Period1Welcometotheunit&readingTeachingaimsandlearningobjectives:Bytheendofthelesson,studentsshouldbeableto1.Askandanswerquestionsaboutandtalkabouttheirexperience2.Differentiateandrealize3.Learntousewordsaboutcorrectly4.Understandthetextandidentify5.Bravetopresentopinionsindiscussionwithpartners6.HaveabetterunderstandingofLessonfocusandDifficultpoints:TeachingproceduresStep1Pre-Reading1.LeadinShowsssomepictures,photosorvideosinpresentingbackgroundinformationofthetexttohelpssincomprehension.Itisthewarm-upforreadingandthelead-inofthewholeunit.Itcanarousess’interestinlearningthisunit.2.Askquestions&discussionEstablishareasonforreadingbyaskingsssomequestionsandexpressanattitudeaboutthetopic.Thelearnerscanbeencouragedtobecomeorientedtothecontextofthetext.Indiscussion,theywillbecomefamiliarwithsomeofthelanguageinthetextandreviewtheirownexperiencesinrelationtothetopic.ssareallexpectedtobeinvolvedinthediscussiontosharetheiropinionswitheachotherandhavetheopportunitytopracticetheirspokenEnglish.Itcanarousetheirinterestinlearningandbuildtheirconfidence.Afterthediscussion,theteachershouldgivein-timefeedbackandleadthemtodeepthinking.Tnaturallydrawsss’attentiontowhatwillbelearned.3.NewwordslearningListsomekeywordsinthetextthatwillhinderss’comprehensionandcannotbeeasytoguesstheirmeaningsinthecontext.Sswillnotfeelsohardinreadingcomprehension.(Thisstepaimstostimulatess’existingknowledgeandactivatetheircognitiveschema.Itarousestheirinterestanddrivesss’motivationinreading.Itenablessstomakepreparationforthefollowingreading.)Letsstalkaboutthetitleandpredictthecontentbythemselvesinsteadofgivingrightanswerssinceallkindsofpredictionwillbehelpfulincomprehension.Step2First-ReadingSkimming(mainidea)&scanning(specificdetailslikenamesofplacesorpeople)Developss’fast-readingskillsandgetthemainideaaboutthetext.Letsscheckinpairstodeveloptheirabilityofpeerassessment.Step3Second-Reading1.ReadindetailsandfinishexercisesC1C2Encouragesstobeactiveastheyreadandgetdetailedinformationinthetext.SsfinishC1C2.Givethemmorequestionstostopandthinkaboutsothatsscannotonlygetdetailedinformationaboutthetextbutalsohaveabetterunderstandofit.TasksQslikewhenandwherethestoryhappened.Whoarethemaincharacters?Andwhat’stheproblem/anissuePollyfaced?Whatimpressesyoumostaboutthestory?Step4Third-reading1.FillinachartLetSsreadthetextagainandcomprehendthetextinthediscourselevel.Provideachartforthemtofillinwithsomepointsofinformationinthetexttocheckss’comprehension.Letssworkinpairstodeveloptheircollaborationandbuildtheirconfidence.Tgivesfeedback.Thechartcanalsobeusedtoanalyzeandhighlightthemainstructuralorganizationofthetext/partofthetext,whichshowssshowthestructurerelatestomeaning.2.TeachreadingstrategiesTeachreadingstrategiesbasedonthestructuralorganization.Withthehelpofthechart,Sswillbeabletolearnthembetter.2.FinishDAfterdeepunderstanding,Sshavethechancetoguessthewordmeaningincontext.Ithelpsssdeveloptheirlearningabilitiesasindependentlearners,whichwillbeverybeneficialfortheirfurtherstudy.Itisagoodwaytoenlargetheirvocabulary.Tgivesin-timecheck.3.FinishEChoosethecorrectwordsStep5SummaryandHomeworkMakeasummeryaboutwhatsshavelearnedinthislessonandcheckssasawhole.Andgivesssometimetoaskqs.Givessvariouscluestopredictthenextpartofthetext,whichcanstrengthentheircomprehensionanddeveloptheirimagination.Extensionactivitiesenablesstodeveloptheirintegratedskillsandpracticewordstheyhavelearnedinreading.EncouragesstoexpresstheiropinionsandinspiretheirconfidenceinlearningEnglish.Reviewwhatwehavelearnedinthislesson,finishexercisesinworkbookandpreparethenextpart.
