牛津译林版九年级上册Unit 4 Growing up Reading 1 Never give up教案

Teaching plan
9A Unit 4 Growing up
Reading I
Teaching objectives:
1. Knowledge objectives: By the end of this lesson, students will be able to (1) recognize the new words and phrases: scholarship, stand, career, graduate, slam dunk, junior high and senior high. (2) apply the new word “achievement” and the new phrase “succeed in doing sth”.(3) compare the new word “university” with the new phrase “junior college”.
2. Ability objectives: By the end of this lesson, students will be able to(1) guess the meaning of the new words and phrases: graduate, university, junior high, senior high and junior college.(2) improve the predicting ability about the topic and the content according to the pictures and the title.(3) use skimming to get the main idea of the article: Through hard work, you can do almost anything if you never give up. And also use skimming to identify the main idea of each part.(4) use scanning to find the specific information to complete Spud’s profile and also find the time clues as well as Spud’s difficulties.
3. Emotional objectives: By the end of this lesson, students will be able to(1) be inspired by the spirit from Spud and other famous people: Never give up.(2) get to know that right choices and positive attitudes determine our future.
Teaching key and difficult points:
1. To help students understand the article clearly and improve their reading ability through various activities.
2. To help students realize the significance of the spirit: Never give up.
3. To get all the students involved and organize the cooperative work effectively.
Teaching methods:
1. PWP model
2. Scaffolding model
Teaching aids:
the micro course, the multimedia, the blackboard and the student’s worksheets
Learning methods:
1. Autonomous learning method
2. Cooperative learning method
Teaching procedures:
Stages Steps Purposes Inter-actions Procedures
Stage 1pre-reading (5 mins) Step1Leading-in(2 mins) To draw Ss’ attention and lead Ss to enter the reading situation rapidly. T-Ss Lead in the topic by predicting the pictures and finding the key words in the title.
Step 2Presentation(3 mins) To motivate Ss’ reading expectation. T-Ss Answer the questions: What do the NBA players look like What will be talked about in the article
Stage 2While-reading(26mins) Step 1Overall reading(6 mins) 1. To read for the gist.2. To read for the structure.3. To help Ss understand the time order more clearly and build up the scaffolding for the latter activity:Divide Spud’s basketball career into different stages. T-Ss 1. Skim to get the main idea of the whole article. 2. Find out the structure of the article and match the main idea of each part.3. Answer the question: In which order is this article introduced 4. Guessing the meaning of some new words and phrases. 5. Answer the question: What’s the style of the article
Step 2Detailed reading(7 mins) 1. To read for the information.2. To build up the scaffolding for the last output: Oral report. T-SsIndivi-dual work 1. Scan the article to underline the answers to some wh-questions.2. Fill in Spud Webb’s profile.3. Retell the profile in Ss’ own words.
Step 3Further reading(13 mins) 1. To cultivate Ss’ cooperative learning ability. 2. To experience how great Spud was.3. To help Ss think deeper by summarizing Spud’s qualities.4. To cultivate Ss’ creative and critical thinking ability. Group workT-Ss 1. Read the main body again and divide Spud’s basketball career into different stages according to the time order.2. Find out Spud’s achievements at different stages.3. Pick out the sentences that can describe Spud’s difficulties.4. Provide more questions for Ss and guide them to sum up Spud’s precious qualities.
Stage 3Post-reading(14 mins) Step 1Group discussionand presentation(11 mins) 1. To make Ss help each other and learn from each other.2. To expand Ss’ horizon, develop their thinking ability and practice their spoken English.3. To help Ss understand the oral report better. Group workIndivi-dual workSs-SsT-Ss Ask Ss a question to know their opinions first.2. Discuss and choose a person to give the oral report.3. Give the assessments.
Step 2Summary(2 mins) To take learning further and deeper by making a summary T-Ss Make a summary to help Ss recall the contents that we have learnt in this class.
Step 3Assignment(1 min) To consolidate what Ss have learned and extend the study in class to the outside class. Indivi-dual workSs-SsT- Ss 1.Oral: Read the article again and again after class and send the best one to the “Class Wechat Group”.Search for more information about Spud Webb and share his story with your friends or family members.2.Written: Write the reading report about Spud on the writing sheet and give the self-assessment.
Blackboard design:
Teaching reflection:
The content that I taught today is called “The shortest player in the NBA” from 9A Unit 4, Module1. In this book, each unit has 7 sections, including Welcome to the unit, Reading, Grammar, Integrated skills, Study skills, Task and Self-assessment.
Today’s lesson is the second period of this unit: Reading. The theme of this unit is growing up and the article is about a retired basketball player called Spud Webb who overcame his shortcoming and finally achieved his NBA dream. The article is a biography written in time order. The six paragraphs can be divided into 3 parts: introduction, main body and conclusion. Students can learn from Spud’s precious spirit: Never give up. And the section of reading will pave the way for the following sections, especially the sixth one--Task: writing.
And my students are from Grade 9, they are curious, energetic and quick-minded. Though they have different levels in studying English, most of them have the enthusiasm to take part in the class activities and like to cooperate with each other to learn something new. In my class, many boys are crazy about basketball. So these students are familiar with the NBA, but most of the girls are lack of the knowledge in this aspect. To arouse all my students’ interest, I made a micro course about the NBA. Students will watch it before the lesson. The background knowledge about the NBA will help them understand the reading materials better. And my students have known some reading strategies such as predicting, skimming and scanning. However, reading ability is enhancing gradually and continuously, so in this class, different reading skills are still trained to develop students’ reading ability.
To lead in the lesson, I’ll directly invite students to predict today’s topic by looking at the pictures and finding the key words in the title. After knowing the topic and talking something about the NBA, I’ll ask them: “What do the NBA players look like ” Students may give me the answers like: They are very tall, strong and so on. Then, I’ll invite them to find the contrast in some pictures. By the vivid visual impact, students will realize that Spud is really short as an NBA player! Thus students can predict “What will be talked about in the article ” more accurately and enter the reading situation rapidly. So at the pre-reading stage, students’ attention is drawn, reading expectation is motivated and predicting skill is trained twice.
Next, come to the while-reading stage, which consists of three steps. Overall reading is designed to read for the gist. First, I’ll invite students to skim the article to find the main idea and also pay attention to the first and the last paragraphs. So it’ll be easy for students to see the structure and identify the main idea of each part. After knowing the ideas and the structure by skimming, I’ll ask students two questions: In which order is this article introduced And what’s the style of the article In the process of finding the answers to the questions, students will get to know the writing style better, meanwhile, try to guess the meaning of the new words and phrases such as: graduate, junior high, senior high, junior college and university. These words and phrases will help students understand the time order of the article more clearly and build up the scaffolding for the latter activity: Divide Spud’s basketball career into different stages.
After that, it’s time for detailed reading. I’ll ask students to scan the article to find the answers to these wh-questions. With the answers, fill in Spud’s profile and retell it in their own words. These activities will transfer the structure analysis to the information analysis. Scanning skill is improved. And retelling Spud’s profile in their own words will build up the scaffolding for the last output: Oral report.
After the former two steps, I’ll guide students to do the further reading. Students will read the main body again to divide Spud’s basketball career into different stages according to the time order. This work is a little difficult for the individual, so group discussion is used to cultivate their cooperative learning ability. Then find out Spud’s achievements at different stages to experience how great Spud was. Afterwards, I’ll direct students to focus on the language. They will pick out the sentences that can describe Spud’s difficulties. Furthermore, I’ll guide students to sum up Spud’s precious qualities on their own. In this process, more questions will be given to the students to help them think deeper. For example: Do you think height is really the most important thing to a basketball player What’s more important What did Spud prove Here students will feel the stereotype about the height of basketball players so that they can understand how to judge people comprehensively. Students’ critical thinking is cultivated here. From finding Spud’s achievements and difficulties and summarizing his qualities, students will get deeper thinking about the spirit: Never give up.
Next stage is for post-reading. First, I’ll ask students the question: Who do you know is similar to Spud that has a big dream and the shortcoming But finally, the person realized the dream with the spirit: Never give up. After knowing my students’ opinions, I’ll provide time and reference information for them to discuss and prepare for the oral report. After giving the report, assessments from other students and the teacher will help students understand their work better. In a word, this step focuses on the process of understanding and processing the information, it’s used to expand students’ horizons, develop their thinking ability and practice their spoken English.
Near the end of this lesson, I’ll take some time to summarize what is learned in this class. By helping students to refer back to the learning objectives as well as creating a sense of achievement and completion, it will take learning further and deeper.
After giving the lesson, I think my lesson has some highlights as follows:
First, my teaching plan is designed upon the article analysis. So from the very beginning to the end, I pay more attention to students’ natural cognitive process. And from input to intake, then to the output, I put efforts to arrange them in progressive procedures. In the overall reading step, I focus on the structure and the good understanding of the whole article. In the detailed reading step, I focus on the information. And in the further reading step, I try to lead my students to understand the meaning beyond the lines. And with the proper scaffolding that I build up in my teaching procedures, I intend to help students achieve the leap from lower-order thinking to higher-order thinking.
Second, different mind maps are used to transfer the long passages to vivid pictures and concise expressions. They’ll help students understand the structure of the article clearly and recall the information easily.
Last but not least, according to the Scaffolding model, effective assessments are used in my teaching procedures, especially in my assignment. The student’s writing sheet is one of the results from the teaching and research project, it’s really good to give assessments from different ways for the teacher, the students and their classmates.
And my lesson also has some flaws.
First, my ability of the classroom management should be improved. Sometimes I can’t give the order in a natural way, so students can’t get themselves involved in the learning situation automatically.
Second, though I try to be friendly and want to lead in the lesson in a direct and concise way, I ignore that as teenagers in Grade 9, students still prefer to accept a more interesting and attractive way to arouse their reading interest and activate their prior background information store. So at the beginning of this lesson, I failed to make them feel relaxed and take part in the activities bravely in my class.
Third, more effective instructions should be given to be the students especially when students are doing the group work. I should come up with a more proper method to guide all the students to express their opinions actively and play the important and necessary roles in the cooperative work.
In a word, I am still on the way to be an excellent teacher. I will work harder in the future.
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