资源简介

Developing ideas—Reading for writing
　　　　　Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: It tells the story of John and Robert Taylor, who are brothers overcoming challenges together, particularly focusing on the brotherly love and teamwork that enable them to participate in bike races despite Robert’s physical limitations.
Why: The author’s intent is to highlight the importance of family support and love in overcoming life challenges. By showcasing the Taylor brothers’ story, the text conveys a message of resilience and the power of familial bonds. The text encourages readers to appreciate the role of family in providing emotional support and to reflect on their own experiences of family unity. The text aims to inspire readers to value and cherish the love and support within their own families, reinforcing the idea that love and unity can triumph over adversity.
How: The text is presented in a narrative style, interspersed with reflective sentences that guide readers to engage with the material. The text uses simple sentence structures and the present tense to recount events, making it accessible. It also employs the past tense to describe past events and feelings, adding depth of the story.
　　　　　Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, you will be able to:
1.organise the main idea of the text through the pictures and the title.
2.sort out the story of family support between John and Robert.
3.understand that love is more important than races.
4.write a short paragraph about our family members’ support.
　　　　　Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To organise the main idea of the text through the pictures and the title. Step 1　Lead-in & Pre-reading 1.Show students three pictures and ask them to describe what they see using provided words and expressions such as “family” “smile” “close to” “love” “enjoy” and “important”. 2.Encourage students to discuss what they can see in the pictures and what the people in the pictures are doing. Step 2　Fast-reading 1.Instruct students to look at the title “Racing together” and the pictures, and then answer questions like “What is the story about ” and “What can you see What are they doing ” 2.Discuss the relationship between the two boys and the main theme of the story based on the visual and textual cues. Assess whether students can accurately describe the pictures and initiate a discussion about family relationships and emotions by observing their responses and the depth of their descriptions. Evaluate students’ predictions and their ability to extract information from visual cues by checking their answers to the questions and discussing their thought process.
Purpose To develop students’ ability to make predictions and gather information from titles and pictures, enhancing their reading comprehension skills.
2.To sort out the story of family support between John and Robert. Step 3　Careful Reading 1.Ask students to read the text and complete the notes by filling in the blanks with appropriate words from the text. ◎Key: 1.close to　2.lonely　3.pulled 4.first　5.the time　6.love between them 2.Discuss the story’s details, including who the characters are, what happened to them, and the writer’s opinion on their actions, using questions like “Who is in the story ” and “What happened ” 3.Answer the questions (Activity 4). Assess students’ comprehension by checking their completed notes and their ability to discuss the story’s details accurately.
Purpose To deepen students’ understanding of the text by focusing on specific details and encouraging them to analyse the characters and events in the story.
3.To understand that love is more import-ant than races. Step 4　Post-reading 1.Prompt students to think and share their thoughts on questions like “What really matters for the Taylor brothers ” and “Do you think the Taylor brothers win Why or why not ” 2.Encourage students to read between the lines and understand the writer’s implied message about the importance of family support, using the details provided in the text. Evaluate students’ ability to analyse the story’s deeper meaning and their capacity to express their thoughts clearly through their performance in the discussion.
Purpose To encourage students in critical thinking and reflection on the story’s deeper meaning, fostering a deeper appreciation for the values of family and support.
4.To write a short paragraph about our family mem-bers’ support. Step 5　Pre-writing Guide students to write a paragraph about family members’ support, focusing on the structure, content, and grammar, using the provided structure: “Who is in the story ” “What happened ” “At first” “Then” “At last” “Now” “What does the writer think of them ” Step 6　While-writing 1.Encourage students to recall a moment when their family members supported each other and think about the details. 2.Have students complete their writing outline, detailing who the family members were, what happened, and their thoughts on the family members, using the provided outline. Step 7　Post-writing 1.Instruct students to edit their drafts according to the checklist. 2.Encourage students to share their paragraphs with the class and provide feedback. Evaluate students’ ability to develop their writing by checking their outlines and discussing their ideas and the clarity of their plans.
Purpose To develop students’ pragmatic ability.
Homework Discuss with your family about family members’ support and feel the family ties.
　　　　　Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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