Lesson  Plan
Born Dying (Junior English Unit5, Reading Class ,45min.)
Objectives:
a. Let the students know something about AIDS. For example: What is AIDS? How does a person get AIDS?
b. Let the students know the psychological state and learn to care for those AIDS patients.
c. Cultivate the students’ability to analyze the topic and try to get the supporting points.
d. Teach students how to use subjunctive.
Important Points/Grammar:
a. Cultivate the students’ability to analyze the topic and try to get the supporting points.
b. Let the students know those AIDS patients’ psychological state and learn to care for them.
c. Teach subjunctive.
d. new words and phrases：immune system；be inflected with; survive; suffer from; cheer up; available; persuade.
Teaching aids:
Pictures, slides, pieces of paper with different tasks on
Procedure
Warm-up/Lead-in Activities: (approx.5min.)
Hold a general knowledge test in class by asking some questions related to AIDS, such as what’s the date of world AIDS DAY? What’s AIDS? How do people get AIDS? What’s the symbol of it? And so on，to stimulate students’ enthusiasm.
Stage1, Reading: (approx.15min.)
a. Involve students in reading the text to get familiar with the content.
b. After finishing reading, ask students five questions:
1. What’s AIDS?
2. How do people get AIDS?
3. What kind of life does Xiaohua live?
4. What do the AIDS patients suffer from?
5. If you have got ADIS, how would you live your rest life?
c. Teach students the two important reading methods: skimming and scanning. Then, ask them to read the text once again by using skimming to find the main idea of the text and using scanning to find more specific information of this text.
d. After reading, let them present their own answers of these five questions.
Stage 2, Text Explaining: (approx.15min.)
Divide the whole class into 7 groups, every group focuses on one paragraph and finds out the important information which supports the text.
At first, comment the answer of every group. Then explain the text systematically. The text consists of some information as follows:
Para1:  Xiaohua is…; she is…
Para2:  AIDS is a disease \ breaks down \ leave \defenseless
Para3:  via unprotected sex; infected blood transfusion or through birth
Para4:  Children infect \ the young suffer
Para5:  not discouraged \ encourage  visit \ support \ cheer up \Telling \ encouraging \ creating
Para6:  Disease \fear \ ignorance \ misunderstanding
Para7: “My life may have to be short, but there is no reason why it      can’t be beautiful”
Introduce to students what subjunctive is. Then ask students to find out the sentences which contain subjunctive. The sentences are:
1. I wish my mum were here with me and that we weren’t’t sick.
2. If I were to live long enough to have a job, I would choose to be a doctor, helping these AIDS patients.
3. I wish people would find out the facts and not act as if I were a bad or dangerous person.
4. If I were you, I would give an AIDS patient a hug.
Stage3, Oral English Practice: (approx.5 min)
First, Let students talk about their dreams about future in small groups by using subjunctive.
Then, every group assigns a representative to share his dreams with the whole class.
Stage4, Production: Guided, Meaningful Production (approx.5 min.)
Written work: Ask students to pretend to be Xiaohua’s friends. According to the content of the text, everyone writes a short letter to Xiaohua for greeting. Students are directed to use at least some examples of the structures within the text. Then, pick out the best one and read it in front of the students.
Homework:
Assign students supplementary reading to practice subjunctive in real context.
Assessment.
初中英语教学设计
Teaching Aims and Demands:
1.Language knowledge:
Key vocabulary: dining, hall, gym, science, lab, in front of, next, behind, any, one, building
Key structure: there be …
2. Reading skill:
(1). Get information about the library in reading.
(2). Improve the students’ reading ability.
Teaching Aids: Multi-Media (or Tape recorder, OHP)
Teaching Procedures:
Step 1   Warming-up  
教师事先藏好自己的几样东西，上课时假装找不到（注意这时教师要使用丰富的体态语言和脸部表情，让学生感觉到这是真实的），这样就自然地呈现了新的句型：
Where is….?    It’s on / on / in / in front of / behind / next to…
Where are …?   They’re on / in / in front of / behind / next to…
设计意图：通过设置让学生帮老师找东西这样一个真实的场景来导入新课，能够立刻调动起学生的参与性，启动学习的发生。
1. Show the students a picture of a room with a few things in it, and have them guess the places of the others. (Activity 1)