1、A Test for Jess010203040506Teaching Concepts指導(dǎo)理論Students Analysis學(xué)情分析Teaching Procedure教學(xué)過程Content Analysis文本分析Learning Objectives教學(xué)目標(biāo)Teaching Reflection教學(xué)反思目錄 TABLE OF CONTENTS 教學(xué)指導(dǎo)思想01教學(xué)指導(dǎo)思想01CASELs SEL Structure社會情感教育框架英語學(xué)科核心素養(yǎng)教學(xué)指導(dǎo)思想01Balanced Literacy Framework英語均衡閱讀教學(xué)框架文本分析Content Analysis02文本分

2、析Content Analysis02Title題目A Test for JessGenre文體Fiction故事類Author作者Herbert Puchta and Gavin BiggsWhat文本分析Content Analysis02Main CharactersOther CharactersJessBenHe loves school.He loves English,maths and music.He loves art.She doesnt like school.She doesnt love science,or geography or history.She hat

3、es PE.She loves watching TV.She likes day dreaming.They are neighbour.They are good friends.They are in the same class in school.Science teacherBens parentsJesss parentsWhat文本分析Content Analysis02HowJess and Ben are next-door neighbors and also good friends, but they have big differences in life. One

4、 day at school, Ben helps Jess during the test .Ben is grounded because of his behavior on science class that night and he stops talking to Jess the next day. Jess tries to talk with Ben but he is quiet.Jess talks with her parents about the truth on the science class. Ben and Jess solve the problems

5、 between them and Ben is going to give the real help to Jess by helping her study.文本分析Content Analysis02How321Well organized 結(jié)構(gòu)嚴謹Logical and clear邏輯清晰Reasonable情節(jié)合理Text Structure文體結(jié)構(gòu)Vivid 圖片生動Informative 信息豐富Full of details 細節(jié)生動Closely linked to the story圖文并茂Leave students space to imagine給學(xué)生遐想的空間Il

6、lustration插圖Develop according to the storyline有助于情節(jié)推動Use simple sentences with progressive tenseHelps students understand the story句型簡單易懂Language and Rhetoric語言修辭文本分析Content Analysis02WHYAuthors PurposeSolving Conflicts解決與朋友之間的沖突Forgiveness and Apology 學(xué)會道歉與原諒 Schoolwork, Responsibility, Friendship,

7、 Integrity.課業(yè)、責(zé)任、友誼和誠信學(xué)情分析Students Analysis03學(xué)情分析 Students Analysis03The interests of reading stories對于故事閱讀的興趣Preference of connecting with their own life喜歡將故事與自身經(jīng)歷鏈接ACognitive Characteristics 認知特點Begin to have social awareness社交意識的覺醒Need more relationship skills社交技巧的需求BSEL Requirements社會情感學(xué)習(xí)需求Sensi

8、tive to sounds and pictures對圖片和音頻敏感Carry out a variety of activities to meet different learning styles多樣的活動可以滿足不同的學(xué)習(xí)風(fēng)格CLearning Style學(xué)習(xí)風(fēng)格Vocabularies:emotions and school subjects;情緒和科目的詞匯Structures of present continuous;現(xiàn)在進行時結(jié)構(gòu)Reading skill: problem and solution閱讀策略：問題及解決方式DAlready Learned已學(xué)知識教學(xué)目標(biāo)Le

9、arning Objectives04教學(xué)目標(biāo) Learning Objectives04Connect the story with students themselves and try to solve the problems in the story from their perspective by using present continuous structure.將故事情節(jié)與自身相連接，能從自己的角度出發(fā)，幫助主角解決困難3Use like /dont like /love to talk about what are their preference of the two

10、main characters用like/like /dont like /love介紹朋友以及書中的主要人物2Understand the whole story and identify the plot of this story理解故事大意和情節(jié)走向1Understand the importance of effective communication to resolve conflicts constructively, and seek help and support from adults when needed.理解有效溝通對于解決沖突的重要性，并學(xué)會在關(guān)鍵時刻尋求大人的

11、幫助4Students will be able to:教學(xué)目標(biāo) Learning Objectives04教學(xué)重點Key Points教學(xué)難點Difficulties解決方式Solutions解決方式Solutions Understand the whole story and identify the plot of this story 理解故事大意和情節(jié)走向 Connect the story with students themselves 與自身經(jīng)歷建立連接Picture scaffolds: picture walk and graphic organizers,Venn di

12、agram and Plot diagram搭建視覺腳手架：運用圖片環(huán)游和思維導(dǎo)圖工具 Wrap up the whole story with students 與學(xué)生一起總結(jié)概括文本大意Language scaffolds運用句型支架引導(dǎo)學(xué)生Inspire students by thinking of their own experiences引導(dǎo)學(xué)生積極思考自己的實際經(jīng)驗教學(xué)過程Teaching Procedures05教學(xué)過程-Before Reading05PoemFree TalkPurpose 目的Activate students background knowledge a

13、bout friendship 激活學(xué)生背景知識Talk about their own friends freely學(xué)生能自由談?wù)撟约旱呐笥?，Preparation for comparing and contrasting并為接下來的角色分析做準(zhǔn)備教學(xué)過程-Before Reading05Purpose 目的Improve their print awareness 提升學(xué)生印刷意識Make prediction通過圖片環(huán)游感知文本大意，并做預(yù)測TitleCoverMake Prediction教學(xué)過程-While Reading05Guided ReadingPurpose 目的Intr

14、oduction to the main character 師生共讀，介紹繪本中的主要人物，了解人物基本信息教學(xué)過程-While Reading05Purpose 目的Compare and contrast the two main characters運用韋恩圖對比、比較繪本中人物，深入了解主角信息，增加后面故事的合理性Guided Reading教學(xué)過程-While Reading05Purpose 目的Sort out the storyline理清故事情節(jié)Summarize the conflicts and contradictions總結(jié)故事中的矛盾與沖突SummarizePr

15、oblem教學(xué)過程-While Reading05Purpose 目的By solving the problems in the story from their perspectives, students will be able to predict how does Jess solve the problem.通過學(xué)生視角,預(yù)測問題解決方式Make PredictionProblem教學(xué)過程-While Reading05Purpose 目的Confirm their inference證實推斷Sequence the story elements梳理問題解決的過程Sequence

16、 the storySolution教學(xué)過程-While Reading05Students TheatrePurpose 目的Do the role-play英文戲劇Give advice from a parental perspective.從父母的角度給出建議教學(xué)過程-While Reading05Students Theatre教學(xué)過程-After Reading05Purpose 目的Visualize the story繪本內(nèi)容可視化Wrap up the story總結(jié)繪本內(nèi)容Summarize the story教學(xué)過程-After Reading05Purpose 目的Ma

17、ke connection建立與自身和文本之間的聯(lián)系Understand the values of this book加深對文本價值觀的理解 教學(xué)過程-After Reading05Purpose 目的Review the story 復(fù)述繪本，復(fù)習(xí)情節(jié)Reinforce the content通過拓展寫作活動鞏固學(xué)習(xí)內(nèi)容Self-Evaluation自我評估教學(xué)過程-After Reading05教學(xué)過程-板書設(shè)計Board Design05教學(xué)反思Teaching Reflection06教學(xué)反思06Adequate content analysis is a premise and guarantee for the smooth running of the class.充分的文本分析是課堂順利開展的前提和保證。Combine with