Demo ClassDemo Class

Huang WenHuang Wen

Nanjing Normal UniversityNanjing Normal University

New Standard College English

A Lesson PlanA Lesson Plan

(An Output-driven Model)(An Output-driven Model)

I. Introduction

II. Procedures

IntroductionIntroduction

• General description

• Prerequisites

• Goals & Objectives

• Theoretical bases

General description

Students: First -year students

Class size: 50 students

Duration: 80 minutes

2. Prerequisites2. Prerequisites

• Students have previewed the

reading passage;

• Students are adapting

themselves to the new way of

teaching and learning.

3. Goals & Objectives3. Goals & Objectives

General teaching goals General teaching goals

• To develop integrated language skills for real communication;

• To develop thinking;

• To develop autonomous learning ability;

• To stimulate language output

ObjectivesObjectives

• 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 bases4. 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. ProceduresII. Procedures

• Pre-reading activities

• While-reading activities

• Post-reading activities

1. Pre-reading activities1. Pre-reading activities

• Background information

• Lead-in questions

Background informationBackground information

• Pre-class work

• In-class oral presentations

Examples:Examples:

• Socrates

• Thinking styles

Lead-in questionsLead-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:Lead-in questions:

1. …2. …3. …4. …5. …

2. While-reading activities2. While-reading activities

• Passage analysis

• Vocabulary learning

Passage analysisPassage analysis

Group discussion

Does the writerDoes 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 exampleAn example

Thinking for yourself is still a radical act.

• Support 1:

• Support 2:

• Support 3:

What’s new ?What’s new ?

Discourse

vs.

Language points

Vocabulary learningVocabulary learning

• Words of low frequency

Inference

• Words of high frequency

pre-class work

in-class group work

Words of low frequencyWords of low frequencythwartdearthrevere unmitigatedmalign 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 featuresStylistic features

Speaking

vs.

Writing

I’m desirous of exploring your

feelings about this lecture.

Words of high frequencyWords of high frequency

on purpose, remind of, academic,

at length, scratch, radical, prevalent,

humiliating, affirm…

What’s new ?What’s new ?

Impartment

vs.

Autonomous learning

3. Post-reading activities3. Post-reading activities

• Group discussion

• Scratch outline writing

Topic for discussion & writingTopic for discussion & writing

Is education the filling of a

container, or the lighting of a

fire?

Structure of WritingStructure 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

AssignmentsAssignments

• Writing

• Listening

• Reading, writing & speaking

WritingWriting

Essay

Journal

Keeping a daily journal Keeping a daily journal onlineonline

Students don’t need

To plan what to write about,

To be in the mood to write,

To worry about making mistakes.

ListeningListening

MoviesMona Lisa Smile

Scent of a WomanDead Poets Society

Legally Blond…

Reading, writing & speakingReading, writing & speaking

Active reading passage 2

Summary

Oral report (90 seconds)

魅力课堂：魅力课堂：• Informative

• Heuristic attractive

• Interactive impressive

• Instructive

Thank you!Thank you!