Unit 6 A variety of viewpointsppt课件配套教案内容

Teaching Design

General information:

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Target student: Senior 1 ( Students of intermediate level) 

Time: 40 minutes’ teaching

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Lesson information：Oxford S1 B, Unit 6, More Reading: The Key to a Better Life

I.

Objectives By the end of the lesson, Students will be able to: 

Knowledge Objectives a)

Learn some new words and expressions (sponsor, handle, management, budget, expenses, household, invest, etc.) b)

Acquire knowledge of Teach Children to Save Day. 

Ability Objectives a)

Develop the ability to read for gist by skimming the whole passage and answering questions. b)

Develop the ability to read for detail and comprehension by scanning each paragraph successively. c)

Develop speaking skills and the ability of logic thinking by debating and group discussion. 1



Affective objectives: a)

Realize the importance of practicing thrift and know how to save money effectively. b)

Train innovative thinking by brainstorming and exchanging ideas with partners.

II.

Learner description(specific needs analysis of the target learners) According to the curriculum standard, target students are students of level six. They are able to understand daily conversations and intermediate-level passages, conduct speeches to exchange ideas and write short passages with revision. They have some learning strategies in terms of learning English. Thus, these abilities mentioned, as well as the strategies, will be further used and improved in the process of learning. Besides listening, speaking, reading and writing, it is also necessary for them to acquire some foreign knowledge to understand the English language better and have a more extended international horizon.

III.

Material description and text analysis

The text is an online article about Teach Children to Save Day – a special festival initiated by the American Bankers Association to teach secondary school students how to handle their money. Firstly, the topic is interesting and closely related to students’ daily life, so they will be able to understand the text better. Secondly, the text expresses positive attitude to encourage students to save money in their daily life, therefore, it’s an educational passage for students to think deeply of. Thirdly, there are only a few new words which will make difficulties for students to comprehend the whole passage, so it’s exactly appropriate for their level to train reading skills like skimming and scanning. 2

IV.

Teaching focus and rationale 

Teaching focus: a)

Students’ full comprehension of the topic.

b)

Students’ abilities of accomplishing different learning activities. c)

The meaning of some new words and expressions, and students’ capacities of learning these words with the context.



Rationales: a)

ESA Straight Arrows sequence i.

ii.

Engage: Students will brainstorm the key to a better life and find the source of the text. Study: Students will arrange correct order of the main idea of each paragraph after skimming the whole passage. Then they will scan each paragraph successively and accomplish tasks including filling in blanks after reading paragraph 1, finding out true or false after reading paragraph 2, finish the multiple choices after reading paragraph 3, and answering a question after reading paragraph 4. iii.

Activate: Students will debate on the topic “Should we focus more on saving money or earning money?” which is closely related to the quotation in paragraph 4 “A penny saved is a penny earned”. b)

Task-based method

Students will accomplish various tasks during the lesson.

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V.

Teaching aids A computer, a blackboard, a projector and worksheets.

VI.

Teaching procedures or activities Step

Learning activity

The teacher ask students questions, such as “What is the key to a better life?”

Objective

To engage their attention. To activate students’ prior Students conduct a quiz to test their spender types knowledge To guide students towards the topic of the article – money management

Students read the first line of the paragraph and answer where does the article come from To arouse students’ interest about the article they are going to read To identify the style of the article 1 min Timing

3 min

Pre-reading

While-reading

Students reading the first lines of each paragraph and finish a match game To get the gist of the text by 2 min 4

Para 1 Para 2 Para 3 Para 4 The background of the passage. The reasons why bankers went back to school. Steps of teaching students how to manage money. The purpose of Teach Children to Save Day. skimming Mistaken option The importance of saving money. 1.

Students read the first paragraph and finish the exercise a)

Fill in the blanks: When? Who? ______________ Where? ___________ _____________ What? _____________ To guide students towards the 3 min detailed information in the article by scanning

To introduce some culture background To elicit the usage of some words and expressions such as (sponsor, handle, management, etc.) To consolidate their understanding of the article

5 min

b)

Combine the answers in the blank into one sentence 2.

The teacher briefly introduce the Teach Children to Save Day by showing a related video. Students read the second paragraph and finish the exercise a)

Fill in the blanks: In this paragraph, the author used ______ to support his idea that American children are big spenders.

b)

T/F: 1.

In 2003, per American teenager spent an average of $104. (F) 5

2.

Most teenagers don’t have the habit of saving or collecting their money. (T)

3.

Students’ spending habits can’t be changed when they turn into an adult. (F)

Students read the third paragraph and finish the exercise Multiple choices What do bankers teach the students? (A.C.D.F) A.

How to deal with their money sensibly; B.

How to spend their money as little as they can; C.

How to plan the way of spending money; D.

How to make ends meet; E.

How to help their family make reasonable spending plan; F.

How to invest and save money. 4 min Students read the fourth paragraph and answer the question:

What is the purpose of teaching children to save? Post-reading

Students share ideas about the quotation “A penny saved is a penny earned”

To prepare for the activity students are going to do in the next phase Students divided into seven groups are asked to have a debate about whether saving money is helpful. And representatives share their opinions. Three groups agree and other three groups disagree. The left group is judge. They discuss To apply what they have learned into practice in a communicative practice 2 min 6 min 10 min 6

their standards to decide who wins at the end of the debate. And the teacher gives timely feedback and correction. To give students the chance to use the new knowledge in a real-time communication To engage the whole class Follow-up The teacher makes comments on students’ production and summarizes the information in the class. To strengthen students’ understanding of the article and some usage of words and expressions 3 min Homework Based on what have acquired from the debate, students make a personal budget plan, using the words they have learned.

To strengthen understanding of the article To apply the acquired knowledge 1 min

VII.

Self-assessment (reflection and anticipated problems) The teaching procedures was designed by our group’s teamwork. We read the text carefully and discuss the activities according to our knowledge of designing a reading lesson, the requirements from curriculum standards and the level of the text and the students. We once wondered what post-reading activity suited the topic best, and we listed group discussion, role-play, simulate Teach Children to 7

Save Day and debate. At first, we thought the third choice – simulate Teach Children to Save Day was perfect for its originality and fun. However, after thinking twice, we gave it up. Because the students might enjoy so much in the activity that they couldn’t concentrate on the topic of it. Also, the class might be hard to control during the activity. In a word, this activity was amusing but meaningless. On the contrary, the debate fitted the topic of our lesson very well. When the teacher asked the students to read paragraph 4, she would also ask them to pay attention to the quotation “A penny saved is a penny earned” and reflect on the sentence. The topic of the debate “Should we focus more on saving money or earning money?” closely related to the quotation, would arouse students to think actively and innovatively. Students would develop their speaking skills and logic thinking from the debate. Therefore, we regarded it as the most suitable post-reading activity for our lesson. Although we designed the lesson elaborately, there might still have some problems during the lesson. Now we will tick off the list of anticipated problems and give our solutions. a)

In lead-in part, students may be unwilling to brainstorm their answer of “the keys to a better life” because they haven’t devoted themselves to the lesson. Solution: The teacher can share her own ideas to amuse students and encourage them to talk freely. b)

In while-reading part, students may have difficulties in accomplishing learning tasks. They may be unable to arrange correct orders, judge the sentences or fill in the blanks. Solutions: When the teacher finds students having difficulties in accomplishing the tasks, she needs to analyze the reasons at first. Is it because the student can’t find the key words, guess the meanings of new words with the context or just too shy to speak out? The 8

teacher should react distinctively for different reasons. For the previous two reasons, the teacher can give the student some hints to lead him to find the answers by himself, or using teaching strategies like peer correction and body language to help him. For the last reason, the teacher should encourage him to speak out and give him positive feedback after his answering to help him establish self-confidence. c)

In post-reading part, students may be afraid of using English to debate, which may cause inactiveness. Solution:

When this kind of situation happens, the teacher shouldn’t be anxious. On the contrary, she should be patient and encourage students to be courageous to speak their opinions out with confidence. Moreover, she should offer students some useful examples and expressions of debating to help students overcome their fear.

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