Assessment Task5 Production of a Worksheet

Assessment Task5    Production of a Worksheet

                                     Darcy  Chenbin

Introduction

The worksheet is intended for my high school students aging from 15 to 17 in Shuangliu Middle School of China. There are 43 students in my class , 23 of whom are boy and the rest 20 of whom are girls. They are science students, most of who are very active, passionate and ambitious. But some of my students are shy and timid to stand out and speak out. I must say their abilities to read and write are high, which allow them to get high marks in the exams. However, what they need are the reading skills and the abilities to speak fluently.

Therefore, the worksheet is designed to motivate my students to learn about the greatest novelist-Charles Dickens. As for the reading material----Charles Dickens from Page41 of Student’s Book 7 published by foreign language teaching research press , it is difficult to arouse their interest and my students have a little knowledge of Literature , let alone Charles Dickens. So I design a pre-reading activity A with some interesting pictures to arouse their interest so that they could be curious about Charles Dickens and get well-prepared to read. In the reading activity B, students are instructed to read the passage and a785bplete the profile of Charles Dickens in pairs, during which the students could acquire and practice the reading skills ----scanning &looking for specific information. After that , students are asked to read the passage of Charles Dickens again and think about the questions, then a785bpare their opinions in pairs or groups. In the semi-control activity C, talkative students can avail themselves of to convey what they think, meanwhile, the shyer students also can build up the confidence to express their opinions and ideas.

Charles Dickens

Reading Comprehension

A.Pre-reading ( Work in pairs and discuss the questions)

1.Have you ever read about Oliver Twist? Who wrote them？

2. What do you know about him?

B. Work in pairs. Read the passage of Charles Dickens and a785bplete the profile as quickly as you can.

The Profile of  Charles  Dickens

The year of birth and death

__________________

The place of birth

__________________

His family

His father_______________.

His childhood

____     ____and   ______    _  

What did he do when he was young

He worked as______________

Some of his novels

_          ______  _          

_________         ___

_____________________

His influences

C. Read the passage of Charles Dickens again and think about the questions. Then a785bpare your opinions in groups.

Q1: What was the basis of Charles Dickens’s novels?

Q2:What is the most important influence of his novel?

Q3: Do you like his the novels& why?

Keys：

b. The Profile of  Charles  Dickens

The year of birth and death

______1812--1870____________

The place of birth

_____London_____________

His family

His father_was put into prison

His childhood

___unhappy_____and    _poor______

When he was young

He worked as__a journalist___________

Some of his novels

Oliver Twist  David Copperfield

A Tale of Two Cities

_____________________

His influences

His books were popular  and the readers usually became excited.

c. Read the passage of Charles Dickens again and answer the questions

Q1: What was the basis of his novels?

He experienced real poverty.

Q2:What is the most important influence of his novel?

The lives of the poor were improved as a result of his work.

Q3: Do you like his the novels& why ?

Open

Evaluation

In General, the worksheet is a success. My colleague thinks the worksheet of Charles Dickens is a typical reading lesson plan, which meets students’ real needs of different levels. There are three aspects of worksheet that are successful: From the activities designed, she can see the teacher knows his students a lot and has a good a785bprehension of the reading material---Charles Dickens. For most of Chinese students who studies science subjects, they don’t take an interest in Literature. Thus there is information gap between the students and the target character ---Charles Dickens. So the teacher provides some typical works of Charles Dickens and a funny portrait in activity A to arouse students’ interest, which can also help students to evoke their previous knowledge if any and make them ready to read.  In the full-controlled activity B, students are instructed to read the passage and a785bplete the profile of Charles Dickens in pairs, during which the students could scan the passage quickly to get the information they need. Actually, they have acquired and practiced the reading skills----scanning &looking for specific information. Also, they learn how to cooperate with the partner and learn form each other. In the semi-control activity C, talkative students are motivated to convey what they think, meanwhile, the shyer students also can build up the confidence to express their opinions and ideas.

  However , there are some aspects which could be presented differently or improved. First, more questions in activity C could be raised to make students think deeper and think fully. For example: 1.What experienced from his own life did Dickens use in his novel?  2. What do you think of the final part of Oliver Twist?  

What’s more, a profile of Charles Dickens in activity B is too easy for those with a higher English level.