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Lesson Plan Of PEP(2019) Student Book 1 Unit 1 Reading and Thinking
Analysis of Teaching Material
The theme of this unit is about teenage life. The Freshman Challenge is Adam's self-description, in which he describes the challenges he meets in his first week at senior high school. He keeps positive and tries to find ways to solve them. Besides,he loves literature and sports and is ready to help others by joining the volunteer club. Most importantly,he knows that he has to study hard and be responsible in order to prepare for university and the future. The author's purpose in writing this text is to share his experience, so others can learn from him. They can know that there are not only challenges in senior high but also many happy things to do. So they can learn to face and deal with their challenges properly, and they can try to keep positive and be responsible for their future. The test is organized in the problem-solution format. The title The Freshman Challenge tells readers the topic of the test directly. The first paragraph introduces who has challenges and why. The following three paragraphs explain the challenges in detail. They are all organized in a similar format -- what causes the challenge, how he feels, and the way to solve it. Though he is in a difficult situation,each paragraph has something positive to cheer him up. For example, in the third paragraph, he joins a volunteer club when he is refused by the football team. Besides,the author gives detailed descriptions, so that readers can easily understand what the challenges are, how he feels and how he manages to solve them. For example, the language chunks he uses to express the challenges are: a really big challenge, choose the suitable courses, try to join the school football team, get used to being responsible for, keep up with the other students, etc. Expressions to describe his feelings are: a little confusing, have to think very carefully, unhappy, a bit worried etc. Phrases to express his solutions are: help me choose, recommend that, find a way to improve on my own, make the team, study harder, etc.
Analysis of the Students
The students are from Senior 1 Class 4. On the one hand, most of the students have never been abroad and have little knowledge about American high school life, so they are eager to learn more about Adam’s high school life. What’s more, they are also freshmen in senior high. The same age and challenges may evoke their passion and sympathy with the author so that they can better understand the text and get activated while learning the reading part. On the other hand, they have been familiar with the teacher’s classroom spoken English so that they can act better in the English class. Besides, they have learnt some words and expressions in this unit previously. Therefore, it’s not difficult for them to understand the text and it’s very exciting for them to know something about American high school life.
Learning Objectives
At the end of this section, students will be able to: Language ability: understand what challenges Adam has faced: how to choose courses; joining football clubs; how to keep up with others; identify and remember the words and phrases related to the topic of challenges in a new school; talk about the challenges they are facing or faced using the structures and expressions from the passage; Cultural awareness: acquire the differences between Chinese and the USA senior high students’ school life; compare their own challenges with Adam's and express their own opinions about challenges in senior high; realize the importance of keeping positive state of mind and keeping trying in face of challenges; Thinking capacity: analyze the structure of the text and summarize Adam's challenges, feelings and solutions and form structural knowledge. infer Adam’s personality based on what he did and what he said; Learning ability: apply reading strategies of skimming and summarizing; acquire more information about the USA high school life online and know how to distinguish the valid information.
Focal and difficult points
Focal Points Learn to use the reading strategies and new words and phrases to understand the main idea of the test. summarize Adam's challenges, feelings and solutions, and form structural knowledge 2.Difficult Points Compare teenage challenges in different countries and find out the solutions to them in senior high school.
Teaching Procedure
Teaching steps Teacher’s activity Students’ activity
Step 1. Leading- in (3 mins) Show the Ss a short video about American high school life. Ask two questions:1. What is the video about 2. What’s the differences between your high school life and theirs and explain if necessary. Watch the video. Answer the questions individually (course design, teacher moving←→students moving, school uniform, lunch place)
Purpose: Activate the Ss’ stored knowledge about expressing their high school life and arouse the Ss’ interest in American senior high school life.
Step 2. Pre- reading (5 mins) Guide the students to look at the picture on page 14 and ask the Ss the meaning of “freshman” and “challenge”, explaining to them if necessary. Ask the Ss question: As a freshman in senior high, what challenges have you faced and show some pictures to help them answer the question, drawing a mind map on the BB. explain the meaning of “freshman” and “challenge” in English or Chinese. Answer the question individually.
Purpose: Help the students better understand the title and provide them with some basic information about new vocabulary, such as freshman, challenge, extra-curricular, course.
Guide the Ss to predict the content of the text according to the title and the picture by asking some related questions and trying to answer them. questions: who is the freshman what is the challenge Why does the freshman have such challenges How does the freshman face the challenge Look at the title and the picture to predict the content and answer the questions put forward by the teacher.
Purpose: develop the Ss’ reading skill of predicting so as to ease the difficulty the Ss have in reading.
Step 3. While- reading (27 mins) Ask the Ss to underline the topic sentence of each paragraph. Ask the students to find out the repeated words/phrases and circle the key words. Interpret the main idea of each paragraph and guide the students to sum up the main idea. Ask the Ss to check their prediction according to the main idea. Underline the topic sentence of each paragraph. Read the learning tip on page 14 and sum up the main idea of the text.
Purpose: help the Ss to get the main idea of the text and develop their reading skill of skimming to sum up the main idea; Foster their learning ability of monitoring their learning by checking their prediction and adjusting their learning skills.
Ask the students to choose the correct structure of the text and draw it on the BB. Ask the Ss to explain the details about the structure of the text and answer their questions if any. Choose the correct structure of the text. Explain the details about the structure of the text.
Purpose: Help the Ss to get the structure of the text and facilitate their reading skill of sorting out the structure of the text.
Ask the students to finish exercise 4 on page 15 in groups. Explain confused and confusing to the Ss and invite one S from group 1 to finish the blank part about para 1. Invite one S from group 2 to finish the blank part about para 2, asking the Ss question No1 in exercise 3. Finish exercise 4 in groups in 4 minutes. Listen to the teacher, taking notes and answer the question Answer the question and take notes.
Explain the new CEE requirements on choosing courses in the second year in senior high. Ask the Ss to discuss Ss’ suitable courses based on their interest, strengths, dream and so on and choose one to present his/her idea. Listen to the teacher and take notes if necessary. Discuss in groups and present his/her idea individually.
Purpose: Connect what the Ss have learnt with what happens in their daily life and develop the Ss’ thinking ability of critical thinking as well as encourage them to find more learning sources, such as peers’ help, the Internet.
Invite one S from group 3 to finish the blank part about para 3, asking the Ss question No 2 in exercise 3. Explain “Soup Kitchen” to the Ss with the aid of some pictures and information from page 101. Invite one S from group 4 to finish the blank part about para 4. Answer the question and take notes. Listen to the teacher and go through the information on page 101 Answer the question and take notes.
Purpose: To develop the Ss’ ability of catching the key words, help the Ss to get the details of the text and understand Adam’s challenges, feelings and how Adam solved the challenges and develop their reading skills of comprehending, extracting and including information in the text with the help of a logic table.
Step 4. Post- reading(10 mins ) Ask the Ss to think about what kind of person Adam is and provide supporting details from the text. Ask the students to talk about the question in groups: when facing challenges, what can we do Sum up the content of the lesson: Ask the Ss to describe one challenge they are facing now, writing down how they deal with the challenge in 3 minutes. Choose 2 students to present their idea. Think about and answer the question individually. Think about the question and discuss in groups. Present their idea individually.
Purpose: To develop the Ss’ critical thinking and and improve their expressing ability base on what they have learnt in this class.
Conclude the text by showing the students some inspiring sentences: 道阻且长，行则将至；行而不辍，未来可期。 Listen to the teacher and read the content on PPT.
Homework Surf on the Internet, talk with your seniors, teachers or parents, think carefully by yourself to choose your suitable courses and write your decision and reasons on your exercise book.
安全提示 Safety After class, be cautious not to bump with others and be careful when you getting hot water from the machine. Don’t play with the doors and the windows in case you hurt yourselves or others.
Blackboard Design
Teaching Reflection
Today's class made me reflect on the importance of careful preparation and consideration of students' learning situations. As I compared today's open class with a previous one on "Making the News", I noticed a stark contrast. Firstly, I felt a shift from a sense of tension in the classroom to a more relaxed atmosphere. I realized that it is equally important to create a comfortable learning environment alongside well-prepared teaching materials. Secondly, I moved from solely focusing on achieving teaching objectives to assessing students' progress in the open class. It is crucial to shift the emphasis from what I must deliver to what students can gain from the lesson. Moreover, I realized the need to prioritize the quality of the content in the class rather than the quantity. Instead of trying to cover too much material in one session, it is more important to ensure that both the teacher and students take away valuable insights from the class. I also learned the significance of adjusting my teaching plan based on student reactions, rather than assuming how they would respond. By continuously observing and responding to student feedback, I can tailor the teaching approach to better suit their needs. One area that requires improvement is managing the pace of the class. I need to find a balance between engaging activities and ensuring sufficient time for students to comprehend and absorb the information. Furthermore, I recognized the power of collaboration within the class. While introducing the topic in with the help of a short video, I should be cautious about their potential misleading effects and consider replacing them with more appropriate alternatives. The section involving pre-reading predictions should be streamlined, and the idea of achieving multiple teaching objectives within one lesson could be better addressed during regular reading comprehension exercises. Moreover, it is essential to communicate with students beforehand when introducing new topics, in order to understand their readiness and assess their prior knowledge. Lastly, I have learned the importance of continuously accumulating teaching resources. For instance, inspiring speeches or relevant visual aids like a kite on the board can provide useful support for future lessons. In conclusion, this reflection has highlighted the need for careful preparation, flexibility in teaching strategies, and regular communication with students. By addressing these aspects, I can enhance the effectiveness of my teaching and create a more conducive learning environment for students.

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