Teaching Plan for Reading of Unit 3, 9A
By Song Jun, Nengren Middle School, Haimen City
Teaching Material
Reading, Unit 3 Teenage Problems, 9A
Main Principles
Teams (Interactive learning) Positive Interdependence Individual Accountability
Explicit Training in Interpersonal Skills Reflection
Teaching Aims
1. Language Focus
1) The students will be able to understand and use the words about problems:
support, offer, suggestion, strict, value, achieve, refuse, accept, worth, doubt, allow 2) The students will be able to understand the following sentences:
I doubt whether it is worth working so hard.
Then I got into trouble at home because my parents do not allow me to play outside after 6 p.m.
2. Language Skills
The students will be able to talk about problems and express feeling. And they will be able to
learn how to ask for advice. 3. Emotional Goal
The students will be encouraged to talk about their problems and try to deal with them. 4. Learning Strategies
The students will be able to guess and reason the presumption by the information collected from the reading of the letters. 5. Affection
The students will be able to focus their attention on the classroom instruction and activities.
Teaching Aids
Blackboard, Chalk, Computer, Overhead Projector
Teaching Procedures & Activities
Part I. Task-introduction & Revision. (5′)
I will show you a picture of ―Growing pains‖. Growing up can be difficult. You may have many problems. Don’t be afraid of telling your problems to people around you. In this period, let’s try to find out:
some teenagers’ problems
your suggestions on how to deal with their problems your own problems and ways to solve them
Problems can always make teenagers feel unhappy. We learned some about teenage problems last period. Can you remember some? Look at the pictures and talk about their problems. (show the pictures)
1. The TV is always on at Kitty’s home. The noise almost drives her mad. 2. Daniel doesn’t have any close friends to talk to. Sometimes, he feels lonely. 3. Amy’s cousin always makes a lot of noise and disturbs her when she’s studying. 4. Sandy’s parents work all day. They don’t have time for her. 5. Millie doesn’t get enough sleep. She feels tired in class. 6. Simon doesn’t have enough time to do his homework. Part II. Pre-reading. (4’)
Task One: To Brainstorm and learn the new words. T: Why doesn’t Millie get enough sleep? … Ss: …
T: Yes, perhaps she has too much homework. And Simon also doesn’t have enough time to do his homework. What about your homework?
T: Do you often say yes when your teachers give you the homework? Ss: Yes.
T: That means you accept it. Why do you accept the homework? Ss:…
T: Yeah! Because it is important to do the homework. It is of great value. It is worth doing it.
Homework??accept??value??be worth doing
T: Now, boys and girls. If your teachers give you too much homework, will you accept it? Ss: No.
T: I understand. You don’t want too much homework. You want to say no to it. That means you want to refuse to do it. But most of the time you will have to complete it in the end. Why?
Ss: Because our teachers will be angry if we don’t hand in our homework on time.
T: Your teachers are very strict with you. Most of the students hate too much homework because they feel tired. At the same time, they have no spare time for their hobbies.
Too much homework??want to refuse??have to complete??no spare time for hobbies
Today most students have too much homework to do and they have no time for their hobbies. This is a problem. How to achieve a balance between homework and hobbies? Here are two letters from two teenagers to a youth worker named Sigmund Friend. After you learn the letters, perhaps you will know how to deal with the problem. Read the new words.
Part III. While-reading. (20’)