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The students will be able to read carefully for the reason(why), the development(how) and the result(what) in the story;
The students will be encouraged in groups to have discussions and role-play.This passage is a story which is different from other types, so the teacher should pay more attention to guide students to learn how to fully understand a story by reading its background, development, reasons and results. Activities need to be carried out individually and in groups. 5. Affection
1) The students will be able to feel the importance of listening and talking when they have problems ;
2) The students will be able to find ways to “win” even though they “lose” .As for the affection goals, besides the realization of the importance of listening and talking, the ability and awareness to change something bad to good in life seems more important.DifficultiesThe students might find it difficult to understand the story deeply except the surface of the story itself.
Although the story itself is not difficult, it’s not so easy for students to fully understand the ideas behind it. Solutions: the teacher should use the “scaffolding method of teaching”. Teaching AidsBlackboard, Chalk, Computer, Overhead Projector, etc.Procedures and ActivitiesTeacher’sStudents’PurposesI. Pre-reading activities1. Free talk: To let students talk about different feelings.
2. Predict: (picture & title)
1) How did the boys feel?
2) What information can you get from the title and the picture? 1. To talk about different feelings for different things.
2. To make predictions according to the picture and the title.In free talk, the topic is from their daily life so they would like to say and can say something. Students and the new teacher can know each other quickly and naturally. As for prediction, it well serves as a transition of the topic and the text. II. While-reading activities Part one: fast reading1. To let students find out the fact:
Did they win the soccer game?
2. To ask students to number the events in the correct order. 1. To read the passage fast and answer the question;
2. To number the events in order. 1. The question for fast reading intends to help students focus on the core of the story.
2. “Numbering the events in the correct order” is a way to understand the main idea of the story quickly.Part two: careful readingTo lead students to understand how Peter felt on his way home and then ask students to read the sentences out.
To lead students to understand how Peter’s feeling changed when he went back home and ask students to role-play.
1)What advice did Peter’s father offer him?
After role-play:
2)What did Peter think after listening to his father’s words?
3)How did Peter feel after listening to his father’s words and thinking?
3. To lead students to understand how Peter felt after talking to his teammates.
1) What happened after Peter told his teammates that he was sorry?
2) How did Peter feel after talking to his teammates and thinking together with his teammates? 1. To answer the question after reading the passage carefully and read the sentences vividly.
2. To find the answers and role-play.
3. To understand Peter’s changing feeling at last.During careful reading, the teacher should gradually guide students read the development of the story while thinking about the feelings, especially the main character Li Wen’s changes. Reading the sentences and role-play are not only the way to improve students’ language ability but also the most direct way to deepen their understanding of the story. III. Post-reading activitiesPart one: further thinkingTo ask students to look at the picture and the title again and think:
Why did Peter think he was on a winning team even though they lost the game?To think about the meaning of “winning” in this passage.Understand the meaning of “winning” in the passage, know the importance of teamwork and understand the passage better. Part two: critical thinkingTo ask students think-pair-share and lead students to understand Peter’s winning life:
If Peter didn’t listen to his father’s words or talk to his teammates, what would happen?To think about what would happen and share ideas with the class. Students in grade 9 are able to and should be encouraged to think critically about some topic. By thinking, they will understand what they should do if they meet the similar problems.IV. Follow-up activities To guide students to share their ways to solve problems.
Did you meet any problems before?
What did you do at that time?
What will you do if you meet the problem again?
To work in group of six and share, and then share with the whole class some examples to solve problems better.
Understanding the passage itself is not the only target; the more significant one should be combining what they’ve learned with their real life. Through the follow-up, students are hoped to learn to solve problems in a better way and have the winning life.V. Homework Oral: