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1、Lesson planLesson planNSEFC Module2 UnitReading InTeacherTeacher:PeriodPeriod：Period1TypeType：ReadingDuration:Duration: 45minutesTeaching ideologyTeaching ideologyThe current theory view reading as a interactive process which involves not only the printed page butalso the reader s old knowledge of t
2、he language in general, the world and the text types. In thereading process, these factors interact with each other and compensate for each other. Based on theunderstanding of reading as an interactive process, teaching reading in the classroom is divided intothree stages in which the top-down and b
3、ottom-up techniques integrated to develop the studentslanguage efficiency in general and reading strategies. The three stages are pre-reading, while-readingand post-reading.Teaching material and learning conditionTeaching material and learning conditionThe analysis of teaching materialThe analysis o
4、f teaching materialThe teaching material is the reading part from NSEFC Module2 Unit. The topic of this unitis. This passage mainly introduces. The passage consistsofparagraphs. The first paragraph is a general introduction of the. Para.2 to Para.4introduces. The last paragraph tells about. The topi
5、c is not newto the Ss. But there is some new words and phases in the passage.The analysis of learning conditionThe analysis of learning conditionThe students are from grade1 in senior high school. As high school students, they have achievedcertain English level and they have the ability to get the b
6、asic idea of the reading. Since they are ingrade1, they are easily activated and want to air their own opinions on the topic. They are familiarwith the topic ofand know some. But they may not knowbefore.Moreover, their vocabulary is limited so they may have difficulties in understanding some sentenc
7、es.Learning objectivesLearning objectives1. Language skills1. Language skillsAt 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 withSs can summarize the passage with the
8、help of the clues of the passage.2. Language knowledge2. Language knowledgeSs can master the key words and phrases of the passage as follows,.Ss can learn, especially3. Affects3. AffectsSs will realize thatand they will concern themselves with the issue of4. Cultural awareness4. Cultural awarenessSs
9、 will broaden their minds by knowing something about5. Learning strategies5. Learning strategiesSs will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.- 1 -Ss will communicate with each other in English while doing the gr
10、oup work.Language focuses and anticipated difficultiesLanguage focuses and anticipated difficultiesLanguage focusesLanguage focusesThis is a reading period so the focus is to cultivate the students reading skills. The many activitiesare designed to help Ss to train their reading skills, such as pred
11、icting, skimming, scanning andsummarizing.It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAnticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage.So the teacher will help them learn the n
12、ew words and phrases.Ss may did not heardbefore, so the teacher will tell them some backgroundknowledge about it.Teaching methodTeaching methodThree-stageThree-stage modelmodel: Based on the understanding of reading as an interactive process, teachingreading in the classroom is divided into three st
13、ages in which the top-down and bottom-uptechniques integrated to develop the students language efficiency in general and reading strategies.The three stages are pre-reading, while-reading and post-reading.Teaching aidsTeaching aidsMultimedia devices and PPT documents: In order to help Ss to fully un
14、derstand the whole passage, Iadopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.Teaching proceduresTeaching proceduresStep1. Lead-in (6min)Step1. Lead-in (6min)Activity1. Greetings and Free-talking (2min)Activity1. Greetings and Free-talking (2min)T Leads
15、into the topic by asking Ss somethey know. Ss tell the name of thetheyknow 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 (4mi
16、n)Activity2. Picture-talking (4min)T shows some pictures about thein China and abroad. After seeing the pictures, Ss areexpected to tell the similarities of them.T: Just now, you talk about somein China. Now, lets see some pictures of some.(T shows the pictures and Ss see them carefully.)T: What do
17、thehave in common？For example, they are very precious. What are youropinions?(T gives them some hints and Ss tell the characteristics of)AimsAimsIn this step, T first leads in the topic by talking with the Ss freely about thewhich isfamiliar to them and then Ss see some pictures and tell the charact
18、eristics. These two activitiesaim to arouse the Ss interests in the topic and activate their old knowledge of. Then Sswill be mentally prepared for the reading comprehension. Whats more, when they are talking- 2 -about the charateristics of, they will realize that theare rare and preciousand they wi
19、ll concern themselves with the issue of.Step2. Pre-reading (3min)Step2. Pre-reading (3min)Activity1. Knowing something aboutActivity1. Knowing something about(1min)(1min)T gives a brief introduction of the. Ss will know the.T: Today, we are going to learn. It is. Do you know whatis?(T shows some pic
20、tures ofand Ss get to know the.)Activity2. Predicting (2min)Activity2. Predicting (2min)T asks Ss to read the title of the passage and then ask them some questions. Ss will predict thecontent of the passage with the help of the title.T: please look at the title“”, what does “动词” mean?(If the Ss can
21、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.)AimsAimsIn this step, the Ss first know some information of the; the
22、background information will makeit 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)Step3. While-reading (22min)Activity1. Skimming (4min)Activity1. Skimming (4min
23、)Ss skim the whole passage and find outand 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.Activity2.Activity2.The text is organized of in the ord
24、er of _.Scanning (3min)Scanning (3min)(Keys: time)T presents severaltrueorfalsestatements 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.statementsTF1The design of the room was in the style which is popular n
25、owadays.2In fact, the room was made to be a gift.3Frederick William I decided not to keep it.4Russians removed some objects from the room before the Nazisarrived.- 3 -5The Russians have built a new amber Room at the summer palace.(Keys: ，)Activity3 Close-reading (15min)T designs various kinds of act
26、ivities and Ss do the activities to fully understand the passage.Para.1T: Please read Para.1 carefully and then take some note about the.Materials: _Design: _Style: _Decorations:_The length of time taken to complete:_Para.2-4Please read Para.2-4 carefully and then find out the removal of the room.Ko
27、nigsbergThe summer palaceThe winter palacePrussiaPlease read Para.2-4 carefully and then find outthe person related with the Amber Room and thethings them down with it.peopleWhatFrederick William IPeter Great- 4 -Catherine IINazi AmyPara.5Please read Para.5 carefully and then find out the the rebuil
28、ding of the amber room.WhoWhenA new Amber RoomWhatWhereWhyAimsAimsBy 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 phrasesin the passage.Step4. Post-reading (12
29、min)Step4. Post-reading (12min)Activity1. Dissuasion (6min)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 theissue and the reasons.- 5 -We should rebuild it._We should
30、 not rebuild it._Activity2. Role-play (6 min)Activity2. Role-play (6 min)T creates a situation in which a student of the class has visited the Amber Room, so he/she comeback 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 curi
31、ousabout the Amber Room, they should make a dialogue.The beginning of the conversation is given.A: the one who has visited the palaceB: the one who is curious about the Amber RoomA: Last week, I visited the new Amber Room, the journey is so pleasant.B: could you please tell me something about the Am
32、ber Room?A:.AimsAimsThese two activities are to develop the Ss comprehensive language competence. The role play servesto be an output of the reading and an evaluation of their learning.Homework (1min)Homework (1min)Ss write a summery ofSs review the words and phrase of the passage and make sentence with each.Blackboard designBlackboard designUnit1 In Search of the Amber Room- 6 -ValuableRareAt warIn returnamazingfancystylereceptionremoveCultural relicsPrecious- 7 -
