視頻標簽：第十五屆全國初中英語

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視頻課題：第十五屆全國初中英語教師教學基本功大賽視頻九年級Unit 4 I used to be afraid of the dark. Section B 2b He Studies Harder Than He Used to 5.河南

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九年級Unit 4 I used to be afraid of the dark. Section B 2b  He Studies Harder Than He Used to 5.  河南 蔡晗

Lesson plan
教材版本：《新目標》
課題：九年級Unit 4 I used to be afraid of the dark.
Section B 2b  He Studies Harder Than He Used to
學校：鄭州外國語中學

(T: teacher   S: student)
Learning objectives:
1. Learn to talk about changes through reading the text;
2. Understand the importance of communication through analyzing the text;
3. Try to solve parent-child problems through communication in interactive activities.
Design ideas: 本節課的設計以李文的父母所做的事及其引起的李文相應的變化為線索，旨在引導學生體諒父母苦衷，理解父母對子女的關愛，加強親子溝通。具體思路如下：

一、文本解讀 （語言能力）	Missing language所選四句與教材有所不用，為李文父母做的四件事，引導學生還原文章，了解大意。再由父母所做，引出孩子所“變”，找出李文的各種變化。
二、文本深析 （思考辨析）	1. 找出父母行為和李文變化之間的關系（Causes & Results）。 2. 經過橫向對比，找出父母做出看似不好的決定時，他們所面對的困難，體諒父母苦衷，為稍后語言輸出做準備。 3. 經過縱向對比，對比全文父母所做的四件事之間的關系，思考在此過程中的“不變”與“變”，從而理解父母對子女的關愛，提煉本文主題——親子溝通的重要性。
三、應用提升 （情感態度）	1. 在完成文本深析的基礎上，理解李文和父母內心訴求，通過問答形式，進行溝通，嘗試解決問題。 2. 結合現實生活，提供情境，幫助解決他人和父母之間存在的溝通問題，引導學生學會傾訴，加強溝通，構建和諧親子關系。

Teaching procedures:
Pre-reading:

I. Show the Ss some of their family photos when they were little and now. Lead Ss to pay attention to the changes.

II. Play a guessing game: the photo of one of the students when he was a little boy. Guess who he is. Show the second photo of him recently to check Ss’ guesses. Show the complete photos and ask the boy a few easy questions about his changes. Guide him to talk about changes himself. Ask Ss to think about themselves. Talk of Li Wen in the text. He has some changes. Ss read the title and predict why he studies harder.

While-reading:
First reading :

I. Skim the text, put the missing language into the blanks and find the reasons for their answers.

II. Ss check their answers and tell the reasons for their choice, which is to draw their attention to the use of context when trying to locate the missing language. After checking, show the reading strategy “using context” to Ss, and ask them to read and remember it.

III. Show the Ss the following table.   Ss find out who did all the things in missing language(Answer: Li Wen’s parents). Missing language can now be put in the left column. Ask Ss to focus on the right column.

Second reading:

I. Scan the text and underline all the changes of Li Wen and put the changes into different lines in the right column of the table. Then check the answers.

II. Show the Ss the complete table on the screen. Ss think about the relation between the left and right columns.(Give Ss an example question to help). The relation of the two columns is as follows:

III. Divide Li Wen’s changes into bad changes(green) and good changes(orange). Focus on the bad changes and the causes. T: For the bad changes, are parents’ decisions good? Ss: No. T: But did parents want to leave him? Ss: No. Ask the third question: What difficulties could parents have?(Back-up: why did they make these decisions even though they didn’t want to leave Li Wen?) Ss read for details about parents’ difficulties or guess according their understanding of the text. Ss share opinions about parents’ difficulties. T’s conclusion: Parents have to make unwilling choices sometimes. It’s not easy being parents.

IV. Ask Ss to compare all the things Li Wen’s parents did. Guide them to think and talk about: What never changed? and What has changed? Possible answers: What never changed? ---Parents’ love, care, hope, pride & responsibility... What has changed? ---Ways of communication...

Post-reading:

I. Help Li Wen and his parents make their long talk successful. Ss are divided into two big groups and asked to carry out an interactive conversation. Big group A ask parents’ possible questions while big group B ask Li Wen’s possible questions. Take turns to ask and answer.

II. Help at the school advice room. Read the letter from a schoolmate in communication trouble with parents. Role-play in groups of three. Act out the advice giving process.

Summary:
After this period, we realize our parents’ love, care, hope, pride and responsibility are always with us. Only though proper communication can we realize their existence. Li Wen said, “It’s important for parents to be there for children.” We should also understand that it’s important for children to be open to parents. Communication can make great changes.
Homework:
A letter in reply to the student in trouble.

Blackboard design：

Reflection:
After this period, the learning objectives are basically reached. The understanding and deep analysis of the text is satisfying. It’s pleasing to find that Ss can think of ways to help solve communicating problems and some of their advice is quite practical and creative. Good changes can be discovered among Ss. However, if more time could be given for the thinking and talking process, the analysis of the text might go deeper and further.

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