Chapter5FamilyLives(OxfordEnglish9B)The1stPeriodI.DescriptionofMyClassThereare55students(29girls,26boys)inmyclass,betweentheageof14and15.WehaveanEnglishclasseveryday.MostofthestudentsareenthusiasticinclasswhilesomeofthemarenotconfidentenoughtotalkinEnglish.II.RecentWorkThestudentshavebeen---1.encouragedtoreadstorybooksanddevelopthehabitofreadingforpleasure,andreadingregularly.2.guidedhowtotakenotesafterreadinganarticle.3.requiredtowritestoriesbyusingusefulwordsandphraseslearnedintheirreading.III.TeachingAimsTohelpthestudents---1.graspthenewvocabularyofChapter5andunderstandthefirstparagraphofthetext.2.developthecompetencetocommunicatewitheachotherinEnglish,especiallyonthetopicofFamilyLives.3.understandthevalueofhappyrelationshipwithparents,otherfamilymembersaswellaspeoplearoundtheminschoolandinsociety.IV.TeachingAids:Anoverheadprojector,flashshowandsomepictures.V.ContentsandproceduresTaskOneWarming-up(getreadyforclassandleadinChapter5)TaskTwoLearningthekeyvocabulariesofChapter5.(afterall,throwaway,allowance,series,teenager)Step1Studentsaretoanswersomequestions,eachofwhichreferstooneofthevocabularyitems.Andthenstudentsarerequiredtoguessthewordinthesentence.Step2StudentsaretomatchthenewwordswhicharetakenoutofthetextofChapterFiveonthescreen.Step3Studentsaretomatchtheclausesonthebasisofunderstanding.Step4Studentsaretosaysomethingaboutashortstorybyusingthesenewwords.Possibleproblemsinfulfillingthetask:a.Studentsmaynotbesureaboutthemeaningsofeachvocabularyatfirst,andmaynotunderstandtherequirementswell.Soclearinstructionsshouldbegiventothem.b.Studentsmayneedafewsecondstothinkoverbeforefulfillingthetasks,anditisquitenaturalthattheymakesomeerrorswhilepracticing.Ifnecessary,theteachermaypointoutandcorrecttheerrorsorletthestudentshelponeanother.TaskThreeLearningthecognitionvocabulariesofChapter5.(generous,grumble,democratic,onend,disturb)Step1Studentsaretolistentothetextaboutfamilylife.Step2Studentsaretoscanthetext,andguessthemeaningsofthenewvocabulariesaccordingtothecontext.Step3StudentsaretoparaphrasethewordsandphrasesinthetextPossibleproblemsinfulfillingthetask:Studentsmayhavedifficultyinmakingoutthemeaningsofthewordsandphrases.Thuswordsandphraseswithsimilarmeaningsorsomehelpfuldescriptionsshouldbegiven.TaskFourPracticingthevocabulariesthroughlearningandunderstandingthetext.Step1Listentothetapeandreadafterit,andthenanswerthequestionsaboutthetext.Step2Studentsaskandanswerquestionstoeachother,andthenmakealistofitemsaboutTina’sfamilylife.Step3SaysomethingaboutTina’sfamilylife(retellthetext).Possibleproblemsinfulfillingthetask:Thestudentsmayfinditdifficulttoaskandanswerquestionsquickly.Soenoughtimeshouldbegiven.TaskFive(Whethertocarryoutthistaskdependsonhowthewholeproceduregoes.)AuthenticPractice:Interviewingaclassmateabouthis/herfamilylife.Step1Studentsinterviewhispartnerabouthis/herfamilylife,usingthetableofTina’sfamilylifeasamodel.Step2Fulfillinganexercisesheet.Possibleproblemsinfulfillingthetask:1.Studentsmayhavedifficultyaskingeachotherforsomespecificinformation.Thus,amodeldialoguewillbeprovided.2.SomestudentsmayusetheChineselanguagewhilediscussing,sotheteachershouldpersuadethemtrytheirbestnottodoso.V.Workafterclass:1.Readthefirstparagraphofthetextforatleast5times.2.Writeashortpassageaboutyourpartner’sfamilylife(nolessthan?sentences).Afteryoufinishwritingthepassage,readittoyourpartner.Doeshe/sheagreetoyourdescription?Ifnot,makenecessarychanges.3.PreviewthesecondparagraphofChapterFive--Norman’sfamilylife.VI.Post-classEvaluation:A.Havethestudentslearnttherequiredcontents?B.Doestheclassteachingachievethegoals?C.Dotheclassroomactivitiesworkeffectively?D.Howcantheprocedures/activitiesbeimprovedaccordingtothestudents’performanceinclass?E.HowcantheteacheradjustclassroomEnglishaccordingtotheunderstandinglevelofthestudents?
