天津音乐学院-电子商务专业实习报告

Lesson plan
NSEFC Module2 Unit Reading In
Teacher:
Period：Period1
Type：Reading
Duration: 45minutes
Teaching ideology
The current theory view reading as a interactive process which involves not only the printed page
but also the reader’s old knowledge of the language in general, the world and the text types. In the
reading process, these factors interact with each other and compensate for each other. Based on the
understanding of reading as an interactive process, teaching reading in the classroom is divided
into three stages in which the top- down and bottom-up techniques integrated to develop the
students language efficiency in general and reading strategies. The three stages are pre-reading,
while-reading and post- reading.
Teaching material and learning condition
The analysis of teaching material
The teaching material is the reading part from NSEFC Module2 Unit . The topic of this unit
is . This passage mainly introduces . The passage
consists of paragraphs. The first paragraph is a general introduction of the . Para.2 to
Para.4 introduces . The last paragraph tells about . The topic is
not new to the Ss. But there is some new words and phases in the passage.
The analysis of learning condition
The students are from grade1 in senior high school. As high school students, they have achieved
certain English level and they have the ability to get the basic idea of the reading. Since they are in
grade1, they are easily activated and want to air their own opinions on the topic. They are familiar
with the topic of and know some . But they may not know before.
Moreover, their vocabulary is limited so they may have difficulties in understanding some
sentences.
Learning objectives
1. Language skills
 At the beginning of the class, Ss can predict the content of the passage based on the title.
 Ss can scan the passage and find out the specific information such as the person related with

 Ss can summarize the passage with the help of the clues of the passage.

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2. Language knowledge
 Ss can master the key words and phrases of the passage as follows, .
 Ss can learn , especially
3. Affects
 Ss will realize that and they will concern themselves with the issue of

4. Cultural awareness
 Ss will broaden their minds by knowing something about
5. Learning strategies
 Ss will cultivate their ability individual learning and cooperative learning by doing some
activities independently and some in groups.
 Ss will communicate with each other in English while doing the group work.
Language
difficulties
focuses and anticipated
Language focuses
This is a reading period so the focus is to cultivate the students’ reading skills. The many activities
are designed to help Ss to train their reading skills, such as predicting, skimming, scanning and
summarizing.
It is also important for the Ss to master the new words and phrases.
Anticipated difficulties
As the Ss have a limited vocabulary, so they may have some difficulties in understanding the
passage. So the teacher will help them learn the new words and phrases.
Ss may did not heard before, so the teacher will tell them some background
knowledge about it.
Teaching method
Three-stage model: Based on the understanding of reading as an interactive process, teaching
reading in the classroom is divided into three stages in which the top-down and bottom-up
techniques integrated to develop the students language efficiency in general and reading strategies.
The three stages are pre- reading, while-reading and post-reading.
Teaching aids
Multimedia devices and PPT documents: In order to help Ss to fully understand the whole passage,
I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.

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Teaching procedures
Step1. Lead-in (6min)
Activity1. Greetings and Free-talking (2min)
T Leads into the topic by asking Ss some they know. Ss tell the name of the they
know freely.
T: Hello boys and girls.
(Ss say hello to the teacher.)
T: When we say , what appears in your minds?
(Ss tell the things appear in their minds freely.)
T: What are the ?
(Ss tell some names of .)
Activity2. Picture-talking (4min)
T shows some pictures about the in China and abroad. After seeing the pictures, Ss are
expected to tell the similarities of them.
T: Just now, you talk about some in China. Now, let’s see some pictures of
some . (T shows the pictures and Ss see them carefully.)
T: What do the have in common？For example, they are very precious. What are your
opinions?
(T gives them some hints and Ss tell the characteristics of )
[Aims]
 In this step, T first leads in the topic by talking with the Ss freely about the which
is familiar to them and then Ss see some pictures and tell the characteristics. These two
activities aim to arouse the Ss’ interests in the topic and activate their old knowledge
of . Then Ss will be mentally prepared for the reading comprehension. What’s more,
when they are talking about the charateristics of , they will realize that the
are rare and precious and they will concern themselves with the issue of .

Step2. Pre-reading (3min)
Activity1. Knowing something about (1min)
T gives a brief introduction of the . Ss will know the .
T: Today, we are going to learn . It is . Do you know what is?
(T shows some pictures of and Ss get to know the .)
Activity2. Predicting (2min)
T asks Ss to read the title of the passage and then ask them some questions. Ss will predict the
content of the passage with the help of the title.
T: please look at the title “ ”, what does “ 动词 ” mean?

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(If the Ss can not give the answer, then T explain it.)
T: In search means that people are looking for it. Why are people looking for it? Can you guess?
What will the passage talk about?
(Ss predict the content, but T will not give the answer here.)
[Aims]
In this step, the Ss first know some information of the the background information will
make it easier for the Ss to understand the passage. Then T asks Ss to make predictions about the
passage. It aims to help Ss develop the reading skills of predicting.
Step3. While- reading (22min)
Activity1. Skimming (4min)
Ss skim the whole passage and find out and check their predictions.
T: Why are people still ? Here is a multiple choice for you.
People are searching for the amber room, because________________.
A. It is still in Russia.
B. It is missing.
(keys: B)


Fill in the blank.
The text is organized of in the order of ________________.
(Keys: time)






Activity2. Scanning (3min)
T presents several true or false statements and asks the Ss to scan the passage and judge the right
from the wrong.
T: please Ss to scan the passage and judge the right from the wrong.

1
2
3
4
5
statements
The design of the room was in the style which is popular nowadays.
In fact, the room was made to be a gift.
Frederick William I decided not to keep it.
Russians removed some objects from the room before the Nazis arrived.
The Russians have built a new amber Room at the summer palace.
T





F





(Keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)
Activity3 Close-reading (15min)
T designs various kinds of activities and Ss do the activities to fully understand the passage.
Para.1
T: Please read Para.1 carefully and then take some note about the .

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Materials: ____________________________________
Design: ______________________________________
Style: _______________________________________
Decorations:__________________________________
The length of time taken to complete:______________

Para.2-4
Please read Para.2-4 carefully and then find out the removal of the room.
?
Konigsberg
The summer palace
The winter palace
Prussia


Please read Para.2-4 carefully and then find out the person related with the Amber Room and the
things them down with it.

people
Frederick William I
Peter Great
Catherine II
Nazi Amy
What





Para.5
Please read Para.5 carefully and then find out the the rebuilding of the amber room.


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Who
When
A new Amber Room
What
Where
Why




[Aims]
By doing some many activities, the Ss will develop their reading strategies and language
efficiency. T help the Ss study the passage paragraph by paragraph.. Ss will learn some key words
and phrases in the passage.

Step4. Post-reading (12min)
Activity1. Dissuasion (6min)
Ss have learned the rebuilding of the passage and T asks the Ss to discuss whether people
. T give the example of “ ” which is . Ss share their opinion on the
issue and the reasons.
We should rebuild it.
__________ ____________
______________________
________ ______________
______________________
______ ________________
We should not rebuild it. ______________________
______________________
______________________
____________________ __
______________________


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Activity2. Role-play (6 min)
T creates a situation in which a student of the class has visited the Amber Room, so heshe come
back to introduce the amber room.
Ss work in pairs, one act as the one who has visited the palace. The other acts as one who is
curious about the Amber Room, they should make a dialogue.
The beginning of the conversation is given.
A: the one who has visited the palace
B: the one who is curious about the Amber Room
A: Last week, I visited the new Amber Room, the journey is so pleasant.
B: could you please tell me something about the Amber Room?
A:….

[Aims]
These two activities are to develop the Ss’ comprehensive language competence. The role play
serves to be an output of the reading and an evaluation of their learning.
Homework (1min)
Ss write a summery of
Ss review the words and phrase of the passage and make sentence with each.
Blackboard design
Unit1 In Search of the Amber Room


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Valuable
Rare
At war
In return
amazing
fancy
style
reception
remove
Cultural relics
Precious …

Interpretation
Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my
lesson with you.
I have been ready to begin this representation with five parts. Analysis of the teaching material,
the teaching aims, the important and difficult points, the studying methods, and the teaching
procedure.
Part 1 Teaching Material
The content of my lesson is New Senior English for China Book___ Unit____________________.
This unit is about____________________ (topics). By studying of this unit, we’ll enable students
to know_________________________ and develop the interest in___________________. At the
same time, let the students learn how to____________________ (functional items). From this
lesson, it starts___________________________(structures). (As we all know, reading belongs to
the input during the process of the language learning. The input has great effect on output, such as
speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can
master it well, it will be helpful for them to learn the rest of this unit.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after
studying the teaching material, the teaching aims are the followings:
dge objects (语言目标：语音，词汇，语法，功能，话题)
(1)The Ss can master the usage of the important words and expressions.
(2)The Ss can use the __________________ (grammar) in the proper situation.
(3)The Ss can understand the content of the lesson, talk about _______________________
(information) and get their own idea about
_______________________________.
y objects (技能目标：听，说，读，写)
(1) To develop the Ss’ abilities of listening, speaking, reading and writing
(2) To guide Ss to set up effective studying strategies.
(3) To improve the student’s reading ability, especially their skimming and scanning

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ability.
(4) To train the Ss’ abilities of studying by themselves and cooperating .
n or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)
(1)By completing the task, the Ss increase their interest in ____________________and set up
self-confidence in _____________________.
(2)Teach the Ss_________________________, put the moral education in the language study.
Part 3 the Important and Difficult Points
Based on the requirement of the syllabus.
The important points are__________________________ such as ______________. The difficult
points are_________________________ for example_____________. Part 4 Teaching Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop
good sense of the English language. For achieving these teaching aims,
1
(after the analysis of the teaching material and teaching aims,) I will use the following methods
according to the modern social communication teaching theories(现代社会交际教学理论) .
1. Communicative Approach(交际教学法)
2. Whole Language Teaching(整体语言教学法)
3. Task-based Language Teaching (任务教学法)
4. Total Situational Action (情景教学) a “scene — activity” teaching method , it
establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI
(电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss
creativity in learning English.
Part 5 Teaching Procedure
Step 1. Lead-in. (_____min)
___________________________________ ________________________________ Purpose of
my design: (1) to catch Ss’ attention about the classtopicpassage.
(2) To set up suspensedevelop interest in _______________.
Step 2. Pre-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Let Ss _______________________________________ ______________________ Task 2.
(Individual work, pair work, group work, class work; _____min)
______________________________________________ _____________________ Now, let’s see
what happened to the_______________ let’s check whether it is right or not.
Purpose of my design: (1) to get to know something about the _________________.
(2) To have a better understanding about the importance of ___________________. Step 3.
While-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Skimming: Ss should read the material fast to find out the main ideatopic sentence for each
paragraph.
Para 1 ___________________
Para 2 ___________________
Para 3 ___________________
…
Task 2. (Individual work, pair work, group work, class work; _____min)

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Scanning: Listen to the tape part by part to finish ___________________________.
Task 3. (Individual work, pair work, group work, class work; _____min)
Scanning: Guide Ss to read the material carefully and take some important notes, then answer the
following questions.
Task 4. (Individual work, pair work, group work, class work; _____min)
Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the
following chart.
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Purpose of my design: Enable students to understand the given material better by using different
reading skills. And proper competition can arouse the Ss’ interest in English learning.
“Task-based” teaching method is used here to develop the Ss’ ability of communication and
also their ability of co-operation will be well trained. Step 4. Post-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
(接task3)Ask Ss to close books and finish the summary according their notes. (接task4)Retell the
story Sum up the passage in Ss’ own words according to the chart.
Task 2. (Individual work, pair work, group work, class work; _____min)
Discuss ______________________ _________________________with other group members and
then choose a reporter to share their opinions about ____________________________________
with the whole class.
Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their
spoken English. Most Ss can take their parts in the activities, especially for the Ss who have
trouble in English study.
Step 5. Homework
1. __________________________________________________
2. __________________________________________________
Purpose of my design: Homework is so important and necessary for to master the knowledge they
learned after class. It will check whether the Ss achieve the teaching aims.


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