Lesson Plan for reading 1.docx

1、Lesson Plan for reading 1Lesson Plan forUnit10 Section B 2a2cClass type: readingDuration: 40 minStudents (Ss): Junior 2Teacher (T): I.Analysis of reading materialThis passage is a brief exposition, which encourages Ss to take a positive attitude and interact with others if they have problems. It com

2、prises three parts- an introduction (para.1), a body (para. 2-3) and a conclusion (the last two sentences in para.3). In the introduction, the author introduces the background at first- Ss have a lot of worries- to arouse Ss interests, use a rhetorical question to trigger Ss thoughts and finally int

3、roduce the topic- talking to someone helps a lot. The author also argues on other side to strengthen the feasibility of talking to someone when meeting problems.In the first part of body, the author illustrates the reason of talking to someone when encountering problems by exemplifying Lauras experi

4、ence and make a contrast between the situations before her talking to parents and after. And in the second part, the author discusses the topic deeper by quoting the ideas of an expert-Robert Hunt and explains it further that the people you decide to talk to doesnt need to be an expert, but it shoul

5、d be someone you trust.In the conclusion, the author cites an idiom-sharing a problem is like cutting it half to emphasize the topic of this passage.The inner logic of this passage is very clear. Studying the logical pattern of exposition writing will helps them improve their literacy.II.Analysis of

6、 studentsThe learners of this lesson are from in Junior 2 in key middle school. Therefore, to some extent, their level of literacy is above the average level of Junior 2 Ss in that area and they have a good habit of memorizing new vocabularies before the start of a new unit, so the vocabulary is not

7、 the major burden in this class. As they have studied some argumentation and exposition passages, they have grasped basic skills of reading but havent reached the level of proficiency. Ss need more practice of scanning, predicting, grasping the main idea and seeking detailed information. During anal

8、yzing a passage, teacher needs to provide scaffold, like a chain of questions, to lower the difficulty considering varied analyzing levels in this class. Moreover, middle school students are likely to encounter all kinds of problems both on study and in daily life and sometimes they may be confused

9、about how to deal with them, so reading this passage and combining their own experiences with Lauras may give them some hints about how to solve problems better and what kind of attitude they should have in his future life when facing problemsIII.Teaching objectivesAfter this lesson, students will h

10、ave been able to1.Grasp the main idea of the passage by analyzing the structure “introduction-body-conclusion” and locating key sentences “I think.”. (language competence)2.Summarize the main idea and analyze the function of each paragraph, during which, identify words/ phrases/ idioms “unless”, “ca

11、reless”, “understanding”, “run away”, “expert”, “experience”, “trust”, “sharing a problem is like cutting it in half” and guess meanings in the context. (language competence)3.Analyze writing techniques “exemplification”, “contrast”, “rhetorical question”, “multi-dimensional argumentation” in the pa

12、ssage, feel the effects of them and apply them in their own work. (language competence)4.Express their own opinions with expressions and content they have learned both in oral and written form, especially in the passage by discussing. (language competence)5.Enhance reading abilities by using strateg

13、ies such as scanning, skimming, summarizing and inferring (learning ability)6.Appreciate “facing problems positively” and “try to share with someone you trust” and adopt such spirits in daily life. (culture awareness)IV.Anticipated focus1.How to grasp the main idea by analyzing the structure of expo

14、sition “introduction-body-conclusion” and relate it to their daily experience and change it into their own ideas or behavior.2.How to guide the students to grasp detailed information and feel the effects of writing techniques adopted in the passage and apply them in their writing work.V.Anticipated

15、difficulty1.How to guide the students to grasp detailed information and feel the effects of writing techniques adopted in the passage and apply them in their writing work.VI.Teaching aidBlackboard, PPT, Sticker.VII.Teaching procedureStep1: Pre-reading (5 min)Lead-in: Role-playing: Ss plays a role of

16、 consultant and T shows three cases to ask Ss for some advice. In this part, Ss give some advice related to their own experiences.Design Intention: This step is aimed to create a topic-related situation to arouse Ss interest and background experience and also give them opportunity to express their o

17、wn opinions. Moreover, T gives them an opportunity to get to know the new vocabulary to lower the difficulty of understanding the passage. To some extent, it leaves a fuzzy impression on the topic of this class.Step2: While-reading (25min)Scanning :(10min)1.T tells Ss that this passage is an exposit

18、ion and reminds them of the normal structure- “introduction-body-conclusion”. Ss recognizes the first paragraph might be introduction and the main idea might be in this pare with Ts guide. (to locate the position of the main idea.)2.Ss read first two lines of para.1(background), grasp the theme of t

19、his passage and predict the topic.3.Ss finishes reading the para.1 to try to find out the topic sentence (taking to someone helps a lot when meeting problems) and examine its correctness by scanning the rest parts. At the same time, Ss points out which paragraphs is the body and which is the conclus

20、ion according to the characteristics they have learnt. 4.After finished, Ss choose the right statement out of three statement as follows. Design Intention This step aims to help Ss grasp the main idea of the passage and recognize the function of each paragraph. Divide the passage into three parts an

21、d make the structure clear, which set a foundation for detail analysis in next period. Detailed reading: (15 min)(1) Introduction- How to lead in the topic (para 1)Pair work: discussionQ1: What is the worst thing to do if you have a problem? (To do nothing)Q2: Who is Laura Mills? (a teenager from Lo

22、ndon)Q3: According to Laura, what can we do to help deal with problems? (talking to someone)Q4: Rewrite the last sentence with “if we., well” structure.(If we dont talk to some, well certainly feel worse.)Design Intention This step is designed to locate detailed information and cultivate the skill o

23、f prediction. It also rouses Ss attention to Lauras idea by pointing out the identity of Laura. Rewriting the last sentence with the structure they have learnt “If you, youll.” can help Ss understand the meaning of “unless” and identify the difference between “If you, youll” and “Unless you, youll”.

24、(2)Body- How to illustrate the main idea. (Para.2-3)Pair work: discussionQ1: How many characters can you find in this part? Do they have any relation?(Laura Mills, their parents and Robert Hunt; Robert Hunt has no relation to Laura Mills and their parents)Q2: Why didnt Laura want to tell her parents

25、 about her lost wallet? Whats the result of not telling her parents?(She was afraid and she just kept thinking, “If I tell my parents, theyll be angry!”; She even walked three miles to school each day because she didnt have any money)Q3: What happened after she told her parents? What did her parents

26、 say?(They were really understanding and her dad said he sometimes made careless mistakes himself. They got her a new wallet and asked her to be more careful)Q4: If Laura tells her parents at the beginning, does she have to walk three miles every day? (No)Q5: Which choice will you make after seeing

27、the big contrast between keeping it secret and telling parents?T and Ss exchange ideas.Q6: Who is Robert Hunt? (an expert) According to him, what is best choice can we do? (We should not run away from our problems and always try to solve them)Q7: According to Robert Hunt, to whom can we talk? Is it

28、necessary to find an expert like him? (We need to find someone we trust. He/She doesnt have to be an expert.)Q8: Why can our parents give us good advice about our problems? (They have more experience than us. )Design Intention This step is designed to locate detailed information and make the logical

29、 line clear. The above question is aimed to focus Ss attention on the big contrast in Lauras experience which encourage Ss thinking which choice and attitude are better. On the other hand, it also encourages them to adapt exemplification and contrast in their own writing work.(3)Conclusion- How to s

30、ummarize (the last sentences of Para.3)Ss guess the meaning of this idiom and try to explain it in their own words.Design Intention: This step aims to encourage Ss to realize something unknown by analyzing it in the context and combing the main idea of the passage.Step3: Post-reading (5 min)Individu

31、al work:Q: After reading this passage, could you learn something from the passage? What will you do if you meet problems in the future?I plan to _ if I meet problems in the future, because_.Design Intention: This step aims to highlight the lesson and achieve moral education and establish a positive

32、value and good relationship between them and their parents. Besides, Ss relate the book knowledge to their daily lives and give them guidance in reality.VIII.Assignment:1.Find out a problem for which you are struck and try to deal with it with the method we learnt today and write an article about it with the structure of introduction, body and conclusion and application of writing techniques learnt in this class.Design Intention: The assignment is me