高中英语普陀杯一等奖戴颖超

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高中英语普陀杯一等奖戴颖超

来源：晋元高级作者：戴颖超发稿日期：2020年09月08日

Teaching Plan

Teaching content

Unit 5 Additional Reading, Well done, Spotty!

5^th period (Extensive reading)

Teaching objectives

At the end of this class, the students will be able to

1. have a general idea of the text；identify the main characters and the plot of the story

2. find out the time order of the story

3. understand the essential components(setting, plot(conflict, resolution), ending) of a narration；identify the essential components in the story.

4. analyze different characters according to the details of the text and make comments on them

5. practice prediction and scanning skills to find information

Teaching procedures

Ⅰ. Getting started

Interactive task 1: prediction

Teacher: direct the students’ attention to the illustration and title

Students: predict the main character according to the illustration and title

Purpose: get students ready to start learning and practice the skills of prediction

Guided questions:

1. When is “well done” used?

2. Who is praised?

3. Who is Spotty?

Ⅱ. Grasping the general idea of the text

Interactive task 2: Scanning

Teacher: help the students to find the narrator in the text; introduce the concept of “narrator and narration”;

Students: scan the text to find the narrator and find evidence to support their answer in the text

Purpose: help students to understand the story is developed from the first person perspective and practice scanning skills

Guided questions:

1. Who is telling the story?

2. Is Spotty the narrator?

3. Is Spotty a dog?

Interactive task 3: reading out and answering questions

Teacher: guide the students to read paragraph1-2 and introduce setting (characters, place, atmosphere) in the story; introduce an essential element of a narration: setting

Students: read paragraph1-2, circle the characters and underline their action; by answering the questions, find the setting(characters, place, atmosphere) in the story

Purpose: help students to understand the essential elements of a narration and their functions and figure out the setting in the story

Guided questions:

1. Who appeared in the first two paragraphs?

2. What were they doing?

3. Where did the story happen?

4. How do you feel when reading the first two paragraphs?

Interactive task 4: completing the mindmap

Teacher: guide the students to read paragraph3-9 and introduce an essential element of a narration: plot(cause, conflict, resolution);

guide the students to read paragraph10-13 and introduce an essential element of a narration: ending

Students: read the paragraphs3-9 and figure out what happened in the second part; read paragraphs5-7 and find the essential elements (conflict, resolution) of the story;

read paragraphs10-13 and figure out what happened in the last part; find an essential element(ending) of the story

Purpose: help students to understand the essential elements(plot and ending) of a narration and their functions and identify the conflict, resolution and ending of the story

Guided questions:

1. What happened from Spotty’s perspective?

2. Did Spotty realize the gray bunch was the baby?

3. Why didn’t Mr. Wilkins attempt to save the baby?

4. Why was the baby left?

5. How do you feel after reading paragraphs 5-7? What are you worried about?

6. What’s the conflict of the story?

7. How was the conflict solved?

8. How did everything end from Spotty’s perspective?

Interactive task 5: text division

Teacher: stimulate students to think about the sequence of the text; give the division

Students: discuss with their desk mates about the sequence of the text according to the given division

Purpose: get students to realize the time order of the text

Guided questions:

1. Why was the text divided in this way?

III. Character analysis

Interactive task 6: making comments on different characters

Teacher: encourage the students to make comments on different characters in the text; give a sentence pattern and remind the students to find the reasons from the text.

Students: analyze different characters and make comments on them according to the details in the text

Purpose: encourage the students to voice their own opinions and analyze the characters basing on facts

Guided questions:

1. What do you think of these different characters?

Ⅳ. Homework

Choose one of the characters and retell the story from his or her perspective.

Jinyuan Senior High School

戴颖超

unit5ADwelldone spotty .pdf
Well done, Spotty! (教师版).pdf
Well Done, Spotty!（学生版）.pdf

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