LessonPlan

TeachingText:TheWellthatChangedtheWorld

Textbook:HighSchoolEnglishpulsoryBook3(FLTRPEdition)Unit2MakingaDifference(UnderstandingIdeas)

CourseType:Readingclass

Time:45minutes

TeachingPhilosophy:NewStandardCurriculum,Corepetence,ActivitybasedApproachtoEnglishLearning

TargetGroup:Highschool(Grades912)

AnalysisofTeachingMaterial:

What:

Thethematiccontextofthisunitis“PeopleandSociety”,focusingonexcellentconductandsocialresponsibility.Afterstudyingthisunit,studentsareexpectedtodevelopattitudesofactivelyparticipatinginvolunteerservices,persistingingooddeeds,andcaringforothers,whilecultivatingawarenessofsocialservicetoformcorrectvalues.Thislesson’sreadingtextinthe“UnderstandingIdeas”sectionpresentsanewsfeatureaboutordinarypeopleengaginginpublicwelfare.Asabiographicalprofile,itintroducesRyan,aCanadianboy’sjourneyinphilanthropyandvolunteerwork,depictinghispersonalgrowthtoprovokestudents’reflectiononthesocialsignificanceofindividualdevelopment.

Why:

ThroughRyan’sgrowthtrajectory,theauthordemonstrateshowindividualactionscancreaterippleeffects,conveyingtheideathatordinarypeoplecanchangetheworldwhileadvocatingforsocialresponsibilityandpracticalimplementation.ThetextemploysmultipleemotionallayersincludingempathyforAfricanpeople,admirationforRyan’sactions,andappealsforglobalcitizenship.Studentsshouldrecognizethatsmallactionscanmakesignificantcontributionsanddevelopproactiveattitudestowardsocialparticipation.

How:

Thetextadoptsaproblemsolutionstructureusingbasicvocabulary(clean,gardening)alongsidespecializedterms(donate,purify,conversation),withrepeateduseof“help”,“build”,and“well”toemphasizethemes.Numericalcontrastshighlightactiongapsandachievements.Thecoregrammarfocusispastparticiplephrasesasattributivesdemonstratingauthenticinformation,whiletransitionalwordslike“atlast”and“so”enhancetextuallogic.

AnalysisofStudents:

Students’readinglevel:

ThestudentshavealreadystudiedpulsoryBook1andBook2,possessingfoundationalknowledgereservesandmasteringbasicreadingstrategies.Iassumetheclasshasanaveragelearninglevel.Theyhaveacquiredbasiclinguisticknowledgeandlogicalthinkingskills,enablingthemtoprehendmosttextualcontent,butencountersomedifficultiesininterpretingreadingprehensionquestionsandanalyzingspecificsentencedetails.TheydemonstrateadequateunderstandingoftopicsrelatedtoaidingAfricanmunities,alongwithappropriatevaluesandsufficientbackgroundknowledge.TheyareawareofAfrica’sseverewaterscarcityandcanusesimpleEnglishexpressionsaboutwatershortages,whilealsoshowingbasicfamiliaritywithbiographicaltexts.Additionally,studentspossessbasicAIliteracyandunderstandtheproceduresforcreatingvideosusingAItechnology.

Challengesstudentsface:

Inreadingprehensionmethods,studentsfinditchallengingtograspthespiritualessenceembodiedbyRyanandtheunderlyingvaluesthatordinaryindividualscanachievesignificantimpactsthroughsmallactions.Whilestudentscanunderstandthetext’slogicalframeworkandindependentlyidentifythevariousstepsinRyan’swellconstructionprocess,theylacktheabilitytoaccuratelyinterprettheprofoundimplicationsofthetext’stitle“TheWellthatChangedtheWorld”basedonthisinformation.TheycanonlyprehendthesurfacelevelunderstandingthatRyan'swellinfluencedtheworld.Additionally,studentsinitiallylackthecapacitytotranslateideasintoconcreteactions.Priortothislesson,theyhadnotattemptedtoindependentlywritebiographicaltexts.

Students’readingneeds:

Studentsareeagertoenhancetheirreadingprehensionskillsandtextanalysisabilities.TheyenjoylearningcharacterdrivenEnglishstorieslikeRyan’s.TheyaspiretobeeindividualslikeRyan,hopingtoinfluenceothersthroughtheirownactions.Theyareeagerforteacherstoincorporatevideosintotheteachingprocess,whichwouldboosttheirlearningmotivation.

TeachingObjectives:

Afterthisclass,studentswillbeableto:

1.SummarizetheeffortsRyanmadetohelptheAfricanpeopleandtheachievementsheobtainedateachstage.

2.AnalyzethereasonsforRyan’ssuccessbyparinghisattitudechangestounderstandthetitleofthetext.

3.SummarizeRyan’sspiritanddiscussthesmallthingswecandotodeeplyunderstandthethemeofthetext:asmallactbepowerfultomakeahugedifference.

KeyPoints:SummarizeRyan’seffortsandresults,andanalyzethereasonsforRyan’ssuccess.

DifficultPoints:AnalyzethemeaningofthetitleandsummarizeRyan’sspirit.

TeachingMethod:ActivitybasedApproachtoEnglishLearning

LearningMethods:Independentlanguagelearning,inquirybasedlanguagelearning,cooperativelanguagelearning

TeachingAids:Blackboard,Textbook,PPT

TeachingProcedures:

Leadin(3minutes)

Step1:Theteacherintroducesthetopicofwaterresourcesusingthetitleofthetext.(1minute)

Theteacherfirstoutlinesthelessoncontentandasksstudentswhatestomindwhentheyseetheword“well”inthetitle.Throughthinking,studentslearnthatthetextfocusesonwellsandwaterscarcity.

Step2:TheteacherillustrateswaterscarcityinAfricausingmaps.(2minutes)

Theteacherdisplaysimagesofthesevencontinentsandasks,“Whichonehasthemostseverewatershortage?”toguidestudentstoidentifyAfricaasthecontinentfacingtheworstwatercrisis.AmaphighlightingAfrica’swaterscarcityisthenpresented,allowingstudentstoanalyzeandvisualizetheseverityoftheissue.

[Justification]:Studentslearnthatthetextdiscusseswellsandwaterresourcesbyanalyzingtheword“well”inthetitle,whichsparkstheircuriosityandmotivation.Byaskingwhichcontinentfacesthemostseverewatershortage,theteacherintroducesAfrica’swatercrisisasthecentraltheme.AnalyzingmapsofAfricaallowsstudentstodeeplyunderstandtheseverityofwaterscarcityonthecontinent.

Prereading(4minutes)

Step1:StudentsrecallhowtheylearnedaboutAfrica.(1minute)

Theteacherasks,“HowdidyoufirstlearnaboutAfrica’swatercrisis?”,promptingstudentstoreflectontheirpriorknowledge.Thisrevealsthatmoststudentsgainedinformationfromgeographyteachers.

Step2:TheteacherintroducesRyan’schildhoodexperience.(2minutes)

Theteacherasks,“Didyouimmediatelybelieveyourgeographyteacher’sclaimsaboutAfrica’swatershortage?”.Afterstudentsanswer“Yes”,theteachercontraststheirresponseswithRyan’sskepticism.AvideoaboutRyan’sdisbeliefisshown,followedbystudentsidentifyingkeywordsinthefirstparagraphexplaininghisdoubts.Thequestion“HowdidthisrealizationaffectRyan?”guidesstudentstoconcludeRyan’sdecisiontohelpAfricanmunities.

Step3:Studentspredictthetext’scontentbyanalyzingitstitle.(1minute)

Theteacherdisplaysthetext’stitleandtextbookimages,guidingstudentstoinfer“WhatdidRyando,andwhatweretheresults?”basedontextualandvisualclues.

[Justification]:TheteacherguidesstudentstorecallhowtheylearnedaboutAfrica,revealingthattheirknowledgecamefromgeographyteachers—mirroringRyan’sinitialexperience.Bycontrastingstudents’unquestioningacceptanceofteachers’claimswithRyan’sskepticalreaction,curiosityissparked,naturallyintroducingRyan’sstory.Havingstudentspredictthetext’scontentbuildsreadinganticipation,fuelstheirdesiretolearn,andsharpenstheirpredictiveskills.

Whilereading(25minutes)

Step1:Studentsskimthetexttoverifypredictions.(3minutes)

Studentsquicklyreadparagraphs25tocheckiftheirpredictionsaboutRyan’sactionsareaccurate.

[Justification]:Skimmingallowsstudentstoverifyprereadingpredictions,satisfyingtheircuriositywhilehoningtheirabilitytoextractinformationefficiently.

Step2:SummarizeRyan’sactions/resultsandpleteatable.(9minutes)

Studentsrereadparagraphs25toidentifyRyan’e.g.e.g.(e.g.,buildingwells)andtheiroutes,thenfilloutatable.Theteacherdemonstratesbypletingthefirstrow(e.g.,Ryan’sinitialactionandresult).Studentsspend8minutesfinishingthetable.

[Justification]:Closereadingandtablepletionstrengthenstudents’abilitytolocateandextractkeyinformation,improvelogicalthinking,anddeepentheirunderstandingofthetext’sstructureandRyan’schallenges.

Step3:Everyonechecksanswerstogetherandrespondstotheteacher’squestions.(10minutes)

Afterstudentspletetheforms,theteacherreviewstheanswersthroughagroupQ&Asession.Duringthisprocess,theteacherasksspecificquestionsaboutdetailsinthetextusingtheform.Concretequestionsinclude:

Q1:WhydidRyaninsistonbuildinga

well

insteadofjustahandpump?

Q2:Afterbuildingthefirstwell,

didRyanstopthere?

Q3:WhatledRyantosetupafoundation?

Q4:Howmanypeopleultimatelybenefited?

[Justification]:Bycorrectinganswers,theteacherhelpsstudentsestablishanaccurateprehensionofthecontent,enablingthemtobettergraspthestructureandplotofthetext.Throughcriticalthinkingandaddressingtheteacher’sdetailorientedquestions,studentscandeepentheirunderstandingofRyan’sactionsandimpact,whiledevelopinganinitialperceptionofRyan’svaluesandspirit.

Step4:StudentsanalyzetheevolutionofRyan’sattitudeandhiscorequalities.

e.g.rsummarizingRyan’sactions,theteacherguidesstudentstoexaminehowhisattitudetransformedthroughouttheprocess.StudentsarethenpromptedtoidentifythequalitiesembodiedinRyan’sspirit(e.g.,perseverance,empathy,leadership),ultimatelyhighlightinghowthesequalitiesdrovehissuccess.

Q1:HowdidRyan’sattitudetowardshelpingAfricanschange?

Q2:WhatmadeRyan’sdreametrue?

[Justification]:Thisactivityelevatestextanalysisfromsurfacelevelprehensiontoanexplorationofethicaldimensions.ByexaminingRyan’sevolvingattitudeandcorevalues,studentsareguidedtorecognizehowpersonalconvictionscontributetosuccess,whilebeingencouragedtotakeRyanasarolemodelforcontinuousselfimprovement.

Step5:Analyzethetext’stitle.(3minutes)

Theteacherguidesstudentstoexploreboththeliteralmeaningandsymbolicsignificanceofthetitle“TheWellthatChangedtheWorld.”

[Justification]:Deconstructingthetitlehelpsstudentsdevelopamultidimensionalunderstandingofthetextandrecognizethetransformativepotentialofmodestinitiatives.Thisawarenesscanmotivatestudentstovaluesmalldailyactionsascatalystsformeaningfulimpact.

Postreading(11minutes)

Step1:Groupdiscussion

Theteacherdividesstudentsintogroupsoffourandguidesthemtodiscusswhatsmallthingstheycandoashighschoolstudentstomakeadifference.

Step2:Grouprepresentativepresentation

Eachgroupselectsarepresentativetopresenttheirideas.Theteachershouldprovidespecificanddetailedfeedbackoneachpresentation,alongwithpraise.

Step3:Teacher’sSummary

Aftercarefullylisteningandgivingappropriatefeedback,theteachersummarizesthegroupdiscussionsandintegratesculturalvalues.Theteachermayconclude:“Evensmallactionscanleadtosignificantcontributions.Tomakeadifferenceinsomeone’slife,youdon’tneedtobebrilliant,rich,beautiful,orperfect.YoujustneedtoCARE.”Theteacherthenusesblackboardwritingandvideostoreviewthelessoncontent,reiteratingthemoralvaluesattheend.

[Justification]:Groupdiscussionsallowstudentstoshareperspectives,enhancingoralexpressionandcollaborativeskills.Throughattentivelisteningtoteacherfeedback,studentscancorrectmisunderstandingsandbuildconfidence.Reviewinglessoncontenthelpsstudentsclarifyunderstanding,establishcorrectvaluesandworldviews,recognizetheirabilitytohelpothersandimpacttheworld,ultimatelycultivatinghabitsofdiligentworkandhelpingothers.

Homework(2minutes)

(1)pulsoryHomework:Studentsneedtowritea100wordbiographyofRyanusingthewritingframeworkandusefulexpressionsprovidedbytheteacher,basedonthelessoncontent.

[Justification]:WritingRyan’sbiographyallowsstudentstoreviewkeylessonconcepts,deepentheirunderstandingofthecharacter,improvetheirwritingskills,andmasterbiographicalwritingtechniques.

(2)OptionalHomework:Studentsneedtoe.g.AItools(e.g.,WondershareFilmora,MagicSpeech)tocreatea1minutevideoinspiredbytheclassroomexample,introducingRyan’sstoryandsharingtheirperspectiveon“makingadifference”.

[Justif