Lesson Plan of Junior High School English | ||||||||
Title | Lesson 4 Reading—Chubby and Tommy | Source of material | English textbook 2 (Kang Hsuan) | |||||
Grade of students | First year of junior high school | Number of students | 37 | Class period | 45 minutes | |||
Teaching focus | 1. Introduce and tell reading text on the textbook 2. Review and practice grammar focus of lesson 4—subject-verb agreement of third-person singular | Description of students | 1. The proficiency level of the students is high beginning. 2. This is their second semester of learning English in junior high school. They have learned usage of be-verbs, adjectives, pronouns, wh-questions, and auxiliary verbs—“can” and “do”, expression of time, subject-verb agreement of be-verbs, singular and plural forms of nouns, simple present tense, and present progressive tense. | |||||
Class period | 45 minutes. This is the sixth period of the whole lesson. | |||||||
Teaching objectives | 1. Cognitive domain: the students can a. comprehend the reading text b. accurately read the reading text aloud c. answer comprehension-check questions of the text accurately d. state the rules of subject-verb agreement of third-person singular e. apply and perform the rules of subject-verb agreement of third-person singular accurately in verb forms 2. Affective domain: the students can enjoy listening to the reading text, and are not afraid of answering questions in English and of making mistakes. 3. Psychomotor domain: the students read aloud the vocabulary, dialogue, and the reading text fluently and accurately. | |||||||
Teaching aids | Flashcards, textbook, poster, worksheets, blackboard, and magnets | |||||||
Teaching Procedures | ||||||||
Steps | Descriptions | Teaching time | Assessment | Teaching aids | ||||
Warm-up | 1. The teacher reviews the vocabulary and dialogue taught yesterday by using flashcards and the textbook. 2. The students repeat the vocabulary and dialogue after the teacher 3. The students read the vocabulary and dialogue aloud by themselves. | 5 minutes | 1. The teacher listens to the students pronunciation 2. The teacher walks around the classroom to observe whether the students focus on reading aloud. | 1. Flashcards 2. Textbook
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Introduction
| 1. The teacher induces the students’ motivation by asking them to look at the poster on the blackboard. 2. The teacher asks them pre-reading questions to establish background knowledge of the context. Appendix A: pre-reading questions a. What do you see in the picture? b. What does the monkey possibly do? c. Why does the monkey jump? d. What is the dog possibly doing? e. What is possible relationship between the monkey and the dog? f. What does this story possibly talk about? | 7 minutes | 1. The teacher provides immediate oral feedback to the students’ answers to the questions. 2. The teacher observes whether there are students not focusing on answering questions. | 1. Poster 2. Blackboard 3. Magnets | ||||
Steps | Descriptions | Teaching time | Assessment | Teaching aids | ||||
Introduction | 3. The teacher either asks the class pre-reading questions to answer them or to select several students to answer the questions. 4. The teacher tells them the title and topic of the reading text. |
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Presentation I | 1. The teacher tells the reading text and asks the students to look at the poster on the blackboard. 2. The students are also required to use the background knowledge of the text established previously and the poster to try to guess what the reading text talks about. 3. The teacher tells the reading text in English and Chinese once and in English only once. 4. After telling the reading text twice, the teacher asks the students comprehension-check questions, and uses the poster to help them answer the questions. Appendix B: comprehension-check questions: a. What is Chubby? b. What is Tommy? c. Can Chubby climb the tree and jump? d. Can Chubby swim? e. Who is waiting for Chubby in the water? f. Can Tommy climb the tree? g. What can Tommy do? h. Do Chubby and Tommy play baseball together? | 15 minutes | 1. The teacher observes whether the students focus on listening to what teacher says. 2. The teacher provides immediate oral feedback to the students’ answers to the questions. 3. The teacher listens to the students’ pronunciation. 4. The teacher walks around the classroom to observe whether the students focus on reading aloud. | 1. Poster 2. Blackboard 3. Magnets 4. Textbook | ||||
Steps | Descriptions | Teaching time | Assessment | Teaching aids |
Presentation I | i. Are Chubby and Tommy good friends? j. Do Chubby and Tommy enjoy their favorite game very much? 5. The teacher either asks the class comprehension-check questions to answer them or select several students to answer the questions. 6. After checking the students’ comprehension, the teacher leads them to read the text aloud. Then they read the text aloud by themselves. |
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Presentation II | 1. The teacher tells the students that before explaining the reading text in detail, the teacher is going to review the grammar focus—subject-verb agreement of third-person singular, because the grammar appears in the reading text, too. 2. The teacher asks the students how may rules of subject-verb agreement of third-person singular there are, and write down the rules and examples on the blackboard. 3. The teacher distributes the worksheets, which contain pictures and sentences, to the students, and explains to them that they have to fill in the blanks with correct forms of verbs, and the pictures are used to help them understand the meaning of the sentences. | 15 minutes | 1. The teacher observes whether there are students not focusing on answering questions. 2. The teacher provides immediate oral feedback to students’ answers. | 1. Worksheets
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Steps | Descriptions | Teaching time | Assessment | Teaching aids |
Presentation II | 4. Then the teacher uses the example on the worksheet to do a demonstration. 5. The teacher leads the students to do the exercises one by one. 6. The teacher selects students randomly to answer each question. |
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Wrap-up | 1. The teacher summarizes the reading text. 2. The teacher re-states the rules of subject-verb agreement of third-person singular. | 3 minutes |
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