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LessonplanNSEFCModule2UnitReadingInTeacher:Period：Period1Type：ReadingDuration:45minutesTeachingideologyThecurrenttheoryviewreadingasainteractiveprocesswhichinvolvesnotonlytheprintedpagebutalsothereadersoldknowledgeofthelanguageingeneral,theworldandthetexttypes.Inthereadingprocess,thesefactorsinteractwitheachotherandcompensateforeachother.Basedontheunderstandingofreadingasaninteractiveprocess,teachingreadingintheclassroomisdividedintothreestagesinwhichthetop-downandbottom-uptechniquesintegratedtodevelopthestudentslanguageefficiencyingeneralandreadingstrategies.Thethreestagesarepre-reading,while-readingandpost-reading.TeachingmaterialandlearningconditionTheanalysisofteachingmaterialTheteachingmaterialisthereadingpartfromNSEFCModule2Unit.Thetopicofthisunitis.Thispassagemainlyintroduces.Thepassageconsistsofparagraphs.Thefirstparagraphisageneralintroductionofthe.Para.2toPara.4introduces.Thelastparagraphtellsabout.ThetopicisnotnewtotheSs.Butthereissomenewwordsandphasesinthepassage.TheanalysisoflearningconditionThestudentsarefromgrade1inseniorhighschool.Ashighschoolstudents,theyhaveachievedcertainEnglishlevelandtheyhavetheabilitytogetthebasicideaofthereading.Sincetheyareingrade1,theyareeasilyactivatedandwanttoairtheirownopinionsonthetopic.Theyarefamiliarwiththetopicofandknowsome.Buttheymaynotknowbefore.Moreover,theirvocabularyislimitedsotheymayhavedifficultiesinunderstandingsomesentences.Learningobjectives1.Languageskillsl Atthebeginningoftheclass,Sscanpredictthecontentofthepassagebasedonthetitle.l Sscanscanthepassageandfindoutthespecificinformationsuchasthepersonrelatedwithl Sscansummarizethepassagewiththehelpofthecluesofthepassage.2.Languageknowledgel Sscanmasterthekeywordsandphrasesofthepassageasfollows,.l Sscanlearn,especially3.Affectsl Sswillrealizethatandtheywillconcernthemselveswiththeissueof4.Culturalawarenessl Sswillbroadentheirmindsbyknowingsomethingabout5.Learningstrategiesl Sswillcultivatetheirabilityindividuallearningandcooperativelearningbydoingsomeactivitiesindependentlyandsomeingroups.l SswillcommunicatewitheachotherinEnglishwhiledoingthegroupwork.LanguagefocusesandanticipateddifficultiesLanguagefocusesThisisareadingperiodsothefocusistocultivatethestudentsreadingskills.ThemanyactivitiesaredesignedtohelpSstotraintheirreadingskills,suchaspredicting,skimming,scanningandsummarizing.ItisalsoimportantfortheSstomasterthenewwordsandphrases.AnticipateddifficultiesAstheSshavealimitedvocabulary,sotheymayhavesomedifficultiesinunderstandingthepassage.Sotheteacherwillhelpthemlearnthenewwordsandphrases.Ssmaydidnotheardbefore,sotheteacherwilltellthemsomebackgroundknowledgeaboutit.TeachingmethodThree-stagemodel:Basedontheunderstandingofreadingasaninteractiveprocess,teachingreadingintheclassroomisdividedintothreestagesinwhichthetop-downandbottom-uptechniquesintegratedtodevelopthestudentslanguageefficiencyingeneralandreadingstrategies.Thethreestagesarepre-reading,while-readingandpost-reading.TeachingaidsMultimediadevicesandPPTdocuments:InordertohelpSstofullyunderstandthewholepassage,IadoptMultimediadevicesandPPTdocumentstobringthereal-lifesituationintotheclassroom.TeachingproceduresStep1.Lead-in(6min)Activity1.GreetingsandFree-talking(2min)TLeadsintothetopicbyaskingSssometheyknow.Sstellthenameofthetheyknowfreely.T:Helloboysandgirls.(Sssayhellototheteacher.)T:Whenwesay,whatappearsinyourminds?(Sstellthethingsappearintheirmindsfreely.)T:Whatarethe?(Sstellsomenamesof.)Activity2.Picture-talking(4min)TshowssomepicturesabouttheinChinaandabroad.Afterseeingthepictures,Ssareexpectedtotellthesimilaritiesofthem.T:Justnow,youtalkaboutsomeinChina.Now,letsseesomepicturesofsome.(TshowsthepicturesandSsseethemcarefully.)T:Whatdothehaveincommon？Forexample,theyareveryprecious.Whatareyouropinions?(TgivesthemsomehintsandSstellthecharacteristicsof)Aimsl Inthisstep,TfirstleadsinthetopicbytalkingwiththeSsfreelyaboutthewhichisfamiliartothemandthenSsseesomepicturesandtellthecharacteristics.ThesetwoactivitiesaimtoarousetheSsinterestsinthetopicandactivatetheiroldknowledgeof.ThenSswillbementallypreparedforthereadingcomprehension.Whatsmore,whentheyaretalkingaboutthecharateristicsof,theywillrealizethatthearerareandpreciousandtheywillconcernthemselveswiththeissueof.Step2.Pre-reading(3min)Activity1.Knowingsomethingabout(1min)Tgivesabriefintroductionofthe.Sswillknowthe.T:Today,wearegoingtolearn.Itis.Doyouknowwhatis?(TshowssomepicturesofandSsgettoknowthe.)Activity2.Predicting(2min)TasksSstoreadthetitleofthepassageandthenaskthemsomequestions.Sswillpredictthecontentofthepassagewiththehelpofthetitle.T:pleaselookatthetitle“”,whatdoes“动词”mean?(IftheSscannotgivetheanswer,thenTexplainit.)T:Insearchmeansthatpeoplearelookingforit.Whyarepeoplelookingforit?Canyouguess?Whatwillthepassagetalkabout?(Sspredictthecontent,butTwillnotgivetheanswerhere.)AimsInthisstep,theSsfirstknowsomeinformationofthe;thebackgroundinformationwillmakeiteasierfortheSstounderstandthepassage.ThenTasksSstomakepredictionsaboutthepassage.ItaimstohelpSsdevelopthereadingskillsofpredicting.Step3.While-reading(22min)Activity1.Skimming(4min)Ssskimthewholepassageandfindoutandchecktheirpredictions.Peoplearesearchingfortheamberroom,because_.A. ItisstillinRussia.B. Itismissing.(keys:B)T:Whyarepeoplestill?Hereisamultiplechoiceforyou.Fillintheblank.Thetextisorganizedofintheorderof_.(Keys:time)Activity2.Scanning(3min)TpresentsseveraltrueorfalsestatementsandaskstheSstoscanthepassageandjudgetherightfromthewrong.T:pleaseSstoscanthepassageandjudgetherightfromthewrong.statementsTF1Thedesignoftheroomwasinthestylewhichispopularnowadays.2Infact,theroomwasmadetobeagift.3FrederickWilliamIdecidednottokeepit.4RussiansremovedsomeobjectsfromtheroombeforetheNazisarrived.5TheRussianshavebuiltanewamberRoomatthesummerpalace.(Keys:，)Activity3Close-reading(15min)TdesignsvariouskindsofactivitiesandSsdotheactivitiestofullyunderstandthepassage.Para.1T:PleasereadPara.1carefullyandthentakesomenoteaboutthe.Materials:_Design:_Style:_Decorations:_Thelengthoftimetakentocomplete:_Para.2-4PleasereadPara.2-4carefullyandthenfindouttheremovaloftheroom.PrussiaThewinterpalaceThesummerpalaceKonigsberg?PleasereadPara.2-4carefullyandthenfindoutthepersonrelatedwiththeAmberRoomandthethingsthemdownwithit.peopleWhatFrederickWilliamIPeterGreatCatherineIINaziAmyPara.5PleasereadPara.5carefullyandthenfindoutthetherebuildingoftheamberroom.AnewAmberRoomWhoWhatWhereWhenWhyAimsBydoingsomemanyactivities,theSswilldeveloptheirreadingstrategiesandlanguageefficiency.ThelptheSsstudythepassageparagraphbyparagraph.Sswilllearnsomekeywordsandphrasesinthepassage.Step4.Post-reading(12min)Activity1.Dissuasion(6min)SshavelearnedtherebuildingofthepassageandTaskstheSstodiscusswhetherpeople.Tgivetheexampleof“”whichis.Sssharetheiropinionontheissueandthereasons.Weshouldrebuildit._Weshouldnotrebuildit._Activity2.Role-play(6min)TcreatesasituationinwhichastudentoftheclasshasvisitedtheAmberRoom,sohe/shecomebacktointroducetheamberroom.Ssworkinpairs,oneactastheonewhohasvisitedthepalace.TheotheractsasonewhoiscuriousabouttheAmberRoom,theyshouldmakeadialogue.Thebeginningoftheconversationisgiven.A:theonewhohasvisitedthepalaceB:theonewhoiscuriousabouttheAmberRoomA:Lastweek,IvisitedthenewAmberRoom,thejourneyissopleasant.B:couldyoupleasetellmesomethingabouttheAmberRoom?A:.AimsThesetwoactivitiesaretodeveloptheSscomprehensivelanguagecompetence.Theroleplayservestobeanoutputofthereadingandanevaluationoftheirlearning.Homework(1min)SswriteasummeryofSsreviewthewordsandphraseofthepassageandmakesentencewitheach.BlackboarddesignUnit1InSearchoftheAmberRoomAtwarInreturnamazingfancystylereceptionremoveCulturalrelicsPreciousValuableRare文档可能无法思考全面，请浏览后下载，另外祝您生活愉快，工作顺利，万事如意!- 9 - / 10
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