英文英语教案模板
八年级英语教案-人力资源管理师论文
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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
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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.
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.
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Language focuses and
anticipated difficulties
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.
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
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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
.
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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?
(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
People are
searching for the amber room,
because________________.
A. It is still in
Russia.
B. It is missing.
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(keys:
B)
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still ? Here
is a multiple choice for you.
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
What
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Nazi Amy
Para.5
Please read Para.5
carefully and then find out the the rebuilding of
the amber room.
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.
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We should
rebuild it.
______________________
________
______________
______________________
______
________________
______________________
We
should not rebuild it.
______________________<
br>______________________
_____________________
_
______________________
___________________
__
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
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Ss review the words and phrase
of the passage and make sentence with each.
Blackboard design
Unit1 In Search of the
Amber Room
Valuable
Rare
At war
In
return
amazing
fancy
style
reception
remove
Cultural relics
Precious …
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