教学设计案例1Lesson plan.docx
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教学设计案例1Lesson plan.docx
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教学设计案例1Lessonplan
教学设计案例1
Lessonplan
NSEFCModule2Unit1ReadingInSearchoftheAmberRoom
Teacher:
外语组11号
Period:
Period1
Type:
Reading
Duration:
45minutes
Teachingideology
Thecurrenttheoryviewreadingasainteractiveprocesswhichinvolvesnotonlytheprintedpagebutalsothereader’soldknowledgeofthelanguageingeneral,theworldandthetexttypes.Inthereadingprocess,thesefactorsinteractwitheachotherandcompensateforeachother.Basedontheunderstandingofreadingasaninteractiveprocess,teachingreadingintheclassroomisdividedintothreestagesinwhichthetop-downandbottom-uptechniquesintegratedtodevelopthestudentslanguageefficiencyingeneralandreadingstrategies.Thethreestagesarepre-reading,while-readingandpost-reading.
Teachingmaterialandlearningcondition
Theanalysisofteachingmaterial
TheteachingmaterialisthereadingpartfromNSEFCModule2Unit1.Thetopicofthisunitisculturalrelicsandtheprotectionoftheculturerelics.Thispassagemainlyintroducesthehistoryofamberroomwhichisoneoftheculturalrelicsintheworld.Thepassageconsistsof5paragraphs.Thefirstparagraphisageneralintroductionoftheamberroom.Para.2toPara.4introducestheremovalandthelossofamberroom.Thelastparagraphtellsabouttherebuildingoftheamberroom.ThetopicisnotnewtotheSs.Butthereissomenewwordsandphasesinthepassage.
Theanalysisoflearningcondition
Thestudentsarefromgrade1inseniorhighschool.Ashighschoolstudents,theyhaveachievedcertainEnglishlevelandtheyhavetheabilitytogetthebasicideaofthereading.Sincetheyareingrade1,theyareeasilyactivatedandwanttoairtheirownopinionsonthetopic.TheyarefamiliarwiththetopicofculturalrelicsandknowsomeculturalrelicsinChina.Buttheymaynotknowtheamberroombefore.Moreover,theirvocabularyislimitedsotheymayhavedifficultiesinunderstandingsomesentences.
Learningobjectives
1.Languageskills
●Bytheendoftheclass,Sscanpredictthecontentofthepassagebasedonthetitle.
●
Sscanscanthepassageandfindoutthespecificinformationsuchasthepersonrelatedwiththeamberroom.
●Sscansummarizethepassagewiththehelpofthecluesofthepassage.
2.Languageknowledge
●Sscanmasterthekeywordsandphrasesofthepassageasfollows,amazing,fancy,style,lessthan,inreturn,reception,remove,wooden,doubt,former,atwar.
●
Sscanlearnthehistoryoftheamberroom,especiallythedesign,thelossandtherebuildingoftheamberroom.
3.Affects
●
Sswillrealizethattheculturalrelicsarerareandpreciousandtheywillconcernthemselveswiththeissueofculturalrelic’sprotection.
4.Culturalawareness
●
Sswillbroadentheirmindsbyknowingsomethingaboutamberroom,oneoftheculturalrelicsinRussia.
5.Learningstrategies
●Sswillcultivatetheirabilityindividuallearningandcooperativelearningbydoingsomeactivitiesindependentlyandsomeingroups.
●SswillcommunicatewitheachotherinEnglishwhiledoingthegroupwork.
Languagefocusesandanticipateddifficulties
Languagefocuses
Thisisareadingperiodsothefocusistocultivatethestudents’readingskills.ThemanyactivitiesaredesignedtohelpStotraintheirreadingskills,suchaspredicting,skimming,scanningandsummarizing.
ItisalsoimportantfortheSstomasterthenewwordsandphrases.
Anticipateddifficulties
AstheSshavealimitedvocabulary,sotheymayhavesomedifficultiesinunderstandingthepassage.Sotheteacherwillhelpthemlearnthenewwordsandphrases.
Ssmaydidnotheardtheamberroombefore,sotheteacherwilltellthemsomebackgroundknowledgeaboutit.
Teachingmethod
Three-stagemodel:
Basedontheunderstandingofreadingasaninteractiveprocess,teachingreadingintheclassroomisdividedintothreestagesinwhichthetop-downandbottom-uptechniquesintegratedtodevelopthestudentslanguageefficiencyingeneralandreadingstrategies.Thethreestagesarepre-reading,while-readingandpost-reading.
Teachingaids
MultimediadevicesandPPTdocuments:
InordertohelpSstofullyunderstandthewholepassage,IadoptMultimediadevicesandPPTdocumentstobringthereal-lifesituationintotheclassroom.
Teachingprocedures
Step1.Lead-in(6min)
Activity1.GreetingsandFree-talking(2min)
TLeadsintothetopicbyaskingSssomeculturalrelicstheyknow.Sstellthenameoftheculturalrelicstheyknowfreely.
T:
Helloboysandgirls.
(Sssayhellototheteacher.)
T:
Whenwesayculturalrelics,whatappearsinyourminds?
(Sstellthethingsappearintheirmindsfreely.)
T:
WhataretheculturalrelicsinChina?
(SstellsomenamesofculturalrelicsinChina.)
Activity2.Picture-talking(4min)
TshowssomepicturesabouttheculturalrelicsinChinaandabroad.Afterseeingthepictures,Ssareexpectedtotellthesimilaritiesofthem.
T:
Justnow,youtalkaboutsomeculturalrelicsinChina.Now,let’sseesomepicturesofsomeculturalrelics.(TshowsthepicturesandSsseethemcarefully.)
T:
Whatdotheculturalrelicshaveincommon?
Forexample,theyareveryprecious.Whatareyouropinions?
(TgivesthemsomehintsandSstellthecharacteristicsofculturalrelics.)
[Aims]
●Inthisstep,TfirstleadsinthetopicbytalkingwiththeSsfreelyabouttheculturalrelicsinChinawhichisfamiliartothemandthenSsseesomepicturesandtellthecharacteristics.ThesetwoactivitiesaimtoarousetheSs’interestsinthetopicandactivatetheiroldknowledgeofculturalrelics.ThenSswillbementallypreparedforthereadingcomprehension.What’smore,whentheyaretalkingaboutthecharateristicsofculturalrelics,theywillrealizethattheculturalrelicsarerareandpreciousandtheywillconcernthemselveswiththeissueofculturalrelic’sprotection.
Step2.Pre-reading(3min)
Activity1.Knowingsomethingabouttheamberroom(1min)
Tgivesabriefintroductionoftheamberroom.SswillknowtheamberroomisaroomwhichismadeofamberanditisaculturalrelicinRussia.
T:
Today,wearegoingtolearnaculturalrelicinRussia.Itisaroommadeofamber.Doyouknowwhatamberis?
(TshowssomepicturesofamberandSsgettoknowtheamber.)
Activity2.Predicting(2min)
TasksSstoreadthetitleofthepassageandthenaskthemsomequestions.Sswillpredictthecontentofthepassagewiththehelpofthetitle.
T:
pleaselookatthetitle“InSearchoftheAmberRoom”,whatdoes“insearchof”mean?
(IftheSscannotgivetheanswer,thenTexplainit.)
T:
Insearchmeansthatpeoplearelookingforit.Whyarepeoplelookingforit?
Canyouguess?
Whatwillthepassagetalkabout?
(Sspredictthecontent,butTwillnotgivetheanswerhere.)
[Aims]
Inthisstep,theSsfirstknowsomeinformationoftheamberroom;thebackgroundinformationwillmakeiteasierfortheSstounderstandthepassage.ThenTasksSstomakepredictionsaboutthepassage.ItaimstohelpSsdevelopthereadingskillsofpredicting.
Step3.While-reading(22min)
Activity1.Skimming(4min)
Ssskimthewholepassageandfindoutthereasonwhypeopleareinsearchfortheamberroomandchecktheirpredictions.
Peoplearesearchingfortheamberroom,because________________.
A.ItisstillinRussia.
B.Itismissing.
(keys:
B)
T:
Whyarepeoplestillsearchingfortheamberroom?
Hereisamultiplechoiceforyou.
Fillintheblank.
Thetextisorganizedofintheorderof________________.
(Keys:
time)
Activity2.Scanning(3min)
TpresentsseveraltrueorfalsestatementsandaskstheSstoscanthepassageandjudgetherightfromthewrong.
T:
pleaseSstoscanthepassageandjudgetherightfromthewrong.
statements
T
F
1
Thedesignoftheroomwasinthestylewhichispopularnowadays.
2
Infact,theroomwasmadetobeagift.
3
FrederickWilliamIdecidednottokeepit.
4
RussiansremovedsomeobjectsfromtheroombeforetheNazisarrived.
5
TheRussianshavebuiltanewamberRoomatthesummerpalace.
(Keys:
F,F,T,T,F)
Activity3Close-reading(15min)
TdesignsvariouskindsofactivitiesandSsdotheactivitiestofullyunderstandthepassage.
Para.1
T:
PleasereadPara.1carefullyandthentakesomenoteabouttheamberroom.
Para.2-4
PleasereadPara.2-4carefullyandthenfindouttheremovaloftheroom.
PleasereadPara.2-4carefullyandthenfindoutthepersonrelatedwiththeAmberRoomandthethingsthemdownwithit.
people
What
FrederickWilliamI
PeterGreat
CatherineII
NaziAmy
Para.5
PleasereadPara.5carefullyandthenfindoutthetherebuildingoftheamberroom.
[Aims]
Bydoingsomemanyactivities,theSswilldeveloptheirreadingstrategiesandlanguageefficiency.ThelptheSsstudythepassageparagraphbyparagraph..Sswilllearnsomekeywordsandphrasesinthepassage.
Step4.Post-reading(12min)
Activity1.Dissuasion(6min)
SshavelearnedtherebuildingofthepassageandTaskstheSstodiscusswhetherpeopleshouldrebuildtheculturalrelics.Tgivetheexampleof“YuanMingyuan”whichisaculturalrelics.Sssharetheiropinionontheissueandthereasons.
Activity2.Role-play(6min)
TcreatesasituationinwhichastudentoftheclasshasvisitedtheAmberRoom,sohe/shecomebacktointroducetheamberroom.
Ssworkinpairs,oneactastheonewhohasvisitedthepalace.TheotheractsasonewhoiscuriousabouttheAmberRoom,theyshouldmakeadialogue.
Thebeginningoftheconversationisgiven.
A:
theonewhohasvisitedthepalace
B:
theonewhoiscuriousabouttheAmberRoom
[Aims]
Thesetwoac
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