文档介绍：该【黑布林英语阅读 说课稿A test for Jess 】是由【1772186****】上传分享，文档一共【4】页，该文档可以免费在线阅读，需要了解更多关于【黑布林英语阅读 说课稿A test for Jess 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。OpeningDearJudgesanddearteachers,goodmorning!
It',,especially,'(ouseisATestforJess,whichisfromHelblingReaders:TheThinkingTrain,,writtenbyHerbertPuchtaandGavinBiggs.
Myteachingplanisguidedbythesetheoriesandstructures.
IintegrateEnglishkeycompetency,whichincludeslanguageability,culturalawareness,learningabilityandthinkingquality,withCASEL',couldhelpstudentsenhancethesocialandemotionalcompetence.
Besides,thecombiningofbalancedliteracyandtheframeworkofreadingliteracydevelopmentgoalsforChineseprimaryandsecondaiyschoolstudents,'readingcharacterisasequallyimportantasdevelopingtheirreadingability.
Thisbook,AtestforJess,isagoodexampleforstudentstoimaginethemselvesasthecharactersinthebook,makethepredictionanddotheroleplaytoactivetheirsocialawarenessanddeveloptheirrelationshipskills.
contentAnalysisNextpartiscontentanalysis,itisusuallyoneofthekeypartforsuccessfullesson.
Thestoryinthisbookwillinspireyoungreaderstothinkaboutissuesrelatedtoschoolwork,responsibility,friendship,andintegrity.
Characters人物
Maincharactersinthisbookaretwobestfriendswithtotallydifferentpersonalitiesandhobbies,-doorneighborsandalsogoodfriends,,MathandScicnce,whilcJesslikesplayingcomputergamesandwatchingTVmorethanschoolsubjects.
Plot故事情节ThecoreofthisstoryistheconflictbetweenBenandJessandhowdotheysolvetheproblemsbetweenthem.
Onedaya(school,,'tnoticethattheirteacherisjustwatchingthem.
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TheclimaxofthestoryiswhenBengivesthelettertohisparents,heisgroundedbecauseofhisbehavioronscienceclass.
Then,thestorylinefallsback,,theyarestillveryhappythatnowsheistellingthetruthandhelpherbytalkingwithBen',BenandJesssolvetheproblemsbetweenthemandBenisgoingtogivetherealhelptoJessbyhelpingherstudy.
Afterunderstandingthepictureofthewholestory,'personalitiesaddstotheplausibilityofthestory,andcanattractstudentstothinkaboutthestorieshappensnext.
Languagefeaturesofthisstoryisquiteclear,thoughthetextislong,.
Andthevividillustrationsprovidemuchdetailedinformationofthisstory,likehowdootherstudentsreacttoBenandJess'behavioronthetest,,.
WHYThestoryinthisbookwillinspireyoungreaderstothinkaboutissuesrelatedtoschoolwork,responsibility,friendship,andintegrity.
Forourstudents,solvingconflictswiththeirfriendsisanimportantlessonbecausetheyarefacingwithsuchkindofproblemseveryday.
Besides,forgivingandunderstandingothersarealsoascrucialasapologizingtosoundpersonalitydevelopment.
StudentsAnalysisAnotherkeyforasuccessfullessonisstudentsanalysis.
'it-reminds-me^,that'swhytheyneedmorerelationshipskillstohelpthemjikeeffectivecommunication,sincereapologyandseekinghelpfromtheadults.
Learningstyleofstudentsarevarious,that'sthereasonIneedtoCarryoutavarietyofactivitiestomeetdifferentlearningstyles.
,(hevocabulariesaboutemotionsandschoolsubjects,,.
TeachingObjectives:
NextIwanttotalkaboutstudents'learningobjectivesofthisstory.
By(heendofthislesson,studentswillbeableto:
Understandthewholestoiyandidentifytheplotofthisstory.
Uselike/doirtlike/lovetotalkaboutwhatarethepreferenceofthetwomaincharacters.
Connectthestorywithstudentsthemselvesandtrytosolvetheproblemsinthestoryfromtheirperspectivebyusingpresentcontinuousstructure.
Studentscouldunderstandtheimportanceofeffectivecommunicationtoresolvingconflictsconstructively,andseekhelpandsupportfromadultswhenneeded.
Thekeypointsistounderstandthewholestory,soIamgoingtousepicturescaffoldslike,doingpicturewalk,usinggraphicorganizerstohelpstudents,,usinglanguagescaffoldismyfirstchoicetofixupthissituation,whichcangivestudentsdirectionoforalexpression.
TeachingProcedureNextpartismyteachingprocedure.
First,Iamgoingtoshareapoemaboutfriendswithmystudents,?Howarcyouthesameasyourfricnd?ho\varcyouthedifferent?,andprepareforcomparingandcontrastingBenandJess.
Next,it'.
Then,Iamgoingtouseguidedreadingtointroductionstothemaincharacterandletstudentstoget(.
,soIamgoingtoorganizethestorywiththeaidsofgraphictools-theplotmountain,,howdoesihisstorygoto((hePage8-15withguidedquestions(,^fyouareJess,whatwillyoudo?”Bysolvingtheproblemsinthestoryfromtheirperspectives,.
Afteridentifyingtheprobleminthisstory,-,Jessislookingforhelpfromherparents,-play,itispossiblefbrstudentstoretellthestoryinJess'.
Intheendofthelesson,IamgoingtovisualizethestorythroughplotMapandProblcm&,toforgive,tobehonest,toaskforhelpfromotheradultsandhowtohelpothersaresomeimportant
Thehomeworkofthislessonistoretellthisstorytoyourparentsoryourfriends,writeanotetoBen'sparentsbyJess'svoiceandfinishtheirevaluationform.
Afterdeliveringthislesson,IalsorellectontheteachingproceduresoFirst,Adequatetextanalysisisapremiseandguaranteeforthesmoothrunningoftheclass.
,,Combinewithstudents''sgoingtohelpthemmakesenseofwhattheyarcreading,helpthemretaintheinformationbetterandhelpthemengagemorewiththetextifself.
Thirdly,,!,EstablishlinkstopriorcontentandconsolidateemphasisoncorevaluesjikeinthetheBookRainbowFish,whentherainbowfishhasproblemthatcannotbesolvedbyhimself,,whenJesshasproblem,.
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