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Lesson9ReadBillyandBettyTeachingdesignofPSPBookFourThemaintopicofthislessonis‘season’.Therearethreemajorpartsinthislesson,includingLet’stal

k,Let’slearnandRead.ThisclassisPart3Read.Itisthelastperiodofthislesson.ItmainlytalksaboutastorybetweenBillyandBetty.Afterlear

ningthislesson,studentscanlovetoreadEnglishstoriesmore.AccordingtotheNewCurriculumStandardandthebasicinformationofthematerial,Ilistthefollow

ingthreeteachingaims:Knowledgeaims1)Studentscanmasterthewordsandexpressions:spring,summer,autumn,winter,warm,

hot,cool,cold,busy,sing,dance;2)Studentscanusethesentencestructures:Spring(…)iscoming.It’swarm(…)He/Shelikes(…).He/Sheishappy.(…).3)Studentscangett

hemeaningofthisstory.Abilityaims1)Students’readingabilitieslikeskimmingandscanningcanbeimproved.2)TofosterSs’ab

ilitiesofcommunicationandtheirinnovation.AffectiveaimsThestudentscanunderstandthathewhowillnotworksh

allnoteat.Meanwhile,theycanenioythebeautifulseasons.Thestudents’interestsinstudyingEnglishwillbedeveloped.KeyPointsandDifficultiesint

hislessonThekeypoints:1.Studentscangetthemainideasofthestory.2.Studentscantalkabouttheirfavouriteseasonsandactivities.T

hedifficultpoints:1.HowtomakeSshavegoodhabitsofreadingandfostertheabilitiesofgraspinginformationinreadingactivities.

2.Howtocultivatestudents’divergentthinkingandstudents’abilitiestocreate.AnalysisofstudentsThrough1yearofEnglishle

arning,studentsinGrade4havemasteredsomebasicwords.Althoughitisalittledifficultforthemtoreadastorylikethisone,theyh

avestrongcuriosityanddesirefornewthings,So,I’lldesignsomethinginterestingtoattracttheirattentiontomaketheml

earneasilyandhappily.TeachingmethodsandLearningmethodsTask-basedlanguageteachingmethodSituationalteachingapproachCommunicativeteachi

ngmethodStudentswillfinishthetasksbycooperationandcompetition.Andinthislesson,CAI,fourtypicalseasonspicturesandtwoheadwearswillbeneeded.Te

achingproceduresI’lldivideitintothefollowingsteps,whichare:Step1Pre-readingStep2While-readingStep3Post-readingStep4HomeworkStep1Pre-reading

Afterasimplegreeting,I’llstartmylessonwithanEnglishsonglikethis:Thenstudentsworktogethertocompletethemind-mapofseasonsthroughguessinggame

s.Nextstudentswillplayarotarytablegametoreviewthestructure.Ilike(...).Purpose:Itwillcostabout10minutes.Itaim

stoattractstudentsattentiontotheclassandreviewtheknowledgetogetreadyforreadingthisstory.Step2While–readingItcontains4activities.I’lluse

twoheadwearstointroducetwoleadingroles,andencouragethemtoguesswhathappen.Activity1I’llgetstudentstoo

penthebookandlistentothisstory,thenanswerthequestions:1.Wholikesworking?2.Whodoesn’tlikeworking?Purpose:ItcantraintheSs’abilities

oflisteningandhelpstudentsfeelthewholecontent.Activity2I’lldividethestoryintothreeparts.A.Studentsreadthefirsttwoparag

raphstogetherandcheckthemtrueorfalse.1.It’swarminspring.()2.Bettylikesspring.()3.Bettysingsanddances

insummer.()B.AfterreadingParagraghThreeandFourfreely,studentscompletethearticlewiththeirparters.Billylikes______.Autumniscoming.Bil

lyis_____.Hegetmany____forthewinter.Bettydoesn’t_____working.Shelikes______.Shesingsand___.Purpose:ObservingbySscandev

elopSs'abilitiesofscanning.WorkingwithpartercanfosterSs’cooperation.C.Readthelasttwoparagraphsandmatchtheanswers.BoysareBillyan

dgirlsareBetty.Purpose:Readingwithquestionsinmindcanhelpthemgraspmoreinformation.Matchinggamecanarou

seSs'interestoflearningEnglish.Activity3I’llguidestudentsreadafterthetapeloudlywithemotion.Purpose:Thewhile-readingstepwillcostabout15minut

es.Studentswillcomprehendthestoryindetailandtheirreadingabilitieswillbeimproved.Step3Post-readingInthisstep,I’llaskstudentstoacttheparttheyen

joybestwiththehelpoftheheadwears.I’llgivethem2minutestoprepareandinvite3pairstocomeinfronttoactthemwithexaggeratedfacialexpressionsan

dbodylanguage.Purpose:Itwillcostabout8minutes.Itaimstostimulatestudentslearninginterestandtheirstrongdesireforperformance.Aftertheperformance,I’llgui

destudentstothinkanddiscuss.WhyisBettysocoldandsadinwinter?WhatwillBettydonextyear?Thisisabrainstorming.S

tudentscantalkwhatevertheythink.Thispartisthemostdifficultbutimportant.SoIwillgivethemsomehelpifnecessary,Purpos

e:Itwillcostabout5minutes.Itaimstocultivatestudents’divergentthinkingandstudents’abilitiestocreate.Italsocancarryoutemotionaleducation.HomeworkT

herearethreetasksforstudents.★meanseasy,★★meansnormal,★★★meansalittledifficult.Theycanchooseonefromthemaccordingtotheirownabil

ities.BlackboarddesignTeachingreflectionThewholeperiodisbasedontaskswhicharedesignedfromeasytodifficult.W

henstudentsfinishedthetasks,theycanacquireinformation,knowledgeandhavetheirabilitiesandskillstrained.letstudentsstudyEng

lishinhappiness;LetstudentshavenofearinspeakingEnglish.