Students are able to grasp the main idea of the passage about grandma.
Students can sharpen their reading abilities, such as getting the main idea and extracting detailed information from the text.
Students will strengthen their understanding of simple past tense and know how to describe a person.
Students can cherish their family members and learn to be grateful.
Key and difficult points
To understand the content of the reading material and know how to describe a person.
To sharpen their reading abilities and learn to be grateful.
Step 1: Warming-up
1. Daily greeting.
2. Let students enjoy a movie clip named Kapoor and Sons and ask them what this movie is mainly about. Ask students to answer the question. Then tell them that Kapoor and Sons tells a story about the grandfather who always wanted a family photo, a seemingly simple wish but hard to come true.
3. Lead in the topic naturally according to the movie.
Step 2: Pre-reading
Present some pictures of famous characters to students and ask them to describe them by using adjectives. For example, “short” to describe the photo of Pan Changjiang, “kind” to describe Han Hong and “cheerful” to describe the comedian Jia Ling.
Show a picture of grandma to ask students to predict what characteristics will be mentioned in the reading passage.
Step 3: While-reading
1. Global reading
Read the passage for students and ask them to find the main idea of the reading material.
Then invite one student to write the answer on the blackboard. Check the answer together with students.
2. Detailed reading
Ask students to read the passage again. They need to pay attention to the key words and read word by word within 5 minutes. Later, students should answer the following two questions:
Q1: What are grandma’s appearance and personality traits?
Q2: How does the author feel for grandma?
Then lead students to fill in the chart on the blackboard.
3. Ask students to read after the tape and pay attention to different tenses. Then explain to them that the simple past tense refers to the action or statement happened in the past, the structure is “-ed”; while the simple future tense refers to the action or statement will happen in the future and its structure is “will + V”.
Step 4: Post-reading
Ask students to describe their conversant friends or family members in groups of four. 5 minutes will be given for discussion. Students have to apply what they have mastered in the conversation. During the discussion, necessary help will be offered. Later, invite some representatives to share in the front.
Step 5: Summary and Homework
Summary: summarize today’s lesson with students together. Ask students to cherish family members and be grateful for their love.
Homework: ask students to make a list of ten little things that they can do for their family members, and execute it within seven days.
1. Do you think it is important to predict the content of this article? And why?
I think it’s important to predict the content of the text, so I’ve conducted prediction activity that in my pre-reading section of this class.
First of all, prediction is a warming up process for reading. Students’ understanding of text content and information in pre-reading activities will help them build up reading confidence, clarify reading tasks and reduce their obstacles in reading process.
Secondly, prediction is a process of positive thinking, which can extend a variety of assumptions based on the same topic and stimulate students’ innovative thinking and independent thinking ability.
In a word, predicting the content of a text is a very effective activity, which plays an important auxiliary role in students’ reading comprehension.
2. How long do you normally set for your discussion part? Is it enough?
I usually set 5 minutes for the discussion part, which I think is basically enough for students.
First of all, I will clarify the topic and direction of discussion before their discussion, so as to avoid students deviating from the topic or having no direction at all.
Secondly, during the discussion, I will walk around the classroom and pay attention to their discussion. Meanwhile, I will listen to what students are discussing. Once their discussion deviates from the topic, I will remind them to go back to the topic in time. Occasionally, I may temporarily stop the discussion and straighten out the students’ thoughts through the summary.
Therefore, when the instructions are clear before the discussion and the ongoing discussion is well organized, I think 5 minutes for discussion is appropriate and sufficient.