Teaching Aims: 1. Train the students' listening abilities(skills)2. Revise the words and phrase in this unit(knowledge)3. Moral objectives Teaching contents - University Education and Teaching - Marked by Teachers.com (2023)

Teaching Aims: 1. Train the students' listening abilities(skills)2. Revise the words and phrase in this unit(knowledge)3. Moral objectives Teaching contents - University Education and Teaching - Marked by Teachers.com (1)

University DegreeEducation and Teaching

Samples for a teaching plan:

Teaching plan for period 1 unit 1 B1 NSE

Lecturer:who Classwhere Timewhen

General content : Warming up

Teaching Aims:

  1. Train the students’ listening abilities(skills)
  2. Revise the words and phrase in this unit(knowledge)
  3. Moral objectives

Teaching contents

1.Teaching Important points



3)gammar(sentence patterns):

2.Teaching difficult points



3) gammar(sentence patterns):

Teaching aids:

Teaching tools: wall charts,simplified pictues,pictures,real things,everything in the the classroom,

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Modern teaching equipment:

1. a tape recorder

2. a projector


Teaching method:

Blackboard word design:

Teaching procedures:

Step I.( 5`)Greeting freely in Enlish with SS

T: Good morning, everyone.

S: Good morning.

Step II. Lead- in

T: we have learnt how to make a call. Now let’s make a telephone.

Task-oriented teaching model

T: You are given 3ms to prepare it. Then I’ll ask someone to come here and act out the dialogue you have made up.

(3ms later, I’ll ask one pair to act out the dialogue, the others write down the information – receiver’s name and telephone number, address and time and the bill)

T: I’m sure you have done your work. Which group likes to have a try?

Ok, your group. Please come here. The others are to write down their information what they talked about--- the name, telephone number, address, time, the flowers’ bill.


T: well done. Who took the notes down and tell what you heard. XX, please.


T: well done.

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Step III( ) listening

T: These two people are very lucky they got the person they wanted on the phone. Now there are three unlucky men that they wanted people were away. There are answering machines which recorded the information. Turn to page 155---telephone message. Many offices and business people now have answering machines. We’ll listen three times. After first listening , please write down the names of the three people who rang you . Clear?

S: yes.

T: Ok, Now please look through this page quickly. Are you ready now?

S: Yes.

( Teacher plays the tape for the first time.)

T: Have you got their names?

S: Yes.

T: The first name?

S: Jim Rice.

T: Can you spell it ?

S: J-I-M R-I –C-E

T: The second one?

S: June Greening.

T : Yes. June Greening. (Bb) J-U-N-E G-R-E-E-N-I-N-G

T: The last one?

S: Andrew Waite .

T: That’s right. Andrew Waite. (Bb)

T: Now, let’ listen again. This time, please write down the names of the their companies; the time of the telephone calls and their telephone numbers, if this information is given in the message.

( Teacher plays the tape again.)

T: Have you got the answers?

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S: No.

T: Maybe you have some difficulty in catching the messages. We’ll listen for the last time. Try your best to write the messages. This time I’ll pause the tape sentence by sentence.

( Play the third time and pause the tape sentence by sentence, and write the information on the blackboard.)

T: OK, tell me the messages of each answering machine.

S1: Jim needs to change the time of the meeting on Wednesday. Please call him.

S2: The telephone which you ordered has arrived. Please pick it up from their office. They are open from Monday to Saturday, from 9 am to 6 pm.

S3:Mr.waite will arrive at London at 10:15 on Thursday. Please ask someone to meet him at the airport as he will have a lot of bags. Also book him a room for two nights at a hotel near the office.

T: yes. I think most of you have done a really good job.

T: Do you like to listen once more?

S: yes.

T: Ok, I’ll play once more.

(play once more.)

Step VI Check the answer

T: Now, let’s take out the paper I gave you last time. I’ll check the answers.

(check the answers and explain what students feel puzzled and difficult.)

(The bell rings)

T: The class is over.

Step V Homework

Do the exercises on the workbook.

Supplmentary exercises

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Step VI Blackboard work

《英语》七年级·上 Unit 4教案
Unit 4 Having Fun outside the school
Teaching target:In this unit students learn to express their activities outside the school, for example, going shopping, having a picnic , and going to the zoo. Let's discuss the three activities separately.
Let's go shopping
In this part students learn to ask for and state prices, talk about clothing, making suggestions.
Target language
Can I help you? Yes, please. What can I do for you? How much is it ?It's 70 yuan.
Grammar focus
Can/How much questions /uncountable nouns/ coutable nouns/Demonstratives: this, that, these, those
The teacher asks the students if they like going shopping. Says "Today I'll take you to go shopping."

Section A
Teaching objectives: Students know how to ask and state prices.
Step1. Organizing the class.
1.Greetings between the teacher and students.
2.Duty report.
Step 2. Listen, read and say
This activity provides guided oral practice using the target language.
1.Call attention to the picture. Ask who are the people and where they are.. "A mother takes her daughter to go shopping. They are talking with a salesman in a store."
2.Point out the conversation and read it with a student. Explain the meaning of "look for" if necessary.
3.The teacher takes out a piece of paper with a tall building in it. Says "This is the first floor, this is the second floor, and this is the fourth floor." Read "fourth" for several times. And there are different sections on the fourth floor. Say "This is the clothes section, this is the trousers section, and that is books section." Then, the teacher asks the students to read "fourth" and "section" for several times.
4.Ask the whole class to read the dialogue together, paying attention to "What can I do for you?"

Step3. Pair work
Ask pairs of students to practice together. Later ask several pairs to present their conversations to the class.

T circulates the pairs ifpossible, patcipates in the activity.

Step4. look, listen and say
This activity provides several numbers for the students to learn.
1.The teacher helps the students to review the numbers 1-10, Ask "Do you want to know more numbers in English?" Then the teacher makes use of the video to present the numbers 20, 30, 40,… and so forth. Say "There are twenty books. Twenty, twenty. " "There are thirty trees. Thirty, thirty." So that the students can learn these words in a context.
2.Focus attention on the numbers and ask them to read together.
3.Play a game
Ask the students to read these numbers one by one according to their seats. All the groups can have a match and see which group can get full marks. The best group can get a prize.

Step5.Listen and say
This activity asks the students to distinguish the difference between "-teen" and "-ty".
1. First listen to the tape, asking the students to pay attention to the differences of each two words.
2. Listen to the tape again and read after it word by word.
3. Write some numbers on the Bb, and see if the students can master them well.

Step6. Listen and circle
This activity provides listening practice using the target language.
(1) listen and circle the numbers they hear in the sentences.
(2)From this part, the students can get more attention to the difference between "-teen" and "-ty".

Step7. Read and say
This activity gives the students practice in recognizing the target language in spoken conversation.
1. Say, "Please look at the picture. The mother is buying a dress for her daughter. She is talking with the salesgirl now. Listen carefully to the recording of the conversation. Then tell me how much the yellow dress is."
2. Play the recording the first time. Students only listen. Then ask them to find out the answer to the question" How much is the yellow dress."
3. Play the tape a second time. This time students read after the tape sentence by sentence. While they're reading, they should circle some difficulties they don't know.
4. Make a brief explanation of the difficulties, such as "try on", "off", "on sale" and so on.
5. Ask the whole class to read this dialogue together.

Step8. Pair work
Ask the students to practice the conversation with their partners. Later ask several pairs to present their conversations to the class.

Section B
Step1. Organizing the class.
1.Greetings between the teacher and students.
2.Duty report.
. This activity provides students practice in recognizing the target language in this section.
1.Say, "When wo go into a shop, we can see many kinds of things. Now, please tell me what you can see in a shop or a supermarket?" Students may give different answers.
2."Please look at the screen, what are these?" Students can give their answers in Chinese. Say "You're right. Let's recognize them in English."
3. While students are looking at the picture , the teacher plays the broadcasting of each word so that the students can follow the pronunciations of the words.

Step2.Listen and say
This activity provides listening practice using the target language.
1. Play the recording. Students listen and number the words they hear.
2. While they're listening , move around the classroom checking on their progress.
3. Check out their listening answers. Point out some difficulties some students have.
Step3. Read and practice
1. Call attention to the picture A. Ask a student to read it to the class. Ask the whole class to read it together. Explain "What can I do for you?" "Can I help you ?" We often used by salesclerks. Guide the students to provide different answers to the questions.
2. Call attention to the picture B. Ask two students to read it aloud. After reading, ask them to focus on what the saleslady says.
3. Have students work in pairs. Ask they work together, move around the room checking progress and answering questions as needed.
4. The teacher takes out a pair of pants. Ask several pairs to come to the Bb to act their conversations out to the class.
Step4. Read
This activity provides a comprehensive reading of an ad for sale.
1. Say "Usually when we go to a supermarket, we can find some things are on sale. That's to say, you can buy these things with less money than before. Now we are going to read an ad for sale for a food shop. Please read the ad yourselves and fill in the price tags."
2. While they're reading, the teacher moves around the classroom, providing help when necessary.
3. Ask students to find out the meanings of any words they don't know. They can do this by reviewing the lesson, and found out their own weak points.
4. Ask students to finish the true or false exercise for one minute. Then check out their answers.
5. The whole class read the ad together to get more attention to write an ad for sale.

Step5. Write
This activity provides a writing practice using the target language.
1 .Suppose you a shopkeeper of a clothing shop. Write an ad by yourself.
2. Ask students to think about it for a thile. Ask what they can acquire from the ad above, such as "Come and have a look." "There's more." "Come and have a lood for yourself."
3. Ask students to do this job at home. The teacher will check it the next day.

Section C
Step1. Organizing the class.
1. Greetings between the teacher and students.
2. Duty report.
.Step2. Look, read and say
This activity provides guided oral practice using the target lamguage.
1. Say "Dad is buying something in a store. Now please look at the picture,Dad is talking with the salesman Ben. What are they talking about?"
2 Call attention to the conversation on the right. Ask two students to read it to the class.
3. Have the students fill in the shopping lists according to the conversation.
4. Ask the whole class to read the conversation after the teacher, paying attention to the pronunciation and intonation.
5. Ask students to work in pairs. Have each student take a turn asking and answering the question.
6. Ask several pairs of students to act out the conversation. The teacher can provide the real things for the students to perform, like salt, eggs and milk.

. 1. Ask students to match word halves.
2. While students are matching, the teacher moves around the classroom and provides help when necessary.
3. Ask some students to speak out the answers.
4.The teacher says Chinese words , and asks the students to speak English and spell each word. This activity can be done one by one.

Step4. Look, listen and say
This activity provides guided oral practice using the target language of "How much"?
1. Say "Boys and girls, when you are buying something, will you cut the price down?" "I like bargaining very much. Sometimes when I cut the price down, I feel very proud."
"Next we are going to learn how to bargain."
2. Ask the students to listen to the recording of the conversation. Have them find out the answer to the question, "How much is the watch at last?"
3. Play the recording again and ask students to listen carefully and repeat it sentence by sentence.
4. Ask the students to practice with their partners. Then choose several pairs to act out the conversation.
5. Say "Sometimes when we are choosing something, maybe we don't buy it if the pric is not fit for us. Then what shall I say?"
6. Play the tape and guide students to answer "Thanks anyway we're just looking."
7. Ask students to practice with their partners. As they talk to each other, move around the room checking on their progress.

Step5.Listen and say
This activity provides listening and speaking practice by using the alphabets "h" and "w"
1. Play the recording. Students listen carefully and repeat it one by one.
2. Divide the class into four groups. Each group read two words, and see which group can do the best job.
3. Play a game. Choose several students to come to the Bb. When the other students read those English words, they have to act out each word by using their body language.

Section D
Step1. Organizing the class.
1. Greetings between the teacher and students.
2. Duty report.
Step2. Listen read and say
. This activity provides listening and oral practice by using the target language.
1. Say "Do you know Mickey Mouse? Do you like it? Today, I'm going to tell you something about Mickey Mouse. Mickey Mouse opens a new shop, which sells a lot of food. He sells vegetables to the earthworm, and he sells com and wheat to the ant. He is so kind that he helps the ant carry the food home. Then, a cat comes. He is not friendly. Do you want to know that happens next? Please listen to the recording, fill in the blanks and find out the answer."
2. Play the recording. Students listen carefully and fill in the blanks.
4. Check their answers and ask several students to read the conversation out.
5. Ask students to look through the conversation an find out the questions they don't know. Teacher moves around the classroom and provides help when necessary.

Step3.Pair work
1. Ask students to act out the short play with their partners.
2. Ask several groups to come to the Bb to perform.

Step4.Grammar focus
1. Review the grammar focus. Ask students to say the questions and answers.
2. Point out that the sentence pattern "How much is /are.. "is to ask the price. And the words "is" and "are" are used according to the singular or plural forms of the things.
3. Pay attention to the pronunciation of "$20" and so on.
4. Take out some pictures, with shoes, computers, eggs, coats, water and something else in them.
5.Ask students to guess what are ...

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What are the aims and objectives of a lesson plan? ›

A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.

What are the objectives of teaching? ›

The primary objective of teaching is to impart knowledge and wisdom. However, this is not limited to textbook knowledge. To shape character and behavior. As mentioned, teachers help students acquire knowledge and this is not just what is included in the syllabus.

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Peyton's teaching approach is a stepwise teaching approach and consists of the following four steps: demonstration, deconstruction, comprehension and performance.

What are the 3 phases of teaching? ›

These stages are a planning process for teaching something new to the learner. The Activating stage involves preparing for new learning (an introductory stage). The Acquiring stage develops new learning (the critical stage). The Applying stage involves deepening the learning (the "keeping learning alive" stage).

What are the 4 phases in language learning? ›

The 4 Stages of Language Learning Competence
  • Stage 1: Unconscious Incompetence. You start out at the sea level of “Unconscious Incompetence,” at which point you don't know what you don't know. ...
  • Stage 2: Conscious Incompetence. ...
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The three elements of this format are: 1) before phase or launch: getting ready, 2) during phase or explore: students work, and 3) after phase or summarize: class discussion.

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Cognitive objectives emphasize THINKING, Affective objectives emphasize FEELING and. Psychomotor objectives emphasize ACTING.

What is an example of a lesson aim? ›

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A good lesson plan should include the following 5 components; lesson topic, class objectives, procedure, time management, and student practice.

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What are learning skills? The 21st century learning skills are often called the 4 C's: critical thinking, creative thinking, communicating, and collaborating. These skills help students learn, and so they are vital to success in school and beyond.

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A good daily lesson plan will include at least the following:
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  • Assessment activities. ...
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Students break into small groups and create a marketing plan for a product or service of their choice. They determine the four P's: the product, price, promotion and place, then present their findings to the class.

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Comparing the 3 types of lesson plan

Detailed and semi-detailed plans have separate sections for subject matter and assignment, whereas UbD includes materials and other references in the resources section. For UbD, assignment is usually found in the assessment evidence.

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Teaching strategies refer to the methods, techniques, procedures and processes that a teacher uses during instruction. It is generally recognised that teaching strategies are multidimensional and their effectiveness depends on the context in which they are applied.

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PTLC comprises six steps—study, select, plan, implement, analyze, and adjust. Following is a description of and the goals for each step. Prior to beginning the cycle, teachers will have analyzed student achievement data to identify a specific standard or standards on which many students are not proficient.

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The three basic types of learning styles are visual, auditory, and kinesthetic. To learn, we depend on our senses to process the information around us.

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According to the VARK system, there are four types of learning styles—visual, auditory, kinesthetic, and reading/writing.

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What are the 5 Phases of the System Development Life Cycle? The SDLC has five phases: inception, design, implementation, maintenance, and audit or disposal, which includes an assessment of the risk management plan.


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