Topic

Unit 6 I’m going to study computer science.

Lesson 4  Reading  2a——2e

Designer

宿松县城关初级中学   虞 全 保

Theme

Human &Society

Type

 Reading

Analysis of Teaching Material

What

本文为一篇说明文，介绍了resolution的含义、分类和人们对其意义的质疑。文本一共三段，条理清楚，逻辑分明。第一段介绍resolution的含义，指出Resolution is a kind of promise you make to yourself. 第二段介绍了其分类：some are about physical health. Some have to do with self-improvement. Some have to with better planning.第三段讨论resolution的真正意义在于执行。

Why

本语篇旨在引导学生认识resolution的意义，在生活和学习中学会规划目标，并按规划持续不断地调控自己的生活，从而走向成功。同时，让学生明白，有时要下定决心达成目标并不是一件容易的事，需要持之以恒以达成自己的目标。培养学生的上进心和责任感，鼓励学生将自己的决心付诸行动。

How

本文第一段以设问开头，引出对resolution的话题，尤其是New’s resolution的介绍；第二段以主题句there are different kinks of resolutions. 作为开头，引出对三类决心的介绍；最后一段指出People hardly ever keep them, 引导读者思考：下定决心后如何执行坚持自己的决心。短文具有很强的现实意义。

Analysis of learners

What they knew

通过上一节课的听说课的学习，学生已经接触到New Year’s resolution的概念，并学习运用be going to 谈论新年决心，内容涉及自我提升、健康饮食、学习成绩等方面，学生初步具有新年规划意识。此外，新年决心也可与Section A部分学习的谈论未来职业理想联系起来。

What they wonder

结合自己的实际，进一步阅读了解有关resolution，并学习谈论和科学规划自己的新年决心（短期目标）。

What they will learn

在听说课基础上学习用be going to谈论未来的职业理想、新年决心的基础上，阅读一篇介绍Resolution的短文，了解resolution的含义、分类和意义，并学习通过找段落中心句的方法把握段落的主要意思。

Teaching Objectives

-- Core

Competences

通过本课的学习，学生能够：

1. 通过找主题句整体理解文本的主要内容，并将段意与段落的内容相匹配；（Language competence，Learning capacity and Thinking quality）

2. 获取resolution的含义、类别、真正意义等信息，完成相应的阅读任务；（Language competence and Thinking quality）

3. 运用be going to ,have to do with, have …in common 等表达参与小组讨论，领悟resolution的真正意义在于坚持，从而激发上进心和责任感，将自己的决心付诸行动。（Language competence，Culture awareness）

Teaching Focus

1. Read and know what the main idea of the passage is.

2. Discuss with partners if the best resolution is the to have no resolutions.

3. Encourage the students to keep their resolutions and make themselves to be better persons.

Teaching Difficulties

1.Ss will be able to use skimming and scanning skills and talk about their resolutions

2.Discuss with partners if the best resolution is the to have no resolutions.

3. Encourage the students to keep their resolutions and make themselves to be better persons.

Teaching Approaches

Activity-based Language Teaching Approach

Whole-Language Teaching Approach

Situational Language Teaching Approach 

Teaching Aids

Multi-media computer system, PPT

Teaching

Procedures

Activities

Levels of competence；Intention

Assessment

Time

Step

Pre-reading

Big ideas

Students learn the big ideas of this unit——realize our dreams, better life, better world.

Activity 1

Be a free talker.

Talk about the dream jobs.

T：What are you going to be when you grow up?

Did you make any resolutions last year? New Year’s coming, what’s your new year’s plan?

从整体上了解本单元的学习内容和目标，梳理基于单元的大观念整体意识。(筑梦逐梦，追求美好生，创造美好世界。)

学习理解类活动

师生闲聊，谈论职业理想和新年计划，激活话题信息, 为文本阅读铺垫。

学生能够对本单元主题有所认知。

观察学生是否能够就话题进行基础的交流，并确定学生现有水平。

CW/

IW

3’

Step II

While-

reading

Activity 2

Be a fast reader.

Read the passage quickly and match each paragraph 1-3 with its main purpose in the box in 2b.

1.To give the meaning of resolution.

2. To discuss the different kinks of resolutions.

3. To question the idea of making resolutions.

获取与梳理

概括与整合

培养学生快速阅读抓住每段主题句以获取关键信息的能力，提高学生的阅读能力。

观察学生能否较快较准确地找到每段的大致意思，并给予相关指导反馈。

CW/

IW

5’

Activity 3

Be a wise reader.

Read the passage carefully and write the letters A-D in the correct places in the places.

A.These are about making yourself a better person.

B. For example, a student may have to find  more time to study.
C. There are good reasons for this.

D. The start o f the year is often a time for making resolutions.

获取与梳理

辨别与判断

梳理语篇的基本结构和内容主次关系，辨别语篇的衔接手段，把判断句子间、段落间的逻辑关系，培养学生精读能力和思维能力。

观察学生完成阅读任务情况，追问句子还原的原因，阅读理解能力和思维能力。

GW/

IW

5’

Activity 4

Be a careful reader.

1. Ss read the passage again and answer the questions:

What is a resolution? When do people usually make  resolutions? How do people remember their resolutions? How many kinds of resolutions does the writer talk about? Why do you think resolutions may be difficult to keep?

2. Ask Ss to show their answers.

理解与梳理

梳理文本的细节内容，区分事实性信息和非事实性信息。

观察学生回答问题情况，判断学生文本细节理解能力，关注学生差异，给予相应指导。

CW/

IW

15’

Activity5

Be a language user.

Ask Ss to work in pairs, write their own sentences with the following phrases and check them each other.

(have to do with

make promise

have … in common

write down

for this reason

take up )

应用实践类活动

要求学生从原文中找出含有相关短语的句子，然后运用新的短语创造自己的句子。

观察学生写句子的情况，在意思的准确性和语法的规范性上给予指导。

IW/

PW

5’

Step

Post -reading

Activity6

Be a critical thinker.

Have a discussion in groups:

Did you make any resolutions last year? Were you able to keep them? Why or why not?

Do you think  the best resolution is to have no resolutions? Why or why not?

迁移创新类活动

批判与评价

在读后环节，让学生从自己的经验出发，讨论一个开放性的问题“最好的决心就是没有决心吗？”，这个问题没有标准答案，旨在培养学生的批判性思维，引导学生对resolution进行深入思考，领会resolution的真正意义在于执行。

观察学生是否敢于表达自己的观点，并视具体情况对学生进行激励性表扬，以确保语言流畅，表达真实。

IW/

GW

5’

Summary   

Some people hardly keep resolutions. So when we make our resolutions , we should try our best to keep them. Or it’s meaningless.

在学生充分讨论后，点评学生发言，总结全课，引导学生制订合理决心，并努力实现决心。

观察学生反应，适当调整总结词。

2’

Homework

Be a happy doer.

1. Basic homework: fill in the chart according to the text.

2. Extended homework: Make your New Year’s resolutions and write them down , try your best to keep them.

Board

Design