be proud of; fail; influence; be absent from;
in person“Guessing the meanings ofnew words and phrases byusing context” is a keyreading strategy whilereading this passage. Theteacher will first guidestudents to get themeanings of words withinthe context and then designa summary filling as aconsolidation. 3. Language skills and goals 1)The students will be able to practice thecommon skills of predicting, skimmingand scanning;2)The students will be able to betterunderstand the story through criticalthinking. 3)The students will be able to express theirlove to the people around them.Except the common readingskills such as predicting,skimming and scanning, thisperiod also intends todevelop students’ criticalthinking by think-pair-shareto understand the story andthe ideas behind it moredeeply. 4. Learning Strategies1)The students will be able to read carefully for the reason(why), the development(how) and the result(what) in the story (阅读策略);2)The students will be encouraged ingroups to have discussions and role-play.(情感策略)This passage is a storywhich is different from othertypes, so the teacher shouldpay more attention toguiding students to learnhow to fully understand astory by reading itsbackground, development,reasons and results.Activities need to be carriedout individually and ingroups. 第 1 页
Teaching plan for He Studies Harder Than He Used to TeachingMaterialHe Studies Harder Than He Used to(Grade 9, Unit4, Section B, Reading) TeachingObjectStudents in Class9 &10, Grade 9, Baiyun Middle SchoolNotesTeachingAims1. The main task (Outcome)The students will be able to understand thelove from others through sharing stories. The main purpose of thisperiod is to help studentsrealize the importance ofcommunication andunderstanding in LOVE.2. Language focusThe students will be able to know themeanings of the following words andphrases:


TeachingAidsBlackboard, Chalk, Computer, Overhead Projector, etc.Procedures and ActivitiesTeacher’sStudents’PurposesI. Pre-reading activities1. Lead-in: To welcome studentspresent a mini-play aboutparent-child conflicts. 2. Survey:(1) Do you often spend time withparents? (2) Do you often share schoolthings with parents?3. Predict: (picture & title)(1) What problems might theboy have? (2) What informationcan you get from the title? 1. To talk about the topic of themini-play.2. To talk about the relationswith parents.3. To make predictionsaccording to the picture andthe title.As an activity loved bystudents, mini-play canboth lead in the topicnaturally and catchstudents’ attention. Inthe next activity survey,the topic is from theirdaily life so they wouldlike to say and can saysomething. As forprediction, it well servesas a transition of thetopic and the text. II. While-reading activities Part one: fast reading1.To let students find out thefact: Which thing made him studyharder?2. To ask students to putsentences A-D in the correctplaces using context. 1. To read the passage fast andanswer the question; 2. To put the sentences intothe blanks with the help ofcontext. 1. The question for fastreading intends to helpstudents focus on thecore of the story. 2.“Putting sentences intothe correct places” isalso a way to use the第 2 页
5. Affection1) The students will be able to feel theimportance of communication andunderstanding ; 2) The students will be able to feel the lovearound them.As for the affection goals,besides the realization ofthe importance ofcommunication andunderstanding, the abilityand awareness to feel thelove around the studentsseems more important.DifficultiesThe students might find it difficult tounderstand the story deeply except thesurface of the story itself.Although the story itself isnot difficult, it’s not so easyfor students to fullyunderstand the ideasbehind it. Solutions: theteacher should use the“scaffolding method ofteaching”.


context. The teachershould help students tofinish it with the help ofcontext.Part two: careful reading1. To ask students to fill in thechart about Li Wen’s change indifferent periods. 2. To ask students about how thestory develops and why:(1) How did his unhappinessinfluence his schoolwork? (2) What did his parents do? Did itwork?(3) Why was the talk so helpful? 1. To fill in the blanks afterreading the passage carefully.2. To read and find theanswers to the threequestions. 3. To understand what Li Wensaid, “It was exactly what Ineeded. Now I understand… .” During careful reading,the teacher shouldgradually guide studentsread the development ofthe story while thinkingabout the reasons,especially what the maincharacter Li Wen says.Comprehending hiswords and his ideas is,to a certain extent,understanding thepassage. III. Post-reading activitiesPart one: make a summaryTo ask students to fill in thesummary with the proper forms ofthe words and phrases in the box. 1. To fill in the summary withthe proper forms of the wordsand phrases in the box.The short passage is notonly a summary of thestory but also a practiceof the new words andphrases. Part two: role-play To ask students to work in a groupof three to role-play theconversation between Li Wen andhis parents. 1.To make up conversationsand role-play it. 2.To make comment onother’s role-play.Role-play is not only away to improvestudents’ languageability but also a mostdirect way to deepentheir understanding ofthe story. Part three: critical thinkingTo ask students think-pair-sharethe understanding of “be therefor” in the last sentence “It’simportant for parents to be therefor their children”. 1. To think about what “bethere for” means and shareideas with the class. Students in grade 9 areable to and should beencouraged to thinkcritically about sometopic, especially for sucha meaningful keysentence.IV. Follow-up activities 1. Let’s talk: To guide students to1. To share with the wholeUnderstanding the第 3 页when hewas alittle boy ________ timetogether withhim ____ caused problemsa fewyears ago _____ to thecity behaved _____ at school now ___________ more with him behaves _____ at school


Topic: the improvement of parent-child relationshipWritten: (1) Level A: make a summary of Li Wen’s storywithin 60-80 words.(2) Level B: write an article within 80-100words.
Topic: Is it important for teenagersto stay with their parents?1. To prepare for the mini-playin groups.2. To choose one level andwrite the relevant article.1. The mini-play for nextclass is actually anextension of the mini-play at the verybeginning of this period,with topics respectively“the improvement ofparent-childrelationship” and “theconflicts betweenparents and children”.It’s also an application ofwhat they’ve learned inthis period. 2. Different writing tasksare for students withdifferent levels. Level Ais a task meant for abasic understanding ofthe passage. Level B isanother extension fortheir critical thinkingduring the class.学情：1. Basic information:The students from Class9 &10, Grade 9 have already gotten certain reading ability andspeaking skills after years’ English learning. Besides, they have formed some goodlearning habits, such as making comments after classmates’ acting, finding the supportingdetails while reading, sharing ideas with classmates in critical thinking and so on. All thesemake it possible for the teacher to guide the students to do a variety of activities. 第 4 页
give examples in which someone’slove helps change them. T first gives an example ofherself, then leads students toshare their stories about others’love, including parents’, teachers’,friends’, neighbors’, strangers’,etc. 2. Let’s enjoy: To provide studentswith a little poem which shows therelation between love andunderstanding. class some examples, to feelthe love from others and tolearn to express the thanksfor the love. 2. To enjoy the meaningfulpoem with the beautifulmusic. passage itself is not theonly target; the moresignificant one should becombining what they’velearned with their reallife. Through the follow-up, students are hopedto learn to understandothers and to bethankful for the lovearound them. V. Homework Oral:Prepare a mini-play for the nextclass.


2. Understanding this passage:A survey shows that most of the students in this class live with their parents. This is quitedifferent from the situation of Li Wen, the hero in the passage to read, whose parentsmove to another city to work leaving him at home. So they may find it difficult to fullyunderstand how Li Wen feels, which is thus one of the difficulties. 重难点：1. Reading focus (1) Ss will improve their reading ability by training some of the reading skills, such aspredicting, skimming, and scanning; (2) Ss can grasp some useful words and expressions in this passage, such as fail, inperson, take pride in, influence, be absent from;(3) Ss will be able to fully understand the story through critical thinking and get the mainidea behind the story by thinking, discussing and sharing. 2. Anticipated difficulties As discussed above, the fact that the Students don’t have similar experience as the hero LiWen may make it difficult for the students to understand how Li Wen feels. Solutions: the teacher should use the “scaffolding method of teaching” and guide studentsto finish tasks from easy ones to difficult ones. Teaching methodThree-stage model: Based on the understanding of reading as an interactive process whichinvolves not only the printed page but also the reader’s knowledge of the language ingeneral, of the world, and of the text types, teaching reading in the classroom divides theteaching procedures into basically three stages. They are pre-reading, while-reading, andpost-reading.Teaching aidsMulti-media devices, PPT documents, blackboard[Aims]be asked to find out the supporting details in the context. This is the main part of passage reading. The teacher should guide students to think whilereading and to understand after reading by asking questions in a row at a right time.During the process, the teacher can properly help students deal with some new words andphrases like “influence” and “be absent from”. At the same time, the teacher should usethe blackboard as a us