TKTPracticallessonplantemplateCentrenumber:Candidatenumber:Candidatename:ANNAYANGLessonnumber:Level:SeniorLessonllength:40minutesLessontype:ReadingandVocabularyDate:16thNovember,2023Informationabouttheclass:Thereare30studentsingrade2,theyare16or17yearsoldandhavebeenlearningEnglishfor5years,allstudents’firstlanguageisChinese,buttheirEnglishisquitegood.Thematerialofstudents’courseworkseemsalittleboring,andtheyhavelearntthefirstaidaboutburning.SoIchooseaverydifferentarticlemorerelatedtotheirdailylife–firstaidfordogbiteinthiscontexttohelpthemlearnsomeskillsoffirstaid.Mainaim:Bytheendofthelesson,studentswillbebetterabletoreadforgist,forspecificinformation,andfordetailinthecontextoffirstaid.Subsidiaryaim:Bytheendofthelesson,studentswillbebetterabletousethenewvocabularyaccuratelyinwrittenforminthecontextoffirstaid.Personalaim:1.ToremembertocheckinstructionsbyusingICQs.2.Togetstudentstoworkwithdifferentpartnersincheckingstages.Materials(referenced):1:readingmaterialisdownloadedfrominternet:&lid=13910216477138749253&order=1&fm=alop&tj=www_normal_1_0_10_title&vit=osres&m=8&srd=1&cltj=cloud_title&asres=1&title=FirstAidForDogBites%7CFirstAidForDogBite%7C...&dict=32&w_qd=IlPT2AEptyoA_yi5FEKvGCobucLVKr36ZhOMMW-S0SjumU_5uv0mF2C&sec=16632&di=04fd2cb395e4cf74&bdenc=1&tch=&nsrc=IlPT2AEptyoA_yixCFOxXnANedT62v3IEQGG_yxL0TGzlEmse3TkEhhdXTqqAp7OJkT-sGbDg2tJaSP8OnEobsQSbu5kvjp7j7CvurrptsbNE1ZIutYnNgSLG7Vqtq&eqid=c10b042fbca40800100000065827af69&wd=&clk_info=%7B%22srcid%22%3A%221599%22%2C%22tplname%22%3A%22www_normal%22%2C%22t%22%3A1478995825256%2C%22xpath%22%3A%22div-a-h3-em3%AndIchangedseveralplacesofit2:Task1.Nowwritealettertothatoldladytotellherthedangerofdogbiteandhowtostartfirstaidforher.Task2:readforgist(skimmingthetext.giveaproperheadingforit).Task3:(scanningthepassageforspecificinformation.)3.Handout3:task3(carefullyreadthepassagefordetail),task4:post-readingtask.4.Answer-handoutfortask3andtask4aredesignedbyteacher.4.ThePPTisdesignedbyteacher,thereare6slides,including5picturesandtheanswerfortask2.5.9wordscardsaremadebyteacher,theyaretransmit,tetanus,rabies,saliva,antiseptic,sterile,itchiness,vaccinate(vaccination).Assumptions:havealreadyknownmanyvocabularyaboutfirstaidsuchasinjured,skin,treatinfect,infection,wound,bleed,ambulance,healed.Whilethefollowingvocabularyarenewforstudents:transmit,tetanus,rabies,saliva,antiseptic,sterile,itchiness,vaccinate,(vaccination),Anticipateddifficultieswithmaterials,activitiesandtasks:Somewords’pronunciationmaybehardforstudents.StudentsmayspeakChineseduringthepairworkorgroupwork.3.Studentsmaynotusethenewvocabulariesinthelasttask.Solutions:1.Intheprocedureofteachingnewvocabulary,showspellingaswellasphoneticsymbol2.Remindstudentswhatkindoflanguageshouldbeusedin:ChineseorEnglish3.Stickthenewwordscardsontheblackboard.andremindthemtouseit.Thislessonplanismyownwork…….…ANNA…………..(candidate’ssignature).LanguageanalysisFormMeaningPhonologyAnticipatedproblemsAllthesewordsarenewforstudents:1.transmitv.2.tetanusn3.rabiesn4.salivan5.antisepticn6.sterileadj7.itchinessn8.vaccinatevpassalongorimpartadisease.2.Whichisararebutoftenfataldiseaseaffectsthecentralnervoussystembycausingpainfulmuscularcontractions’.3.Whichisanacuteviraldiseaseofthecentralnervoussystemthataffectshumanandothermammalsbutmostcommonincarnivores.4.Theliquidproducedinmouththatkeepsmouthmoistandmakeiteasiertoswallowfood.5.Asubstancethatpreventsinfectioninawoundbykillingbacteria.andfreeofbacteriaandgerms7.Thestateofbeingitchythatproducesadesiretoscratch.8.Togiveapersonorsanimalavaccinetopreventinfectionbydisease1.［tr?ns′mit］2.［′tet?n?s］3.［′reibi:z］4.［s?′laiv?］5.［?nti′septik］6.［′sterail］7.［′it?i:niz］8.［′v?ksineit］somestudentsmaystillthink“transmit”means“sendinformationorsound.Somestudentsmaypronounce“v”inwrongway.Thesewordsmaybeabitofdifficultyinformpatterns,becausestudentscannotusethemfrequently.Solutionsuseapicturetomakesurestudentsgetthecorrectmeaningoftransmitinthiscontext.Showstudentthemouthshapetohelpthemknowthecorrectpronunciationof“v”.Givethemapractice(writeashortletter)toconsolidatetheformofthesewords.SkillanalysisSkill/subskillTasksforskillsdevelopmentPreparinglearnersfortasksAnticipatedproblemsforgistforspecificinformationfordetail1.Givestudentshandout1task2:skimthepassage,giveabesttitleforit.3:scanthepassage,thenfinishthistaskfrom1-5togetherwiththeirgroupmates4:readthepassagemorecarefully,thenfinishthetrueorfalsequestion,andthenwritesomefirstaidforthisoldlady.1.Usesomepicturesandtobodylanguagetoconveythemeaningofnewwords,andusechoraldrillingandindividualdrillingtopracticethepronunciations,andwriteashortlettertogiveadvicetothatoldladybyusingnewvocabulary.2.Feedbackfortask2:askstudentstochecktheanswerswiththeirpartners,thencheckittogether(correctanswerswillbegivenonPPTslides6).3.Feedbackfortask3,asksomestudentstospeakouttheanswersinclass,lettheotherscheckthattheyhavecorrectanswers(thecorrectanswersonanswer-handout)1.somestudentmayfirstlyreadthepassagewordbyword,sentencebysentence.2.somestudentsmayuseChineseintask3andtask43.somestudentsmaynotusenewvocabularyinwritingtask.Solutions.UseICQstoremindstudenttoskimthepassage.Remindstudentswhatkindoflanguageweshoulduse:EnglishorChinese.Stickthenewwordscardsontheblackboard,andremindthemtouseitStageStageaimProcedureInter-actionTimewarmerToprepareforleadingintopic.1.Askstudentstoreadthisshortstory,2.Askstudentsdiscusswiththeirpartnerwhatcanyoudotohelpthislady.T-SsSs-Ss2minutesFeedbackTocheckstudentsgeneralknowledgeoffirstaidfordogbite.Asksomestudentstospeakoutofiftheycandosomethingtohelptheoldlady.T-Ss2minutesPresentationfornewvocabularyTopresentthenewwords,usesomepicturestoconveythemeaningsthenpracticethepronunciationthroughchoraldrillingandindividualdrilling.1.Topresentthenewwords.2.UsesomepicturesonPPTslide2to5andbodylanguagetoconveythemeaningofnewwords.3.Usechoraldrillingandindividualdrillingtopracticethepronunciation.T-Ss7minutesWritingToofferstudentsanopportunitytopracticethenewvocabularytowritealettertogiveadviceaboutdogbitefirstaid.1.Askstudentstodotask1:writealettertotellthatoldladythedangerandsomesuggestionsofdogbitebyusingthenewvocabularyandotherrelatedwordsaboutfirstaid.2.Teacherwillmonitorandobserve,maybeoffersomehelptostudents.S-S6minutesFeedbackToaskstudentstochecktheirletterwithpartner.1.AskstudentstopasstheirletteraccordingtomyinstructiontotheonewhenIsay“stop”.2.Askstudentstochecktheirclassmatesletterwhethertheygiveproperandoperableadvice.studentstopayattentiontothespelling,grammar,punctuation,layout,etc.4.Aswellasstudentswillberequiredtounderlinethenewandoldvocabularyrelatedtofirstaid.5.Teacherwillmonitorandgiveindividualhelptosomestudents.Ss-Ss4minutesReading1Togivestudentsanopportunitytopracticereadingforgist.1.Askstudentstoskimthepassageonhandout1individually.2.Thenaskstudentstodotask2onhandout2:giveapropertitletothispassage.3.Teacherwillmonitorstudentswhentheyarereading.Ss2minutesFeedbackTomakesurestudentsgetthemainideaofthepassage.somestudentstospeakouttheirheadingofthepassage,maybetheanswersaresomethingrelatedtofirstaidfordogbite.showstudentsthetitle(basicinformation)onPPTslides6.T-Ss2minutesReading2Togivestudentsanopportunitytopracticereadingforspecificinformation.1.Askstudentstoscanthepassageonhandout1individually.2.Thendotask3:scanthepassageandanswerthequestionsfrom1-6,writedowntheanswersbelowtheeachquestions.willmonitorstudentswhiletheyarereading.S-S4minutesFeedbackTocheckstudentshavethecorrectanswers.1.Toletstudentschecktheiranswerswiththeirpartners.2.Teacherwillgivetheanswer-handoutfortask3tostudentstohelpthemgetthecorrectanswers.Ss-Ss2minutesReading3Togivestudentsanopportunitytopractisereadingfordetail.1.Askstudentstoindividuallyandcarefullyreadthepassageonhandout1again.2.Askstudentstodotask4:thetrueorfalseexercise(andgivethereason).3.Teacherwillmonitorstudentswhentheyarereading.T-Ss5minutesFeedbackTocheckstudentsgetthecorrectanswers.1.T