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　　Lesson Plan of “First Impressions” (Module 5 Unit 3 Life in the Future)
　　Feng Jingqi (Wenzhou High School)
　　 Teaching ideology
　　The current theory views reading as an interactive process. This process does not only involve the printed page but also the reader’s general knowledge of the world and of the language. During the process of reading, all these factors interact with each other and compensate for each other.
　　Based on the understanding of reading as an interactive process, an interactive model of teaching reading should be adopted to help students develop their reading strategies and increase their reading efficiency.
　　According to the new English curriculum, language classroom should be student-centered. And their comprehensive language competence should be developed by listening and speaking activities before and after reading.
　　 Analysis of the Students
　　All the students today are from Grade Two in Wenzhou No. 2 High School. They have learned English for over 8-10 years and developed proper language accuracy and fluency. As far as I know, teenagers are usually more open to the world, and they can master the new technologies in a very short time, so I think they will be interested in today’s topic – Life in the Future. However, they may have difficulty in summarizing the main idea of the each paragraph because there is no topic sentence in each paragraph. They have to summarize by themselves. In addition, in our textbook, there are lots of new words and expressions, so it’s also hard for students to understand and paraphrase them in English.
　　 Learning objectives
　　After the lesson, students are able to...
　　1) Understand the meaning of the new words with the help of pictures, such as jet lag, swing, capsule, stewardess, tablet and so on.
　　2) Guess the meanings of the new expressions and paraphrase them in English, such as tap my prize, remind myself constantly, make necessary adjustment to, etc;
　　3)  Analyze the characteristics of the air quality, transport and houses of the future life;
　　4)  Decide the author’s attitude to the future life and state the reasons;
　　5)  Summarize the main idea of each paragraph and retell the story briefly;
　　6)  Build up the confidence in speaking English in public.
　　 Key Point
　　Students should be able to understand what the life in the future looks like and focus on the differences between the present life and the future life.
　　 Difficult Points
　　It’s difficult for students 1) to summarize the main idea of each paragraph since there is no topic sentence and 2) to paraphrase the new words and expressions in English.
　　 Teaching Facility
　　The multimedia system, blackboard, wireless slide remote
　　 Teaching method
　　Three-Stage Reading Model (Pre-Reading, While-Reading, and Post-Reading)
　　Task-Based Language Teaching (TBLT)
　　Communicative Approach
　　 Teaching Procedures (40 minutes)
　　Stages Activities Teacher’s Words Purposes
　　Pre-
　　Reading
　　(5 min) Video Appreciation
　　“Life in the Future” Good morning, everyone! I’m Feng Jingqi from Wenzhou High School. Nice to meet you. Than for being here today.
　　First, let’s enjoy an interesting video about the life in the future. – To arouse students’ interest in today’s topic
　　Free Talking If you can live forever, what changes do you expect to see in your life in 1000 years’ time?
　　Exchange your ideas with your deskmate.
　　Anybody wants to share your idea?
　　(Provide positive feedbacdents’ answers, using comment like creative, imaginative, a brilliant idea, etc.) – To activate the schema
　　– To provide a chance to speak the target language
　　– To build up students’ confidence in speaking
　　Transition: It seems that you are quite interested in the future life. So today let’s read a passage about it – First Impressions.
　　While-
　　Reading
　　(25 min) Fast Reading
　　1. Choose the correct answer for the main idea
　　2. Find out how the passage is organized Please read the passage quickly and answer the following two questions. Question 1: main idea. Questions 2: if you think its order is time, underline time words in the passage. If you think its order is space, then underline words of places.
　　Q: What’s the main idea of this passage?
　　A. Li Qiang’s dream of the life in the future
　　B. What life looks like in the future
　　C. The reason why Li Qiang went into the future
　　D. The change of life between now and the future
　　Q: This passage is written in the order of ________. (time/ space/ importance) – To checdents’ overall understanding of the passage
　　– To get them fully understand the organization of the passage and ready for the following tasks