Good morning dear distinguish judges, it is my great honor to be here to present my
lesson plan. The lesson I’m going to present is ___. Now, I’d like to share my design
in 5 aspects: teaching material and students; learning objectives; teaching procedures;
homework and blackboard design; and finally, a brief reflection.
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To begin with, the Teaching material and students. The writing topic is from Unit 1
of Book 1, which focuses on the theme of ___ . The topic is about ___, which is
familiar to students because it’s closely related to their life. The writing samples that
I’ll provide covering description of people, narrative of events etc. We can see it’s
well-structured, with clear logic and rich information, making it a good resources for
students to improve their writing skills.
My students are from Grade 1, and most of them have a basic command of English
vocabulary and grammar. However, they may find it challenging to organize their
thoughts clearly or choose appropriate words and expressions. Therefore, I’ll provide
students with targeted guidance to help them.
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Based on the analysis above, the Learning objectives can be set as follows:
As for language ability,
they will be able to understand and use the new words or expressions in the context,
and be able to make clear the structure and language features of the text.
This is also the focus and difficulty of the lesson.
As for learning ability, they will be able to improve their writing skills, such as
brainstorming, outlining, drafting, and revising, so as to create a high - quality written
work that effectively conveys their ideas.
As for thinking quality, by the end of the class, their critical thinking ability will be
proved by analyzing different viewpoints on the writing topic.
As for cultural awareness, they will be able to tell a good story about China by the end
of the class. (and understand how to communicate with different people from different
cultures.)
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Now, let’s move on to the Teaching procedures. I’ll explain in detail how I provide
students with guidance so that all the learning objectives can be achieved. In this
lesson, I have designed six activities with a PWP model.
First is a lead-in activity, which takes about 2 minutes. I will show students some
pictures of _sth_, and encourage them to share their initial thoughts and ideas about
it. This step aims to activate their schema about _sth_, and to get them aware of
_sth_. This also gets them interested in the topic and prepares them for the future
writing.
Second is a pre-writing activity. I would ask students to look at the pictures or
related to the writing topic, and then brainstorm ideas. They'll discuss the possible
content, list key words and phrases that come to mind, and think about how to
structure their writing. This can also improve their reading skill so that they can
generate more ideas.
And that brings us to the while-writing stage. I designed 3activities, namely write
for the title, write for details, and write for ending, which will all together take
about 30 minutes.
For the first activity of write for the title, students are required to think creatively
and consider the main theme of their writing. A good title should be catchy and
accurately reflect the content, which aims to help them clarify the central idea and
set the tone for their composition.
Then, for the activity of writing the body details, students are expected to develop
their ideas in detail. They need to use appropriate vocabulary, grammar, and
sentence structures to support their main points. By doing this, students can better
organize their thoughts and improve their ability to express themselves clearly
in writing.
And that brings us to the last while-writing activity, which is crafting an ending.
Students are required to summarize the main ideas of their composition and leave
a good impression on the readers. This activity can train their ability to conclude
their writing in a logical way, and also enhance their overall writing skills as
they have to make sure the ending is relevant and satisfying.
So now we have completed all the while-writing activities. After that, in the post-
writing activity, I would ask them to exchange their composition and work in
groups to revise. To support their revising, I will provide a checklist that includes
key points such as structure, language features, and content. This not only helps
them review what they have learned from the text, but also promotes meaningful
output using the target language.
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Now let’s move on to the Homework and blackboard design. There are two kinds
of homework. One is for all of them, that is finish the exercise book, and hand-in
tomorrow. Another one is optional that is get more information about ___, so that we
can have a discussion in tomorrow’s morning report. As for blackboard design, I’ll list
the main structure of the text, high-frequency vocabulary, and important expressions.
So that students can better understand the key points of the class.
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To sum up, there are two highlights in my lesson.
Firstly, it follows an activity-based approach to English learning. With structure,
content, and language features running through the lesson, all learning activities are
closely connected, which helps cultivate students’ core competencies.
Secondly, the use of a checklist at the end of the lesson reflects the integration of
teaching, learning, and assessment. It helps students better monitor their own output
and supports more effective learning.
