案例2 (teaching design参考).docx

案例2教学内容课文 He was my father. He Was My FatherI remember the smell of the soap as he scrubbed his hands. Pungent, because this was for removing ground-in dirt and oil from beneath hardened fingernails and from calloused hands. I can still see the darkness of the water in the basin after he had cleaned his face. He always spoke to me as he washed before eating his dinner, told me tales of his own childhood and let little drops of moral tuition fall into my lap. “A promise is a promise,” hed say. It was. He never broke one. He was my father. He drove a London taxi for 49 years. It was a job that paid a decent wage if a man was willing to work 12-hour days, six days a week. When I was small, he would sometimes pick up people who were hailing cabs along the way. He wasnt supposed to, not with me in the vehicle. But I was six of seven and was barely noticed. I could never understand why the passengers treated him with such patronizing disregard. He was “cabbie” and “driver” and “you!” No, he wasnt; he was my dad. He always looked so strong, so able to protect me, so powerful. Powerful enough to cry when he felt the need. He wept when my grandmother died. Confusing. He came into my room, saw the fear and apprehension on my face, and recited a short prayer with me for my grandma and his mother. He kissed me, held my hand and then drove me to school before putting his 12 hours in. He was my father.I remember his euphoria when I went to university, the first in his family to do so. Of course he was gauche when I graduated, took too many photographs, and didnt understand the Latin that was spoken before the ceremonial meal. So what? All that concerned this working man in a suit was that his son would not follow in his footsteps. “Do you know why I work such long hours?” hed ask me. “So that you wont have to.” He couldnt afford to go on holidays with us like other dads. There just wasnt the money. Hed stay on his own, work even longer hours, and live on sandwiches and tea. Wed ring him from a cold beach hotel and tell him how much we missed him. But he knew that. He was my father. And when my first child was born, this extraordinary ordinary man said very little. Just stared at the baby and then at me. He spoke through his eyes, and I understood. Son, he was telling me, let him be able to say just one thing when he grows up: he was my father. Lesson PlanHe Was My Father (about 1-1.5 hours)Objectives1. Teaching students to understand the character of the father through discussing the details of the story so that they are able to describe the characters of a good father. 2. Teaching students to understand the usage of the selected words and structures through discussion and worksheet 2 so that they may use these words in their own conversations and discussions. Teaching Procedures1. Step OneLearning words for describing charactersT: Id like to introduce a person to you. Before you see the picture of the person, I will tell you what he is like. l He has a caring personality. He would offer help to others if they were in difficulty. For example, sometimes, he helped to pay tuition for students. l His face looks kind, with gentle smiles all over the gnarled wrinkles. Whos this person? T: Now, describe a person you know in your class. Dont mention his/her name in your description. Use worksheet 1. 2. Step TwoLearning to understand the story of the father by finding out about his characters and developing detailsT: Id like you to tell me what kind of person the narrators father is? You may describe him by using some adjectives for his attitudes/deeds to his work as a driver, attitudes to his family as a father. Presenting the grid on the board to guide the teachingAdjectives you may useDetails you may find from the story: As a driver, he is _As a father and husband, he is _3. Step ThreePlaying a game of interviewing a young celebrity(1) Select a student to play the role of a young celebrity. (your job could be: a teacher, a nurse, a doctor, a nanny, a driver, a shop assistant, a automobile technician, a steel worker, a shop manager)l Interview questions: First group of questionsWhat kind of person would you prefer your girlfriend/boyfriend to be like? What kind of person would you most unlikely take as your boyfriend/girlfriend? Second group of questionsAs a teacher/actor/actress, what kind of person would you like to be? As a parent/husband/wife, what kind of person would you like to be? Take notes about the students questions, and answers, and then finalize the game by summarizing the linguistics features, and commentary. Possible phrases or expressions for the game: l Serious, professional, conscientious, hardworking, devotedl Caring, loving, gentle, kind, thoughtful, considerate, faithful, loyal, generousl Reliable, careful, l Straightforward, frank, articulate, aggressive, ambitiousl Secretive, quietl Frivolous, changeable, precarious, mean, stingy 4. Step FourFocused work on linguistic knowledge about the usage of vocabulary by using worksheets 2 and 3. l Complete worksheet 2 and worksheet 3.l Summarize all the words/structures in this lesson. 5. End of the lesson assessmentRemedial work if it is necessary. HomeworkReflectionsFocused vocabulary, phrases and structures1. Vocabulary: ground-in dirt (grind/ground); callous hands; let drops of moral tuition (teaching); pick up the passengers; be supposed to; barely noticed; put in (time); afford to go; live on sandwiches; 2. Structure: powerful enough to cry; just stared at the baby and then at me; Confusing. Pungent. There just wasnt the money. 3. Idioms: l fall into ones lap; l a promise is a promise; l a stitch in time saves nine; l one father is more than a hundred schoolmasters; l follow in ones footstepsWorksheet 1Describing a person and his/her charactersTASKSThink about the following questions, and then make a draft in the box below. l Whos the person you want to describe? (Dont mention his/her name.)l What does he/she look like? l What is his/her character? l Do you know any interesting details to develop your description? 1. Pair work l Work in pairs and talk about the person to your classmate next to you to see if he/she agrees. Tell him/her to keep the identity in secret. 2. Individual writingl Now, draft your description in the space below. 3. Presentationl Now, hand in your worksheet to the teacher who will read your description for the class to guess. Worksheet 2Linguistic KnowledgePart I. Multiple ChoicesRead the three choices and select the best one to match the phrases or complete the sentences. 1. ground-in dirta. dirt which is ground in the fingernailsb. dirt which is grounded in the fingernailsc. dirt which is grinded in the fingernails2. The meat ball is made of small pieces of beef called _ in American English, but mince in British English. a. grinded beefb. ground beefc. grounded beef3. A knife can be made sharper if you _ on a sandstone. a. ground itb. grind itc. grounded it4. If something grinds to a halt, it stops _. a. graduallyb. abruptlyc. softly5. Do you _ your teeth in sleep?a. groundb. grindc. groundedPart II.Make a generalization about the rules and grammatical details of using the word GRIND. And then work with your partner to find out if you can see eye to eye. Write your rules in the followin