高中英语必修二第一单元InSearchoftheAmberRoom教学设计teachingplan.docx

上传人:b****7 文档编号:11298966 上传时间:2023-02-26 格式:DOCX 页数:10 大小:74.50KB
下载 相关 举报
高中英语必修二第一单元InSearchoftheAmberRoom教学设计teachingplan.docx_第1页
第1页 / 共10页
高中英语必修二第一单元InSearchoftheAmberRoom教学设计teachingplan.docx_第2页
第2页 / 共10页
高中英语必修二第一单元InSearchoftheAmberRoom教学设计teachingplan.docx_第3页
第3页 / 共10页
高中英语必修二第一单元InSearchoftheAmberRoom教学设计teachingplan.docx_第4页
第4页 / 共10页
高中英语必修二第一单元InSearchoftheAmberRoom教学设计teachingplan.docx_第5页
第5页 / 共10页
点击查看更多>>
下载资源
资源描述

高中英语必修二第一单元InSearchoftheAmberRoom教学设计teachingplan.docx

《高中英语必修二第一单元InSearchoftheAmberRoom教学设计teachingplan.docx》由会员分享,可在线阅读,更多相关《高中英语必修二第一单元InSearchoftheAmberRoom教学设计teachingplan.docx(10页珍藏版)》请在冰豆网上搜索。

高中英语必修二第一单元InSearchoftheAmberRoom教学设计teachingplan.docx

高中英语必修二第一单元InSearchoftheAmberRoom教学设计teachingplan

Lessonplan

NSEFCModule2Unit1ReadingInSearchoftheAmberRoom

Teacher:

王佳

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]

ThesetwoactivitiesaretodeveloptheS

展开阅读全文
相关资源
猜你喜欢
相关搜索

当前位置:首页 > 高等教育 > 历史学

copyright@ 2008-2022 冰豆网网站版权所有

经营许可证编号:鄂ICP备2022015515号-1