Lesson Plan

Name: Zhen Yuan Length of lesson: 45 minutes

1. Overview description ofyour students (how many, age, language level, and
purposes for studying English)
In my class, there are 58 students, all approximately 15 years old. They have all been
studying English for at least six years, making it a mandatory subject for them. To gain
admission to a good university, they must achieve high scores in English on the
College Entrance Examination.
2. What aspect(s) of critical thinking does this lesson work on?
Self-reflection and judgment within critical thinking. It encourages students to pause
and consider the potential impact of their words before speaking, which involves
assessing the situation, considering the perspectives of others, and evaluating the
consequences of their communication. Meanwhile, students are supposed to learn some
basic skills to providing suggestions, like showing empathy and follow reasonable order
to do it.
3. What aspect(s) of intercultural awareness and culture does this lesson work on?
Cultural sensitivity and respect within intercultural awareness. By emphasizing the
importance of considering one's words before speaking, the lesson promotes an
understanding of how different cultures may value communication styles, such as
directness versus indirectness, and the potential for misunderstandings that can arise from
cultural differences.
4. In this lesson, I anticipate students will be challenged by:
( 1) Conclude the outline of the letter and its writing style;
(2) Mimic the writing style to give an appropriate reply to another person who sought for
help.
(3) Develop the self-discipline to consistently apply the principle of "Think Before You
Talk" in real-time situations, especially under pressure or in moments of conflict.
5. To address these challenges, I plan to (note the specific activities that will address
these challenges):
 ( 1) Lead a classroom discussion where we analyze the structure and style of various
letter samples. This will include identifying the introduction, body, and conclusion, as
well as discussing the tone, language, and purpose of this letter.
(3) Write the reply step by step with the guidance of teacher.
(3)Conduct role-playing scenarios that simulate real-life situations involving conflict or
pressure. This will allow students to practice pausing, reflecting, and choosing their
words carefully before speaking.

6. This is the way I will assess my students (note specific stages and specific activities
that you will use for assessment):
( 1) Over half students can talk some interpersonal troubles in the video after watch it.
(2) All students are involved in the game “Which word is missing?” and they can
say these words ’ Chinese meaning.
(3) Four-fifths students are able to choose the best summary of the passage to
check whether they understand the main idea of this passage.
(4) Every student is involved in the group discussion and try to figure out the
question “Who should be blamed?”
(5) Half of students can write a appropriate reply to help another requester by using
the style of this letter.

Objective(s): By the end of the lesson , students will be able to

1. Understand the basic content of request letters and replies, and gradually
comprehend and form a fundamental principle for handling interpersonal relationship
issues and
emotional management—Think before we speak.

2. Summarize the basic framework and writing style of replies, and retell the text
content using newly acquired language knowledge and text frameworks.

3. Use the language learned in this unit to assist another requester in dealing with
interpersonal relationship issues, and ultimately write a appropriate reply in text
form.
 Detailed Lesson / Activity Plan Steps

Time Lesson Students will … (what Language focus (what Role of the teacher … Questions that I
content they will do and how they kind of language will the (my role, and what I will will ask the students
/ will students be using / be paying attention to) to deepen their
Activity interact with each other practicing) learning
stages and the content)
Teacher shows a video to In addition to parents,
5 minutes Lead-in Students talk about what lead students to the topic, guide students to discuss and teachers and friends,
problems they would face and and help them review the introduces the Agony Aunt, a is there anyone you
whom they can turn to for topic-related words. nice helper, to students and can turn to for help?
help when facing a certain make a brief introduction
kind ofproblem and why. about her.
3 minutes Introduce make enough vocabulary When Teacher clicks the Can you guess what
vocabulary Students review some preparations for reading the mouse, one word will miss. kind of story this
important words in this passage. Students need to read this passage tells based
passage by a game called word and try to say its Chinese these vocabularies?
“Which word is missing?” meaning.
.

3 minutes Get the main Students read the passage and To train students ’ Teacher gives instructions. Where can you find
idea choose the best summary of reading skills in finding some hints?
the letters. the main
 idea according to the
pictures, addresses,
signatures.

5 minutes Read the Students read the letter from To train students ’ skills in Teacher gives instructions. Act How does this
passage Ben to Agony Aunt and find getting specific information. as a “director” to help students happen?
do the role-play activity.
Ben's problems and the Meanwhile, let students
understand Ben’s feeling in
situation he is in. For Ben’s
a real scenario.
problem, students need to
complete three sentences.
Students will do a role-play
activities and act as Ben
and his friend.
5 minutes Analyse the Students think who should be To train students ’ ability Teacher guides the discussion Why do they need to
passage to blame for this situation? to analyse the contexts. and provides some assistance blame?
Ben , his teammate or his best to each group.
friend?
8 Analyse the Students discuss in groups to To help students understand Teacher guides the discussion Which step is most
minutes outline of conclude the basic steps to put the basic principles to deal and provides some assistance important in your
the letter forward suggestions----the with the interpersonal to each group. view?
general principle, the specific problems.
analysis and the personal
reasons.

8 Analyse the Students discuss in groups To guide students to Encourage students to find Can you find any
style of this to conclude Agony summarize and apply the some style of the this supporting details?
minutes
Aunt’s strategies for giving
letter . skills in conflict-resolving. writing
advice.
8 Apply what Students read another To provide chances for Encourage students to express Can you provide
minutes they learned requester’s letter and discuss students to use the language their opinions. advice from another
in this class. in groups to find some ways they have learned in this unit aspect?
to help him. to express their ideas.

1. What did your students learn about critical thinking and cultural territory?

Critical Thinking: Students learned the importance of self-reflection and judgment. They were taught to
pause before speaking and consider the potential impact of their words. This involved assessing
situations, considering others' viewpoints, and evaluating the consequences of their communication.
They practiced evaluating information presented to them and making informed decisions based on
that evaluation.

Cultural Territory: Students gained insights into cultural sensitivity and respect. The lesson
emphasized the importance of considering one's words before speaking, fostering an understanding of
communication styles that different cultures may value (e.g., directness vs. indirectness) and the
potential for misunderstandings arising from cultural differences. They learned to recognize and
appreciate the diversity of perspectives and cultural backgrounds in their classroom and beyond.

2. How do you know they learned? How did you assess their learning?

I assessed students' learning through various methods. Firstly, I observed their participation and
contributions during class discussions and role-playing activities. This allowed me to see how they
applied the concepts of critical thinking and cultural sensitivity in real-life scenarios. Additionally, I
incorporated peer and self-evaluations to gain a comprehensive understanding of their progress.

3. If you were to teach the same lesson again, what would you do to improve the lesson?
If I were to teach this lesson again, I would incorporate more interactive and engaging activities to
deepen students' understanding of critical thinking and cultural sensitivity. For example, I might use
case studies or scenario-based learning to allow students to explore real-world situations and apply the
concepts they've learned. Additionally, I would provide more opportunities for students to share their
own cultural experiences and perspectives, fostering a more inclusive and culturally aware classroom
environment.

4. What questions or tasks helped learners to go more deeply into cultural exploration and critical
thinking?

To encourage deeper cultural exploration and critical thinking, I would guide students to analyze the
writing style of this passage and they could use some words or sentences to describe it. Meanwhile,
they were supposed to find supporting details to illustrate their answers. When they were completing
this task, I would ask question like “How does your culture influence your communication style?”
Finally, they would write a appropriate reply based on the outline and writing style concluded from this
passage.

5. What will you do next to build off of your learning from this experience?

Building on this experience, I would continue to incorporate cultural sensitivity and critical thinking into
my teaching practices. I would seek out additional resources and training to enhance my
understanding of these topics and stay up-to-date on best practices for teaching them. Additionally, I
would collaborate with colleagues and other educators to share ideas and strategies for fostering a
more inclusive and culturally aware classroom environment. Finally, I would regularly assess and
reflect on my teaching methods to ensure that they are effective in promoting student learning and
development in these areas.