A Teaching Plan for Reading in Unit 5 in Go for it (2B)
九江外国语学校吴耀
Ⅰ. Teaching Contents:
Do You Remember What You Were Doing?
Ⅱ. Teaching aims:
1. Knowledge aims:
A. Learn the new words and phrases: pupil, completely, shocked,
in silence, recently, take down, terrorists, tower
B. Understand the content of the text and finish the exercises.
2. Ability aims:
A. Teach Ss some reading strategies to develop their reading
ability of predicting, skimming and scanning.
B. Learn to use the structure “…was/were doing…” to talk
about the past events.
3.Emotional aims：
Arouse Ss’ interest in American culture and history and their
love for the peaceful life.
Ⅲ. Teaching important and difficult points：
1.Deeper comprehension and further thinking of the two events
and finish the exercises correctly in a limited time.
2. Use the target language correctly in their oral and written tasks. Ⅳ. Teaching mothods
1.Task-based language teaching approach
https://www.doczj.com/doc/854073195.html,municative approach
Ⅴ. Teaching aids:
multimedia, ppt
Ⅵ.Teaching procedures：
Step 1 Greetings and warming-up
Let Ss enjoy a video and a picture of the tug-of-war competition(拔河比赛) that they took part in on our school’s Tree-planting Day. Then ask some students what they were doing and how they felt at that moment.
设计意图：利用学生亲身经历的事件，创设真实的语言环境来复习过去进行时和导入新课，让学生描述事件发生的时间、地点以及事件发生时自己的感受及当时所在做的事情。
Step 2 Pre-reading
1. Introduce Dr. Martin Luther King and his famous speech “I have a dream”.
2. Introduce the World Trade Center and the 911 Event.
设计意图：通过介绍历史事件，为阅读文章做好铺垫。并通过情景导入和学习重点词语。
3.predicting
look at the title and the two pictures on the screen, can you guess what the text is about?
(Ask some students to guess what the text may be about, any answer will be OK.)
设计意图：教会学生在读前能通过标题、图片来预测文章内容。Step 3 Reading
1.Skimming
Ask Ss to find out the topic sentence of the text as quickly as possible.
Guide them to pay attention to the first sentence of each paragraph.
Then try to answer what events are talked about.
2．Scanning
Show a chart of the two events on the screen. Ask Ss to find out the information about the following questions and then fill in the chart.
(1) When and where did it happen?
(2) Who told the story?
(3) What was he or she doing at that moment?
(4) How did he or she feel then?
3.Read for details
Work on 2c. Read the passage again. Are the following statements true (T) or false (F), or is the information not given (NG)?
F___ (1) Everyone in America remembers who killed Dr. King.
F___ (2) Robert Allen was eating lunch when Dr. King was killed.
T___ (3) Robert’s parents were shocked to hear the news.
F___ (4) Kate Smith was watching a movie when a plane hit the World Trade Center.
T___ (5) Kate didn’t think her friend was telling the truth about the event.
4. Language learning
Underline sentences from the passage with the similar meanings to the ones below and explain some phrases and structures.
(1) Not everyone will remember who killed him, but they can remember what they were doing when they heard that he got killed.
(Although some people may not remember who killed him, they remember what they were doing when they heard the news.)
(2) No one said anything for the test of dinner.
(My parents did not talk after that, and we finished the rest of our dinner in silence.)
(3) September 11, 2001__the date alone means something to most people
in the US.
(Even the date—September 11, 2001—has meaning to most Americans.)
(4) I had trouble thinking clearly after that because I was very afraid.
(I was so scared that I could hardly think clearly after that.)
设计意图：通过略读、快读和细读等活动和对阅读策略的指导来提高学生的阅读技能和更好的理解文章意思。
Step 4 After -reading
1.Memory challenging( An interview)
Work in pairs. One acts as a TV reporter, and the other tries to be Robert Allen or Kate Smith. Ask and answer some questions about the two events.
2. Writing
Write a short passage about an important event in your life using what you have learnt in this passage. Then share it with us.
1. What was the event?
2. When and where did it happen?
3. What were you and others doing at that time?
4. How did you feel then?
5. Why was it important? Or why do you remember this event?
3. Thinking
Terrible events can make people feel sad, but do you think something good can also come out of something bad? What else can we learn from these events?
设计意图：通过口头和笔头输出检测学生的掌握程度并达到学以致用的目的，通过读后思考来对学生进行情感教育。
Step 5 Summary
1. What does the writer want to tell us? And how does the writer tell us about it?
2. Useful expressions
1). 重要事件an important event
2). 被杀害be killed
3). 完全震惊了be completely shocked
4). 沉默地in silence
5). 被摧毁be taken down
6). 对某人有意义have meaning to
7). 几乎神志不清could hardly think clearly
设计意图: 让学生通过自我总结了解作者的写作目的和写作方法，加深对课文的理解，并梳理和回顾重要的语言点。
Step 6 Homework
Oral work:
Read the passage after the tape and try to retell the two events fluently.
Written work:
Write down the event you talked about in today’s class. And polish your article.
设计意图：将课内学习延伸到课后，进一步巩固课堂所学。Blackboard design
Unit5 Do you remember what you were doing?
was/were doing
event
be killed
completely shocked
in silence
be taken down
have meaning to
could hardly think clearly