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1、OpeningDistinguished judges and dear teachers, good morning. Tm Chen chen from Qingdao University Bilingual Experimental School. It is my great honor and pleasure to share my lesson design of the book The bully with you. Nail Gaiman once said A book is a dream that you hold in your hands.” Reading a
2、llows readers to step out of their own lives to experience the lives of others and, in turn, to enrich themselves. The book I chose is The Bully from Level A of Helbling Readers the thinking train series. And today I am going to talk about my lesson from the following six aspects, standards and theo
3、ry, teaching material analysis, students, analysis, teaching objectives, teaching procedures and the reflection of this lesson.Teaching conceptsFirst, lets take a look at the standards and theory. In order to develop our students into English communicators with competence, here are the standards and
4、 theory I followed in my lesson design. Nowadays, English classes has gradually shifted from knowledge orientation to the cultivation of language ability. According to English reading literacy development goals for primary and secondary school students in China, as teachers we should help to improve
5、 students9 reading ability as well as reading character, aiming to solve the practical problems in their life, combining with Balanced Literacy Approach which promote complete literacy development among students. Teachers should closely focus on teaching objectives, take thematic meaning exploration
6、 as the main line of teaching activities, and design effective English learning activities for students. I also refer to social-emotional learning framework which is vital fbr students9 interpersonal skills in school life that matches the theme of the book I chose.Text AnalysisThe teaching material
7、I chose is a book named The Bully. This is the second book from level A of Helbling readers: the thinking train series. This is a fiction book which conveys the theme meaning that we should be kind to each other and learn to apologize readily and learn to forgive others. Another important point is t
8、o stand up for yourself and say NO to bully.WHATThe main characters in the story are Lisa and Charlie. They are classmates. Lisa is nice and friendly.Charlie is strong but rude. And for the setting, the story mainly sets in the school and classroom. And also in Lisas and Charlies home. In the beginn
9、ing of the story, Charlie is not nice to his classmates. All children are scared of him because he always does annoying things to others. For example, he takes Emilys ruler. He throws Bens eraser out of the window etc. In the middle of the story, Charlie invites all children to his birthday party. I
10、t is so beautifully decorated. But nobody comes. He is sad. Next Monday, he says sorry to all the children and gives everything back to them. In the end, he is invited to Lisas party. Everyone is happy. So is Charlie.HOWNow, lefs take a closer look at this story. This story is a narrative. The struc
11、ture is very well- organized. The plot is very logical and clear and full of ups and downs. While reading the story, we can feel the strong contrast between the beginning and the end. The language in the story is very vivid. There are many actions verbs which help students to visualize. We can also
12、see many speech bubbles. The usage of direct speech makes the readers feel the emotion in a straight- forward way. The sentence pattern comes in a repetitive way. For example, the book says Its Monday. Charlies in the classroom. Lisas there too”. And Its Tuesday. Charlies in the classroom. Bens ther
13、e too”. And Its Wednesday. Charlies in the classroom. Emilys there too”. From the speech bubbles, we can also see the pattern like “Look, Lisa. Tm strong! I can break your pencil. Look, Ben. Im strong! I can tear up your drawing1 Look, Emily. I5m strong! I can take your ruler。 All the children reply
14、 in the same sentence No, Charlie! Please dont! Repetition makes the story easy to understand and also very persuasive to readers that Charlie is so not nice and children are scared of him because of a reason. Besides, the illustrations of this story are very vivid and colorful and most importantly,
15、 very informative. Students can get so much information from the pictures. Like on this page, Charlie tears Bens drawing of a horse. When he returns the drawing, it is a drawing of them two together and labels friends. So from here we can feel Charlie really wants to start over and be friends with h
16、im.WHYThe reason why I chose this book its because through the book, students will think about what friendship, kindness and forgiveness are. Meanwhile, they will also learn that being mean or to bully others will be consequences. The theme is close to students school life so it can help students to
17、 solve similar problems constructively in their real life practice. Another important point is to stand up for yourself and say NO to bully.Students AnalysisFor my Grade 3 students, their self- awareness begins to develop. They start to realize the relationship between others and themselves. While l
18、earning this story, students can learn from how Charlie identifies and deals with his emotions. And for third graders, it is the critical period for them to form their self- confidence so teacher and peers need to give positive feedback to keep them going on. As for their learning style, at this sta
19、ge, they are sensitive to concrete images and sounds. In this story, there are many colorful and vivid pictures to arouse their interest. Also, they are interested in new things. Until now, they have already learnt vocabulary about school things, feelings, and daily routines etc. They can say some s
20、imple sentences and ask questions. Based on their vocabulary and sentence patterns, they can talk about the plot and share ideas or thoughts towards the story. They have mastered some basic reading skills like making predictions, problem and solution which could help them to analyze the story. And t
21、hey can preliminarily carry out independent and collaborative learning. The theme is tied closely to students5 life. They might also come across the same situation happens in the book. So this is the perfect story for them to learn to solve the conflicts between themselves and to get along with thei
22、r friends. As extension to the story, I also want to tell them the right things to do when there is a bully.Teaching Objectives:Based on the story and my students, here are my teaching objectives. First, students will be able to understand the story. Understand how is Charlie different at the end of
23、 the story from the beginning of the story. Secondly, students will be able to understand the story in depth through class activities and questions to analyze and clarify. Thirdly, Students can make connections to their own lives and apply what they have already learnt in real life. And lastly, stud
24、ents can learn the lesson and value of the story.For the important points, students must understand the story at first place. I would like them to express their ideas and thoughts towards the story in class. In order to achieve these, I will guide students to read the words as well as the pictures.
25、I also use pictures and gifs to help students master key points to understand the story better. To recap the story, I let sequence the pictures so they have a whole picture of the story. For sharing part, I always give them language scaffolds so they have something to rely on while sharing. All of t
26、hese will contribute to the success of learning the lesson of the story. For the difficult points, first is to maintain students reading interests and keep them thinking. I will design diversified questions to keep students thinking throughout reading. Also, to understand the story is easy but to in
27、ternalize and use it in life practice is not easy. Through making connections, they can make connections to themselves and the book we have read easily. I will also let students do role play. Think about, What do you want to say to Charlie? How will Charlie react? I also want them to know what to do
28、 when there is bully which can help them in real life.Teaching proceduresHere are my teaching procedures. I divided into three parts. Pre-reading, while- reading and postreading. For pre- reading, first they will do a warming-up, students will connect to their life experience by looking at the pictu
29、res and talking about the questions “Do you like your school? Why? Who is your best friend in your class?” By answering these two questions, they will activate their prior knowledge related to the theme and have a general idea of the topic. Then, I will show students the before- reading page, studen
30、ts will know some basic information about Lisa-one of the main characters in the story. Then I will show them the cover, have students identify the title, author and illustrator. Students will answer the questions “What can you see? How do they feel?95 using the language scaffolds and predict why th
31、ey feel that way. This step allows students to get information from the cover and cultivate concepts of print awareness. Through the question, I guided student to predict the story. Predictions also stimulate their interests in reading the story. For while reading, the whole class will read the firs
32、t two pages with teacher and answer some detail questions like How many boys are there? How old is Charlie? How do the children feel about Charlie? Why?” This step helps students build more background information and leave a suspense for them to go on reading the story. Students will then read page
33、4-11 in pairs and think of the question “Why are all children scared of him?” After reading, their will talk to their partners and find the details to support their idea and fill in the main idea and details worksheet. This helps students to analysis the text with questions and strategies. They will
34、 work collaboratively and this is also a good way to learn from peers. These are pictures of students participating in class activities and their work. After their pair work, teacher will go through these pages and let students share thoughts. Key points will also be learnt here. I will guide studen
35、ts to read the words as well as the pictures. I also use pictures and gifs to help students master key points to deepen understanding of the story. Next part comes the climax and the resolution of the story, in this part, we will do guided reading, students will answer questions from the context and
36、 the pictures. They will also predict while reading. The purpose of doing so is to Maintain students9 interest and think critically.For post-reading activities, first, students will recap the story by going through the story elements. They will talk about who the characters are, what the settings ar
37、e. For the plot, students will sequence the pictures to have a general picture of the story and guide students to feel the thematic meaning. Here are pictures of students participating in class activities and their work. Then students will make connections. They will think “Is there a Charlie around
38、 you? Are you “Charlie to someone else?” The second question requires students to think reversely because sometimes they dont realize that they are bullying others. Here are two short videos about students sharing their experiences. For this unit, we also learnt another book related to the theme Rai
39、nbow Fish”. Rainbow fish is the most beautiful fish in the sea but he has no friends because he never shares his scales. He is lonely and sad. The octopus tells him to give away his shiny scales. He gives away his scales and has many friends. For text to text, after reading this book, what do you wa
40、nt to say to Charlie? They will do role- play in pairs. For this part, students get to reflect on themselves and learn to seek for help. Role play allows them to think imaginatively and internalize the story. Here are the role play from two pairs. And I will extend the question like what should we d
41、o if someone bullies me. They will share solutions. They can go to their teachers, parents for help. And most importantly, they have to know that they should be brave and stand up fbr themselves. Say NO to bully! The last part is to sublimate the thematic meaning, deepen students social emotional le
42、arning and nurture students with positive values. For homework, students will listen to and read the story. They will also finish a book report to recap and reflect the story. And lastly, read more books related to the theme. The reason why I design the homework this way is that first they will revi
43、ew the story at home. Finishing the book report will allow them to think creatively and reading serves as extension of the class to let students read more. Heres one of the students book reports. This is my board design. I design the board according to the story elements. Characters, setting and plo
44、t. And the theme meaning is presented on Another board.Teaching reflectionLastly, I would like to share my teaching reflections. First is about the question design. When I first design the second question, I thought I found a really good point to cut in. But in the class, no matter how I guided the
45、students, they just say I am not rude to others. I am not Charlie. I believe they have such kind of experience they are just too shy or embarrassing or dont want to share in public. After the lesson, I reconsidered the question and found it was not proper. Because I didnt take the students perspecti
46、ve and ignored their selt esteem. I think I would change it into a writing activity and leave as homework. After they finish, they can put it in the class mailbox. After teacher reads it, we can talk to him or her accordingly.Secondly, its about the evaluations. In this class, I used teachers9 evalu
47、ation which is oral and students self and peer evaluation which comes in the written-form (mostly coloring). I think I will let students to give instant feedback in class sometimes instead of me talking. I will take every opportunity to develop students? language and thinking ability.Thirdly, its ab
48、out asking questions. In this class, I design all the questions according to the plot and students answer. To improve students9 think creativity and let them think divergently. Methods of asking questions should be taught to the students, so they can ask questions that are meaningful, fat and of dif
49、ferent purposes. For example, during the reading section, students can ask questions according to the picture like “Lisa is sad. How about Charlie? Based on the picture, students can ask “Why did the illustrator draw this drawing, but not a horse? And if you are Ben, will you forgive Charlie?Teaching is a great way to keep learning. And I believe I am not simply teaching the reading, I am teaching the reader. That is all. Thank you!