Unit 5 Problems and advice公开课教案

U5 What should I do

Teaching Plan

文建中学

熊媛媛

语篇分析：

本篇课文是由三封独立的信件组成，分别描述了三个学生所遇到的不同生活难题以及他们的困惑与迷茫，并想通过校报征求老师的建议和看法。三篇小文章使用了三种颜色来区分，并配有四幅与课文内容相关的插图，可以用来帮助学生对课文进一步的理解。

学情分析：

本课的授课对象是37名高一下学期的学生，英语基础层次不一，普遍较弱。学生已具备在阅读中获取主要信息和细节信息的能力。本课语篇的话题贴近学生的生活和学习，语言和词汇有一定难度。学生对于jigsaw reading 这种新型的阅读方式比较陌生，对其步骤和要求不是很了解，学生的复述能力和口头表达能力较弱。

在完成jigsaw reading 过程中需要具体的指导和清晰的指令。同时，在口头活动中，需要一定的语言支持。

Type: Reading Period 1 Teaching objectives: By the end of the lesson, students are expected to: 1.

get the general idea and specific information of the three letters by skimming and scanning. 2.

guess and understand the meanings of some words by context and examples.

3.

improve their independent learning and cooperative learning by employing jigsaw reading.

4.

develop a right attitude towards problems in their lives and learn to ask for help.

Teaching key points: Read, extract and integrate key information to understand the stories told in three letters.

Teaching difficult points: How to develop students’ independent and cooperative learning to finish the reading tasks by employing jigsaw reading.

Teaching methods: Task-based language teaching and cooperative learning Teaching aids: multi-media, blackboard and colored worksheets Teaching procedures:

Step

Lead-in Teachers’ activities 1.

Ask Sts to predict the content according to the title.

2.

Present Sts with a video and ask two questions.

Q1:What’s the boy’s problem?

Q2: What’s the teacher’s advice?

3.

Ask Sts to share their personal problems. Students’ activities 1.

Make predictions based on the title.

2.

Watch a video clip and answer two questions.

3.

Share some of their personal problems.

Purpose To elicit the topic of the lesson and activate students’

interest in the topic.

While-reading Jigsaw reading 1.

Sts follow T’s instructions 1.

Divide students into groups and do a jigsaw reading.

of three and ask them to 1)

Task 1: Sts skim and scan 1

1. To increase Sts’ independent learning by

practice jigsaw reading from Task 1 to Task 3.

2.

Walk around and provide help if necessary.

3.

Ask Sts to open their textbook to check the information they have got from group members.

their parts of reading independently. Finish the exercises on their colored paper.

2)Task 2: Sts move to expert groups and compare their answers with their group members.

3)Task 3: Sts return to their jigsaw groups and take turns to ask questions and finish exercises on their second worksheets.

2. Check the information they have got by reading the complete passage.

skimming and scanning. 2. To promote peer learning by giving chances to express opinions. 3. To develop Sts’ abilities of asking questions and retelling main points.

4. To develop Sts’ social skills like turn-taking, communication and cooperation To evaluate Sts’ comprehensive understanding of the whole passage.

Further reading Do story-telling of Letter 1 and Check Sts’ understanding of T/F questions of Letter 2 and the three letters by Letter 3.

story-retelling and answering T/F questions.

Group discussion Work in groups of three. Give students some problems and ask them to play the role of counsellor to give advice.

Work in groups and act as the counsellor to give advice by referring to relevant language support.

Post-reading

To practice their speaking abilities related to the topic.

Homework 1.

Listen to the recording and read the text aloud at least three times. 2.

Choose one story to retell to your desk mate after class. 3.

Choose one letter in the text and write down your suggestions.

Blackboard design

Letter 1

A falling flowerpot counsellor tease bully bark U5 What should I do Letter 2

Three bullying boys Letter 3 A rude checkout assistant 2