Lesson Plan for reading 1.docx
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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
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