Title

Unit 5 What were you doing when the rainstorm came?    SA Period 2  Reading

Teacher

段毅 青大附中

Teaching  objectives

1. Knowledge aims:

Learn and use : report, window, match, beat, against, rise, fallen, bring…together, feel…like, beat heavily against…, at first, fall asleep, die down, in a mess, in times of difficulty. 

 2.Ability aims： 

Read a passage using the reading stategies,such as prediction. skimming. scanning. and talk about past events and how to use “when” and “while”.

3. Emotion aims:

Call for students to try their best to help each other in times of difficulty.

Learning & teaching

focus:

1. Read a passage using the reading stategies,such as prediction. skimming. scanning.

2. and talk about past events and how to use “when” and “while”

Anticipated difficulties:

1.Students may find it difficult to remember so many new phrases.

2.It may be a little difficult for some students to make conversations about the passage fluently.

Solutions:

   Relevant exercises as shown in the teaching procedure are designed to help students to overcome difficulties.

Teaching methods and aids

The task-based language teaching method；The object directed method; The discussive method  

CAI; PowerPoint; Multimedia courseware

Teaching procedures

steps

Students’ activities

Teacher’s  activities

purpose

Step1:

Warming up

and Revision 

Daily report with the subject “the help I got from others”

Introduce the student and topic

每日例行演讲热身

引入本单元互助主题

Step 2:

Lead-in

Step 3：

Preparation of new words and phrases

Lead daily report to the theme of this class and demonstrate a short video

Check the preparation work of the new words and phrases

What is the video about?

Discuss your answers of the new words and phrases; and then check with the whole class

激发学生的好奇心，并为之后的阅读主题做好铺垫。

为阅读的生词，短语扫除障碍，加深理解

Step 4:

Fast reading

listen and read.

Let the listen to the tape and read as fast as they can to find the topic sentence

快速浏览全文，初步感知文本，引导学生运用略读技巧skimming，初步了解文章的主要内容，并了解文章的写作顺序，培养学生阅读概括能力。

skimming

Match the paragraphs with the meanings.

Lead the Ss to use the reading strategy-skimming

And make them know that they can find the writing order  by finding the key words of a passage .

Step 5：

Careful reading

1.Task 4. Read the passage carefully to finish the task in the learning papar for 3~4 mins by themselves; then check the answers in groups.

1.Help the Ss to finish the task while the Ss are working on their reading task. Ask them to underline the answers in the passage using the color pens.

 让学生带着问题细读文章,获取细节信息,并小组内纠错，互帮互助，思维碰撞，既拓展了学生的思维，又照顾了不同层次学生的知识收获。 落实了以学定教。通过回答问题, 并利用红笔纠错，有利于学生逐渐提高阅读理解能力。

2. Check the answers one by one and correct their answers using the color pens.

2. Check the answers with the Ss and make sure that they know how to use some useful expressions.

Step 6：

Group competition

 Let students come up with their own questions in each paragraph

Work in groups of four and come up with your own questions for each paragraph then have a volunteer to ask questions to the rest groups of students

这是个小组合作讨论的环节，通过“主动愉悦、竞争合作”教学法既可以锻炼口语，也可以发散思维，深化文章内涵；学生之间通过讨论分享，也可扩大自己的视野，向同伴学习。培养学生发现问题的能力，培养自主学习意识。

Discuss part 3c

What other things can bring people closer together?

How can we help each other in times of difficulties?

Step 7：

Act out the play by having an

“Interview”

The Ss work in groups to complete the interview task. Play different roles such as reporter, interviewer, Ben, Ben’s neighbors, etc.

Give students the advice on how to start the interview. Give them some help while they are preparing for the interview task

读后输出环节，让学生进一步理解、掌握文章内容，同时对学生进行口语表达能力的训练，深化对文本的理解，升华价值观方面互帮互助的主题。

Step 8：Summary and

Homework

1. summary

Brainstorming to remember what they learn in this reading class. Write them down in the learning paper.

What have we learned about the passage?

(What happened before/during/after the storm?)

And what should we do in face of difficulties?

回扣本课三维目标。学生自我总结自己知识，能力，情感三维目标的达成度。照顾学生的真实体验及感受，让学生自己将所学输出。

2. Homework

Draw your own mind map，then write a summary of the reading  using no more than 100 words.

Read it and make it clear.

Help the Ss make the homework clear.

作业分层设置，顾及学生之间的差异。同时思维导图的设计及使用会让学生对语篇的整体理解做到事半功倍的效果。