AttitudetoLife教案.doc

Lesson Plan

Background information
School: Anshun NO.2 Senior High school
Teacher: Pengyan
Students: 65 senior high school students, Class11, Grade 10
Time & date: 14:10-14:50 pm., Friday, 29th June, 2018
Material: Book 3 Unit 2 Attitude to Life
Type of lesson: A reading class
Teaching aids: PPT, backboard
Teaching methods: Task-based language teaching (TBLT),
Communicational teaching method
Situational teaching method
Contents:
1. New words: cheerful, overjoyed, sorrowful, grassland, stable, content, magnificent, sympathize, share in
2. New structures and grammar: the use of “-ing form”
3. Functions: What’s your feeling?
4. Material: Book 3 Unit 2 Attitude to Life

Teaching objectives:
By the end of the lesson, students will be able to:
Instructional objectives:
1. Read and write the new words correctly, understand the words meaning with the help of pictures and context .
2. Develop reading skills, such as scanning, skimming, reading for the details, drawing inferences about the author’s purpose and intention and predict the passage according to the pictures and brief information.
3. Develop speaking skill by learning some adjective words to describe people’s mood and retelling the story through role-play.
4. Develop writing skill by writing a short paragraph about the idioms.
Educational Objectives:
1. Build up cooperative spirits and confidence by pair work and group work.
2. Arouse interests by prediction.
3. Have a positive attitude toward life and how to face the troubles in life.
Personal Objectives:
1. Pay attention to all levels of students and give clear-cut instructions.
2. Design task that following the order from easy to difficult.

Teaching procedure:

 Stages 

Steps 
Stage 1: Getting ready for learning.
Step 1: Warming up
Step 2: Brainstorming
Stage 2: Pre-reading 
Step 1: Predicting the story.
Stage 3: While-reading
Step 1: skimming (get the main idea )
Step 2: scanning (get the specific information)
Step 3: reading for the detailed information.
Stage 4: Post-reading
Step 1: Group work: role play
Stage 5: Summing up
Sum up the story students learned in the class
Stage 6: Homework
Oral & Written

Stage 1 Getting ready for learning (10 minutes)
Step 1: Warming up (3 minutes)
( Purpose: Use a piece of music to introduce today’s topic.)
T: Good afternoon, boys and girls, what’s your feelings? Are you nervous?
Ss: Yes.
T: OK. Don’t be nervous, just relax yourselves. In this class, we still have a competition. So do you still remember your groups?
Ss: Yes.
T: That’s good, so in this class, there are five groups: group 1, group 2, group 3, group 4 and group 5. All of you need to work in groups and try to answer my questions as much as possible. Then the final winner will get my gifts, are you clear?
Ss: Yes.
T: At the beginning, I would like to play a piece of music, enjoy the music and then try to guess the name of the song, is that clear?
Ss: Yes.
T: So now, who can tell us what’s the name of the music? A sentence is repeated in this song.
S1:...
T: That’s right. The music’s name is “Trouble is a friend” You are so clever. So from this song “Trouble is a friend”, how do you think of it and can you guess today’s topic?
Ss: ...
T: Yes, it shows that how to treat troubles right? So today’s topic is about the attitude of life.
Step2: Brainstorming.( 7 minutes)
Purpose: Arouse the students’ interest according to talk about several situations.

T: Just now, we talk about troubles, but what troubles you have met in your life and what’s your attitude toward them? For example, when you meet the traffic jam, what’s your feeling? Who can tell me?
S2: Maybe I will feel angry and anxious.
T: And how about this one, when you lost your wallet, what’s your feeling?
S3: I will feel very sad and worried.
T: Let’s move to this situation, when you get a good score, how are you feel about it?
S4: I will feel very proud of it and very satisfied.
T: So boys and girls, there are several situations you have ever met, and maybe different situations you have different feelings, do you agree?
Ss: Yes.
T: So now, let’s work in pairs to make sentences to describe the good things or bad things happened to you. And I will give you example. ‘I feel fearful when I stay at home on my own.” like this. Try to share your experience with your partner. One minute for you.
....
T: So boys and girls, which pair can share your sentences with us? Yes, this pair, please.
S5: ...
S6: ...
T: So in our life, when we meet troubles, we will feel fearful, scared, lonely, angry, ashamed, disappointed, mad, painful, nervous, regretful and sorrowful. But when we solve troubles, we will feel confident, cheerful, excited, overjoyed and hopeful.
No matter how difficult the trouble you meet, I hope you can be confident, cheerful, excited, overjoyed and hopeful, can you understand me?
Ss: Yes.

Stage 2 Pre-reading ( 6 minutes)
Step 1 Predicting the story
( Purpose: To increase students’ interest about the main idea of the passage.)

T: OK. Now let’s come to today’s reading part. Before reading, let’s have a prediction about this reading story. I will show you five pictures, and from these pictures, try to make up your own story, are you clear?
Ss:...
T: OK, work in groups of four and use five -ten sentences to describe these pictures. I will give you 3 minutes to discuss.
....
T: Now time is up, let’s listen to some students’ prediction.
S7: ...
S8: ...

Stage 3 While-reading (12 minutes)

(Purpose: To make the students know the main ideas and specific information of the text.)

T: Boys and girls, now let’s take out the paper and read this story quickly and check your prediction is right or wrong.When we read the story, I need you to scan the text and complete the following chart with the information you get. But do you know the meaning of scan?
Ss: ...
T: When you read a text, you should ignore the irrelevant parts in order to get some important and specific information, understand?
Ss: Yes.
T: Group 1 and 2 finish the first two rows, then group 3, 4, 5 finish the last two rows, clear? I will give you 4 minutes to read the whole text, are you ready?
Ss: Yes.
T: OK, let’s begin.
T: All of you finished it, right? OK, now let’s check answer. The first event, group 1 and , you choose a group leader to answer the question. Who wants to try?
S9: ...
T: Very good, all right. And event 2, group 2, who would like to share your answers with us? OK, that boy at the back of the class.
S10: ...
T: You also did a good job. Now group 3,this one, this girl please.
S11: ...
T: Very good. At last, the result of the story, who would like to try? How about group5?
S12: ...
T: You are so clever.

Task 3.Scan the text and complete the following chart with the information you get.
(Purpose: To develop the students’ reading skill---scanning, make them know the main idea of the text)

T: After you read the text, could you tell me what’s the life philosophy?
Ss: Good in bad and bad in good.
T: OK, but do you know it’s meaning? Yes, it means 祸福相依. Now, think about the three questions and discuss with your group members. Then, I will invite some of you to share your answers with us. Now, do it begin.
Ss: ...
T: OK, time is up, the first one I want to invite Winnie in group 1, what’s your answer
S13: Proud.
T: Oh, you mean when something good happened, don’t be proud, right? That’s good, I like your answer. And the second one, group 2 and group 3, who wants to try? OK, you please, read the full sentence for us.
S14: When something bad happened, don’t be sad.
T: Do you agree with her answer?
Ss: Yes.
T: Good, here we can use many words, such as sad, disappointed and so on. How about the last question? The last chance for you. OK, Mary.
S15: interchanged.
T: You say we should know that good and bad can be interchanged. Very good, so smart.

Task 4 Work into groups, try to understand the life philosophy and fill in the following blanks.
(Purpose: To make students think about the deep meaning of the text.)
When something good happens, don’t be______________;
When something bad happens, don’t be________________;
We should know that good and bad can be__________

Stage 4 Post-reading. (8 minutes)
Task 5 Role-play.
(Purpose: Let the students be more familiar with the passage, and practice speaking skill.)
T: After you learned this passage, I prepare a task for you. We will have a role-play game. The first step is choosing actors. How many people are there in this passage? And who are they?
Ss: There are three people. They are the father, the son, and the relatives.
T: Very good. But you need a narrator, the passage is too long, so we need to choose two narrators, but the narrators should tell the story by your own words. Then try to find the three people’s dialogue in this passage. I will give you 2 minutes to prepare.
...
T: So now which student wants to be the father?
S16: ...
T: Who would like to be the young man, the son?
S17: ...
T: Who wants to be the relatives?
S18: ...
T: The narrators, I need two students.
S19, S20: .
T: And pay attention, you should develop your play follow the order of the following 5 pictures we discussed before. Understand?
Ss: Yes.
T: OK, you will be given 5 minutes to show your performance. Let’s begin.
....
T: All of you have done an amazing performance

Stage5 Summary (4 minutes)
T: OK, boys and girls, let’s summarize what we have learned today! Today, we learned a story about good in bad, and bad in good. We know that good and bad can be interchanged, is that right?
Ss: Yes.
T: So we should have a positive attitude towards life. No matter how difficult the trouble is, no matter how sad you are, I hope all of you always are confident and optimistic, can you do it?
Ss: Yes.
T: Congratulations! You have learned the focal point of this lesson. At the end the class, I would like to share a beautiful sentence with you. “Learn from yesterday, live for today, hope for tomorrow.” Can you understand the sentence?
Ss: ...
T: Yes, it means 回首往昔，活在当下，展望未来.
Stage 6 Assigning homework (2 minutes)
T: Time is limited, let’s come to today’s homework.
1. Try to share the famous fable we learned today with your parents, pay attention to use new words and phrases.
(Purpose: To develop students’ speaking skill and to check whether they have learned the story or not.)
2. Choose one of the following idioms to write a short story about 100 words (your understanding + an example). You can surf the Internet to find more information about these idioms, Your writing will be shared next class.
Cut off all means of retreat.(破釜沉舟)
Love me, love my dog.(爱屋及乌)
A slow sparrow should make an early start.（笨鸟先飞）
(Purpose: To develop students’ writing skill and improve their abilities of understanding these idioms.)