writing something about the lecture for classs and students for 40-50 minitues

要求：see more detail in the appendix files Prepare a detailed lesson plan for a 45-50 minute lesson that you would teach, complete with annotations that make explicit all aspects of the lesson, what you will do and why you will do it that way and explain how the lesson is linked to an assessment outcome from a curriculum framework. Support your annotations with links to at least ten academic references. (in addition to the prescribed readings below). Include all teaching materials. Use the lesson plan format. This must be an original lesson. Word count: 4000 words Criteria for marking: 1. clear rationale 2. clear statement of the relationship with other lessons and student knowledge & skills, clear communication and lingusitic goals 
 3. a clearly stated lesson focus, use of resources and board organisation 
 4. clear statement about how learning is assessed 5. thorough and clear procedure 
 6. identification of potential difficulties and consideration of solutions 7. attention given to organisation, structure and expression. Reading list: Bachman L. F. and Palmer A. (2010) ‘Attributes of individuals [Extract from Chapter 3]’, in Language assessment in practice: developing language assessments and justifying their use in the real world. Oxford: Oxford University Press, pp. 40–58. Available at: [login to view URL] Brindley G. and Slatyer H. (2002) ‘Exploring task difficulty in ESL listening assessment’, Language Testing, 19(4), pp. 369–394. doi: 10.1191/0265532202lt236oa. Ehrich J. F., Zhang L. J., Mu J. C. and Ehrich L. C. (2013) ‘Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers?’, Language Awareness, 22(1), pp. 39–55. doi: 10.1080/09658416.2011.644796. Ellis R. (2009) ‘Task-based language teaching: sorting out the misunderstandings’, International Journal of Applied Linguistics, 19(3), pp. 221–246. doi: 10.1111/j.1473-4192.2009.00231.x. Fulcher G. and Davidson F. (2007) ‘Classroom assessment [Unit A2]’, in Language testing and assessment: an advanced resource book. London: Routledge, pp. 23–55. Available at: [login to view URL] Gu Y. (2012) ‘Language learning strategies: An EIL perspective [Chapter 18]’, in Principles and practices for teaching English as an international language. New York, NY: Routledge, pp. 318–334. Available at: [login to view URL] Harmer J. (2015) The practice of English language teaching. Harlow, England: Pearson Education. Hinkel E. (2006) ‘Current perspectives on teaching the four skills’, TESOL Quarterly, 40(1). doi: 10.2307/40264513. Kirkpatrick A. (2007) ‘Implications for English language teaching [Chapter 13]’, in World Englishes: implications for international communication and English language teaching. Cambridge: Cambridge University Press, pp. 184–197. Availabl