Book 2 Unit 1 Reading说课稿

A Interpretation of Teaching plan

Module 2, Unit1 In Search of the Amber Room (Reading)

Good evening, dear teachers!

I’m Wei Yun from No. 21 middle school of Xining city. It is a pleasure to have a chance to share my teaching plan with you. Now let me begin. I will talk about six parts: teaching material, teaching methods, learning strategies, teaching aids, teaching procedures and blackboard design. I. About the teaching material

1. The status and function

The topic of this unit is cultural relics. Students are quite interested in topics about different cultures around the world. This is the first period of the whole unit. As a reading class, the

passage mainly talks about the history of the amber room (how it was made, sent as a gift, lost and rebuilt).According to the new national curriculum, when teaching reading, much emphasis should be put on training the students’ reading skills and in reading class, not only the knowledge is learned,but also the promotion of the reading competence and learning strategies. The basic reading skills, such as skimming and scanning, should be trained. By reading the passage, the ss can get to know the cultural relics as well as the words and phrases relating to the topic. In this way this lesson will lay a foundation for both reading competence and further study of the unit. Besides, by talking about what we should to protect the relics, the ss will get a strong sense of protection of the cultural relics. Such a topic is related to students’ daily life. So it is helpful to cultivate students’ interest in learning the language and raise their consciousness of the development of the society. Therefore this lesson is in the important position of the teaching material.

2. Teaching objectives

According to the new curriculum, language learning is not only about the language knowledge,but also about the languages skills as well as emotion and strategies. Considering the content of the unit and the ss’ background knowledge, the teaching goals are set as follow: 1> .knowledge and skills：

1)The students will learn and master the useful words , phrases and sentence patterns in this period. 2)The students will improve their reading techniques: skimming and scanning. 2>. Process and method :

1）.The students will develop their reading speed.

2).The students will get a better understanding of the content and structure of the passage. 3>. Emotion and attitude:

1).Learn to improve their cooperative ability by joining in group work.

2).learn how to talk about cultural relics and have the sense of protecting cultural relics. 3 Teaching important and difficult points 1) Teaching important point

How to help the students to use different reading techniques for different reading aims.

As for the senior 1 ss, to master the reading techniques is very necessary to deal with the reading tasks, as is mentioned in the new curriculum. 2) Teaching difficult point:

(1).How to help the students understand the passage better.

(2).Enable the students to share the basic information of the amber room with others.

Since the senior 1 ss do not have enough skills and reading strategies, it is hard for them to finish the tasks.

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So by working in groups, it is hopeful for the ss to get through the difficulties. 4 Dealing with the material

Since the reading passage is a little long for the ss, together with the long names and the places, more time of reading is needed. So beginning with amber can save some time. As for the cultural relics, the ss can get these information on the Internet by themselves. II. About teaching methods:

In this period I will adopt the Three-stage model and Task-based Language Teaching Method.Also I will practice “reading as a whole” idea in class. Reading is a complicated activity. It not only involves in reading, but also speaking, listening and writing as well.

The English Curriculum Standard advocates teachers to adopt the task-based language Teaching. TBLT can stimulate students’ initiative in learning and let students experience success in the process of completing tasks. By experiencing and practicing, form students’ sufficient competence in using the language. Reading as a whole is to help ss read the passage and understand the passage’s main idea, not the scattered information. This will greatly help ss to handle the close test in exam. III. About learning guidance

There are different ways and strategies in learning a language. According to the new curriculum, we should help the ss learn by co-operation. At the same time, we should give the ss a situation that is similar to their own experience. In doing this, we can help the ss improve their learning approach of competence development. In class, the ss will work in groups to discuss, help each other and share with others. Besides, as a senior student, it is very important to grasp the fast reading skills to improve the reading speed and get the needed detailed information. So basic reading skills ( skimming and scanning) will be practiced in this class.

IV. About teaching aids:

I’m going to use PPT to show the pictures and play the video so that the ss can get vivid information of the topic. What’s more, this will motivate the ss’ interest in the topic. V. About teaching procedures: Teaching procedures Step1. Greeting Teacher’s activities 1. Greet the whole class. Students’ activities 1. Greet the teacher. Design intention Greet each other and create a friendly atmosphere. Get the students prepared for the following learning. While watching, the ss can enjoy the wonders around the world, thus beginning the new lesson. the ss’ 2

Step2 Warming up 1.Make the students to know learning tasks and rules of cooperation. 2.Guessing game. Show the students pictures about world-famous cultural relics and get them to guess what they are. Look and listen to the tasks and rules carefully. watch and listen carefully to give the answers. Step3

1.lead-in of amber: Look the picture Attract

pre- reading Show pictures of amber. Play a video about how an amber came into being. 2. Prediction: Ask the students to look the title and picture, and predict.: What may be written in the text? I. Skimming: Reading for general idea. 1.Make the students to skim the passage in limited time and get a general idea of the passage, then match the main ideas with each paragraph.. The Amber Room and its design The history of the Amber Room The missing of the Amber Room The rebuilding of the Amber Room 2 Match the characters and the events. II. Scanning: Reading for details 1.Read the passage quickly and find out who , when ,and where in the passage. ( clues 线索）(3 m.) 2.Ask the students to read the passage again and present the form on the screen to get students to fill in. It was made not to be a ___________, but for the ___________ of Frederick I. carefully and watch the video to learn the knowledge of amber. 2.Students look at the title and subtitle and give their prediction. attention by video and get them interested in the topic. Develop the ss’ ability of prediction through title and pictures in the book. Step4 While- reading 1.Students skim the passage and work in groups to find out the answers. . 2． Students work individually to give the answers according to the passage. Students read the passage and find out the answer. Students read the passage again and work in groups to fill in the form. Then answer the questions. Purpose Ask the ss to finish reading in limited timein order to develop the ss’ fast-reding skills. Help the ss improve the ss’ ability of getting main idea through skimming. It is similar to the former exercise. Get the ss to finish it individually to help them learn on their own. Develop the ss’ ability of getting detailed information through scanning. Help the ss improve the ability of getting and dealing with the detailed information. 3

1716____________________________________. 1770___________________ What _________________. happened to the Amber 1941___________________Room. _________________. 2003____________________________________. In this stage the main purpose is to get the ss to use the language they’ve just learned, to output what they’ve learned. This exercise is mainly to check the ss’ comprehension of the passage. At the same time, it is similar to the reading comprehension in exams, helpful to practice the useful skills for exam. 4

Step5 Post-reading 1. Read the text again and choose Get the ss to think the best answer. carefully to choose the 1)The Amber Room was made for right answer. _____. A. Catherine II B. the palace of Frederick I C. Peter the Great D. the Prussian people 2) The king of Prussia who gave the Amber Room as a gift to Russia was _____. A. Frederick I B. Frederick William I C. Peter the Great D. Catherine II 3) The Amber Room was stolen by ___. A. Russian soldiers B. German soldiers C. People in Konigsberg D. People in St Petersburg 4) The new Amber Room looks much like the old one because _____. A. the Russians and Germans are good at building the Amber Room. B. it was rebuilt by the Russians and Germans with the help of its old paintings and photos. C. they found the site of the Amber

Room. D. Catherine’s artists gave detail advice. 2. Fill in the blanks with proper words. Ask students to fill in blanks to finish a short summary. Summary: IN SEARCH OF The ss fill in the blanks without looking back at THE AMBER ROOM Amber Room, was first built the passage to for _____ _____ _____ Frederick I. In consolidate what they 1716, Frederick William I gave it to Peter have learned. the Great _____ _____ _____ of friendship and _____ _____ he got the Czar’s 55 best soldiers. Thus the Amber Room became part of the Czar’s _____ _____ in St.Petersburg and served as a small _______ ___ for important visitors. Later,Catherine II told her artists to _____ more details _____ its design. Unfortunately, in September,1941,When Russia and Nazi Germany were _____ ____, the Amber Room was secretly _____ by the Nazis. After that,the Amber Room _____ _____. While the search for the old room continues, the Russians and Germans have built a new Amber Room. 3. Discussion : Students think about the Suppose Alice were travelling with her question and give parents in St. Petersburg in Russia. when opinion according to she saw the beautiful ambers, she wanted what have learned in this to touch it. But she were stopped by her class. mother. Discuss: Should Alice touch the ambers? What other bad behaviors do you know about? What should we do to protect the cultural relics? What should not?

Read aloud the summary to get a better understanding. The ss have already got enough input of language during reading and listening, so it can improve the ss communicative skills while outputting language through speaking and acting. Discussing the question helps the 5

ss think of protecting the cultural relics as well as what should be done with them. Tell the students the homework and Students listen and look The homework will Step6 carefully and get ready get the ss keep Homework present it on the screen. Try to retell the story about the Amber Room. for doing the homework. reading and thinking the topic of the unit. Showing the key words and new vocabulary to the ss is essential because it will leave a deep impression on the ss so that they can remember them better. Blackboard Unit 1 Cultural relics Clues rare design Characters valuable Time survive Places select Style Belong to

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