Topic:Beautyisintheeyeofthebeholder(Reading)Material:Lesson1WhatIsBeauty?Unit18,Module6Designer:HuangYuguanSchool:QiaoguangMiddleSchoolBeautyisintheeyeofthebeholder(Reading)PartIIllustrationontheteachingmaterial1.StatusandfunctionAsisclearlyshown,thenewtextbookhasbeendesignedfortheseniorhighlanguage-learningcontext,wheresecondarystudentscanlearnEnglishmosteffectivelywhendealingwiththemeaningfulcontent.Besides,thethematicinputprovidesarealsituationforlanguagelearningandcommunicationpractice,inwhichstudentscanturnwhattheylearnintoproductivelanguageoutput.Theteachingmaterialisabout“beauty”,whichcertainlyattractstheconcernsandinterestofthestudents.Inaddition,thereadingpassagehasplentyoflanguagepower,whichisgoodforstudents’learning.Sothroughreading,studentsareexpectedtopractiseusefullanguagepoints,learnsomereadingskillsandvoicetheirinneropinions,incarnatingtheiractingasthemainbodyinclassthroughdifferenttasks.2.TeachingObjectivesInaccordancewiththespiritofNewEnglishCurriculumCriterion,theruleoflanguagelearningandthefeaturesofthereadingpassageitself,thefollowingthreeaspectsofobjectivesaretobeachieved:1)KnowledgeandskillgoalsStudentsareabletopractisesomevocabularyandusefulexpressions.Studentscanapplyreadingstrategiestousefulreading.2)AbilityandmethodgoalsStudentscanstrengthentheirreadingabilities,especiallyproblem-solving.Studentsarecapableofexpressingtheiropinions.Studentslearnhowtocarryoutexplorationlearning.3)EmotiongoalsStudentsareencouragedtolearnEnglishwithinterestandconfidence.Studentsknowhowtoappreciatebeauty.3.TeachingimportantpointsTogetstudentstoskillfullyutilizethereadingstrategies.Tohelpstudentspractisesomelanguagepoints.④.Toinspirestudentstoexpresstheirinneropinions.4.TeachingdifficultpointsHowtogetstudentsindifferentlevelsinvolvedintheclassactivities.Howtohelpstudentsdealwithproblemsduringreading.PartII.Analysisionthestudents1.Vocabularybase:StudentsinseniorhighGrade2havealreadyownedachainofvocabularythatcanhelpthemcarryoutreading.2.Readingability:Students’abilityofreadingcomprehensionisgettingimprovedgraduallythroughpractice,sosolvingcertainproblemsinreadingprocessiswithintheirreach.3.Culturalsense:Studentsinthisagegrouparewillingtoexpressthemselvesandtheyhavebeencontactingdifferentobjectsaboutbeauty,soit’spossibleforthemtoshowresonanceinlearningprocess4.Leveldifference:Ourstudentsareofdifferentbackgroundsandlevels,soit’snecessaryfortheteachertoactivatethemindifferentways.PartIII.Teachingandlearningmethods1.TeachingmethodsBasedonthetheoryofZoneofProximalDevelopment,thislessonismainlyadoptingTask-basedLanguageTeaching(TBLT)approachwiththeprincipleofencouragement.Accordingtodifferentsituations,thespecificactivities—brainstorming,levelquestioningandinformationfindingaretobecarriedout.Besides,audio-visualmethodgoesthroughthewholeprocesswiththeaidoftheblackboardforsomeexplanations.2.LearningmethodsWhatstudentsneedmostisthewaytoobtainknowledge,sohowtheylearnplaysacrucialroleinclassactivities.Teachingandlearningaregreatlyconnected,havinginfluenceoneachother.Accordingtodifferenttaskswhicharesetonthebasisoftheirability,studentsaregoingtoadoptindividuallearning,cooperativelearningandinstructivelearningduringtheprocessaccordingly.PartIV.TeachingproceduresStep1.Lead-inAims:Toarosestudents’interestandtointroducethetopic.Studentsenjoysomepicturesabout“beauty”ofdifferenttimesandcultures,judgingwhetherthepeopleinthepicturesarebeautiesornot.Step2.Pre-readingTask①BrainstormingAims:Toopenupstudents’vocabularystoreandtoexploretheiropinionsonbeauty.1).Studentsthinkouttheadjectivesthatarerelatedto“beauty”----physicalandinnerbeautyandshowtheiropinionsfreely.Possibleanswers:Physicalbeauty:beautiful,attractive,pretty,sweet,cool,brilliant,handsome,good-looking…Innerbeauty:humorous,kind-hearted,generous,brave,patient,hard-working,self-confidence,strong-minded…2).Studentsareaskedtousetheaboveadjectivestodescribethebeautyintheireyes.Step3.While-readingAims:Totrainstudents’readingskillsincludingfindinginformationandsolvingproblemsandtopractisesomeusefullanguagepoints1)Scanning:Task②Outline-makingStudentsgothroughthetextquicklyanddiscusswiththeirpartnershowmanypartscanitbedividedinto.Thentheytrytogeneralizeeachpartintheirownwords.Afterreading,somevolunteersareinvitedtoshowtheiranswersandthenteacherchecksthemwiththewholeclass.Suggestedanswers:PartOne:Viewsonbeautyarealwayschanging.PartTwo~4)Ideasonbeautyareaffectedbytime,cultureandsociety.AndtherearenoprecisecriteriaonjudgingbeautyPartThree~6)Beautyhasmorethanonedimensionandinnerbeautyismoreimportant.2)Further-understandingTask③Problem-solvingStudentsreadthetextforthesecondtimecarefullyandlearntheReadingStrategiesforAsk-and-answerQuestions.Studentscarryoutagroup-discussionandsomepresenttheiranswersforthewholeclass’checkingthenteachermakescommentsandofferstheanswers.Thequestionsaresetingradssotheyaresuitableforstudentsindifferentlevelstoanswer.Q1.Whatdowomenwearingcorsetslookliketoday?Q2:Whyareyoungwomeninsomecountriesonadiettolosekilos?Q3.Whywouldhumanracedieoutifweallsawphysicalbeautyinthesameway?Q4.What’stherelationshipbetweenphysicalbeautyandinnerbeauty?Suggestedanswers:1.Theyareconsiderednothealthy.2.Becausetheyareinpreparationfortheirweddingday.3.Becauseifso,itwillbehardforthehumanracetofindtheirfuturewivesorhusbands.4.Physicalbeautymustbeaccompaniedbyinnerbeauty.Notes:ReadingStrategiesforAsk-and-answerQuestionsReadthequestioncarefully.Trytoworkouttheanswer.Gobacktothetextwhereyoucanfindtheanswer.Readthetextandcheckyouranswer.3)Intensive-readingStudentsmayneedhelptounderstandsomewords,phrasesandsentencesduringthereadingprocess,sointhisproceduretheyaretolearnthelanguagepointstounderstandthereadingmaterialbetter.Keywords:beholder(n.):thepeoplewhoseeconsistent(adj).:neverchangingadapt(vt.):tofitinsth.overweight(adj.):overweightcommitment(n.):responsibilitycriteria(n.):standardsaccompany(vt.):gotogetherwithsubjective(adj.):personaldimension(n.):partofasituationImportantphrases:intheeyeof:在…的心中consider考慮considerdoing認為considersb./sth.tobe+n./adj.judgesb./sth.from/by：通過…判斷某人/物arangeof:各種各樣的Difficultsentences:Itishardtoimaginethattheywouldbeseenasattractiveinthe21stcentury.“it”standsfor“to…century”astheformalsubject.…,butitisinnerbeautythatrequiresustotrulysee.“Itis/was…that/who…”expressesemphasis.Step4.Post-readingTask④Summing-upAim:Tocheckstudents’understandingofthepassage.Studentsarerequiredtorecallthecontent,generalizethemainideaofthepassage,closetheirbooksifpossibleandthenfillintheblankstomakethesummarycomplete.Somevolunteerspresenttheiranswersandthenteacherchecksthesuggestedanswerswiththewholeclass.Summary“Beautyisintheeyeoftheb________”wasraisedbyMargaretHungerford,inwhichshestatedthattherewasnoc_________viewonbeauty.Ourideasonbeautychangeanda_____withtime.Forexample,Europeanwomenworecorsetsinthepastbutit’snowc__________unhealthy.Besides,c_______playsanimportantroleindecidingourideas.Forexample,lookingalittleo_________isattractiveratherthanthininsomecultures.Sowefindthattherearenoprecisec________tojudgebeauty,otherwisehumanracewouldd______forseeingbeautywithinthelimitedcriteria.Physicalbeautyshouldbea___________byinnerbeauty,whichrequiresustotrulysee.Suggestedanswers:beholder,consistent,adapt,considered,culture,overweight,criteria,dieout,accompanied.Step5.ExplorationlearningAim:Toofferthestageforstudentstoshowtherealbeautyintheireyes.Sstrytodiscoverorcreateallkindsofmaterialswithbeautyinthemandshowwhattheygetinvariousforms,suchasphotos,drawings,storiesandsoon.Thisprocesslastsoneweekandafterthat,studentspresenttheirfindingsorinventionsinfrontofthewholeclass.Therecognizedbestonesaregoingtobeonshowinschool’spromotioncolumntogetotherstoenjoybeautyaswell.Step6.HomeworkFindingbeautyaroundyou.PartV.Reflectivethink