Teaching Plan

Designed by Miffy

Teaching Content:

People who help us(A reading passage about firefighters)

Teaching Aims:

To read and know more about firefighters

To talk about the job as a firefighter

Teaching key points:

Cultivate their ability of self-learning and collaborating.

I. Warm up

Show a map of different jobs and say: There are many jobs, different jobs help different people.

1. First, get them to think and write down the jobs they know.

2. Share their answers with their partners.

3. Discuss in pairs: What job do you want to do when you grow up? Why?

II. Pre-reading

1. Today, let me introduce a new friend, Ben to you. He is a firefighter.

Show 5 pictures of different jobs with Ben’s face on them, and ask: Who’s Ben? Why?

(Encourage them to discuss in pairs and later share their answers.)

It’s easy to find out Ben, but they are going to talk about why? The teacher hopes that they will say: because he’s wearing the clothes for firefighters. Now, the teacher will ask: How do we call the special clothes for their work? Ss may respond uniform. Then, get students to try to read first before the teacher teaches.

2.T: What are you wearing now?

Ss: uniform/ or school uniform.

T: Good. This is the special clothes for our students. Right?

Ⅲ. Reading

Task 1:

1. Get Ss to read the passage alone and try to get the information about: What’s special about firefighters.

2. Exchange what they get in groups. (Requirement: every student should talk about at least one point . The more, the better.)

3. Share in class. Use a mind-map to help them have a clear idea.

Task 2: 1. Get Ss to read the passage again. And find out anything they don’t know.

2. Discuss in pairs and try to solve the problems.

3. Later, get the Ss with questions to read, and when the questions occur, get

other students to help before the teacher does it.

Task 3: Read and say yes or no.

(Ss are required to correct the mistakes when the answer is no)

Task 4: Discussion: Do you want to be a firefigher when you grow up?why?

(List 2-4 reasons for your answer)

Ⅳ.Out of the books

Introduce about the explosion accident in Hongkong and get Ss to discuss about:

What can we do to protect the firefighters?(new uniforms?robots? no fires?)

Reflection:

本文是一篇叫做“People who help us”的阅读文章，主题讲的是消防员Ben.

对于本堂课的教学设计，我觉得亮点体现在：

1. 独学，对学，群学，安排得时机恰当。学生们对于文章的主题应该是有一定的了解的，所以在课堂一开始先让学生们自己回忆自己所知道的各类工作，这个部分采用的是先独学，然后俩俩分享的对学的方式。这样既有学生独立思考的时间，又有互相分享交流的空间。接下来的热身问题，也是在学生们对学交流后请几个同学分享交流结果，学生们即便没有站起来分享的机会，他们在对学时已经获得了交流的机会。接下来的阅读环节，学生们也是从独学，到对学，再到展示，每个任务每个学生都可以先独立思考，然后交流碰撞，最好展示分享。这样的安排让所有同学都充分地参与了课堂。

2. 巧妙解决重难点。纵观全文，其中的uniform会是一部分同学理解的难点，所以在一开始介绍完Ben是消防员之后，就展示出几幅贴着Ben的脸的其它职业的图片，让学生们讨论“Who’s Ben? Why？”学生们很快就可以判断出来，关键是他们要说怎么判断出来的。这个时候学生会说：Because he is wearing the clothes for firefighters.就此，老师便正好引出uniform这个词。同时联系到同学们穿的校服，进一步巩固这个词。

对于文章中的其它重难点，在独学，对学完成任务的过程中解决得差不多了，后来在个别朗读遇到学生有问题的时候就自然而然地解决了。而且，大多数问题都是学生提出来，学生自己解决的。

3. 问题设计有层次。从开篇的”What job do you want to do？”到“Do you want to be a firefighter?”,再到”What can we do to help the firefighters?”层层递进，由容易到有难度，从书本，过渡到课堂之外。设计有层次，独具匠心。

4. 营造了安全，受鼓励的学习环境。学生和老师的关系很融洽，默契，课堂氛围积极，有序。老师对于学生的评价语言都是积极鼓励而真实的。一些平常不太发言的同学都能积极参与。

本堂课需要改进的地方，

1. 老师的课堂用语可以更自然和丰富一些。包括各环节之间的过渡，和对于学生的评价性语言，可以更丰富，更具体一些；

2. 在学生站起来朗读的环节，可以请小组起来，这样学生们朗读的机会会更多，读得更充分；

3. 对于，最后，学生一边倒的不愿意长大后做消防员，老师可以更巧妙的引导学生看到消防员的正能量。