Title: Cry and Laugh (General 2 Pieces) English Teaching Plan
I. Teaching Objectives
1. Language Knowledge and Skills
Students will be able to understand and use vocabulary related to emotions such as "cry," "laugh," "sorrow," "joy," "tears," "smile," etc. accurately in different contexts.
They can construct sentences using these emotion - related words to describe personal experiences or fictional situations, e.g., "I cried when I heard the sad news."
Students will improve their listening comprehension skills by understanding dialogues and short passages that involve expressions of crying and laughing.
They will enhance their speaking abilities through role - plays, group discussions, and presentations about topics related to crying and laughing.
2. Affective and Attitudinal Objectives
Students will develop empathy by understanding different reasons why people cry and laugh, and be able to respect and appreciate diverse emotional expressions.
They will cultivate a positive attitude towards emotional expression, recognizing that both crying and laughing are natural and healthy ways to deal with emotions.
3. Cultural Awareness Objectives
Students will learn about different cultural perspectives on crying and laughing, such as how different cultures view public displays of emotions.
They will understand that cultural backgrounds can influence the ways people express and interpret emotions.
II. Teaching Materials
1. Textbook passages that include stories or dialogues about people crying and laughing.
2. Audio materials such as recordings of dialogues, short stories, or songs related to emotions.
3. Visual aids like pictures showing people in different emotional states (crying, laughing), and videos depicting emotional scenes.
4. Role - play cards with different scenarios involving crying and laughing situations.
III. Teaching Methods
1. Communicative Language Teaching (CLT)
Encourage students to communicate with each other in English through pair - work, group - work, and class discussions. For example, in pair - work, students can share their own experiences of crying or laughing and explain the reasons.
2. Task - Based Language Teaching (TBLT)
Assign tasks such as creating a short skit about a situation where someone first cries and then laughs, or writing a short essay about a memorable moment of crying or laughing. These tasks help students use the language in a meaningful context.
3. Audio - Visual Method
Use pictures, videos, and audio recordings to present the target language in a vivid and engaging way. For instance, show a video clip of a comedy show where people are laughing heartily, and then ask students to describe what they see and how it makes them feel.
IV. Teaching Procedures
Part 1: Lead - in (10 minutes)
Show a short video clip that contains both scenes of people crying and laughing, such as a movie trailer with emotional ups and downs.
After watching the video, ask students some questions in English: "How did you feel when you saw the people crying in the video? And how about when they were laughing? Can you share some words to describe these emotions?"
Write the students' responses on the blackboard, including words like "sad," "happy," "crying," "laughing," etc.
Part 2: Vocabulary Introduction (15 minutes)
Present more vocabulary related to crying and laughing, such as "sobbing," "chuckling," "weeping," "giggling," "tears of joy," "tears of sorrow."
Use pictures to illustrate the meanings of these words. For example, show a picture of a person with large tears rolling down their face for "sobbing," and a picture of a person laughing quietly with a smile for "chuckling."
Ask students to repeat the words after you and then use them in simple sentences. For example, "She was sobbing because she lost her pet."
Part 3: Listening Practice (20 minutes)
Play an audio recording of a dialogue between two friends. One friend is telling the other about a recent event where they first cried and then laughed.
After listening, ask students some comprehension questions, such as "Why did the friend cry at first? What made them laugh later?"
Play the recording again and ask students to take notes on the key information. Then, have them discuss their answers in pairs.
Part 4: Reading Activity (20 minutes)
Distribute a short passage from the textbook that describes a person's emotional journey from crying to laughing. It could be a story about a child who gets lost (cries) and then is found by their parents (laughs).
Ask students to read the passage silently and underline the words related to crying and laughing.
Then, have them answer some reading comprehension questions, such as "How did the character feel at the beginning of the story? How did their emotions change? What were the reasons for these changes?"
Part 5: Speaking Practice - Role - play (25 minutes)
Divide the students into groups of three or four. Give each group a role - play card with a scenario.
Scenario 1: Two friends are at a party. One friend tells a very sad story, and the other starts to cry. Then, the first friend makes a joke, and they both start laughing.
Scenario 2: A family is watching a movie. The movie has a sad part where a character dies, and everyone in the family cries. Later, there is a funny twist, and they all laugh.
Allow the students some time to prepare their role - plays. Then, ask each group to perform in front of the class. After each performance, encourage other students to ask questions and give comments.
Part 6: Writing Activity (20 minutes)
Ask students to write a short essay (about 150 - 200 words) about a time when they cried and then laughed, or vice versa. They should describe the situation, the reasons for their emotions, and how they felt during the whole process.
Walk around the classroom and provide help and guidance to students who need it.
Part 7: Summary and Homework (10 minutes)
Summarize the main vocabulary and grammar points learned in this class, such as the different words for crying and laughing and how to construct sentences to describe emotional changes.
Assign homework: Ask students to collect more English expressions related to emotions from English movies, TV shows, or books, and be ready to share them in the next class.
V. Assessment
1. Formative Assessment
Observe students' participation in class activities, such as pair - work, group - work, and class discussions. Note their ability to use the target vocabulary and grammar correctly.
Listen to students' role - plays and presentations, and provide immediate feedback on their pronunciation, fluency, and accuracy.
2. Summative Assessment
Evaluate students' written essays based on content, organization, vocabulary use, and grammar accuracy. Give them a grade and detailed comments to help them improve.
Keywords: Cry and Laugh、English Teaching Plan、Emotional Vocabulary、Listening Practice、Speaking Practice、Writing Activity
Introduction: This English teaching plan focuses on the theme of "Cry and Laugh." It aims to help students master emotional vocabulary, improve their listening, speaking, and writing skills through various activities such as video - watching, vocabulary introduction, listening and reading exercises, role - plays, and essay - writing. The plan also emphasizes the development of students' affective and cultural awareness related to emotional expressions.
