4層次閱讀理解融入6年級英語教學方案

教學教案

  1. 教學活動流程如下:

    為了呈現教學活動、閱讀理解策略和差異性策略間的關係，我們在教案中設計出對應的欄位，以利呈現之間的關係:

教學流程

閱讀理解策略

差異性教學策略

時間

備註

第一節

  • My favorite season is winter

一、Listen to the story

  • Listen to the story:

  1. Close your book and listen to the CD.

  2. Raise your hand and tell the words you hear.

  • Listen and Read the story

  1. Listen to the CD again and Read and the same time.

  2. Underline the words you don’t know.

  • Read and Say

  1. Read the story together.

  2. Teacher explains the meanings of the story for students.  

  • Map the story

  1. Teacher guides students to analyze the story with map(as below)。

  1. Teacher guides students to record their finding by a single word or a phrase or a complete sentence.

  2. Map the story:

  1. Individual work: Student works by himself.

  2. Group work: Students share their maps. At the same time, students can revise and increase their records after sharing.

Functional Language for students group working

  • What does favorite  mean?

  • I don’t know.

  • Please tell me.

  • It’s ______ in Chinese.

  • How do you say _____ in Chinese (English)?

  • Who do you see in the story?

      -  (Who are the characters in the story?)

    ____, _____, ____, _____

  1. In order to emphasize the revised or increasing ones, tell students to mark these words.

 

 

 

 

 

(basic level)

Read and List with 5w

Who,where

When,what

How 

 

 

 

 

 

 

 

 

 

 

 

Choose The way to record

 

Choose the way to share their ideas

 

 

 

 

 

第二節

  • Look and Read:

  1. Look at the pictures and the dialogues of the story and read aloud the story.

  • Learn new words

  1. Teacher shows the new words on the E-book.

  2. Students repeat after CD, and write down the answer on Page

  • Movie content and dialogues

  1. Teacher shows the movie about Mulan as below to the students.

Website:

  1. Teacher stops at the scene of enemies rushing toward Mulan, and asks students:” What does  Mulan say at this time in the story””.

Ans: Here they comes.

  1.  Teacher stops at the scene of Mulan looking at the ice mountain reflection on the blade, and asks students:” What does Mulan say at this time in the story””.

Ans: I have an idea.  

  • Write about the characteristics of Mulan

  1. Teacher asks students:” What do you think about Mulan?” Ex: smart, tall, a girl….

  2. Students write down their answers on the worksheet (appendix 1). And circle the number to mark that’s the answers which they write by themselves.

  3. Discuss in groups with the functional sentences as below:

A: What do you think about Mulan?

B: I think Mulan is smart ,tall,___ ___.

Students can ask their group members to spell words for them with the sentence below:  

C: How do you spell _Smart__ in English?

B: S-M-A-R-T

四、Deduce and Give evidence to Describe  

  1. Teacher teaches students to make a sentence with the pattern below to describe Mulan.

She is __________________.

  1. Teacher asks student to give evidences to support their own ideas about Mulan as below:

Because she says:”__________” on page_______.

From picture________ or page_____________

 

 

(Developing  interpretation level)

1

Correlate the context and the dialogue

2

Uncover or judge

 

 

 

 

 

 

 

3

Deduce and Give evidence

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

write  by themselves

or ask others to spell for them

 

 

 

 

 

第三節

  • Let’s chant

  1. Listen to CD and repeat

  2. Listen to CD and fill the blanks on page 19

  • Grammar

  1. Teacher teach grammar box.

  2. Look at the pictures and fill the blanks on page 20.  

  • The differences between Mulan and his friend, Han.

  1. Teacher draws a diagram on the broad.

  2.  

sk students what are the same and different characteristics between Mulan and his friend, Han.

  1. Students discuss the change about Mulan and his friend, Han.

  2. Teacher shows the slide of the experience about her change. Just like Mulan and Han, teacher asks students to write down their experience about change by the sentences banks below:

Ex

basic

 I don’t like ________ .

 Now I like_________.

Another pattern

 I don’t like _________

 Because_________________

Now I like _________

Comparison

 

 

 

2

Connection

Connect with their life experience

 

C

 

 

 

 

 

 

 

 

 

hoose the ways to answer the question.

  1. Follow the pattern

Free writing

 

 

 

 

 

 

 

choose the ways to answer the question.

1.Follow the pattern

2.Free writig

 

 

 

第四節

  • Writing Time:

  1. introduce the rules and the sentences bank

  1. use the information on the work sheets written before to write the story.

  2. Three ways to write:

One: Read the sentence bank and copy some sentences to finish the story.

Two: Read the sentence bank and revise some sentences to finish the story.

Three: Don’t need the sentence bank, just write by ownself.

  • How to write

  1. The content of the first paragraph is from the mind map.

Write about the setting about the story with the information in the map. 

  1. The content of the second paragraph is from the characteristics of Mulan.

Make good use of all the sentences about Mulan’s characteristics on the second and third parts of the first worksheet.

  1. The content of the third paragraph is from the diagram to describe the differences between Mulan and Han.

  2. The content of the fourth paragraph is about the change and whether you like Mulan or not.

 

choose the ways to answer the question.

  1. Follow the sentences bank

  2. Revise the sentences bank

2.Free writig

 

 

 

 

 

第五節

  • Let’s Read: phonics time

  • Let’s Sing

  • Challenge Time:

  • Assessment and work book