By Jane

Good morning, dear judges! It's my great honor to be here to present my lesson plan. I'd like to explain it from the following aspects.

The first one is the analysis of the teaching material.It's from PEP go for it Grade 7, Unit 3 How do you get to school. The topic is about transportation, and the function is to talk about how to get to places. Thepart I'm going to explain today is the reading part of Section B. Crossing the river to school. The passage is a story about Liangliang's difficult way to school. After reading, students are expected to cherish their life and study harder than before.

My students are the center of the class. As Grade 7 students, they have the same characters as others. For example, they have the strong desire to express themselves . But I want to mention here is that: After the last period, they can express the common ways about transportation，but maybe they're not familiar with difficult ways and can't imagine how difficult others' life is. So this is what I want to help them know today.

Based on the above analysis and the demands of new curriculum standard of 2022, by the end of the period, students are able to:

1.understand the meanings of the new words and expressions, like cross the river, ropeway,etc.and the way to use them correctly;

2.get the information of the passage by some basic reading skills;

3.retell the passage and do volunteers after reading;

4.cherish their happy life and study harder.

Among these learning aims, the key points are to understand and use the new words and expressions as well as the reading skills to obtain the information from the passage. So various activities and smooth stages are expected to help my students.At the same time,I presuppose retelling and volunteer activity will be the difficult points, the blackboard design and group work will breakthrough them(make them easier).So the situational teaching method will be helpful.

With these foundations, most iportant part—the expected to, help my students.At the same time, I presuppose retelling and volunteer activity will be the difficult points, the blackboard design and group work will breakthrough them(make them easier).So the situational teaching method will be helpful. With these foundations, the most important part—the specific teaching procedures are coming.

Stepl is Lead-in:students will have a free-talk about their different ways of getting to school today in 2 minutes. The purpose is to set the real situation and stimulate students background points about means of transportation; and lead to the topic today. The supporting theory is schema theory.

Step 2 is pre-reading activities: Guessing and Predicting in 4 minutes. I will show a picture: a big river between two mountains with the village one side and the school the other, to let students guess the way to get to school. With students answers, I will show the picture in the passage and let students check their answers,leadingto the title:crossing the river to school, and then predict what the passage is about. The purpose is to arouse students curiosity and promote their interest to read the passage. Also, it can set a clear comparison between students easy ways with Liangliang's difficult way,which lays a foundation for emotional education.Here,geography knowledge of landform will be mentioned to help students learn the phrases like “the river runs too quickly", learning between different subjects (跨学科学习) can be also achieved.

Step 3 is while-reading activities in 15 minutes.Activity 1 is skimming for the first reading to check student's predicting. And let students get the answer to“How do the students in the village go to school”. Then let students think: is it easy or difficult? to move Activity

2 for the second reading: Scanning to answer the rest了guestions of 2b but leave question 4:do you think their dream can come true behind for next part. A fter understanding the whole meaning of the passage, activity

3: scanning for the third time, filling. (2c) and retelling will be arranged. Students are expected to retell the story in pairs with the information of 2c. The purpose of this part is to read many times to stress the key points. At the same time, different levels of activities will make the lesson smooth, helping students develop their thinking ability and get the basic reading skills. Also, students will be more familiar with adjectives and adverbs.Retelling is to lay a language foundation for post-reading activity. The supporting heory is Gardner's nformation procesing thicory.

3 :scanning for the third time, filling (2C) and reteling will be arranged. Students are expected to retell the story in pairs with the information of 2c. The purpose of this part is to read many times to stress the key points. At the same time, different levels of activities will make the lesson smooth, helping students develop their thinking ability and get the basic reading skills. Also, students will be more familiar with adjectives and adverbs.Retelling is to lay a language foundation for post-reading activity. The supporting theory is Gardner's .Information processing theory.

Step 4 is post-reading activities in 15 minutes: First, let students think about whether their dream will come true or not? And what can they do for them? Second, Set a real situation to let students do volunteer job. Students will role play the volunteers to persuade people donate the village in groups. The purpose of this part is to develop students' thinking ability and set a real situation to help students consolidate the content of the passage.The supporting theory is K rashen's Input hypothesis theory.

Step 5 is Summary and emotional education in 4 minutes. After summarizing, I will stress there will be a bridge in the village one day and encourage students keep their “bridges” to kindness. Although the way is difficult, Liangliang also loves school, so they should cherish the“bridges"--the happy life around them so that they will study harder. The purpose is to arouse the empathy (共情 ) of students and let them cherish their happy life.

Step 6 is Homework: All the students have to write a letter to government to help Liangliang's village. And the optional homework is to search the same story on the Internet and record an English video to call on foreigners help them. The purpose is to consolidate what we have learned by writing. The optional homework lets students know the real function of English in real life.

Lastly, I' d like to share my design of blackboard. As. it shows, the notes are arranged according to the lesson procedures.

My teaching reflection of this lesson is...

That's all for the presentation. Thanks for listening.