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1、Lesson plan NSEFC Module2 Unit1 Reading In Search of the Amber RoomTeacher: 外语组11号蔡珍瑞Period：Period1Type：ReadingDuration: 45minutesTeaching ideologyThe current theory view reading as a interactive process which involves not only the printed page but also the readers old knowledge of the language in g
2、eneral, 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 tech
3、niques 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 conditionThe analysis of teaching materialThe teaching material is the reading part from NSEFC Module2 Unit
4、1. The topic of this unit is cultural relics and the protection of the culture relics. This passage mainly introduces the history of amber room which is one of the cultural relics in the world. The passage consists of 5 paragraphs. The first paragraph is a general introduction of the amber room. Par
5、a.2 to Para.4 introduces the removal and the loss of amber room. The last paragraph tells about the rebuilding of the amber room. The topic is not new to the Ss. But there is some new words and phases in the passage. The analysis of learning conditionThe students are from grade1 in senior high schoo
6、l. 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 cultural relics and know some
7、cultural relics in China. But they may not know the amber room before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.Learning objectives1. Language skillsl By the end of the class, Ss can predict the content of the passage based on the title.l Ss
8、 can scan the passage and find out the specific information such as the person related with the amber room.l Ss can summarize the passage with the help of the clues of the passage.2. Language knowledgel Ss can master the key words and phrases of the passage as follows, amazing, fancy, style, less th
9、an, in return, reception, remove, wooden, doubt, former, at war.l Ss can learn the history of the amber room, especially the design, the loss and the rebuilding of the amber room.3. Affectsl Ss will realize that the cultural relics are rare and precious and they will concern themselves with the issu
10、e of cultural relics protection.4. Cultural awarenessl Ss will broaden their minds by knowing something about amber room, one of the cultural relics in Russia. 5. Learning strategiesl Ss will cultivate their ability individual learning and cooperative learning by doing some activities independently
11、and some in groups.l Ss will communicate with each other in English while doing the group work.Language focuses and anticipated difficultiesLanguage focusesThis is a reading period so the focus is to cultivate the students reading skills. The many activities are designed to help S to train their rea
12、ding skills, such as predicting, skimming, scanning and summarizing.It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn th
13、e new words and phrases.Ss may did not heard the amber room before, so the teacher will tell them some background knowledge about it.Teaching methodThree-stage model: Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in wh
14、ich 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 aidsMultimedia devices and PPT documents: In order to help Ss to fully understand the whole pa
15、ssage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.Teaching proceduresStep1. Lead-in (6min)Activity1. Greetings and Free-talking (2min)T Leads into the topic by asking Ss some cultural relics they know. Ss tell the name of the cultural relics they
16、 know freely. T: Hello boys and girls.(Ss say hello to the teacher.)T: When we say cultural relics, what appears in your minds?(Ss tell the things appear in their minds freely.)T: What are the cultural relics in China? (Ss tell some names of cultural relics in China.)Activity2. Picture-talking (4min)T shows some pictures about the cultural relics in China and abroad. After seeing the pictur
