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English Teaching Plan

Instructor: 略
I. Date: 2nd period ( 10:00 ~10:50 ), Thursday, November 17th, 2011
II. Class: 1-6 ( 11 boys , 8 girls )
III. Textbook: Program 6, ‘A Day in Seattle,’ Sunshine English Course 1
IV. Students’ attitudes toward English lessons:

V. Overview of the teaching material:
The main character, Yuki, goes to Seattle by herself to see her aunt. In Program 6, Yuki visits famous
places in Seattle with her aunt and her friend Andy.
As for grammar, the students learn the third person singular form in an affirmative sentence, a
negative sentence, and an interrogative sentence. The third person singular form is one of the most
difficult grammar points for junior high school students. The instructor must try to keep students
motivated when learning it.
The students learned this grammar point through oral introductions, so they have had a chance to
connect it forms, meanings, and functions. They have also practiced the patterns of the third person
singular form and are used to the sound of it.

VI. Aims of This Lesson:


1) To have the students get accustomed to the third person singular form in an affirmative sentence, a
negative sentence, and an interrogative sentence.
2) To have the students get accustomed to sentences that use an interrogative ‘when’.
3) To have the students comprehend the text in Program 6.
4) To develop their reading and listening ability through “Read Aloud”.

VII. Allotment of This Lesson:


1st Class: To introduce the third person singular form in Program 6-1.
2nd Class: To deepen the comprehension of Program 6-1.
3rd Class: To introduce the third person singular form in an interrogative sentence in Program
6-2.
4th Class: To deepen the comprehension of Program 6-2.
5th Class: To get accustomed to the third person singular form in Program 6-
6-1 and 6-
6-2.
(*For Demonstration)
6th Class: To introduce an interrogative ‘when’ in 6-3.
7th Class: To deepen the comprehension of Program 6-3.
8th Class: To get accustomed to using the third person singular form in an affirmative sentence, a
negative sentence and an interrogative sentence, and interrogative “when”.
VIII. Aims of This Class:
1) To have the students get accustomed to introducing what they listen to in an interview (the third
person singular form in an affirmative sentence, a negative sentence, and an interrogative sentence).
(Speaking)
2) To have the students talk together about their daily habits in English.
(Speaking, Listening, and Writing)
IX. Teaching Aids:
Handout 1-A, 1-B, Handout 2-A, 2-B, Tongue twister sheet, PC

X. Evaluation Criteria:
A B C D
Interest, willingness Ability to express Ability to understand Knowledge and
and a positive themselves in English understanding of
attitude towards English language and culture
communication in
English
Evaluation 1. (Positive attitudes 1. (Appropriate
criteria for toward language listening
Listening activities) comprehension)
Ss try to listen to Ss can understand
other students in precisely what the
pairs or groups. other students say
during activities.
Evaluation 2. (Positive attitudes 1. (Appropriate 2. (Appropriate
criteria for toward language expression) speaking)
Speaking activities) Ss can interview Ss can use the
Ss try to talk in each other using grammar points
English as often as suitable expressions. correctly in pairs or
they can without 2. (Appropriate groups.
being afraid of expression)
making mistakes. Ss can introduce
themselves using
suitable expressions.
Evaluation 3. (Positive attitudes 3. (Appropriate 1. (Understanding of
criteria for toward language reading culture)
Reading activities) comprehension) Ss can understand
Ss try to read in Ss can understand Seattle’s culture
pairs or groups. precisely what the through the text.
text says.
Evaluation 4. (Positive attitudes 3. (Appropriate
criteria for toward language writing)
Writing activities) Ss can report
Ss try to write in information to others
pairs or groups using appropriate
without being afraid expressions.
of making mistakes.

XI. Detailed Teaching Procedure:


Procedure Students’
Students’ Activities Teacher’
Teacher ’s Direction & Note Perspectives /
(time) Guidance
Guidance Ways of
Evaluation
Greetings (5 min.) • T greets the Ss and
checks their attendance.
Warm-up • Ss do the tongue • T encourages Ss to speak • T puts the sheet A-2,3
(To review and warm twister. in a loud voice. on the black C-2
up with a tongue • Ss do the pattern • T demonstrates the “verb board. • Observation of
twister, pattern practices. game”. • T shows Ss’ activities
practices, and the • Ss stand up and • T encourages Ss to play pictures in a
“verb game”.) play the “verb the “verb game”. sketch book.
(15 min.) game”.
Main activity 1 • Ss read and listen • T explains the activity to • T distributes A-1,2,3
(To use the third to the given the Ss. the handout C-1,2
person singular sentences, and • T checks Ss’ answers. 1-A,1-B. • Observation of
form in determine answers • T walks around Ss’ activities
an affirmative to the handout in and gives • Check of Ss’
sentence pairs. advice as handouts
and a negative needed.
sentence) (10 min.)
Main activity 2 • Ss make pairs. • T explains the activity to • T distributes
(To introduce • Ss talk about the the Ss. the handout
self-introductions of self-introductions of • T checks Ss’ answers. 2-A, 2-B.
famous people to the famous people to • T walks around
partner using the the partner. and gives
third person • Two to three pairs advice as
singular form.) present the needed.
(15 min.) self-introductions
at the front.
Consolidation • Ss understand what • T asks questions using a
(5 min.) they did and how negative and an
they did well in the interrogative sentence.
lesson.
XII. Comments of Visitors

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