黑布林英语阅读 A test for Jess教案

1、Teaching PlanTitle 绘本名称A Test for JessAuthor/illustrator 作者HerbertPuchta andGavin BiggsSeries 系列Hclbling Readers: TheThinking TrainMaterials Analysis 素材分析Characters人物Main characters: Jess and BenOther Characters: Science teacher, Bens parents,Jesss parentsSetting 背景The conflict happens during a surp

2、rise test on science class at school.Story line故事主线Plot （故事情节）PPT上用山形图展示Exposition:故事开端，交代人物及背景PPT上用韦恩图展示Jess and Ben are nexl-door neighbors and also good friends, but they have big differences in life. Ben enjoys school life and love many subjects like English, Math and Science,while Jess likes pl

3、aying computer games and watching TV more than school subjects.Rising action:故事开展，矛盾或者问题产生，故事开始向高潮开展One day at 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 （hat their teacher is j

4、ust 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.Climax:故事高潮（激动人心的局部），主人公开始有解决问题的方法 Ben is grounded because of his behavior on science class that night and he stops talking to Jess the next day Jess tries to talk w

5、ith Ben but he is quiet.Falling action:故事情节回落，问题逐渐得到解决Jess talks with her parents about the truth on the science class. Though they are angry about her behavior, they are still very happy that now she is telling the （ruth and help her by talking with Bens parents.Resokition:故事结尾，结局-问题得到解决，交代其他的一些故事情

6、节使故 事结局更合理）Ben and Jess solve the problems between them and Ben is going to give the real help to Jess by helping her study.Problem & Solution （冲突与解决）Problem :They are caught cheating on the test, and Ben is grounded because of this.Solution 1:Jess tries to talk with Ben, but it doesnt work.Solution

7、 2:Jess talks with her parents for help, and her parents talk with Bens.SEL connections社会情感教育Self-awareness 自我意识Identifying ones emotions Demonstrating honesty and integritySocial awareness 社交意识Showing concerns for the feelings of others.Relationship skills 交往技巧Communicating effectively.Resolving co

8、nflicts constructively.Seeking or offering help and support when needed.Responsible decision-making 做负责认的决定Learning how to make a reasoned judgment after analyzing information, data, and factsIdentifying solutions for personal and social problemsStudent Analysis学情分析Student Analysis 学情分析年级：学生为3年级学生教学

9、背景：在第一学期中，通过校本课程，利用均衡阅读教学法开展阅读教学，学生 的阅读量比拟大，阅读习惯校好。语言能力：学生整体阅读能力较强，但同时分层较明显。知识技能：Details Of Interest 兴趣点挖掘本书中的故事情节与学生的生活实际非常贴切，Jess面对与Ben的友情问 题，不知如何解决的状态，与学生的实际非常贴切。同时，故事中的冲突 也能够吸引学生继续阅读。The storyline in this book is closely relevant to the students real life. The state of Jess facing the friendship

10、 problem with Ben and not knowing how to solve it is very relevant to the students school life. At the same time, the conflict in the story can attract students to continue reading.Sessions总课时3Suggested time具体安排Session 1 第一课时：Learning key words and expressions and focus more on the language.Session

11、2 第二课时：Focus more on the plot of this book.Session 3第三课时：Using after reading activities to extend the learning content.Teaching PlanDriving Question驱动问题Teaching Objectives 教学目标Students could be able to :Understand the whole story and identify (he plot of this story.Use like /dont like /love to talk

12、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 resolving con 11 icls con

13、siructively, and seek help and support from adults when needed.Analysis of the important and difficult points of teaching 教学重难点分析Connect the story with students themselves and try to solve the problems in the stoi-y from their perspective by using present continuous structure.Students could understa

14、nd the importance of effective communication to resolving conflicts constructively, and seek help and support from adults when needed.Reading strategies阅读策略Making prediction 做预测Problem and solution问题和解决方式Making connections-Text to Self 建立联系Teaching Props 教学辅助PPTBook:A test for JessTimeItemTeachers G

15、uideStudents GuideSteps & Teacher TalkDesign Purpose4，Warm upRead a poem about friends.A Kind FriendA kind Friend says, leTs playA kind Friend says, lets shoreA kind Friend says, 7m sorryA kind Friend says, 1 carerIntroduce the characters,Jess and Benjo students.Hello, Im Jess And this is my best fr

16、iend Ben Who is your best friend?ifWhal do qou like about your friend?What do you olten do loqelher?Ask students questions about their friends:Who is your best friend?(optional)What do you like about your friend?How are you the same as your friend? How arc you different?Active students background kn

17、owledge about friends and give them a chance to talk about their own friends.Students could talk about their friends.6 Before readingWhile20，readingReview(vocabulary activity)Review the key words in this book :nervous,embarrassed,upset,bored,geography, historyReview the key expression in this book :

18、 next-door, neighbour, daydream, be grounded,in troublePicture walkStudents go through all the pictures in the book to get (he whole idea of the story.After the scanning, teacher could ask some questions:Can you read the title?Whal can you see in the picture ?What do you think this stoiy will be abo

19、ut?Lets start reading and see if you re right.Read 3 with students and introduce the characters in the story.Students read P4-7 and compare and contrast Jess and Ben.Questions:What are the similarities between them?1 .Students2.1mprove their awareness of print concept and make prediction of the stor

20、y.Students goStudents work inthrough the wholegroups to read andstory by guidedanswer thequestions to understand the main plot of the story and details of every page.questions.What are the differences between them ?Students read 15 and summarize the problem of this part.Questions:What s the problem?What s the sequence of the problem?What would you do if you were Ben during the science class?What happens next?Students read 20 and answer the ques