黑布林英语阅读 说课稿A test for Jess

1、OpeningDear Judges and dear teachers,good morning!Its my great honor to get this chance to present my lesson plan .Reading is a passport to countless adventures, and will expand your mind and inspire you to think big. And picture books,especially, can immerse you in worlds different from your own. T

2、hats the reason I love to use picture books. The book I am going(o use is A Test for Jess, which is from Helbling Readers: The Thinking Train,Level B.book 3, written by Herbert Puchta and Gavin Biggs.Guiding Ideology1.英语阅读素养My teaching plan is guided by these theories and structures.I integrate Engl

3、ish key competency, which includes language ability,cultural awareness, learning ability and thinking quality,with CASELS social and emotional learning structures.And the integration of SEL and academic curricukim such as language arts,could help students enhance the social and emotional competence.

4、Besides, the combining of balanced literacy and the framework of reading literacy development goals for Chinese primary and secondaiy school students, provide us theoretical and practical directions of building literacy abilities of students. Focusing on students reading character is as equally impo

5、rtant as developing their reading ability.This book, A test for Jess, is a good example for students to imagine themselves as the characters in the book, make the prediction and do the role play to active their social awareness and develop their relationship skills.content AnalysisNext part is conte

6、nt analysis, it is usually one of the key part for successful lesson.The story in this book will inspire young readers to think about issues related to schoolwork, responsibility, friendship, and integrity.Characters 人物Main characters in this book are two best friends with totally different personal

7、ities and hobbies, Jess and Ben. Jess and Ben are next-door neighbors and also good friends, hut they have big differences in life. Ben enjoys school life and love many subjects like English, Math and Scicnce,whilc Jess likes playing computer games and watching TV more than school subjects.Plot故事情节T

8、he core of this story is the conflict between Ben and Jess and how do they solve the problems between them.One day a( school, they are given a surprise quiz on science class. Without answering anything, Jess turns to Ben and asks him for answers. Ben helps Jess but they didnt notice that their teach

9、er is just watching them.Ben gets zero points on the test and also a letter to his parents from science teacher. He is upset about the result.The climax of the story is when Ben gives the letter to his parents, he is grounded because of his behavior on science class.Then ,the storyline falls back, a

10、nd the problem is gradually resolved.Jcss talks with her parents about the truth on the science class. Though ihey are angry about her behavior, they are still very happy that now she is telling the truth and help her by talking with Bens parents. In the end of the story,Ben and Jess solve the probl

11、ems between them and Ben is going to give the real help to Jess by helping her study.After understanding the picture of the whole story, it is easy to see that the text structure well organized. The whole story is logical and clear. The explanation of ihe characters personalities adds to the plausib

12、ility of the story , and can attract students to think about the stories happens next.Language features of this story is quite clear, though the text is long,but it fulls of simple sentences that develop according to the storyline. It could also help students to understand the story.And the vivid il

13、lustrations provide much detailed information of this story, like how do other students react to Ben and Jess behavior on the test, and how do Ben and Jess feeling change according to the development of the story. Most importantly, it leaves some space fbr students to imagine. One of my homework is

14、just based on this.WHYThe story in this book will inspire young readers to think about issues related to schoolwork, responsibility, friendship, and integrity.For our students, solving conflicts with their friends is an important lesson because they are facing with such kind of problems everyday.Bes

15、ides, forgiving and understanding others are also as crucial as apologizing to sound personality development.Students AnalysisAnother key for a successful lesson is students analysis.Cognitive Characteristics of G3 students are that they have the interests of reading stories and likes to connect the

16、 story with their own life. They always like to share theifit-reminds-me moment with their teacher and friends after reading a story they enjoy. And students at this age begin to have social awareness and they also meet many conflicts with their friends in school life, thats why they need more relat

17、ionship skills to help themjike effective communication, sincere apology and seeking help from the adults.Learning style of students are various, thats the reason I need to Carry out a variety of activities to meet different learning styles.And this lesson is also based on the language knowledge the

18、y 4vc already learned. For example, (he vocabularies about emotions and school subjects, and structures of present continuous. Students have already learned the reading skill of identifying the problem and solution of a story in the previous reading experience ,Rainbow Fish. And they could have inde

19、pendent and collaborative learning activities through our daily learning activities.Teaching Objectives:Next I want to talk about students learning objectives of this story.By (he end of this lesson,students will be able to :Understand the whole stoiy and identify the plot of this story.Use like /do

20、irt like /love to talk about what are the preference of the two main characters.Connect the story with students themselves and try to solve the problems in the story from their perspective by using present continuous structure.Students could understand the importance of effective communication to re

21、solving conflicts constructively, and seek help and support from adults when needed.The key points is to understand the whole story,so I am going to use picture scaffolds like,doing picture walk, using graphic organizers to help students, and wrap up the whole story after reading. The difficulties i

22、s when students connect the story with their own life.Based on my experience of teaching with my students, using language scaffold is my first choice to fix up this situation, which can give students direction of oral expression.Teaching ProcedureNext part is my teaching procedure.First, I am going

23、to share a poem about friends with my students, then lead in the story with the introduction of two main characters to start a free talk about students them self. Who is your best friend? How arc you the same as your fricnd?hov arc you the different? And use teachers pictures to demonstrate the answ

24、ers. The purpose is to activate students background knowledge about friendship and give them a chance to talk about their own friends freely,and prepare for comparing and contrasting Ben and Jess.Next, its the part of preparing students for a formal reading of the story. Using picture walk and sever

25、al questions to practice their awareness of print concept make prediction of the story by going through the pictures in the book.Then, I am going to use guided reading to introductions to the main character and let students to get (he basic information of the characters. The next part is a students

26、centered guided reading by Using Venn diagram to compare and contrast the two main characters of this book to build the information in depth.The next part is the main plot in the story. The plot development of this story is very detailed, so I am going to organize the story with the aids of graphic

27、tools-the plot mountain, which is much more clear for students. The first part is to work through the development of the problem, how does ihis story go to (he climax. Student read (he 15 with guided questions (o sort out the storyline and summarize the conflicts and contradictions in the story. Stu

28、dents can also make prediction to what happens nest by an imaginary question,f you are Jess, what will you do?”By solving the problems in the story from their perspectives, students could predict how does Jess solve the problem. Here are some answers from my students. They all have their wonderful a

29、nswers.After identifying the problem in this story, students are so curious of figuring out the solution.they arc going to read 19 to confirm their inference while reading the rest part of the story and sequence the story elements. A good picture book must leave some blank space for students to imag

30、ine. Here on Page 18, Jess is looking for help from her parents, they have a serious talk. This blank space give students a chance to add a dialogue based on the learning of previous part of the story.By doing the role-play, it is possible fbr students to retell the story in Jess voice and give advi

31、ce from a parental perspective. Here are some conversations my students made.In the end of the lesson, I am going to visualize the story through plot Map and Problcm&Solution Map to wrap up the story. Plot changes are more clear and direct to students. The last part is the connections to themselves.

32、Learn to apologize,to forgive,to be honest,to ask for help from other adults and how to help others are some importantThe homework of this lesson is to retell this story to your parents or your friends,write a note to Bens parents by Jesss voice and finish their evaluation form.After delivering this

33、 lesson, I also rellect on the teaching proceduresoFirst, Adequate text analysis is a premise and guarantee for the smooth running of the class.This story is characterized by a complex plot. Adequate text analysis can help teachers sort out the plot,identify the focus of the teaching and helps students get the development of the