1、Good morning, ladies and gentlemen. Fm Dora from QZHXY foreign language school of Hunan Province. Thank you for this great opportunity. Today Im honored to share this lesson with you.Before I get to the details, there are 2 basic questions to be answered: No.l What is this lesson?Well, this is a lis

2、tening and speaking class. The topic of the lesson is “How do you make a sandwich. So its all about food today.No.2 What are my students like?Theyve been studying English for more than 2 years. They are able to express common names of foods such as rice, chicken and so on.OK, now, lets take a closer

3、 look.rd like to my lesson into 4 periods. In period 1, I will help my students to make preparations by doing warm-up. In the second period, I will focus on the input, working on words, expressions and sentences. Then, in the third period, Ill help my students digest todays content and in the output

4、 period, I plan to help my students present what theyve learned today.Now, here comes the first challenge, how do I warm up? We all know that warming up is necessary because it can draw the students attention as well as provoke their interest. I choose to use a video clip of a cartoon made by Disney

5、land. Students love the cartoon because it is funny and dramatic. See, these kids are really attentive when watching the cartoon!Now that my students heart belong to me, its time to move to the next period input. First, I will work on words and expressions. To get this job done, I need to introduce

6、them, practice them and try to utilize them. Just now, we watch a cartoon, remember? In fact, I choose this cartoon because many of the new words and expressions are included. So I am able to introduce some of them by asking what food theyve seen in the cartoon. To introduce more, I design a guessin

7、g game here. Obviously, students can easily guess out that a ham and egg sandwich can be made. Then by combining all kinds of foods together, students can get to know different flavors of sandwiches as well as the new words and expressions.Then to practice them, I lead my students to try to summariz

8、e the common things in a sandwich and divide them into 3 categories: vegetables, meat, and other things. Up till now, 8 minutes have past. Some students may find it difficult to concentrate anymore. You know, theyre just kids. So to draw their attention back again, I present 5 attractive sandwiches

9、and ask them which one they prefer. This part is pretty popular. Check this out. Now that they become interested, I set up a pair work here. And because they are interested, they are willing to open their mouth. Here are pictures of them during the pair work.So far, the problem of words and expressi

10、ons has been solved. The next challenge is, how to input the sentences. Well, this is a listening and speaking class and the textbook provides this one perfect listening material about how to make a sandwich. So I decide to make full use of it. Ladies and gentlemen, think about it. If your 5-year-ol

11、d son asks you to make a certain food, say, a sandwich, what do you need to know? First, we got to know the ingredients, right? And then we need to know the quantity of the ingredients.! mean, how much butter should be put? How many vegetables should we buy? And, of course, the procedures of cooking

12、. So I invite my students to listen for 3 times of the material, each time for different information.When listen for the first time, they are required to check the ingredients they need. A very easy task for them. And then for the second time they need to listen for quantity. This will also help the

13、m review the sentences how much and how many”. Then fbr the third time they need to listen for procedures. But there is one problem here. You see, the textbook provides us with a very general chart with only 4 words. The problem is, the speed of the listening material is too fast and without stop. S

14、o students will definitely have problems writing down all the information. So I made 2 changes here. First, I add some information into the chart, so it is easier for students to just fill the blanks. Then I cut the listening material into four parts. Each part is corresponding to a step so students

15、 will have more time to comprehend the context and notice the target sentences first, next, then and finally.OK. Enough fbr the sentences. Lefs move to the next period-digestion.The real question in this period is: How do I help my students to digest what weve learned today.So, I design 2 tasks here

16、: The first one is to describe the procedures of making a sandwich. This is actually the most difficult part in the whole lesson, so students will absolutely need some help to conquer this problem. The second task is to write a recipe. Here I intend to get students prepared for the coming output.In

17、task 1, students are required to describe the procedures. Since they can see the pictures and expressions on the screen, it becomes less difficult. Here is a video of how we did it.The second task is a comprehensive task which includes almost every aspect of what weve learned today. So students are

18、actually having a revision of all the content fbr today and getting prepared for the coming output.But are my students prepared enough? Lets come to the final part and find out.For this part, I design a group work. Its really challenging not only fbr students but also for me because a lot of things

19、need to be considered. I need to think about what to practice, how to inspire them to speak up and how to get every one involved?So the first question is, what to practice? Well, that depends on what weve learned . rd like to summarize as ingredients, quantity and procedures. So I design a group wor

20、k like this: Four students in a group trying to make the most creative sandwich. Students are required to describe the looks, the ingredients, the quantity as well as the procedures. And then, to inspire students to speak up, I need to make them interested and feel challenged. Here is a video of how

21、 I try to do it.Finally, to get everyone involved, I recommend them to play different roles with different difficulty levels in the group work. For example, student A&B could draw a picture and describe the looks of their sandwiches. Their jobs are easier. Student C&D could talk about ingredients, quantity and procedures. Their jobs are more difficult. In this way, every student, even those whose English are not so good can find something to do. After an 8-minute discussion, I invite 4 groups to demonstrate their san