Unit 5 Problems and advice教学实录与评析

Teacher: Gu,Yi

Topic: Unit 5 What should I do?

Teaching objectives: By the end of the class, students are expected to: 1.

know the meanings of important words and phrases by making inference in the text, such as “narrowly missing, smash, tease, bully, bark, etc.”; 2.

know the details in each problem by scanning for source, people’s responses and attitudes in a problem; 3.

summarize the keys of the three problems in one sentence with the given letter; 4.

know the importance of holding a brave and positive attitude in solving unexpected problems by analyzing the similarities among the three problems Key and difficult points: 1.

To teach students the three elements in analyzing a problem – source of problem, responses and attitude; 2.

To lead students to summarize the keys of the problems in one sentence. Teaching process: Steps

Interactions and Classroom activities purposes time Lead-in Q&A Introduce the topic of this unit:

To get students familiar 4 min 1.

The title “What should I do?”

with the topic and 2.

The role of school counselor necessary information Skimming Reading

Skimming the passage for 10 sec: To help students get a 2 min 1.

how many problems will we learn? general idea of the 2.

Where can we see these problems? passage Problem Listening/ 1.

Lead students see the picture beside To help students know analyzing Scanning/ Q&A letter one and make predictions(1’); how to analyze a 12 min 2.

Listen to the letter paragraph by problem; paragraph and find out(5’) To lead the students 1

5Ws in the accident ○explore the problem and 2

different people’s responses ○understand the 3

writer’s attitude ○confusion in the writer; 3.

Ask further questions to develop To encourage students to students’

understanding of the provide advice for the situation;(2’) writer

4.

Lead students to understand “guilty conscience”

and summarize Writer A’s problem in one sentence; (2’) 5.

Encourage students to share their opinions on the writer’s action and give proper advice.(2’) Strategy Listening/role 1.

Give out the handout about the To apply what they have applying play/group work structure of second and third learned into new reading 15 min letter(1’); passage; Teaching plan

Class: Class 2, Senior one

Period: the first period – introduction

Post-reading Open-ended thought 4 min Class work 2 min 1 min Summary

Assignment

2.

Play the audio of the two letters and To know the details in ask students to fill in necessary the rest two letters; information of each problem (2’); To encourage student to 3.

Check the information by asking share feelings with the students to play roles in each writer by acting out the case(8’) situation. 4.

Organize students into small groups and discuss the problems as well as the advice to each writer(4’) 1.

Lead students to think about the To develop students’

similarities of the three problems understanding of the 2.

What is the meaning of “…” in each passage passage? What attitude should we hold when we To help students build face unexpected problems? right values of solving problems 1. Finish exercise D&E on Page 66-67 To reinforce the learning 2.Review the three problems and after class practice retelling the problems in your own words

Blackboard Layout: Problems and advice

1.

Source of problem 2.

Responses 3.

attitude

Self-Reflction:

New words and expressions

Worksheet Letter two: (1)

source of problem Time: Place:

Main characters:

What happened?

(2)

Responses ○1

How many parties are involved in this situation?

○2

Write down their responses to each other’s behavior.

(3)

Writers’ attitude

What is the problem? (one sentence)

What would you do if you were in this situation?

Letter three: (1)

source of problem Time: Place:

Main characters:

What happened?

(2)

Responses ○1

How many parties are involved in this situation?

○2

Write down their responses to each other’s behavior.

(3)

Writers’ attitude

What is the problem? (one sentence)

What would you do if you were in this situation?