1、Teaching plan for Birth order and personality By He Xiaodan 何曉丹 Jinhua No.15Middle School 金華十五中Teaching contentBirth order and personalityTeaching ObjectStudents in Junior Two, Wenzhou Foreign Language SchoolTeaching AimsCriteria (標(biāo)準(zhǔn))1. The main task (Outcome)Help the students to understand the read

2、ing material with proper reading skills.2. Language focus1) The students will be able to know the meanings of the following new words and phrases and try to use them to describe personality .personality, responsibility, independence, responsible, adventurous, fun-loving,outgoing, hard-working , jeal

3、ous,creative, humorous , compete with, tend to,as a result, depend on 3. Language skills1) The students will be able to understand the passage through hypothesis.The students will be able to guess the meanings of new words by context and word-building.4. Learning StrategiesThe students will be able

4、to validate (驗(yàn)證) the hypothesis by reading the material with proper reading skills.Difficult pointsToo many new words will be the obstacle(障礙)for the students.Get Ss to grasp the reading skill- hypothesisTeaching AidsPPTTeaching Procedures TeachersStudentsPurposesI. Pre-reading activities1. To greet

5、 students and lead in the topic-Birth order and personality. 2. Let students talk about my personality and their own personalities and use the new words to describe the personalities of the three characters in a TV play.1. To listen to the teacher carefully and try to understand the topic.2. To talk

6、 about personalities with new words.通過(guò)老師和學(xué)生的交談,了解彼此的性格。這不僅能拉近老師與學(xué)生間的距離，活躍課堂氣氛，更重要的是通過(guò)相互交談，引出本課的一部分新單詞。幫助學(xué)生理解文本主題。II. While-reading Activities Part one: Hypothesis1. To present the title, the picture and make students predict the main idea of the text 2.After talking about their hypotheses, give them

7、 three choices to choose3. To give them the topic sentences of each paragraph to check their answers.4.Let the students make another hypothesis.1. To look at the title and picture and predict what the text is about. 2.Choose the right answer.3. To read the topic sentences to check their hypotheses4

8、Make another hypothesis about birth order ad personality.5.Skimming the text to check the second hypothesis.由利用文章標(biāo)題及圖片來(lái)猜測(cè)文章內(nèi)容到通過(guò)閱讀主題句來(lái)驗(yàn)證猜測(cè)，能幫助學(xué)生更好地了解文章的梗概，有助于后一步對(duì)課文的深入剖析。再一次的假設(shè)能夠引起學(xué)生的閱讀欲望。Part two: Reading for details1. To present three sentences with two new words and a phrase and guide students to

9、 guess the meanings of them by context and word-building.2. To deal with the following phrases:compete with depend on as a resultwant to do well(To guide the students to understand the meaning between the words)3.To present some sentences to make students to do “T” or “F” to check if they know the d

10、etails4.To answer three questions to check if their understand the whole passage well 1. To choose the right answers and give the reasons2. To fill the blanks and give the reasons. 3. To judge the given sentences by giving reasons.4. To answer the questions by giving enough reasons according to the

11、text.將文章較難理解的單詞或典型的單詞放入句子中，并引導(dǎo)學(xué)生通過(guò)上下文或構(gòu)詞法來(lái)理解。這也是學(xué)習(xí)策略的很好的滲透。通過(guò)讓學(xué)生做判斷題和回答文章概括性問(wèn)題來(lái)檢測(cè)學(xué)生對(duì)文章的理解，而且通過(guò)教師在學(xué)生回答問(wèn)題時(shí)的追問(wèn)，能進(jìn)一步引發(fā)學(xué)生的思考，同時(shí)照顧到?jīng)]有理解文章內(nèi)容的學(xué)生更好的理解與掌握文章內(nèi)容。III. Post-reading Activities1. To guide the students to discuss the topic 2. To get students work in pairs, talk about it and give a report1. To think

12、about the topic2. To work in groups and discuss on the topic 讓學(xué)生學(xué)會(huì)用自己的觀點(diǎn)思考問(wèn)題，從而達(dá)到語(yǔ)言訓(xùn)練和思維激發(fā)的雙重目的。IV. Homework1. write down what kind of brothers or sisters the students would like to have.家庭作業(yè)是課堂教學(xué)在課外的延續(xù)，也是對(duì)課堂內(nèi)容的進(jìn)一步鞏固。 教學(xué)反思體會(huì)與收獲：1.對(duì)怎么上好閱讀課有了進(jìn)一步的認(rèn)識(shí)，對(duì)于如何在教學(xué)過(guò)程中滲透閱讀策略有了初步的嘗試，基本形成了上閱讀課的模式。 2.導(dǎo)入很重要，好的導(dǎo)入能夠讓

13、學(xué)生自然進(jìn)入閱讀狀態(tài)，并激起學(xué)生的閱讀欲望。比如用家庭喜劇片家有兒女中的三兄妹來(lái)導(dǎo)入，因?yàn)榇蠹覍?duì)劇中人物很熟悉與了解，學(xué)生就很有發(fā)言的欲望，在討論這三個(gè)人物性格的同時(shí)就不留痕跡的過(guò)渡到了我們所要學(xué)的話題。3.閱讀策略的滲透，閱讀技巧的養(yǎng)成不是能一躕而就的，要在今后的日常教學(xué)過(guò)程中要更好的滲透閱讀策略與閱讀技巧的訓(xùn)練，培養(yǎng)學(xué)生形成良好的閱讀習(xí)慣與能力。在貫穿策略的同時(shí)，要讓學(xué)生在課堂上嘗試策略，體會(huì)策略所帶來(lái)的成功，讓學(xué)生在閱讀學(xué)習(xí)中體會(huì)學(xué)習(xí)所帶來(lái)的成就感，從而激發(fā)學(xué)生的學(xué)習(xí)興趣。比如通過(guò)構(gòu)詞法或上下文來(lái)猜一些新單詞或詞組的意思等。存在的問(wèn)題：1.時(shí)間沒(méi)有把握好，主要體現(xiàn)在個(gè)別問(wèn)題處理上花費(fèi)時(shí)間太多，不夠干脆利落，導(dǎo)致在處理文本的后續(xù)步驟走的有些匆忙，這樣也影響了一部分學(xué)習(xí)能力不是很強(qiáng)的同學(xué)的對(duì)文章的理解，最后的拓展基本上沒(méi)有展開(kāi)。但個(gè)人認(rèn)為，即使是拓展不能展開(kāi)也要保證文本處理的完整性，要保證學(xué)生閱讀細(xì)節(jié)的時(shí)間。 2.時(shí)間沒(méi)把