LessonReportModule1Unit1Whosebagisthis?LessonreportAnalysisofthebackgroundinformation••Analysisoftheteachingadjective••Analysisoftheteachingfocus••Analysisoftheteachingmethodology•AnalysisoftheteachingprocessAnalysisofthebackgroundinformationLinguisticitemsaffectivestatelinguisticproficiencyAnalysisoflearnerAnalysisofmaterialListeningstrategiesCulturalknowledgeAnalysisoftheteachingadjectiveLinguisticobjectivesStrategicobjectivesEmotionalobjectivesAnalysisoftheteachingadjectiveLinguisticobjectives：1)Bytheendoftheclass,studentswillbeabletomakeaskgeneralquestionsandmakecorrectlyanswers.2）Bytheendoftheclass,studentswillbeabletoaskspecialquestionsleadingby”whose”andmakecorrectlyanswers.AnalysisoftheteachingadjectiveStrategicobjectives：1)Bytheendoftheclass,studentswillbeabletoidentifythings’belongingsbycommunicatinginEnglish.Emotionalobjectives：1)Bytheendoftheclass,studentswillbeabletohaveabetterunderstandingofthespiritofreturninglostthingstotheirowners.Analysisoftheteachingfocus1)Specialquestionsentencesleadingby”whose”.2)Usingthenominalpossessivepronouncetoanswerquestions.1)Studentswillhavedifficultiesinwritingdownallthesentencesleadingbywhoseandgeneralquestionsentences.2)Studentswillhavedifficultiesinactingoutthesketchinthelostandfoundofficeintheairport.KeypointsDifficultpointsAnalysisoftheteachingfocus1)Givesomepausewhenlistentothetasksentences.2)Providestudentswithsomenecessarysentencestructuresandsomekeyphrase.WaysoutAnalysisoftheteachingmethodologyTeachingphilosophySpecificteachingmethodsLearners’interactionTeacher’sscaffolding1)Top-downmethodinlisteningcomprehension2)theguideddiscoverymethodinngrammarteachingAnalysisofteachingproceduresStage1Stage2Stage3Stage5Stage45min10min6min22min1minAnalysisofteachingproceduresThepurposeofthisstageistoarousethestudents’interestandtobringacloselinkbetweenthestudents’priorknowledgeandthein-cominginput.Thedesignofthefirststageinthiswayisbasedontheconstructivisttheory.Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnersconstructmeaningbasedontheirownexperienceandwhattheyalreadyknow.So,inthisstage,Iwanttohelpstudentsmakegoodpreparationforthislesson.ReasonsforStageTwoAnalysisofteachingproceduresReasonsforstage2andstage3Socio-constructivisttheorybelievesthatlearningisbestachievedthroughthedynamicinteractionbetweentheteacherandtheleanerandbetweenthelearners.Forthisreason,Iaskthestudentstolistentothetextforthirdandfourthtimeswiththelisteningactivitiesmoreandmoredifficultfromgettingthegist,tocatchingthedetails,andtogettingsomecompletesentences.Inthisway,Isetupscaffoldingforthestudentsladderbyladderbycarryingoutaseriesofcloselyconnectedanddifficulty-increasedactivities.Thenthestudentscanextendtheirskillsandknowledgetothefullestpotential.Inthisprocess,teacher’srole,asaguideandfacilitator,canbeenactedvividly.AnalysisofteachingproceduresReasonsforstage5andstage6Thesetwostagesarestagestocheckwhetherthelessonfinishtheteachingobjectivesandtoseetheeffectivenessofthisclass,andthesestagesshouldbeconnectwithproductionsuchasspeakingandwriting.Besides,studentsareeagertospeak,thisactivitycanmotivatethem.What’smore,Idesignmanyactivitiesbeforetohelpstudentstoprepareforthisactivity,whichmeetstherequirementsofstudents’rightlanguagelevel.
