New Standard College English
Demo Class
Huang Wen
Nanjing Normal University
A Lesson Plan
(An Output-driven Model)
I. Introduction
II. Procedures
Introduction
• General description
• Prerequisites
• Goals & Objectives
• Theoretical bases
General description
Students: First -year students
Class size: 50 students
Duration: 80 minutes
2. Prerequisites
• Students have previewed the
reading passage;
• Students are adapting
themselves to the new way of
teaching and learning.
3. Goals & Objectives
General teaching goals
• To develop integrated language
skills for real communication;
• To develop thinking;
• To develop autonomous learning
ability;
• To stimulate language output
Objectives
• To comprehend the reading passage at
a discourse level;
• To use context clues to infer word
meanings;
• To express opinions with evidence;
• To write a scratch outline of an essay.
4. Theoretical bases
•
•
•
•
•
•
Krashen: Input Hypothesis
Long: Interaction Hypothesis
Swain: Output Hypothesis
Vygotsky: Theory of Social Interactionism
Bakhtin: Theory of Dialogue
Erikson: Concept of Whole-person Education
II. Procedures
• Pre-reading activities
• While-reading activities
• Post-reading activities
1. Pre-reading activities
• Background information
• Lead-in questions
Background information
• Pre-class work
• In-class oral presentations
Examples:
• Socrates
• Thinking styles
Lead-in questions
• Quotation from Confucius
• Quotation from Russell
If one learns from others but does
not think, one will be bewildered. If,
on the other hand, one thinks but
does not learn from others, one will
be imperilled.
---Confucius
Passive acceptance of the teacher’s
wisdom is easy to most boys and girls. It
involves no effort of independent thought,
and seems rational because the teacher
knows more than his pupils. Yet the habit
of passive acceptance is a disastrous one
in later life.
---Russell
Lead-in questions:
1.
2.
3.
4.
5.
…
…
…
…
…
2. While-reading activities
• Passage analysis
• Vocabulary learning
Passage analysis
Group discussion
Does the writer
• State the point or the thesis clearly?
• Provide logical, detailed support for the
thesis?
• Organize and connect the supporting
materials?
• Give effective and error-free sentences?
An example
Thinking for yourself is still a
radical act.
•
•
•
Support 1:
Support 2:
Support 3:
What’s new ?
Discourse
vs.
Language points
Vocabulary learning
• Words of low frequency
Inference
• Words of high frequency
pre-class work
in-class group work
Words of low frequency
thwart
dearth
revere
unmitigated
malign
agony
In most circles—families, schools,
and most workplaces—thinking for
yourself is regarded with suspicion.
Some institutions thwart it on
purpose. It can be seen as
dangerous.
Stylistic features
Speaking
vs.
Writing
I’m desirous of exploring your
feelings about this lecture.
Words of high frequency
on purpose, remind of, academic,
at length, scratch, radical, prevalent,
humiliating, affirm…
What’s new ?
Impartment
vs.
Autonomous learning
3. Post-reading activities
• Group discussion
• Scratch outline writing
Topic for discussion & writing
Is education the filling of a
container, or the lighting of a
fire?
Structure of Writing
• Introduction
• Body
• Conclusion
Introduction
• Opening remarks to catch
reader’s interest
• Thesis statement
Body
• Topic sentence 1 (supporting point 1)
Specific evidence
• Topic sentence 2 (supporting point 2)
Specific evidence
…
Conclusion
Summary (optional)
General closing remarks
Assignments
• Writing
• Listening
• Reading, writing & speaking
Writing
Essay
Journal
Keeping a daily journal online
Students don’t need
To plan what to write about,
To be in the mood to write,
To worry about making mistakes.
Listening
Movies
Mona Lisa Smile
Scent of a Woman
Dead Poets Society
Legally Blond
…
Reading, writing & speaking
Active reading passage 2
Summary
Oral report (90 seconds)
魅力课堂：
•
•
•
•
Informative
Heuristic
Interactive
Instructive
attractive
impressive
Thank you!