Lesson Plan for reading 1.docx

Lesson Plan for reading 1.docx

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LessonPlanforreading1

LessonPlanfor

Unit10SectionB2a~2c

Classtype:

reading

Duration:

40min

Students（Ss）:

Junior2

Teacher（T）:

I.Analysisofreadingmaterial

Thispassageisabriefexposition,whichencouragesSstotakeapositiveattitudeandinteractwithothersiftheyhaveproblems.Itcomprisesthreeparts-anintroduction（para.1）,abody（para.2-3）andaconclusion（thelasttwosentencesinpara.3）.

Intheintroduction,theauthorintroducesthebackgroundatfirst-Sshavealotofworries-toarouseSs’interests,usearhetoricalquestiontotriggerSs’thoughtsandfinallyintroducethetopic-talkingtosomeonehelpsalot.Theauthoralsoarguesonothersidetostrengthenthefeasibilityoftalkingtosomeonewhenmeetingproblems.

Inthefirstpartofbody,theauthorillustratesthereasonoftalkingtosomeonewhenencounteringproblemsbyexemplifyingLaura’sexperienceandmakeacontrastbetweenthesituationsbeforehertalkingtoparentsandafter.Andinthesecondpart,theauthordiscussesthetopicdeeperbyquotingtheideasofanexpert-RobertHuntandexplainsitfurtherthatthepeopleyoudecidetotalktodoesn’tneedtobeanexpert,butitshouldbesomeoneyoutrust.

Intheconclusion,theauthorcitesanidiom-sharingaproblemislikecuttingithalftoemphasizethetopicofthispassage.

Theinnerlogicofthispassageisveryclear.Studyingthelogicalpatternofexpositionwritingwillhelpsthemimprovetheirliteracy.

II.Analysisofstudents

ThelearnersofthislessonarefrominJunior2inkeymiddleschool.Therefore,tosomeextent,theirlevelofliteracyisabovetheaveragelevelofJunior2Ssinthatareaandtheyhaveagoodhabitofmemorizingnewvocabulariesbeforethestartofanewunit,sothevocabularyisnotthemajorburdeninthisclass.Astheyhavestudiedsomeargumentationandexpositionpassages,theyhavegraspedbasicskillsofreadingbuthaven’treachedthelevelofproficiency.Ssneedmorepracticeofscanning,predicting,graspingthemainideaandseekingdetailedinformation.Duringanalyzingapassage,teacherneedstoprovidescaffold,likeachainofquestions,tolowerthedifficultyconsideringvariedanalyzinglevelsinthisclass.Moreover,middleschoolstudentsarelikelytoencounterallkindsofproblemsbothonstudyandindailylifeandsometimestheymaybeconfusedabouthowtodealwiththem,soreadingthispassageandcombiningtheirownexperienceswithLaura’smaygivethemsomehintsabouthowtosolveproblemsbetterandwhatkindofattitudetheyshouldhaveinhisfuturelifewhenfacingproblems

III.Teachingobjectives

Afterthislesson,studentswillhavebeenableto

1.Graspthemainideaofthepassagebyanalyzingthestructure“introduction-body-conclusion”andlocatingkeysentences“Ithink….”.（languagecompetence）

2.Summarizethemainideaandanalyzethefunctionofeachparagraph,duringwhich,identifywords/phrases/idioms“unless”,“careless”,“understanding”,“runaway”,“expert”,“experience”,“trust”,“sharingaproblemislikecuttingitinhalf”andguessmeaningsinthecontext.（languagecompetence）

3.Analyzewritingtechniques“exemplification”,“contrast”,“rhetoricalquestion”,“multi-dimensionalargumentation”inthepassage,feeltheeffectsofthemandapplythemintheirownwork.（languagecompetence）

4.Expresstheirownopinionswithexpressionsandcontenttheyhavelearnedbothinoralandwrittenform,especiallyinthepassagebydiscussing.（languagecompetence）

5.Enhancereadingabilitiesbyusingstrategiessuchasscanning,skimming,summarizingandinferring（learningability）

6.Appreciate“facingproblemspositively”and“trytosharewithsomeoneyoutrust”andadoptsuchspiritsindailylife.（cultureawareness）

IV.Anticipatedfocus

1.Howtograspthemainideabyanalyzingthestructureofexposition“introduction-body-conclusion”andrelateittotheirdailyexperienceandchangeitintotheirownideasorbehavior.

2.Howtoguidethestudentstograspdetailedinformationandfeeltheeffectsofwritingtechniquesadoptedinthepassageandapplythemintheirwritingwork.

V.Anticipateddifficulty

1.Howtoguidethestudentstograspdetailedinformationandfeeltheeffectsofwritingtechniquesadoptedinthepassageandapplythemintheirwritingwork.

VI.Teachingaid

Blackboard,PPT,Sticker.

VII.Teachingprocedure

Step1:

Pre-reading（5min）

Lead-in:

Role-playing:

SsplaysaroleofconsultantandTshowsthreecasestoaskSsforsomeadvice.Inthispart,Ssgivesomeadvicerelatedtotheirownexperiences.

[DesignIntention]:

Thisstepisaimedtocreateatopic-relatedsituationtoarouseSs’interestandbackgroundexperienceandalsogivethemopportunitytoexpresstheirownopinions.Moreover,Tgivesthemanopportunitytogettoknowthenewvocabularytolowerthedifficultyofunderstandingthepassage.Tosomeextent,itleavesafuzzyimpressiononthetopicofthisclass.

Step2:

While-reading（25min）

Scanning:

（10min）

1.TtellsSsthatthispassageisanexpositionandremindsthemofthenormalstructure-“introduction-body-conclusion”.SsrecognizesthefirstparagraphmightbeintroductionandthemainideamightbeinthisparewithT’sguide.（tolocatethepositionofthemainidea.）

2.Ssreadfirsttwolinesofpara.1（background）,graspthethemeofthispassageandpredictthetopic.

3.Ssfinishesreadingthepara.1totrytofindoutthetopicsentence（takingtosomeonehelpsalotwhenmeetingproblems）andexamineitscorrectnessbyscanningtherestparts.Atthesametime,Sspointsoutwhichparagraphsisthebodyandwhichistheconclusionaccordingtothecharacteristicstheyhavelearnt.

4.Afterfinished,Sschoosetherightstatementoutofthreestatementasfollows.

[DesignIntention]ThisstepaimstohelpSsgraspthemainideaofthepassageandrecognizethefunctionofeachparagraph.Dividethepassageintothreepartsandmakethestructureclear,whichsetafoundationfordetailanalysisinnextperiod.

Detailedreading:

（15min）

（1）Introduction-Howtoleadinthetopic（para1）

Pairwork:

discussion

Q1:

Whatistheworstthingtodoifyouhaveaproblem?

（Todonothing）

Q2:

WhoisLauraMills?

（ateenagerfromLondon）

Q3:

AccordingtoLaura,whatcanwedotohelpdealwithproblems?

（talkingtosomeone）

Q4:

Rewritethelastsentencewith“ifwe….,we’ll…”structure.

（Ifwedon’ttalktosome,we’llcertainlyfeelworse.）

[DesignIntention]Thisstepisdesignedtolocatedetailedinformationandcultivatetheskillofprediction.ItalsorousesSs’attentiontoLaura’sideabypointingouttheidentityofLaura.Rewritingthelastsentencewiththestructuretheyhavelearnt“Ifyou…,you’ll….”canhelpSsunderstandthemeaningof“unless”andidentifythedifferencebetween“Ifyou…,you’ll…”and“Unlessyou…,you’ll…”.

（2）Body-Howtoillustratethemainidea.（Para.2-3）

Pairwork:

discussion

Q1:

Howmanycharacterscanyoufindinthispart?

Dotheyhaveanyrelation?

（LauraMills,theirparentsandRobertHunt;RobertHunthasnorelationtoLauraMillsandtheirparents）

Q2:

Whydidn’tLaurawanttotellherparentsaboutherlostwallet?

What’stheresultofnottellingherparents?

（Shewasafraidandshejustkeptthinking,“IfItellmyparents,they’llbeangry!

”;Sheevenwalkedthreemilestoschooleachdaybecauseshedidn’thaveanymoney）

Q3:

Whathappenedaftershetoldherparents?

Whatdidherparentssay?

（Theywerereallyunderstandingandherdadsaidhesometimesmadecarelessmistakeshimself.Theygotheranewwalletandaskedhertobemorecareful）

Q4:

IfLauratellsherparentsatthebeginning,doesshehavetowalkthreemileseveryday?

（No）

Q5:

Whichchoicewillyoumakeafterseeingthebigcontrastbetweenkeepingitsecretandtellingparents?

TandSsexchangeideas.

Q6:

WhoisRobertHunt?

（anexpert）Accordingtohim,whatisbestchoicecanwedo?

（Weshouldnotrunawayfromourproblemsandalwaystrytosolvethem）

Q7:

AccordingtoRobertHunt,towhomcanwetalk?

Isitnecessarytofindanexpertlikehim?

（Weneedtofindsomeonewetrust.He/Shedoesn’thavetobeanexpert.）

Q8:

Whycanourparentsgiveusgoodadviceaboutourproblems?

（Theyhavemoreexperiencethanus.）

[DesignIntention]Thisstepisdesignedtolocatedetailedinformationandmakethelogicallineclear.TheabovequestionisaimedtofocusSs’attentiononthebigcontrastinLaura’sexperiencewhichencourageSsthinkingwhichchoiceandattitudearebetter.Ontheotherhand,italsoencouragesthemtoadaptexemplificationandcontrastintheirownwritingwork.

（3）Conclusion-Howtosummarize（thelastsentencesofPara.3）

Ssguessthemeaningofthisidiomandtrytoexplainitintheirownwords.

[DesignIntention]:

ThisstepaimstoencourageSstorealizesomethingunknownbyanalyzingitinthecontextandcombingthemainideaofthepassage.

Step3:

Post-reading（5min）

Individualwork:

Q:

Afterreadingthispassage,couldyoulearnsomethingfromthepassage?

Whatwillyoudoifyoumeetproblemsinthefuture?

Iplanto_______________ifImeetproblemsinthefuture,because______________________.

[DesignIntention]:

Thisstepaimstohighlightthelessonandachievemoraleducationandestablishapositivevalueandgoodrelationshipbetweenthemandtheirparents.Besides,Ssrelatethebookknowledgetotheirdailylivesandgivethemguidanceinreality.

VIII.Assignment:

1.Findoutaproblemforwhichyouarestruckandtrytodealwithitwiththemethodwelearnttodayandwriteanarticleaboutitwiththestructureofintroduction,bodyandconclusionandapplicationofwritingtechniqueslearntinthisclass.

[DesignIntention]:

Theassignmentisme