyhave 1,000,000 dollars, …
Iftheydon’t pass the mid-term exams, …
Iftheyhave a holiday tomorrow, …
T feedbacks after discussion with the help of the pictures on the PPT.
e.g. If go to bed earlier, you won’t feel tired in class.
By the end of the lesson, the learners have practised working in pairs and in groups and communicating in English.
T monitors and gives Ss help when necessary.
T feedbacks.
7
Freer task
To encourage the learners to work hard
Ss>T
7 minutes
T encourage Ss to think about their dreams.
初中英语阅读课教案表格
初中英语阅读课教案表格Title: Lesson Plan for Junior High School English Reading Class。
Objective: 。
To improve students' reading comprehension skills。
To enhance students' vocabulary and language abilities。
To encourage critical thinking and analysis of texts。
Materials:Textbook or reading material。
Worksheets or comprehension questions。
Dictionary or vocabulary list。
Whiteboard or blackboard。
Markers or chalk。
Audiovisual aids (optional)。
Warm-up (5 minutes):Greet the students and ask how they are doing。
Review the previous lesson's material。
Engage the students in a short discussion related to the reading material for today's lesson。
Introduction (10 minutes):Introduce the reading material for the day。
Provide some background information about the author or the context of the text。
Discuss any difficult vocabulary words and their meanings。
(完整版)《英语教学法》Unit_4_Lesson_Planning
• Language teachers benefit from lesson planning in :
lesson planning?p.52-53 • What types of lessons do you know?
• Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.
• ● Size of classroom: restricts some types of
activities
• ● Teaching aids: sufficient or not • ● Time of day: influences the types of
activities used (p.m. or a.m.)
• Procedures are the detailed steps in each teaching stage.
What teaching model is the easiest procedure to teach a new
structure-based lesson?
• PPP model, which includes presentation, practice and production.
阅读教学设计教案全英
阅读教学设计教案全英Reading Instructional Design Lesson Plan教案主题：阅读教学设计Introduction:引言Reading is one of the essential skills that students should develop throughout their education. It not only helps students gain knowledge but also enhances their critical thinking and analytical abilities. To facilitate effective reading instruction, it is crucial to design well-structured lesson plans that cater to the needs of all students in the classroom. This instructional design lesson plan aims to provide teachers with a comprehensive framework to enhance reading skills in students.Section 1: Pre-Reading Activities第一部分：阅读前的活动1. Setting the Purpose (10 minutes)设定目的（10分钟）- Begin the lesson by asking students to brainstorm the reasons why reading is important. Encourage active participation and allow students to share their thoughts.- Engage students in a class discussion, highlighting the benefits of reading in various contexts, such as academic, personal growth, and career development.- Conclude the discussion by clarifying the purpose of the reading activity and how it aligns with the overall curriculum goals.2. Activating Prior Knowledge (15 minutes)激活既有知识（15分钟）- Present the reading passage or topic to the students, ensuring it is age-appropriate and aligns with their interests.- Ask students to recall any prior knowledge they have about the topic and share it with the class.- Facilitate a class discussion, guiding students to connect their previous knowledge with the upcoming reading activity. Encourage critical thinking and the formulation of hypotheses.- As a formative assessment, ask students to write down their predictions about the reading passage's content based on their prior knowledge.Section 2: During-Reading Activities第二部分：阅读中的活动1. Guided Reading (20 minutes)引导阅读（20分钟）- Introduce reading strategies and skills, such as skimming, scanning, and predicting, to the students.- Collaboratively read the text with the students, modeling the proper use of reading strategies. Pause at appropriate intervals to discuss key ideas, unfamiliar vocabulary, and comprehension questions.- Scaffold the reading process by providing verbal or written prompts to guide students' understanding and engagement with the text.- Encourage students to annotate the text, underline important information, and take notes for future reference.2. Group Discussions (15 minutes)小组讨论（15分钟）- Divide the class into small groups and assign specific sections of the reading passage to each group.- Instruct the groups to discuss their assigned sections, making connections, asking questions, and clarifying doubts within their group members.- Circulate among the groups, providing guidance and facilitating meaningful discussions.- After the group discussions, ask each group to share their main findings, insights, or questions with the whole class.Section 3: Post-Reading Activities第三部分：阅读后的活动1. Comprehension Checks (10 minutes)考察理解（10分钟）- Administer a short quiz or ask a series of comprehension questions to assess students' understanding of the reading passage.- Provide immediate feedback and address any misconceptions or confusion among the students.- Encourage students to reflect on their reading experience, analyzing the effectiveness of the strategies they employed and suggesting improvements for future reading activities.2. Extension Activities (20 minutes)拓展活动（20分钟）- Offer extension activities to enrich students' understanding and application of the reading content. These activities can include related writing assignments, research tasks, or presentations.- Differentiate the extension activities to cater to varying learning styles and abilities within the classroom.- Encourage collaborative work and facilitate peer feedback and evaluation.- Summarize the key takeaways from the reading activity and emphasize the importance of ongoing reading practice and habit-building.Conclusion:结论Designing an effective reading instructional plan requires thoughtful consideration of pre-reading, during-reading, and post-reading activities. By providing engaging activities, scaffolding learning, and facilitating meaningful discussions, teachers can enhance students' reading skills and foster a lifelong love for reading. This instructional design lesson plan serves as a valuable resource to guide educators in creating dynamic and effective reading lessons.。
英语八上《Unit 7 Memory Reading“Memory Corner“》_9
8A U7 Reading Memory CornerLesson Plan(缩减版)学科:初中英语版本: 牛津上海版本课内容来自牛津英语上海版八年级上册第7 单元的阅读板块。
此单元以“记忆”为话题，以提高记忆力的方法为主线。
阅读(Reading)板块中主阅读篇章的体裁为说明文，本课作为阅读课的第一课时，以引导学生了解主阅读篇章的主旨大意及深入理解文本细节为主要目标。
语言知识目标：能掌握并运用：memory, trouble, list, method, improve, mention.语言技能目标：1.能在阅读过程中熟练运用阅读微技能（预测predicting; 略读skimming;扫读scanning和细节阅读reading for details）。
2.能与小组成员讨论并总结出课文主人公Henry, Paula, Millie 关于提高记忆力的方法。
情感目标：积极与人合作，探索适合自己的记忆方法。
●教学重点：能通过阅读了解和掌握三种有效的记忆方法。
●教学难点:1) A great way to help you remember something is to imagine a picture of it inyour mind.2) If you make the picture big, strange, or silly, you will remember it better.●Students analysis：本课的教学对象为初二学生, 在学习本课之后，他们更能阅读与理解关于科学的文章，为本单元后面的More Practice的教学做好铺垫。
●Teaching methods: Task-based teaching methodology, discussing method ofteaching；●Learning strategy：Communicative learning strategy.●Use of media:VCR, PPT, Flash, Blackboard，student sheetsTeaching procedures。
全英文英语阅读课教案
全英文英语阅读课教案【篇一：全英文英语教案模板】lesson plannsefc module2 unit reading in teacher:period：period1 type：readingduration: 45minutesteaching ideologythe current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. in the reading process, these factors interact with each other and compensate for each other. based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. the three stages are pre-reading, while-reading and post-reading.teaching material and learning conditionthe analysis of teaching materialthe teaching material is the reading part from nsefc module2 unit. the topic of this unit is . this passage mainly introduces the passage consists of paragraphs. the first paragraph is a general introduction of the . para.2 to para.4 introduces . the last paragraph tells about . the topic is not new to the ss. but there is some new words and phases in the passage.the analysis of learning conditionthe students are from grade1 in senior high school. as high school students, they have achieved certain english level and they have the ability to get the basic idea of the reading. since they are in grade1, they are easily activated and want to air their own opinions on the topic. they are familiar with the topic of and know some. but they may not know before. moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.learning objectives1. language skillsat the beginning of the class, ss can predict the content ofthe passage based on the title. ? ss can scan the passage andfind out the specific information such as the person relatedwithss can summarize the passage with the help of the clues ofthe passage.2. language knowledgess can master the key words and phrases of the passage as follows, . ? ss can learn , especially3. affectsss will realize that and they will concern themselves with the issue of4. cultural awarenessss will broaden their minds by knowing something about 5. learning strategiesss will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.ss will communicate with each other in english while doingthe group work.language difficultiesfocuses and anticipatedlanguage focusesthis is a reading period so the focus is to cultivate thestudents’ reading skills. the many activities are designed tohelp ss to train their reading skills, such as predicting, skimming, scanning and summarizing.it is also important for the ss to master the new words and phrases.anticipated difficultiesas the ss have a limited vocabulary, so they may have some difficulties in understanding the passage. so the teacher willhelp them learn the new words and phrases.ss may did not heard before, so the teacher will tell themsome background knowledge about it.teaching methodthree-stage model: based on the understanding of reading asan interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students languageefficiency in general and reading strategies. the three stagesare pre-reading, while-reading and post-reading.teaching aidsmultimedia devices and ppt documents: in order to help ss tofully understand the whole passage, i adopt multimediadevices and ppt documents to bring the real-life situation intothe classroom.teaching proceduresstep1. lead-in (6min)activity1. greetings and free-talking (2min)t leads into the topic by asking ss some they know. ss tell the name of the they know freely.t: hello boys and girls. (ss say hello to the teacher.)t: when we say , what appears in your minds? (ss tell thethings appear in their minds freely.) t: what are the ? (ss tell some names of .)activity2. picture-talking (4min)t shows some pictures about the in china and abroad. after seeing the pictures, ss are expected to tell the similarities of them.t: just now, you talk about some in china. now, let’s see some pictures of some . (t shows the pictures and ss see them carefully.)t: what do the have in common？for example, they are very precious. what are your opinions?(t gives them some hints and ss tell the characteristics of ) [aims]in this step, t first leads in the topic by talking with the ssfreely about the whichis familiar to them and then ss see some pictures and tell the characteristics. these two activities aim to arouse the ss’interests in the topic and activate their old knowledge of . thenss will be mentally prepared for the reading comprehension. what’s more,when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the issue of .step2. pre-reading (3min)activity1. knowing something about (1min)t gives a brief introduction of the. ss will know the t: today, weare going to learn . it is . do you know what is? (t shows some pictures ofand ss get to know the .)activity2. predicting (2min)t asks ss to read the title of the passage and then ask themsome questions. ss will predict the content of the passage withthe help of the title.t: please look at the title “”, what does “” mean?(if the ss can not give the answer, then t explain it.)t: in search means that people are looking for it. why arepeople looking for it? can you guess? what will the passagetalk about?(ss predict the content, but t will not give the answer here.)[aims]in this step, the ss first know some information of the ; the background information will make it easier for the ss tounderstand the passage. then t asks ss to make predictionsabout the passage. it aims to help ss develop the reading skillsof predicting.step3. while-reading (22min)activity1. skimming (4min)ss skim the whole passage and find out and check their predictions. t: why are people still ? here is a multiple choicefor you.activity2. scanning (3min)t presents several true or false statements and asks the ss toscan the passage and judge the right from the wrong.(keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)activity3 close-reading (15min)t designs various kinds of activities and ss do the activities tofully understand the passage. para.1t: please read para.1 carefully and then take some note aboutthe .para.2-4please read para.2-4 carefully and then find out the removal ofthe room.please read para.2-4 carefully and then find out the personrelated with the amber room and the things them down with it. para.5please read para.5 carefully and then find out the therebuilding of the amber room.【篇二：初中英语阅读课教学设计】谈初中英语阅读课教学案例吉林省桦甸市金沙中学：王欣平一、背景现行初中英语教材具有很多的优点，但由于学生认知水平的发展具有规律性，教师只有充分认识和掌握这种规律，并结合教学实际，合理设计教学程序，充分发挥学生的主体作用，教学相长，才能达到教学效果的最优化。
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Teaching PlanUnit 9Lesson 1On Your BikeType: Reading外国语学院09级本科3班徐兆云Unit 9 WheelsLesson 1On Your BikeⅠ.Background InformationTopic: On Your BikeType: ReadingTime Duration: 40 minsStudents: students of senior high school Grade 1Teacher:XuzhaoyunⅡ. Teaching Methods:Task-based Language teachingⅢ.Teaching Aims:By the end of the lesson, students should be able to learn the following:Knowledge Aim:(1) New words:benefit,flat, hopeful , therefore ,convenient,parking,insert, thief(2) Expressions:save energy,reduce pollution,thanks to(3) Grammar Point:The Present Perfect Continuous Tense(4) Know about the great benefits of using bicycles.Ability Aim:(1) Improve the ability of fast reading, using the reading skills: scanning andskimming.(2) Improve the ability of fast reaction, judgment and imagination.(3) Improve the ability of retelling the text according to the key words.(4) Master the reading strategies: dealing with difficult words to guess the part ofspeech and the meanings from the context.Moral Aim:From the text,we should learn from the people of Amsterdam to do something that can help to save enegy,reduce pollution and thetraffic safety.Ⅳ.Key points: 1.New words (e.g. convenient, hopeful)2.Expressions (e.g. save energy,thanks to)3. Grammar Point: The Present Perfect Continuous TenseDifficult points: The Present Perfect Continuous TenseⅤ.Teaching aids: blackboard、chalks、picturesⅥ.Teaching procedure:Pre-reading (5 minutes)Questions:1.How do you parents go to work everyday?(cars,motorcars,buses,etc.)2.Do you know which country is called “Kingdom of bicycles”and “City ofbicycles”?(Netherland and Amsterdam)(Show pictures about Amsterdam and bikes)3. Most people in Amsterdam travel in their city by bike, and Amsterdam is called the“City of Bicycles ”.While-reading(30 minutes)Ask the students to read the text to find the main idea of the whole passage andeach paragraph,at the same time,give them several questions to help them find the mainidea,as following:1.Why is it a good city for cycling ？(Key:Because it is flat and there are also plenty of places for bicycle parking and moststreets in the city centre have a bicycle path.)2.What idea did the cycling fans have?(Key:They believed that it would be better for everybody if cars weren ’t allowed inthe city center and only bicycles were.)3.Where is the topic sentence of para 3 and 4?(Key:Both are the first sentence in each paragraph.)4.What are the advantages of the bicyckes?(Key:Bicycles can help to save energy,reduce pollution and provide free publictransport.)5.Why did the first white bike plan fail?(Key:Because thieves took all the bicycles within weeks.)6.What are the changes of the new white bike?(Key:They should be inserted a special card,designed with bright colors not white andparked at special places.)With these questions have been cleared,the main idea of the whole passage andeach paragraph are:With the main idea have been cleared, learn the grammar in para.1—The Present Perfect Continuous Tense,and learn some important new words and expressions.1.Explain the grammar:The Present Perfect Continuous TenseStructure: have/has + been +v-ingPeople have been enjoying the benefits of cycling in Amsterdam for years.(In this sentence, the present perfect continuous tense expresses a repeated or continuous activity that started in the past and hasn’t been finished.)2.new words:1）. benefit:profit, advantage n.&vi.好处，得益eg: We can get many benfits of riding bikes2）. flat:smooth, level adj.平的eg: The road is vey flat, so it’s very good for cycling.3）. convenient:giving no trouble or difficulty.adj.方便eg: The dictionary is very conventinent for my studying4）. hopeful:having hope.adj.有希望eg: I’m hopeful about the future.5）. therefore:as a result.adv.所以，因此eg: I studied hard, therefore I passed the final exam.6）. parking:space or area for leaving vehicles.n.停车场eg: There is no parking in front of the hotel.7）. insert:put sth into sth or between two things.vt.插入eg: I insert a key into a lock to open the door.8）. thief:person who stealsn.贼，小偷eg: The thief stole many books from the library yesterday.3.Expressions:1）. save energy 节约能源2）. reduce pollution 减少污染3）.thanks to 由于，因为，多亏了eg:Thanks to his help,I passed the exam easily.Post-reading(5 minutes)V oice your opinions:Ask the study monitor to divide the class into 5 groups,each group should discuss on the following question,and put the results together,then choose a leader to give a lecture.Next class I will hold a speech competition on this topic.Do you think the “white bikes” whould good for our country?Why?Useful Expression:(In my opinion, we should…We can u se … instead of …We had better …In the future, it will be …We can … to improve the present situation.)Ⅶ.SummaryIn this text, we have learned the main idea of the whole passage and each paragraph,and through several questions,to help the students to understand the text better,then we have learned the grammar point—The Present Perfect Continuous Tense and some important new words and expressions.Ⅷ.Homework1. Do the exercise on page 78 to review The Present Perfect Continuous Tense2.Discussion and lecture.Blackboard DesignⅧ.Reflection。