Unit 5 Problems and advice优秀课堂实录

Teaching Plan

Type of teaching: Reading

Learner description: Students are in the first year of senior high school.

Teaching Content: Unit 5-Reading: What should I do? Text analysis: This passage consists of three letters from a column of the school newspaper. Three students describe their own problems and want to seek for solution. The first letter is about the falling of a flowerpot. The second letter is about bullying. The third letter is about the mistake of a checkout assistant. The person concerned all lack responsibility and courage to step forward, which leads to their beset. So they want to write a letter anonymously to seek for suggestion or solution. Teaching objectives: 1.

Knowledge objectives: a)

Students can master the key words and phrases in the text. b)

Students can catch the gist of the reading material and summarize the content of three letters. 2.

Ability objectives a)

Students can practice their reading skills including scanning and skimming; b)

Students can improve their communicative skills through expressing personal opinions and convincing others through the discussion. 3.

Emotion objectives: a)

Students can enhance moral awareness and provide some suggestions. Teaching key points and difficult points: 1) Teaching key points a) Students can master the phrases and words. b) Students can understand the main idea of three letters. 1) Teaching difficult points a) Students may have difficulties in completing the letter. Teaching procedures: Lead-in/ Pre-reading (5mins): 1. Classify what kind of problems they encounter in the given pictures. (Justification: Pictures related to the text content help students get close to the topic of the passage.) 2. Question: Have you encountered a problem and had difficulty handling it by yourself?

If you do not know how to deal with a problem, who do you turn to for advice? (Justification: These questions can let students think about their own life experience and then draw out the following passage.) While-reading(20mins)：

1. Read the introduction of the passage and explain the words “anonymously”,

“counsellor”, “excerpts”

2. Listen to the tape twice and draw three story houses which include time, place, main characters and key words. And then, discuss it with their partner. Teacher will choose three students to share their story houses. (6mins) (Justification: This task can provide students the general idea of each letter and practice their listening skill.) 3. Read the first letter and fill in the blanks. (10mins) familiar; by chance; was broken into pieces; almost hitting; only for a short time; feel ashamed in our mind

One evening last month, one of my _____ friends came to visit me in my new high-rise flat. However, I knocked a flowerpot from my window__________. It ________ seriously, ________ some children at play. On our way out, we stopped to take a look, but no one was hurt, so we said nothing and left for the cinema as planned.

Returning home later that evening, the police came to the flats and questioned everyone. They even took my neighbor’s son to the police station. Frightened, he said nothing to the police. At last, they let him go ___________. After telling my friend about this, both of us __________ now. (Justification: This task is a rewriting of the letter from another person’s perspective with some blanks. These blanks involve new words’ explanation, which can help student understand the content from different angles.) 2. Read the second letter and answer the following questions. 1) What does these three guys look like?

Tough. 2) What did they do?

They teased and bullied the boy. 3) What’s my feeling after I went off at my station?

I regret not helping him, but not being superman and hating violence. 3. Read the third letter and decide whether the statements below are true or false. (F) 1) The cashier at my usual supermarket is always friendly and helpful (T) 2) When I gave the checkout assistance paper money to buy the goods, she was so busy complaining unhappily that she gave me an extra change. (T) 3) As soon as I found the mistake, I went back to return the money. However, the check assistance spoke loudly and unfriendly because there is a line of people waiting for paying. (Justification: This task replaces some new words with other words which can help students to understand their meanings. Teacher can make further explanations for students) Post-reading(15mins): 1. Pair work: Summarize the similarities among the three letters about the writers’

attitude towards dilemma, including their reactions and emotion. (5mins)

2. Let students imagine if they were the counselor, what suggestions would they give to contributor?

If time is adequate, teacher can invite some students to share their ideas. (Justification: In this procedure, students have the chance to communicate with each other, which can practice their oral English and divergent thinking.) Homework: If you were the counselor, what would you say to them? Choose one of the three letters to write a reply. (100 words) Self-assessment: 1. It may be hard to control the time, because the post-reading task is a little difficult, which needs some time for students to think about. 2. According to students’ various life experience, teacher’s feedback may be too simple and not well-directed.