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　　TKT Practical lesson plan template
　　Centre number: Candidate
　　number:
　　Candidate name: ANNA YANG
　　Lesson
　　number: Level: Senior
　　Lesson l
　　length: 40 minutes Lesson type: Reading and Vocabulary
　　Date: 26thOctober, 2016
　　Information about the class:
　　There are 30 students in grade1, they are 15 or 16 years old and have been learning English for 3years,all students’ first language is Chinese. As freshman of  the high school, they still used to the former materials with many pictures and few words, which is quite different from the high school’s .
　　Main aim:
　　By the end of the lesson, students will be better able to read for gist, for specific information, and for detail in the context of earthquakes.
　　Subsidiary aim:
　　By the end of the lesson, students will be better able to use the new vocabulary in spoken form in the context of earthquakes.
　　Personal aim:
　　Reduce teacher talk time
　　Give students short and clear instructions
　　Materials (referenced):
　　1. handout1 task1: read for gist；(skimming the passage then do match exercise). backside is task2: (scanning the passage for specific information.)
　　2. handout2,task3 (carefully read the passage for detail)
　　3. the PPT is designed by teacher, there are 9 slides.
　　4. 8flash cards are made by teacher.
　　5. 10 words cards are made by teacher,they are well, event, injure, mime, shelter, burst, pipe, destroy, ruin , trap.
　　Assumptions:
　　1. Students have already known many kinds of nature disaster such asvolcano, fire, earthquake, flood, sandstorm, drought, typhoon, tsunami. While the following vocabulary are all new for all of them: burst, pipes  destroy, ruin ,trap, shelter.
　　Anticipated difficulties with materials, activities and tasks:
　　1. students may speak Chinese during the pair work or group work.
　　2. students may not use the new vocabularies in the last tastions:
　　1. remind students what kind of language should be used in: Chinese or English.
　　2. stick the new words cards on the blackboard. and remind them to use it.
　　3. students may get confused about “destroy”,3. Show student pictures to help them   
　　“ruin”                                                                  know the difference of “destroy” and “ruin”
　　Declaration:
　　This lesson plan is my own work …….…ANNA…………………………..(candidate’s signature).
　　Language analysis
　　Form Meaning
　　Phonology
　　Anticipated problems
　　Some  students have known these words:
　　1. well                       n.
　　2. event                    n.
　　3. injure                    v.
　　4. mine                     n.
　　All students are new for these words:
　　5. burst                  v
　　6. pipe                   n.
　　7. destroy               v.
　　8. ruin                     n.
　　9. shelter                 n.
　　10. trap                   v.
　　1. a hole dug into the earth to obtain water, petrol, nature gas
　　2. something quiet important or have extremely influence happens
　　3. to do or cause harm or damage to someone or something.
　　4.  including gold, coal, precious stones, etc.
　　5. to cause to break or break open suddenly and violently.
　　6. a long and hollow for carrying water, gas, petrol, etc.
　　7 .to cause something to end or longer exist
　　8. to damage so badly that  it it no longer useful, valuable, enjoyable..
　　9. a simple or temporary building or tent for homeless people or animals
　　1o. to stop or hold by trickery or by emergency.
　　1.［wel］
　　2.［i′vent］
　　3. ［′indʒə］
　　4.［′maim］
　　5.［bə:st］
　　6.［paip］
　　7.［di′strɔi］
　　8.［′ru:in］
　　9.［′ʃeltə］
　　10.［′træp］
　　1. some students may still think “well” as an adverb.
　　2. Some students might still understand “mine” as the nominal possessive pronoun: something of my
　　3. Basically destroy and ruin have the same meaning, students may get confused about the difference of the two words.
　　Solutions
　　1. use a picture to mare students get the correct meaning of well in this context.
　　2. use a picture to mare students know mine in this context. used as noun.
　　3. Show student pictures to help them know the difference of “destroy” and “ruin”.
　　Skill analysis
　　Sbskill Tasks for skills development
　　Preparing learners for tasks
　　Anticipated problems
　　1.Reading for gist
　　2.Reading for specific information
　　3.Reading for detail 1. Give students handout1 task1 :skim the passage, then do match exercise
　　2. task2:scan the passage, then finish this task from1-5 together with theirgroup mates
　　A
　　(1).  When did the earthquake happen?
　　(2).  How many people were killed and injured during the earthquake?
　　(3).  How many buildings were destroyed?
　　(4).  Did anyone come to rescue the survivors? Who came?
　　B
　　(5).  What strange things happened before the quake?
　　(6).  Which sentences express that the quake was serious
　　(7).  Which numbers express that the quake was serious?
　　(8).  What happened when the rescue work was going on?
　　(9).  How did the army help to rescue the survivors?
　　3.  task3:read the passage more carefully, then finish the true or false question, and then answer the question:Why the writer said “it seemed as if the world was at the end?”. How do you think the writer was feeling at this time? 1.by pictures elicit the words: well, mine; presentation of the new words, use some pictures to convey the meaning of new words, and use choral drilling and individual drilling
　　2.Feedback for task1:asdent to speat the answers in class and ask other students to check that they have the correct answers shown on PPT.
　　3.feedback for task2,ask some students to speat the answers in class, letthe others check  that they have correct answers with the correct answers on PPT 1.students may get confused about“destroy”, “ruin”.
　　2.some student may firstly read the passage word by word, sentence by sentence.
　　3. some students may useChinese in task2.
　　Solutions
　　1. Use picture to mare students distinguish the two words.
　　2. Remind students not to read the passage word by word
　　3. Remind students what kind of language  we should choose: English or Chinese;