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1、Teaching DesignUnit 4 I used to be afraid of the dark.Section B 2a_2d ReadingTeaching content and materialThis period is from unit 4 I used to be afraid of the dark, section B(2a-2d), the book of go for it! It is a reading class from Grade 9. Through the study and accumulation of section A, students
2、 have a certain understanding of the units target language. This reading is the integration and expansion of the unit，s knowledge and content, but also the guide and foreshadowing of the final writing in this unit. It, s a passage about Li Wen who is a left-behind child in the countryside changes a
3、lot.Teaching ideologyBased on the English course standard for students，core competence. Through reading, cultivate the development of students，seif-management and communicative ability. Embodying the idea of lifelong development and people-oriented education and teaching. Both learning language know
4、ledge and skills, more emphasis on the use of language knowledge to discover and solve problems.Teaching methodsTask-based Language Teaching1. PWP Teaching MethodLearning methods1. Interactive and communicative learningGroup discussion learningTeaching evaluation designThe whole class uses simple an
5、d intuitive encouraging language to stimulate students learning interest, enhance their self-confidence and maintain their learning motivation through teacher-student and student-student evaluation.Teaching aidsMultimedia, learning worksheets, cardsTeaching aims and demandsKnowledge goalsTo learn wo
6、rds and expressions by reading Li Wen s story.influence, in person, absent, fail, exactly, take pride in,be proud of,Ability goalsTo know and use sentence context to guess and learn the meaning of words and phrases while reading.Moral goalsTo know that proper communication can solve problems and mak
7、e seif-management when we meet problems.Teaching keys and difficultiesTo guess and learn the meaning of words and phrases by using sentence context.1. To know how to face and deal with problems in our life from the reading.Teaching proceduresI Warm up (Free talk)T:Look at the picture and answer the
8、questions.S:.(Design purpose: To arouse students curiosity and draw their attention. From students original cognition, preview the background information of reading material by talking.)II. Pre-readingTask 1 Look and predictT:Look at the picture and the title, try guessing the main idea of the passa
9、ge. (Students predict the content, but teacher will not give the answer here)S:.(Design purpose: It aims to help students develop the reading skills of predicting.)Task 2 Guess what happened?T:What happened in Li Wen s life? Guess what problems you think he might meet.S:Say out their predictions ora
10、lly.(Design purpose: It aims to help students develop the reading skills of predicting and lead next step by guessing Li Wen? s problems.)UI. While-readingTask 3 Read paragraph 1 and 2 fast, underline Li Wen s problems in the passage.T:Do you want to know more? Let s read fast and see if he really h
11、ave these problems.S:Read and underline the problems on their worksheet.(Design purpose: To get information we need in paragraph 1 and 2, and check if our predictions correct, in order to get a better understanding of this two paragraphs.)Task 4 Read paragraph 1 again and fill in the blanks.T:What c
12、aused his problems?S:.(Design purpose:Find out the reasons of these problems by detailed reading, lead students to know and understand their parents better in life.)Task 5 Read paragraph 2 again and choose the correct answers.T:What did his parents and he face them?What did his parents do?S:Read and
13、 complete the following questions on worksheet.(Students check answers one by one and tell why they choose these answers)(Design purpose:From 4 questions,help student know the reading strategies by themselves so as to deal with the key and difficult points of this class, meanwhile, make students thi
14、nk what Li Wen s parents do to solve their son, s problems.)T:Which way do you think Li Wen and his parents might take to communicate?(Show three pictures about ways of communication between their parents and children to lead students think deeply)Ss：.(Design purpose:This step aims to ask students t
15、o put themselves in their shoes and think about what is the best way to communicate with others.)Task 6 Read his words, then complete the sentence.T:Li Wen meet his parents and what he felt,let? s see what Li Wen says.S:Read Li Wen s words together.(Design purpose:By reading Li Wen s words, understa
16、nd and summarize his feelings and ideas, develop students ability to generalize the text.)Task 7 Read Li Wen s story again and put (A-D)in the correct place.T:Li Wen understand his parents? love now, let s read the whole story and complete the missing sentences to see what he is like now.S:Read the
17、whole passage again and understand the passage better.(Ask ss to check out answers together and tell reasons by themselves)(Design purpose:Break through the reading difficulties, students do their own problems, problem-solving and correction in the process of reading-understanding the context of sen
18、tences and text. By reading the entire chapter in stages until the end of the perception, the display of the three expressions sums up Li Wen? s positive learning attitude and growth from the past to the present.)IV. Post-readingActivity 1 Think and summarize.T:Context can help us know the meaning o
19、f the words and sentences, it s the communicating in the passage. Now, will you tell me what the passage mainly about? The problems or changes? S:The changes.T:Rethink and complete the mind-map.S:Put the cards on blackboard to complete the mind-map.(Design purpose:To conclude the reading strategy an
20、d whole passage and emphasize the importance of communication to others or in passage.)Activity 2 Discuss in groups, then share your opinions!T:4 in a group and discuss how do you do when you face these problems.S:.(Design purpose:Through Li Wens questions in this lesson to the real life problems of
21、 students, create real problem situations, students communicate to solve the problem in the discussion.Cultivate students ability of solving problems and communicating.)T:What do we learn from this class?(Show PPT)S:The future of you, waiting for you in the future.(Design purpose:The sublimation of
22、students emotion, attitude and values and the extension of this class, based on the present, recalling the past, looking forward to the future.)HomeworkYou must do:1. Translate sentences on your worksheet.2. Complete 2e on your books.You can choose to do:Write a letter to your parents about your pro
23、blems.(Design purpose:To practice of reading strategies and internalization of reading passages again.)Blackboard designUnit 4 I used to be afraid of the dark.Section B 2a-2d ReadingThe passage is about the changes in Li Wen s life.His family spent time together.一Parents left for life.They had a lon
24、g talk.Communicating solved problems!Context can help us guess and know the meaning of words and phrases.(Design purpose:Lead students rethink the whole story to summarize the main idea and reading strategies of this class.)Brief description of design featuresAccording to the English curriculum stan
25、dards and the requirements of the development of the core literacy of middle school students, the whole class adopts the task-based teaching method and the PWP three-step reading curriculum teaching method, according to the text content and reading strategy requirements, from pictures to text, from
26、simplicity to complexity, problem-oriented, following the main line of the text (Li Wen s question-the cause of the problem - face-to-face talking of parents coming back from a long journey-LiWen works harder than ever), it not only reflects the students，logical thinking and critical thinking in sol
27、ving the problems of reading content and strategies, but also reflects the students， logical thinking and critical thinking in the process of solving problems. Fromthe reform of high school exam, this kind of thinking is reflected thoroughly in all aspectsof learning, it also shows that English read
28、ing teaching is not only about language skills and strategies, but also about students seif-deve1opment and self-management in the process of reading. We need to lead students read in lines to get words and expressions, read between lines to get information, moreover, read beyond lines to think deep
29、ly and form critical thinking to judge,analysis and face challenges and solve problems in theirlifelong.Teaching PPTUnit 4 I used to be afraid of the dark.:刃 / Section B 2a-2dReading 1礴 J，A/orm-up Free talkQI: How old is she?Q2: Where is she from?Q3: What problem does she have?Pre-reading Task 1 Loo
30、k and predict.Task 2 Guess and check ()what happened to him ?Li Wen Studies Harder Than He Used toThe picture and the title might be about inhis life.A.changesB.problems He used to couse problems in school. He became less interested in studying.口 He failed the examination, He was shy and unable to m
31、ake friends. He wonted to leave schooLWhile-reading Task 1 Read paragraph 1 and 2 fast, undurlinu Li l/Ken M problems in rhe passage.Li Wen is a normal 15-year-old boy from the countryside. He works very hard and does well in school, it is hard to bel 2Vle that he used to have diiuulties in schsL wh
32、en he was s little boy, he seldom caused any problems, and his -amily spent a lot of time together.Mis parents moved to the city to look for jobs, and his grandparents came to take care of him. But he missed his parents so much and he often fwlt longly and unhappyLi Wens unhappiness began to influen
33、ce his school less interesteU in studying- Sometimes he was absent frcE ,ailed his examinations. Finally, U V.ens parents made the decision to send him to a boarding school. Mov/ever, U wen was shy and was not able t。Eake fnwcds Quicklv in school. He *ound Irfe there difficult. Cre day he told his t
34、eacher that he wanted to eave the sch8l.and she called his parents. She advised them to Talk with their son in person. So his parents took a 24-hour train and a 5-hour bus ride to get to Li V.ens schooLTask 2 Read porogroph 1 again and fill in the blanks.What mode him unhappy?missed lonelylook for j
35、obsHis parents moved to the city toand they could not be at home to take core of him. But he his parents so much and heoften feltand unhoppy.Task 3 Read paragraph 2 again and complete 1-4.()1. Why did his parents send him to o boarding school?A. He become less interested in studying.B. He was absent
36、 from doss and foiled his examination.C. Both A and B.()2. How long did it take his parents to get to his school?A. 24 hours B. 19 hours C. 29 hours()3.Whot does the word influencemean in Chinese?A.影电 B.造成 C有利于4.根提中文意思,补全英语英CZ1当空仅跟一汽h 达建议他们和儿子亲自交谈,She advised them to talk with their son.Share and ch
37、eck our answers!b Wens unhjppineu bepn 林 iniittcnce his schoolwork. He became lew irMemted in sometimes he was absent from classes and failed his examinations. Finally, Li UVus parents nude the deasKNi to send him to a boarding *cbool. However, L Wen was shy and wm not Me to nuke fhend、qioddy tn sch
38、ooL He foundthere dilHailt. One hy be told his teacher that he wanted to leive theschooland sbe called his parmti. She advised tbcm to ulk withheir son ia pe so his parents took a 24-hour train and a 5-hour bus ride to get to Li Wens school.QLWhy did his parents send him to a boarding school?A. He b
39、ecame less interested in studying.B. He wos absent from dass and failed his examination. C. Both A and B.(C)2. How long did it take his parents to get to his school?A. 24 hours B. 19 hours C. 29 hours1 junluppmewbejj influence thiSKhooh He became less interested., m studying. Sometimes he was absent
40、 context and failed hts cxamuutions. Findly, Li Wiens prents nude the decn I 谙 imtou boarding ubool. Hwntr. Li Wen was 如 and was not able to nuke finends quickly in school He (bond life thm ditiiculL One diyhctold ho sxher tlut he wanted to leaw the bool ami Jic iilld his pjnenb. She dnsd them to ul
41、k withtheir ton in perwn. So his parents took a 24-bour train and a $-bour bmndetoget to Li Wens school(A)3.Whatdoes the word influencer mean in Chinese ?A.彩泼 8.茗又 C有利于4.报摄个又意.皂,将金芙圭WR年空仅混一项. 范没讨他】郛儿子亲自交漠.She advised them to talk with their son in person .Which is the best way to communicate?喻3:talk
42、ing on the phonetalking face to faceTask 4 Read his words, then complete the sentence.rusk 5 Read Li wens story again and put (A-D) tn the correct place.context(谙埔 Whoz is he like now?Mtssing language A. They had o long talk B. Now U Wen hes reahy changed C. However, things began to change a few yea
43、rs ago D. His teacher was womed about himHe became fow ci/rgo/g and rrtcoe some good friends in school. ne even joined the school bosKetbaif team and became acti/e in many other GCthfities.*7r wos exactly whot I needed,.肉ow I understand that even though they ore busy, they ore always thinking of me.
44、 They take pride in everything good that I do.Z.Tm much happier now, and / work harder than I used to. / know my parents tove me and theyre always proud of me/.7r5 very important for parents to be there for their children MFrom U Wen s words, we con know thatroper commL/cicotior? is importacf for oa
45、renfsand children .Parents left for life.They had a longPost-reading Activity 1 Think and summarize.The passage is about changes ,n / Wen s life. His family spent time【。鸵1而一Communicating solved problems!Activity 2 Discuss in groups, then share your opinions!If you meet these problems, whot will you
46、do?1. Parents are too busy to care about you.2. Parents dont allow you to use cellphones.3. Parents send you to after-school classes.Reading strategy: Comuxt(语jcan help us guess and learnthe meanings of new words and phrases.pictures/title/pronouns/relationships of sentencesCMabout your .j What do we learn from this class ?The future of you,waiting for you in the future.HomeworkYou must do:1. Translate sentences on your worksheets.2. Complete 2e on your books.You can choose to do:Write a letter to your parents problems.