Module 4 Seeing the doctor Unit2 We have played football for a year now教案

Module 4 Seeing the doctor
Unit 2 We have played football for a year now.
Analysis of the text
[What] The theme is people and self – healthy living. Anna, Wang Wei, Thomas and Richard talk about their experiences of healthy living. It focuses on the changes in health condition that exercise brings them.
[Why] The purpose is to encourage students to find suitable ways to do exercise and
keep doing it to keep healthy through four people’s experiences.
[How] The passage is a narrative which consists of four paralleled paragraphs about four people’s real life experiences of healthy living. Each paragraph is mainly written in time order. The contrast between past and now and the contrast between good results and the bad result are given to show the importance of doing suitable exercise. Key words involve health and exercise, such as active, sleepy, weak, illness, exercise, awful and condition. Key grammar is Present Perfect Tense which is used to describe how long the characters have done exercise.
Analysis of the students
[What they knew] The target students are eighth graders. They have adequate vocabulary about the topic of healthy living and developed abilities in reading and writing to some extent.
[What they wonder] They have difficulties in higher order thinking and discourse
analysis.
[What they will learn] They will learn about how to do the suitable exercise and keep healthy.
Teaching objectives
By the end of the class, the students will be able to:
acquire detailed information about four people’s healthy living experiences.
structuralize and integrate the whole course and logic of describing sequence of events.
analyze the characters’ behavior and results and internalize the passage by sharing the characters’ experiences in a support group.
evaluate the figures of speech in the passage and find out the suitable exercise for
Richard and express their own opinion on other healthy life styles.
talk and write about Collin’s experience of healthy living.
Teaching key points
Scaffolding students to acquire detailed information about four people’s healthy living experiences.
Guiding students to structuralize and integrate the whole course and logic of
describing sequence of events.
Leading students to analyze the characters’ behavior and results and internalize the passage by sharing the characters’ experiences in a support group.
Organizing students to talk and write about Collin’s experience of healthy living.
Teaching difficulties
1. How to help students to evaluate the figures of speech in the passage and find out the suitable exercise for Richard and express their own opinion on other healthy life styles.
Teaching approach
Task-based approach, communicative approach
Teaching procedures
Step 1 Pre-reading
Free talk. Students talk about the following questions.
1 What kind of exercise do you usually do 2 How long have you done it
Purpose: To lead in the topic and activate background knowledge and experiences about the topic.
Look and describe. Students look at the pictures and talk about what they are
doing in the pictures and if their lifestyles are healthy or not.
Purpose: To lay the groundwork for reading and remove the barriers of new words and phrases. To develop ability in viewing.
Predict. Students look at the five pictures and the title of the passage to predict
what the passage is about.
Purpose:To develop predictive skill and engage reading expectation.
Step 2 While-reading
Read and find out the main characters of the passage and match the characters with the pictures.
Purpose: To apply cognitive strategy and train reading strategies.
Read for details. Students read the paragraphs one by one and fill out the flow charts according to time order.
Purpose: To acquire detailed information from the passage and form a new structure of describing sequence of events.
Classify the information into four categories: problem/situation, advice, measure
and result.
Purpose: To understand the explicit logic of the passage and form the structure of the logic in describing experiences.
Read and think. Students read the passage again and answer the following
questions.
Who got good results
How long have they done exercise 3 What can you learn from them
4 Which two changed the most 5 How did exercise change them 6 Who got a bad result
7 Why (He said “Perhaps I am too weak to do any sports.” Do you agree ) 8 What can you learn from him
Purpose: To comprehend the discourse connotation and explore the value of doing suitable exercise. To foster critical thinking quality.
Read the passage again and think about how the passage helps us understand the
importance of healthy living. Find out the figures of speech in the passage.
Purpose: To analyze the relevance between the figures of speech and the thematic meaning of the passage.
Step 3 Post-reading
Discuss. Students discuss the following questions with their partners. 1 Can you help Richard find some suitable exercise to do
2 What other advice can you give him besides doing exercise
Purpose: To imagine suitable ways to solve Richard’s problem and strengthen understanding of the thematic meaning. To think of other healthy life styles to extend the knowledge learned.
Work in pairs. Look at the pictures of Collin and ask and answer the following
questions.
What was Collin’s problem
Why did he have such a problem
What advice did the doctor give him 4 What happened next
5 How does he feel now
Purpose: To express their own opinions and solve new problems creatively in a new context based on the structure learned.
Write. Students write about Collin’s story by themselves.
Purpose: To transfer reading to writing skill and apply language learned.
Summarize the lesson. Students think about what they have learned in the lesson from content, knowledge and value. Reiterate the value of keeping health.
Purpose: To summarize the content and value of the lesson.
Assign homework.
Write about your own experiences of healthy living.
Interview your desk mates and find the most suitable exercise for him/her. Purpose: To develop ability in creating and transferring with their own experiences and extend knowledge and value learned beyond class.
Blackboard design
Module 4 Seeing the doctor
Unit 2 We have played football for a year now.
problem situation
advice decision
measure result plan
Teachin
At first
ent
Then Next Now
In the future
The teaching objectives of this lesson are designed based on the thorough analysis of the text and students. To achieve these objectives, students acquire detailed information about four people’s healthy living experiences. Thus they structuralize and integrate the whole course and logic of describing sequence of events. Next, they analyze the characters’ behavior and results and internalize the passage by sharing the characters’ experiences in a support group. Based on this, students evaluate the figures of speech in the passage and find out the suitable exercise for Richard and express their own opinion on other healthy life styles. Eventually, they are able to transfer into a new context and talk and write about Collin’s experience in healthy living. In this way, students develop their abilities from learning and understanding to practicing and applying to transferring and creating step by step through the activities.
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