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1、Lesson Plan for Birth Order and PersonalityWang Dan, Hangzhou Foreign Language SchoolLesson Plan for Birth Order and PersonalityBy Wang Dan, Hangzhou Foreign Language School Key questions:1. How will birth order affect parents treatment to the children? How will parents treatment affect childrens pe
2、rsonalities?2. What can you say to your parents to change their treatment?Teaching objectivesInstruction objectives:1. Language:l The students will be exposed to the following vocabulary:a) adj: responsible, independent, dependent, adventurous, fun-loving, jealous, creative, humorous, calmb) n.: per
3、sonality (personalities), attention, responsibility, freedom, pressurec) v./phrases: tend to do, allow to do, depend on, compete with, develop, treatl Students will be practicing the usage of these words and expressions.2. Reading strategy:l Students will be able to suggest hypotheses according to t
4、he illustration of the article. l Students will be able to scan for specific information.3. Affection:l Students will be able to make adjustment of their present personality and get the treatment they want at home.l Students will communicate with the parents to improve their personality.Learners out
5、comes (evidence):1. The students will be able to draft a letter to their parents on how they would like to be treated by their parents.2. The students will be able to describe their personalities with the target adjectives.3. The students will be able to write about the treatment they get at home wi
6、th the target expressions.Procedures:Teaching proceduresLearning proceduresWarming-up: The students get involved in the topic.1. The teacher plays the original rap Sheep and Wolves and encourages the students to sing.T: How are the sheep in the chant? And how are the wolves? We can use these adjecti
7、ves to describe their personalities. 1. The students get familiar with the adjectives while chanting. S: Sheep are good, fun-loving, humorous and responsible. Wolves are bad, fight-loving and jealous. Pre-reading: The students suggest hypotheses.1. The teacher shows the students the illustration fro
8、m the book and has the students suggest hypotheses of the childrens personalities based on their facial expressions.T: Look at the childrens faces in the picture. What do you think their personalities are? These are only our hypothesis. They are not wild guesses. We can get the result from the pictu
9、re. 2. The teacher asks the reasons why the children have different personalities.T: Why do you think children have different personalities? 1. The students suggest a hypothesis of the childrens personalities.2. The students suggest a hypothesis of the reasons that form different personalities.While
10、-reading: The students understand the passage.1st time reading: skim for general idea1. The teacher has the students skim the passage and find out the reason why the children have different personalities.T: Why do different children have different personalities? T: Why do their parents treat them di
11、fferently? 2. The teacher asks the students to give a title to the passage.1. The students skim the passage for the reasons why children have different personalities.S: They have different personalities because the ways their parents treat them are different. S: They were born in different orders.2.
12、 The students generalize the main idea. S: Birth Order and Personality 2nd /3rd time reading: check the hypotheses3. The teacher asks the students to read the passage for the second time, and match the personalities with the birth order.4. The teacher asks the students to read the passage for the th
13、ird time, and fill up the blanks in the chart.5. The teacher asks the students to identify the relationship between the personality and the treatment.T: Look at the first-borns. Which shows the reason and which shows the result? Why? T: Is it the same as the second and the youngest children? What is
14、 the relationship between these two columns? 3. The students read the passage for the second time, match the personalities with the birth order and check their first hypotheses.4. The students read the passage for the third time, and fill up the chart.5. The students analyze the reason-result relati
15、onship between the personality and the treatment. S: Reason and result.Post-reading: The students apply the reading in their real life.1. The teacher asks the students to write about their personalities and the way their parents treat them using the target language.T: Whats your personality? How do your parents treat you? Tell your group members what your personality is and how your parents treat you. Work in groups and write a report about it. You must use at least three adjectives in Box A and at least three expressions in Box B.2. The teacher asks the students to make supposition about wh
