Unit3Betteryou,bettermeLesson5Imadeit!教學(xué)設(shè)計(jì)

I.TeachingObjectives

1.KnowledgeObjectives

e.g.entswillmastervocabularyandphrasesrelatedtolearningchallengesandprogress(e.g.,loser,failtheexam,makemistakes,practice,makeprogress,acceptthechallenge,makeit,beproud)andfullyunderstandthestoryofPeteroveringEnglishspellingdifficultiestowintheMostImprovedStudentAward.

e.g.entswillbeabletoprehendthestory,classifywordsandphrasesinto"Atthebeginning","Makeachange",and"Intheend"columns,answerdetailquestions(e.g.,Peter’sfeelings,reasonsforfailingtheexam),retellthestorywithpartners,andsharetheirownlearningdifficultystories.

2.AbilityObjectives

Improvereadingskills:Extractkeyinformationfromthestorytopleteclassificationtasks,answerquestions,andgraspthelogicaldevelopmentoftheplot(Peter’semotionalandbehavioralchanges).

Enhancespeakingandcollaborativeskills:Retellthestoryaccuratelyusingkeywords,discussingroupstosharepersonallearningexperiences,andexpressfeelings,solutions,andresultsclearly.

3.AffectiveObjectives

Inspirestudentstofacelearningdifficultiesbravely,helpthemrealizethatpersistentpracticeandpositivechangescanleadtosuccess("Imadeit"),andencouragethemtosupportclassmatesinoveringchallengeslikeKristadid.

II.LanguageKnowledge

1.KeyVocabulary&Phrases

Learningchallengerelatedwords:loser,failtheexam,makemistakes,practice,makeprogress,acceptthechallenge,makeit,beproud,MostImprovedStudentAward

Keyphrases:makespellingmistakes,makealittleprogresseveryday,master(words),putinthehardwork

2.KeySentencePatterns

Talkingaboutdifficulties:“IjustfailedmyEnglishexam.Imadetoomanyspellingmistakes.”“Englishwasnothisfirstlanguage.”

Expressingencouragementandsolutions:“Noworries!Youneedtomakealittleprogresseveryday.”“Everydayyoulearnfourofthosewords.Soon,youwillmasterthemall.”

Sharingsuccess:“Imadeit!”“Thanksforyourhelp!”“Iamproudofyou.Youputinthehardworkyourself!”

3.KeyandChallengingPoints

KeyPoints:UnderstandPeter’sstory(emotionalchanges:sad→doubtful→happy;behavioralchanges:failing→practicing→succeeding),masterkeyvocabulary/phrases,andpleteclassificationandretellingtasks.

ChallengingPoints:Retellingthestorywithlogicalsequenceusingkeywords;sharingpersonallearningstorieswithclearstructure(feelings→changes→results).

III.TeachingProcedures

Step1:Warmup&Leadin

Activity:LearningDifficultySharing

Askstudents:“Haveyoueverfaceddifficultiesinlearningasubject(likeEnglish,math)?Howdidyoufeelatthattime?”.Invite23studentstosharebrieflytoactivatepriorexperiencesandconnecttothestorytheme.

Step2:Reading&prehension

Activity1:FirstReadingGettheMainIdea

Havestudentsreadthestoryquicklyandanswerthecorequestion:“WhatdidPeterachieveintheend?”.Checkanswerstoensurestudentsgraspthemainresult(winningtheMostImprovedStudentAward).

Activity2:SecondReadingDetailQuestions

Askstudentstoreadthestoryagaincarefullyandanswerthefourquestions(AD):

A:HowdidPeterfeelwhenhecameoutoftheclassroom?(Hefeltlikealoserandlookedsad.)

B:WhydidPeterfailhisEnglishexam?(Hemadetoomanyspellingmistakes;Englishwasnothisfirstlanguage.)

C:Howmanydaysweretherebeforethefinalexam?(125days.)

D:WhatawarddidPetergetonthelastdayofclass?(TheMostImprovedStudentAward.)

e.g.kanswersasaclass,guidingstudentstofindevidenceinthestory(e.g.,underline“125daysuntilthefinalexam”).

Activity3:ThirdReadingWordClassification

Providestudentswiththewordlist(makeit,beproud,makeprogress,practice,failtheexam,loser,looksad,makemistakes,acceptthechallenge,MostImprovedStudentAward,inventamemorygame).Askthemtoworkinpairstoputthewordsandphrasesintothecorrectcolumns:

Atthebeginning:loser,looksad,failtheexam,makemistakes

Makeachange:acceptthechallenge,practice,inventamemorygame,makeprogress

Intheend:makeit,beproud,MostImprovedStudentAward

Checkandexplainthelogicofclassification(alignwithPeter’sstorydevelopment).

Step3:Retelling&Practice

Activity:PartnerRetelling

AskstudentstoretellPeter’sstorywiththeirpartners,usingthekeywordsinActivity3.Providearetellingframeworkasguidance:

felt...he...ning:Peterfelt...becausehe...

Then:Kristahelpedhimby...;Peter...(acceptedthechallenge,practiced,invented...)

Intheend:Petergot...andsaid...

Invite12pairstoretellthestoryinfrontoftheclass,andgivefeedbackonaccuracyandfluency.

Step4:GroupDiscussion&Sharing

Activity:PersonalStorySharing

Dividestudentsintogroupsof45.Askeachgroupmembertosharetheirownstoryaboutadifficultyinlearningtheyoncefaced,followingthethreequestions:

Howdidyoufeel?

Howdidyoumakeachange?

Howdidyoumakeitatlast?

Assignagrouprecordertonotedownkeypointsofeachmember’sstory.After10minutes,inviteonerepresentativefromeachgrouptoshareatypicalstorywiththeclass.

Step5:Summary&Homework

Activity1:LessonSummary

Recapthekeycontent:Peter’sstory(fromfailingtheexamtowinningtheaward)andthekeymessage“Hardworkandpersistencehelpoveredifficulties”.Reviewkeyvocabularyandphrasesbyaskingstudentstomatchwordstotheirmeanings(e.g.,“makeit”→succeed).

Activity2:HomeworkAssignment

Assigntwohomeworktasks:

Writeashortpassage(5080words)aboutyourownlearningdifficultystorysharedinclass,includingfeelings,changes,andresults.

DrawaicstripaboutPeter’sstory,using34panels(e.g.,Panel1:Peterlookingsadaftertheexam;Panel2:Practicingwordswithhissister;Panel3:Gettingtheaward)andaddsimplecaptions.

IV.Assessment

InclassAssessment:

Evaluatestudents’performanceinreadingtasks(questionanswering,wordclassification)tochecktheirunderstandingofthestorydetailsandlogicalsequence.

Assessretellingquality(useofkeywords,logicalflow)andgroupdiscussionparticipation(activesharing,listeningtoothers)toevaluatespeakingandcollaborativeskills.

HomeworkAssessment:

Checktheshortpassageforclarityofstructure(feelings→changes→results)andcorrectuseofkeyvocabulary.

EvaluatetheicstripforaccuracyinreflectingPeter’sstoryandcreativityindesign.

V.DesignPurpose

SkillIntegration:binereading(extractingdetails,classifyinginformation),speaking(retelling,discussion),writing(shortpassage),andartisticexpression(icstrip)todevelopprehensivelanguageskills.

StudentCenteredLearning:Usepersonalexperiencesharingandgroupdiscussionstoconnectthestorytostudents’reallives,enhancingtheirsenseofengagementandemoti