《Reading 1 Never give up》教案牛津译林版初中英语

安徽省马鞍山市第八中学殷俊11/05/2012Teachingplan9AUnit4GrowingupReading=1\*ROMANINameDateCourseBookNameUnitSchoolGradeMainLessonFocusReadingLessonLength45minsTeachingobjectives:1.Knowledgeobjectives:Bytheendofthislesson,studentswillbeableto(1)recognizethenewwordsandphrases:scholarship,stand,career,graduate,slamdunk,juniorhighandseniorhigh.(2)applythenewword“achievement”andthenewphrase“succeedindoingsth”.(3)comparethenewword“university”withthenewphrase“juniorcollege”.2.Abilityobjectives:Bytheendofthislesson,studentswillbeableto(1)guessthemeaningofthenewwordsandphrases:graduate,university,juniorhigh,seniorhighandjuniorcollege.(2)improvethepredictingabilityaboutthetopicandthecontentaccordingtothepicturesandthetitle.(3)useskimmingtogetthemainideaofthearticle:Throughhardwork,youcandoalmostanythingifyounevergiveup.Andalsouseskimmingtoidentifythemainideaofeachpart.(4)usescanningtofindthespecificinformationtocompleteSpud’sprofileandalsofindthetimecluesaswellasSpud’sdifficulties.3.Emotionalobjectives:Bytheendofthislesson,studentswillbeableto(1)beinspiredbythespiritfromSpudandotherfamouspeople:Nevergiveup.(2)gettoknowthatrightchoicesandpositiveattitudesdetermineourfuture.Teachingkeyanddifficultpoints:1.Tohelpstudentsunderstandthearticleclearlyandimprovetheirreadingabilitythroughvariousactivities.2.Tohelpstudentsrealizethesignificanceofthespirit:Nevergiveup.3.Togetallthestudentsinvolvedandorganizethecooperativeworkeffectively.Teachingmethods:1.PWPmodel2.ScaffoldingmodelTeachingaids:themicrocourse,themultimedia,theblackboardandthestudent’sworksheetsLearningmethods:1.Autonomouslearningmethod2.CooperativelearningmethodTeachingprocedures:StagesStepsPurposesInter-actionsProceduresStage1pre-reading(5mins)Step1Leading-in(2mins)TodrawSs’attentionandleadSstoenterthereadingsituationrapidly.T-SsLeadinthetopicbypredictingthepicturesandfindingthekeywordsinthetitle.Step2Presentation(3mins)TomotivateSs’readingexpectation.T-SsAnswerthequestions:·WhatdotheNBAplayerslooklike?·Whatwillbetalkedaboutinthearticle?Stage2While-reading(26mins)Step1Overallreading(6mins)1.Toreadforthegist.2.Toreadforthestructure.3.TohelpSsunderstandthetimeordermoreclearlyandbuildupthescaffoldingforthelatteractivity:DivideSpud’sbasketballcareerintodifferentstages.T-Ss1.Skimtogetthemainideaofthewholearticle.2.Findoutthestructureofthearticleandmatchthemainideaofeachpart.3.Answerthequestion:·Inwhichorderisthisarticleintroduced?4.Guessingthemeaningofsomenewwordsandphrases.5.Answerthequestion:·What’sthestyleofthearticle?Step2Detailedreading(7mins)1.Toreadfortheinformation.2.Tobuildupthescaffoldingforthelastoutput:Oralreport.T-SsIndivi-dualwork1.Scanthearticletounderlinetheanswerstosomewh-questions.2.FillinSpudWebb’sprofile.3.RetelltheprofileinSs’ownwords.Step3Furtherreading(13mins)1.TocultivateSs’cooperativelearningability.2.ToexperiencehowgreatSpudwas.3.TohelpSsthinkdeeperbysummarizingSpud’squalities.4.TocultivateSs’creativeandcriticalthinkingability.GroupworkT-Ss1.ReadthemainbodyagainanddivideSpud’sbasketballcareerintodifferentstagesaccordingtothetimeorder.2.FindoutSpud’sachievementsatdifferentstages.3.PickoutthesentencesthatcandescribeSpud’sdifficulties.4.ProvidemorequestionsforSsandguidethemtosumupSpud’spreciousqualities.Stage3Post-reading(14mins)Step1Groupdiscussionandpresentation(11mins)1.TomakeSshelpeachotherandlearnfromeachother.2.ToexpandSs’horizon,developtheirthinkingabilityandpracticetheirspokenEnglish.3.TohelpSsunderstandtheoralreportbetter.GroupworkIndivi-dualworkSs-SsT-SsAskSsaquestiontoknowtheiropinionsfirst.2.Discussandchooseapersontogivetheoralreport.3.Givetheassessments.Step2Summary(2mins)TotakelearningfurtheranddeeperbymakingasummaryT-SsMakeasummarytohelpSsrecallthecontentsthatwehavelearntinthisclass.Step3Assignment(1min)ToconsolidatewhatSshavelearnedandextendthestudyinclasstotheoutsideclass.Indivi-dualworkSs-SsT-Ss1.Oral:Readthearticleagainandagainafterclassandsendthebestonetothe“ClassWechatGroup”.SearchformoreinformationaboutSpudWebbandsharehisstorywithyourfriendsorfamilymembers.2.Written:WritethereadingreportaboutSpudonthewritingsheetandgivetheself-assessment.Blackboarddesign:Teachingreflection:ThecontentthatItaughttodayiscalled“TheshortestplayerintheNBA”from9AUnit4,Module1.Inthisbook,eachunithas7sections,includingWelcometotheunit,Reading,Grammar,Integratedskills,Studyskills,TaskandSelf-assessment.Today’slessonisthesecondperiodofthisunit:Reading.ThethemeofthisunitisgrowingupandthearticleisaboutaretiredbasketballplayercalledSpudWebbwhoovercamehisshortcomingandfinallyachievedhisNBAdream.Thearticleisabiographywrittenintimeorder.Thesixparagraphscanbedividedinto3parts:introduction,mainbodyandconclusion.StudentscanlearnfromSpud’spreciousspirit:Nevergiveup.Andthesectionofreadingwillpavethewayforthefollowingsections,especiallythesixthone--Task:writing.AndmystudentsarefromGrade9,theyarecurious,energeticandquick-minded.ThoughtheyhavedifferentlevelsinstudyingEnglish,mostofthemhavetheenthusiasmtotakepartintheclassactivitiesandliketocooperatewitheachothertolearnsomethingnew.Inmyclass,manyboysarecrazyaboutbasketball.SothesestudentsarefamiliarwiththeNBA,butmostofthegirlsarelackoftheknowledgeinthisaspect.Toarouseallmystudents’interest,ImadeamicrocourseabouttheNBA.Studentswillwatchitbeforethelesson.ThebackgroundknowledgeabouttheNBAwillhelpthemunderstandthereadingmaterialsbetter.Andmystudentshaveknownsomereadingstrategiessuchaspredicting,skimmingandscanning.However,readingabilityisenhancinggraduallyandcontinuously,sointhisclass,differentreadingskillsarestilltrainedtodevelopstudents’readingability.Toleadinthelesson,I’lldirectlyinvitestudentstopredicttoday’stopicbylookingatthepicturesandfindingthekeywordsinthetitle.AfterknowingthetopicandtalkingsomethingabouttheNBA,I’llaskthem:“WhatdotheNBAplayerslooklike?”Studentsmaygivemetheanswerslike:Theyareverytall,strongandsoon.Then,I’llinvitethemtofindthecontrastinsomepictures.Bythevividvisualimpact,studentswillrealizethatSpudisreallyshortasanNBAplayer!Thusstudentscanpredict“Whatwillbetalkedaboutinthearticle?”moreaccuratelyandenterthereadingsituationrapidly.Soatthepre-readingstage,students’attentionisdrawn,readingexpectationismotivatedandpredictingskillistrainedtwice.Next,cometothewhile-readingstage,whichconsistsofthreesteps.Overallreadingisdesignedtoreadforthegist.First,I’llinvitestudentstoskimthearticletofindthemainideaandalsopayattentiontothefirstandthelastparagraphs.Soit’llbeeasyforstudentstoseethestructureandidentifythemainideaofeachpart.Afterknowingtheideasandthestructurebyskimming,I’llaskstudentstwoquestions:Inwhichorderisthisarticleintroduced?Andwhat’sthestyleofthearticle?Intheprocessoffindingtheanswerstothequestions,studentswillgettoknowthewritingstylebetter,meanwhile,trytoguessthemeaningofthenewwordsandphrasessuchas:graduate,juniorhigh,seniorhigh,juniorcollegeanduniversity.Thesewordsandphraseswillhelpstudentsunderstandthetimeorderofthearticlemoreclearlyandbuildupthescaffoldingforthelatteractivity:DivideSpud’sbasketballcareerintodifferentstages.Afterthat,it’stimefordetailedreading.I’llaskstudentstoscanthearticletofindtheanswerstothesewh-questions.Withtheanswers,fillinSpud’sprofileandretellitintheirownwords.Theseactivitieswilltransferthestructureanalysistotheinformationanalysis.Scanningskillisimproved.AndretellingSpud’sprofileintheirownwordswillbuildupthescaffoldingforthelastoutput:Oralreport.Aftertheformertwosteps,I’llguidestudentstodothefurtherreading.StudentswillreadthemainbodyagaintodivideSpud’sbasketballcareerintodifferentstagesaccordingtothetimeorder.Thisworkisalittledifficultfortheindividual,sogroupdiscussionisusedtocultivatetheircooperativelearningability.ThenfindoutSpud’sachievementsatdifferentstagestoexperiencehowgreatSpudwas.Afterwards,I’lldirectstudentstofocusonthelanguage.TheywillpickoutthesentencesthatcandescribeSpud’sdifficulties.Furthermore,I’llguidestudentstosumupSpud’spreciousqualitiesontheirown.Inthisprocess,morequestionswillbegiventothestudentstohelpthemthinkdeeper.Forexample:Doyouthinkheightisreallythemostimportantthingtoabasketballplayer?What’smoreimportant?WhatdidSpudprove?Herestudentswillfeelthestereotypeabouttheheightofbasketballplayerssothattheycanunderstandhowtojudgepeoplecomprehensively.Students’criticalthinkingiscultivatedhere.FromfindingSpud’sachievementsanddifficultiesandsummarizinghisqualities,studentswillgetdeeperthinkingaboutthespirit:Nevergiveup.Nextstageisforpost-reading.First,I’llaskstudentsthequestion:WhodoyouknowissimilartoSpudthathasabigdreamandtheshortcoming?Butfinally,thepersonrealizedthedreamwiththespirit:Nevergiveup.Afterknowingmystudents’opinions,I’llprovidetimeandreferenceinformationforthemtodiscussandpreparefortheoralreport.Aftergivingthereport,assessmentsfromotherstudentsandtheteacherwillhelpstudentsunderstandtheirworkbetter.Inaword,thisstepfocusesontheprocessofunderstandingandprocessingtheinformation,it’susedtoexpandstudents’horizons,developtheirthinkingabilityandpracticetheirspokenEnglish.Neartheendofthislesson,I’lltakesometimetosummarizewhatislearnedinthisclass.Byhelpingstudentstoreferbacktothelearningobjectivesaswellascreatingasenseofachievementandcompletion,itwilltakelearningfurtheranddeeper.Aftergivingthelesson,Ithinkmylessonhassomehighlightsasfollows:First,myteachingplanisdesigneduponthearticleanalysis.Sofromtheverybeginningtotheend,Ipaymoreattentiontostudents’naturalcognitiveprocess.Andfrominputtointake,thentotheoutput,Iputeffortstoarrangetheminprogressiveprocedures.Intheoverallreadingstep,Ifocusonthestructureandthegoodunderstandingofthewholearticle.Inthedetailedreadingstep,Ifocusontheinformation.Andinthefurtherreadingstep,Itrytoleadmystudentstounderstandthemeaningbeyondthelines.AndwiththeproperscaffoldingthatIbuildupinmyteachingprocedures,Iintendtohelpstudentsachievetheleapfromlower-orderthinkingtohigher-orderthinking.Second,differentmindmapsareusedtotransferthelongpassagestovividpicturesandconciseexpressions.They’llhelpstudentsunderstandthestructureofthearticleclearlyandrecalltheinformationeasily.Lastbutnotleast,accordingtotheScaffoldingmodel,ef