第4章教案设计与书写TASK 1Work in groups of 4. Brainstorm why language teachers benefit from proper lesson planning. When you finish, join another group and compare your ideas.Key: Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson so that they can plan the activities and choose the techniques accordingly.Secondly, it helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions.Fourthly, good planning gives teachers, especially novice teachers, confidence in class. They know what they are going to do next therefore they can pay more attention to students’ reaction and performance in class rather than themselves.Fifthly, when planning the lesson, the teacher also becomes aware of theteaching aids that are needed for the lesson.Last but not least, planning is a good practice and a sign of professionalism.TASK 2Work in groups of four and discuss what should be included in a good lesson plan.Key: A language lesson plan usually has the following components: background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.TASK 3Work in pairs and compare the two sets of statements, and decide which set is more suitable for the aims of the lesson and which is not. Why?Key: The right set is more suitable because they are described in a more concrete and clear way so that teachers can know whether the aim has been achieved at the end of the class.TASK 4Suppose you are going to teach the following lesson to a group of first-year junior level students. Study the contents carefully and write a few objectives for the lesson.2. What’s your telephone number?2.1 Read and complete the ID card.Mrs. Wang: Can I help you?Cathy: Yes, please. I need a student ID.Mrs. Wang: No problem. What’s your last name?Cathy: Brown.Mrs. Wang: What’s your first name?Cathy: Cathy,Mrs. Wang: What’s your address?Cathy: 45 Pine Road, Beijing.Mrs. Wang: And your phone number?Cathy: 63069816.Mrs. Wang: How old are you?Cathy: I’m thirteen. Here is my photo.Mrs. Wang: Thank you. Here you are, Cathy,Cathy: Thanks. Mrs. Wang.(Taken from Junior English. (2005) Book 11:5) Key: The following objectives may be considered as appropriate for this particular lesson. Different teachers may have different objectives of this activity. It can include some of the following:1) Students can introduce themselves in English—telling other people about their names, telephone numbers, addresses, and where they are from, etc.2) Students are able to find out information about other people in English.3) Students are able to ask other people to clarify if they do not understand.4) Students can talk confidently and politely with strangers.5) Students can make an ID card for themselves in English.Among the above objectives, number 1, 2 and 5 are concerned with language skills and functions. Number 3 is concerned with the communicative strategy students need to develop. Number 4 is about developing students’ affectiveattitude. For developing the skills and functions, students need to learn the basic vocabulary and structure for expressing the intended meaning. Therefore, the language that needed to be learned should be included in the next part of a lesson plan.TASK 5Work in groups of 4. Study this sample lesson and discuss what language contents and skills are intended and what teaching aims should be achieved.Jefferson MagazineContinuing our series Hamilton. Past and Present, this week we interview Sam Jones, lifelong resident of Hamilton and school janitor at Jefferson Junior High for more than thirty years.JM: Mr. Jones, tell us about how Hamilton was many years ago.Jones: Well, when I was young, the city was quite small but now it is very large.JM: What about the downtown area?Jones: Well, there were the old buildings, of course—the church, the museum, and the town hall - that are still there today. But there weren’t any tall office buildings like now.JM: Were there many cars?Jones: Well, there were some but not like now. There weren’t any traffic problems in the past.JM: And no pollution?Jones: That’s ri ght. There wasn’t any pollution. The city was c lean and quiet. Now there is a lot of noise - too much noise.JM: Was there any graffiti around the town?Jones: No, not at all. Now there is graffiti everywhere, even here in the school sometimes!JM: Today, Hamilton is a popular place for tourists. Was it always like that? Jones: No, it wasn’t. When I was a boy, there weren’t any tourists, I guess there wasn’t so much to see in Hamilton back then!(Taken from Junior English, (2005) Book 12:50) Key: The structure of this activity is the past tense of ‘there be’ and its question form and negation form. Though there are also some other grammatical structures such as the objective clause (I guess there were...) and adverbial clause (When I was a boy, there weren’t...), they are not the focus of this lesson.The new vocabulary of this lesson focuses on words describing towns and cities, such as: church, museum, office building, downtown, town hall, pollution, traffic problems, graffito, tourists... After learning this lesson, students should be able to master a set of vocabulary describing towns and cities.The pronunciation of this unit is the stress of “there was” and “there were”, especially “was and were”.As for the language skills, it is mainly a listening and speaking lesson. Students should be able to understand and talk about things in the past, ask questions to find out information from others and give proper answers with the structure。