《Reading 1 Never give up》教案牛津译林版初中英语

Teaching plan9A Unit4Growing upReadingIName DateCourseBook NameUnitSchool GradeMainLesson FocusReading LessonLength45minsTeaching objectives:

1.Knowledge objectives:By the end of this lesson,students w川be ableto1recognize the new words and phrases:scholarship,stand,career,graduate,slam dunk,junior highand seniorhigh.2apply the new word“achievement and the new phrase“succeed indoing sth”.3compare thenew word“university”with thenewphrase“junior college”.

2.Ability objectives:By theend of this lesson,students will be ableto1guess the meaning of thenewwords and phrases:graduate,university,junior high,senior highand juniorcollege.2improve the predicting abilityabout the topic and the contentaccording to the pictures and the title.3use skimmingto get the main idea of the article:Through hardwork,you cando almostanything ifyou nevergiveup.And alsouse skimmingto identifythe main idea of each part.4use scanningto find the specificinformation tocomplete Spuds profile and also find the timeclues aswell asSpudsdifficulties.

3.Emotional objectives:By theend of this lesson,students willbe ableto1be inspiredby the spirit fromSpud andother famouspeople:Never giveup.2get to know thatright choicesand positiveattitudes determineour future.Teaching keyand difficultpoints:

1.To helpstudents understand the article clearly andimprove theirreading abilitythrough variousactivities.

2.To helpstudents realizethe significanceof the spirit:Never giveup.

3.To getall the students involvedand organizethe cooperativework effectively.Teaching methods:

1.PWP model

2.Scaffolding modelTeachingaids:the microcourse,the multimedia,the blackboardand the students worksheetsLearningmethods:

1.Autonomous learningmethod

2.Cooperative learningmethodTeaching procedures:InteractioStages StepsPurposes ProceduresnsSteplLeading-in T-Ss Leadin thetopic bypredicting thepicturesTo drawSs attentionStage12mins andfinding thekey words in thetitle.and leadSs toenter thepre-reading situationrapidly.readingStep2Answer thequestions:To motivateSs readingT-Ss5minsPresentation,What do the NBAplayers look likeexpectation.3mins,What willbe talkedabout in the article

1.To readfor thegist.T-Ss

1.Skim togetthe main idea of thewholeStep

12.To readfor thearticle.Overall readingstructure.

2.Find outthe structureof the article and6mins

3.To help Ssmatch themainideaofeach part.understand the time

3.Answer thequestion:order moreclearly,In whichorder isthis articleintroducedand build up the

4.Guessing themeaning ofsome newscaffolding for thewordsand phrases.latter activity:Divide

5.Answer thequestion:Spuds basketball,Whafs the style of the articlecareer into differentstages.Stage

21.Scan the article tounderline the answersStep2T-Ss

1.To readfor theWhilereadto somewh-questions.Detailed reading7information.ing

2.Fill inSpud Webbsprofile.mins

2.To build up theIndividual26mi ns

3.Retell theprofile inSs ownwords.scaffoldingfor the lastworkoutput:Oral report.

1.To cultivateSsStep3Group

1.Read themain bodyagain anddividecooperative learningFurtherreading workSpuds basketballcareer intodifferentability.13mins stagesaccording to the time order.

2.To experience how

2.Find outSpuds achievementsat differentgreat Spud was.stages.

3.To helpSs thinkT-Ss

3.Pick outthe sentencesthat candescribedeeper bySpudsdifficulties.summarizing Spuds

4.Provide more questions forSs andguidequalities.

4.To cultivateSs themto sumup Spuds precious qualities.creative andcriticalthinking ability.Step1Group

1.Ask Ssa questionto knowtheir opinions

1.To makeSs helpeachGroup discussionwork first.other andlearn fromandpresentation

2.Discuss andchoose aperson togive theeachother.11mins Individualoral report.

2.To expandSswork

3.Give theassessments.horizon,develop theirthinking ability andSs-Sspractice theirspokenT-SsEnglish.

3.To helpSsunderstand the oralStage3report better.Post-To takelearning furtherT-Ssreading Step2Summary and deeper bymaking aMake asummary to helpSsrecall the14mins2mins summarycontents thatwe havelearnt in this class.I.Oral:Step3To consolidatewhat SsIndividualRead thearticle againand againafterAssignment havelearned andworkclass andsend thebest oneto the“Class1min extendthe studyin classWechatGroup”.to theoutside class.Ss-SsSearch formore informationabout SpudWebband sharehis storywith yourfriendsT-Ssor familymembers.

2.Written:Write thereading reportabout Spudonthe writing sheet andgive theselfassessment.Blackboard design:9A Unit4Growing upReadingITopic:The shortestplayer in the NBAReadmeskills:*1Different stages:C PredictinaInjunior highSkimmingInsenior high「at junior collegeGraduated fromhigh school-Scanning°at universityGraduatedfrom university-►in1985-►in1986Spuds qualities:bravehard-workingorganized\Never giveup!well-preparedwiseTeaching reflection:The contentthat Itaught todayis calledThe shortestplayer in the NBA”from9A Unit4,Module!.In thisbook,each unithas7sections,including Welcome to theunit,Reading,Grammar,Integrated skills,Study skills,Taskand Self-assessment.Todays lessonis thesecond periodofthisunit:Reading.The themeofthisunit isgrowing upand thearticle isabouta retiredbasketball playercalled SpudWebb whoovercame hisshortcoming andfinally achievedhis NBAdream.The articleis abiography writtenin timeorder.The sixparagraphs canbe dividedinto3parts:introduction,main bodyand conclusion.Students canlearn fromSpudspreciousspirit:Never giveup.And thesectionof readingwill pavethe wayfbr thefollowing sections,especially thesixth one—Task:writing.And my students arefrom Grade9,they arecurious,energetic andquick-minded.Though theyhave differentlevelsin studyingEnglish,most of them havethe enthusiasmto takepart in the classactivities andlike tocooperatewith eachother tolearn somethingnew.In my class,many boysare crazyabout basketball.So thesestudents are familiarwith the NBA,but mostof thegirls arelack of the knowledgeinthis aspect.To arouseall mystudents5interest,I madea microcourse about the NBA.Students willwatch itbefore the lesson.Thebackground knowledgeabouttheNBA will help themunderstandthereading materialsbetter.And my studentshave knownsome readingstrategies suchas predicting,skimming andscanning.However,reading abilityisenhancing graduallyand continuously,so inthis class,different readingskills arestill trainedto developstudentsreading ability.To leadinthelesson,Ill directlyinvite students to predicttodays topicby lookingat thepictures andfinding thekeywordsinthetitle.After knowingthetopicand talkingsomething abouttheNBA,Til askthem:What dotheNBA playerslooklike”Students maygive methe answerslike:They arevery tall,strong andso on.Then,Illinvite themto findthe contrastin somepictures.By thevivid visualimpact,students willrealize thatSpud is reallyshort asan NBAplayer!Thus studentscan predict“What willbe talkedabout inthearticle”more accuratelyandenter thereading situationrapidly.So atthepre-reading stage,students9attention isdrawn,reading expectationismotivated andpredicting skillis trainedtwice.Next,cometo the while-reading stage,which consistsof threesteps.Overall readingis designedto readfbrthe gist.First,Fil invitestudents toskim thearticle tofindthemainideaandalsopay attention tothefirst andthelast paragraphs.So itllbe easyfbr students to seethe structure and identifythemainideaofeachpart.Afterknowing theideas andthe structureby skimming,ril askstudents twoquestions:In whichorder isthis articleintroducedAnd whatsthestyleof thearticle In the processof findingtheanswers tothequestions,studentswill gettoknowthe writingstyle better,meanwhile,try toguess themeaning ofthenewwordsandphrases suchas:graduate,junior high,senior high,juniorcollegeand university.These wordsandphraseswillhelp studentsunderstand thetimeorderofthearticle moreclearly andbuild upthe scaffoldingfor thelatter activity:DivideSpuds basketballcareer intodifferent stages.After that,its timefbr detailed reading.Til askstudents toscan thearticle tofindtheanswerstothesewh-questions.With theanswers,fill inSpuds profileand retellit intheir ownwords.These activitieswill transferthe structure analysistothe information analysis.Scanning skillis improved.And retellingSpudsprofilein theirownwords willbuildupthe scaffoldingforthelast output:Oral report.After theformer twosteps,Ill guidestudentstodothefurther reading.Students willread themain bodyagainto divideSpuds basketballcareerintodifferent stagesaccording tothetimeorder.This workisalittle difficultforthe individual,so groupdiscussion isused tocultivate theircooperative learningability.Then findout Spudsachievementsat differentstages toexperiencehowgreatSpudwas.Afterwards,Ill directstudentstofocus onthelanguage.They willpick outthe sentencesthat candescribe Spudsdifficulties.Furthermore,ril guidestudentsto sumup Spudsprecious qualitieson theirown.In thisprocess,morequestionswillbe given tothestudents tohelp themthink deeper.For example:Do youthink heightisreallythe mostimportant thingto abasketballplayer Whatsmore importantWhat didSpud proveHere students will feelthe stereotypeaboutthe heightof basketballplayers sothat theycan understandhow tojudge peoplecomprehensively.Students5critical thinkingis cultivatedhere.From findingSpuds achievementsand difficultiesand summarizinghisqualities,studentswillget deeperthinking aboutthespirit:Never giveup.Next stageis forpost-reading.First,Ill askstudents thequestion:Who doyou knowis similarto Spudthathas abig dreamandtheshortcoming Butfinally,the personrealized thedream withthespirit:Never giveup.After knowingmystudents9opinions,Fil providetime andreference informationfor themto discussand preparefortheoralreport.After givingthe report,assessments fromother studentsandtheteacher willhelpstudentsunderstand their workbetter.In aword,this stepfocuses on the processof understandingand processingtheinformation,its used to expandstudents5horizons,develop theirthinkingabilityand practicetheir spokenEnglish.Near theend ofthis lesson,Ill takesome timeto summarizewhat islearned inthis class.By helpingstudentsto referback tothe learningobjectives aswell ascreating asense ofachievement andcompletion,it willtakelearning furtheranddeeper.After givingthelesson,I thinkmy lessonhas somehighlights asfollows:First,my teachingplan isdesigned upon thearticleanalysis.So fromthe verybeginning totheend,I paymoreattentiontostudents9natural cognitiveprocess.And frominput tointake,then tothe output,I putefforts toarrangethem inprogressive procedures.In theoverall readingstep,I focusonthestructureandthe goodunderstandingofthewhole article.Inthedetailedreadingstep,I focusontheinformation.And inthe furtherreadingstep,I try to leadmystudentsto understandthemeaningbeyond thelines.And withthe properscaffoldingthat Ibuildupin myteaching procedures,I intendtohelpstudents achievethe leapfrom lower-orderthinking tohigher-order thinking.Second,different mindmaps are usedtotransfer thelong passagesto vividpicturesand conciseexpressions.Theyll helpstudents understandthestructureofthearticleclearlyand recalltheinformationeasily.Last butnot least,according tothe Scaffoldingmodel,effective assessmentsareusedin myteachingprocedures,especially inmy assignment.The studentswritingsheetis oneoftheresults fromthe teachingandresearch project,its reallygood togive assessmentsfrom differentways fortheteacher,the studentsandtheirclassmates.And mylesson alsohas someflaws.First,my abilityoftheclassroom managementshould beimproved.Sometimes Icant givethe orderin anaturalway,so studentscant getthemselves involvedinthelearning situationautomatically.Second,though Itryto be friendlyand wantto leadinthelesson ina directandconciseway,I ignorethat asteenagersin Grade9,students stillprefer toaccept amore interestingand attractiveway toarouse theirreadinginterest andactivate theirprior backgroundinformation store.So atthe beginningofthislesson,I failedto makethemfeel relaxedand takepart inthe activitiesbravely inmyclass.Third,more effectiveinstructions shouldbegivento bethestudentsespecially whenstudentsaredoing thegroupwork.I shouldcome upwith amore propermethod toguide allthestudentsto expresstheir opinionsactivelyand playthe importantand necessaryroles inthe cooperativework.In aword,I amstill onthe waytobean excellentteacher.I willwork harderinthefuture.。