九年级英语I'll help clean up the city parks(3).doc

I'll help clean up the city parks(3)
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
solve, complain, your concern, trust, wheelchair, brilliant and so on.
(2) Text: No problem!
2. Ability Objects
Train students’ ability of identify main idea.
Train students’ ability of understanding words in context.
Train students’ ability of reading for special information.
3. Moral Object
Help your family and friends to solve the life’s big or small problems with the ways you have learnt.
Ⅱ. Teaching Key Points
1. Key vocabulary.
2. Read the text to identify main idea.
3 Read the text to understand words in context.
4. Read the text for special information.
Ⅲ. Teaching Difficult Points
1. Train students’ reading skill.
2. Train students’ writing skill.
Ⅳ. Teaching Methods
1. Up-down reading methods
2. Pairwork
3. Groupwork
Ⅴ. Teaching Aid
A Projector
Ⅵ. Teaching Procedures
Step Ⅰ Part 1
This activity allows students to activate their background knowledge before attempting the reading.
Call the students’ attention to the title of the article.
Tell me the title of the article, please.
Yes, it’s No problem. What do you think the article is about based on the title?
Ask one or two to tell what they think of based on the title.
Then ask the students to look at the picture on this page. Say, Look at the picture, please. What can you see in it?
What is happening?
Ask one student to answer the questions.
He or she my say:
I can see two women quarrelling in the picture.
Then ask the whole class. Which student in your class do you think has the least problems? What does he or she do differently?
Choose one student to tell his own answer. He or she may say like this:
I think Li Hua has the least problems in our class. She seldom complains about the homework and she has never quarreled with any other student in our class.
Then tell the students to discuss the questions with their partners.
Tell them to give their own answers and not to read the article.
As they discuss, walk around the room looking at their progress. Once most students are finished, ask several pairs to report their results to the class. Let the whole class compare their answers.
Step Ⅱ Part 2
This activity encourages students to read quickly for the main idea and then support the main idea with one detail. Ask one student to read the instructions to the class. Make sure that all the children know what to do.
Call the students’ attention to the chart.
Have the students read the four headings together. Then tell them to see the example answer in the column of Explanation.
Say, Now please read the article quickly and note to catch the main idea of each part. Fill in the forms with complete sentences like the example given.
Ask the students to complete the task individually. More around the classroom while they are reading and writing, checking their progress and trying to find out what are difficult for them. After they all finish filling in the blanks, have some students to report their answers to the class.
The answers can vary, but they have to express the main idea with correct complete sentences.
Let the other students decide whether their answers are right or wrong and help correct the mistakes they may make.
Offer some help in combining sentences to the children.
Then ask the children to exchange their writing with their partners.
Help check the answers carefully. Point out any mistakes and help correct them.
Sample answers
Heading
Explanation
Learn to forget
Don’t think about things that make you angry.
Remember, it’s part of your job
Don’t worry about things you are supposed to do anyway.
See it from another person’s eyes
Think of why other people do things that make you mad.
Think of some thing worse
If you compare yourself to people who are not so fortunate, you still feel better.
Step ⅢI Part 3
This activity encourages students to use the strategy of reading in context.
We can see some words indicated in bold in the article.
Please guess the meanings of them now.
Then ask some children to guess the meanings of the bold words. Don’t give them the correct answers.
Do you want to know more about how to deal with the life’s problems? Please read the article more carefully this time and you’ll get more ways about it. Note to read in context. Try to guess the meanings of the words in bold from the other words around them. You can also guess the meanings of any words and phrases you can’t understand from the other words around them.
Ask the students to read the article again for comprehension.
After a while, ask some students to tell the meanings of the words in bold. Discuss their answers with the whole class.
Check their answers by showing these bold Words and other new words in the article on a screen by a projector.
deal v. 处理；应付
deal with 安排；处理
in fact 事实上
solve v. 解决；解释
complain v. 抱怨；发牢骚
concern n. 关切；感兴趣的事
trust v. 相信；信任
disease n. 疾病
wheelchair n. 轮椅
brilliant adj. 卓越的；杰出的
believe in 信任；信赖
Ask students to raise their hands and say which sentences and words they still don’t understand. Help them solve the problems.
Read the instructions with the students and have them look at the example.
Ask the students to match the words with their meanings. Remind them to read the story again for extra help.
Check the answers.
Answers
solve b；complain a；your concern c；trust e；wheelchair f, brilliant d.
Step Ⅳ Part 4
This activity helps students read for specific information. Read the instructions to the students. Ask the first question as a sample to check if they know what to do.
Ask the students to do the activity individually Tell them to read the article again to get help.
Check the answers by asking different students to answer the questions.
Answers may very slightly.
You should try to remember the answers before looking at the reading.
Then let the students ask and answer the questions in pairs loudly.
Sample answers
1. Tell yourself to forget.
2. He is still a very successful writer and teacher.
3. Angry or unhappy people may do things to make you angry.
4. You probably don’t need a wheelchair to move or a computer to help you talk.
5. A student’s most important job is to learn and show how he or she learns on tests.
Step Ⅴ Part 5
This activity helps students work in a group and think critically about what they have read.
Read the tasks to the students, and ask them to have a look at the sample answers.
Ask the students to do the activity in groups of five. Encourage each student to come up with a problem and a solution, and report them to their own group. The groups discuss the problems and solutions together, explaining the problems and solutions.
Check the answers by asking each group to explain the problems and solutions.
Try to ask for more solutions from other groups for each problem.
Sample answers
Problem
Solution
Homework is too difficult.
Make friends with brilliant students.
The rules of the school are too strict.
Remember that they are part of your job as a student.
There is too little time to play.
Your concern is to learn as a student.
Worry about the future.
Think of something worse.
Always quarrel with classmates.
Try to see it from another person’s eyes.
Step Ⅵ Summary
We have read a very helpful article in this class. And we’ve learned how to solve the problems. We discussed the problems we had at school and the solutions. We have done much practice on comprehension.
Step Ⅶ Homework
Read the article in Activity 2 again for further comprehension.
Try to solve your own problems and help the others.
Step Ⅷ Blackboard Design
Reading: No Problem
The Seventh Period
Answers to Activity 3:
solve b; complain a; your concern c; trust e; wheelchair f; brilliant d
Sample answers to activity 4:
1. Tell yourself to forget.
2. He is still a very successful writer and teacher.
3. Angry or unhappy people may do things to make you angry.
4. You probably don’t need a wheelchair to more or a computer to help you talk.
5. A student’s most important job is to learn and show how he or she learns on tests.