14/14Unit2ReadingandVocabulary名師教學(xué)設(shè)計教學(xué)目標Bytheendofthisclass,90%studentsshouldbeableto:1.Instructionalobjectives1)recyclenameofsubjectsandadjectivestodescribeaperson(especiallyteachers);2)skimtosummarizethemainideaofeachparagraphwiththehelpofkeywords;3)scantofindouthowthewriterconvinceuswhenhedescribeshisnewteachers;4)makeanoutline(mind-map)ofthecompositionthemed“myfavoriteteacher”;5)developfourskills,mainlyreading(skimming;scanning)&writing(howtomakeyourdescriptionvividandconvincing).2.Educationalobjectives1)respect,appreciateandlovetheirteachersfromthebottomoftheirhearts;2)learntocooperatewithothersthroughgroupworks&pairworks;3)expressthemselvesconfidently;4)studyindependentlythroughpreviewing,reviewingandself-checkingandsoon.IhopeinthisclassIcan3.Personalobjectives1)giveclear-cutandeffectiveinstructions;2)guidemystudentstolearnandgivetheclassbacktomystudents.2學(xué)情分析1)Thereare33Senior1studentsinmyclasswhoarebetterthanaverage——17ofthemareboys.2)Hereisarelativelysmalldifferenceamongstudents,forwhichIwilladoptstratifiedteachinginclass.3)Studentsinthisclassareveryactive,thuspreferringtouseparticipatorylearningmethodandexperientiallearning;4)Theyrelativelyexcelinskimmingtosummarizingthemainidea,howevertheircompetenceinfindingdetailedinformationtosupportthemainideaisnotsosatisfactory,whichIwillattachgreatimportancetointhisclass.5)Inthisterm,they'velearnedsomeadjectivestodescribeapersonandnamesofsubjectsinmodule1ofthistextbook,whichlayasoundfoundrationtomodule3重點難點Focalpoints:1)Skimtosummarizethemainideaofeachparagraphwiththehelpofkeywords;2)Scantofindouthowtheauthorconvincethereaderswhentheydescribethethreeteachersinthepassage;3)Makeandoutline(mind-map)ofthecompositionthemed“myfavoriteteacher”;Difficultpoints:1)Scantofindouthowtheauthorconvincethereaderswhentheydescribethethreeteachersinthepassage;2)Makeandoutline(mind-map)ofthecompositionthemed“myfavoriteteacher”;4教學(xué)過程4.1第一學(xué)時4.1.1教學(xué)活動活動1【導(dǎo)入】Stage1GettingstudentsreadyforlearningStage1Gettingstudentsreadyforlearning(2mins)Greetings(2mins)(creatingapleasantatmosphereforlearning,arousingstudents’intereststothetopic)T:Goodafternoon,mydearclass.Ss:Goodafternoon,Jade.T:Howareyoufeelingtoday?Ss:Fine!/Justsoso./Alittlebittired.T:IfeelalittlebittiredtoobecauseIstayeduplatelastnight.Socouldyoupleasegiveasweetsmiletocheermeup?Ss:(smiling)Yes!Ofcourse!T:Thankyou!Ifeelmuchbetter.Now,let'sgettothetopic.Todaywearegoingtostepintothereadingpartofmodule2.What'sthetitleofthismodule?Ss:MyNewTeachers!T:Perfect!Andtobeginwith,pleasereadthelearningobjectivesbyyourselves.Bytheway,what’sthemeaningof“objectives”?Ss:“目標”.T:Goodone!Wecanalsosay“l(fā)earninggoals”,right?Whichmeansthatthingsweneedtodointhisclass,right?Now,30secondsforyoutoreaditandlateryouneedtotellwhatwecandointhisclass.…T:Finished?OK,Bella,whatarewegoingtodointhisclass?Bella:Wearegoingtoskimthepassageandfindthemainidea……T:Brilliant!Doyouhaveanyfurtherquestionsforthisobjectives?Ss:No!T:Quitegood!Trytokeeptheminmindandattheendoftheclasswewillseewhetherwecandothesethings,OK?Ss:OK!活動2【活動】Stage2CheckpreviewStage2Checkpreview(3mins)ETask1CheckthepronunciationofthewordsT:Sinceyou’vepreviewed,Iwouldliketocheckit.Lookatthewordbox,readeachofthemtwiceupanddown.Admit,admit,1,2,3go.…T:Howdoyoureadthisword?…T:OK,youplease.Couldyoupleaseteachthewholeclasstoread?Dante:Serious,serious!T:Goodjob!Andhowaboutthisone?Thestressisonthefirstofthesecondsyllable?…T:Anyfurtherquestions?Ss:No.T:Good!Sowhenwepronounceaword,weneedtopayattentiontothestress,right?…T:OK,now,openyourbooktopage13.Lookatactivity2.You’vefinishedit,right?Now,let’scheck!Thefirstone,whowouldliketohaveatry?…T:Brilliant!Wecanalsosayadmitdoordoing?..T:Thenextone?Canwesay“Ireallyappreciateyouhelpingme”/“Iwouldappreciateit…”?…T:Whatdoes“writeasummaryof…”mean?Ss:總結(jié).T:Wonderful!Underlineit.It’sagoodphraseandwecanuseitinourdailylife.…T:Anyquestions?OK,now,let’shaveasummary.Whenwedothiskindofexercise,firstly,weneedtoknowthemeaningofwordsandthesentences,right?Andthen,whilewefillintheblanks,whatshouldwepayattentionto?Ss:Theformandtenseofthewords.T:Brilliant!活動3【活動】Stage3Pre－readingStage3Pre-reading(7mins)(presentingsomenewwords,structures;preparingmystudentsthematically,affectivelyandlinguistically;activatingtheirpriorschema)Task2Talkaboutyourfirstimpressionsofthethreeteachers.T:OK,you’vedoneareallygoodjobofyourpreview.Keepup!Now,let’sgettothereadingpassage.Firstly,what’thetitleofthispassage?Ss:MyNewTeachers!T:Great!Andyousee,it’sbeenmorethanthreeweekssinceyouenteredyourSeniorHigh,right?Andofcourse,youhavemetalotnewteachers.Andherearesomepicturesofthem.Thefirstone,your…Ss:Chineseteacher.T:Thesecondone?Ss:Ourmathteacher!T:Good!Howaboutthisone?…T:Wonderful!Theysaythatfirstimpressionsareveryimportant.Doyouagree?Ss:Yes!T:So,Iwouldliketoknowyourfirstimpressionsofthem.Forexample,Icansaythat“myfirstimpressionofJadeisthatsheisreallysweetandbeautiful”.Understand?Andatipforyou,youcanusetheadjectivesyou’velearnedinmodule1,andyoucanalsoreferthewordboxonP11.30secondsforyou,goahead.…T:Now,let’sjuststophere.Anyvolunteer?Emily:MyfirstimpressionoftheChineseteacheristhatheisseriousandstrict.T:OK,seriousandstrict.Thiskindofteachermayhelpyoulearnwell,agree?Ss:Yes!T:AndKylin,howaboutyou?Kylin:MyfirstimpressionofmyEnglishteacheristhatheisenthusiasticandhandsome.…T:ItseemsthatyoulikeyourChineseteacheralot.Ireallyadmirehim.Justnow,you’vetalkedaboutyourfirstimpressionsofyourownteachers.Andthewriterofthisreadingpassagetellsusabout3ofhisteachers,right?Andherearethepicturesofthem.Lookatthepictureandtellmeyourfirstimpressionofthem.Youcansaylikethis,“myfirstimpressionofthefirstladyisthatsheiskindandpatientbecauseshekeepssmiling.AndIthinksheisamusicteacher.”Haveyougotthat?OK,workinpairs.1minuteforyou,goahead.…T:Whowouldliketobethefirstone?Bill:Myfirstimpressionofthemanisthatheisamusingandenergeticbecausehekeepssmilingandhisfaceisalittlebitred.AndIthinkheisanEnglishteacher.T:Fantastic!Youaretryingtousesomenewwordsandyouevenpayattentiontosomedetails,suchastheteacher’sface.Wonderful!Anyoneelse?Alan:Myfirstimpressionofthesecondladyisthatsheisveryoldandstrict.AndIthinkheisamathteacher.T:Goodguess.Iadmitthatsheisveryold,butoldteachersareusuallyveryexperience,don’tyouthinkso?AndIthinkyoumaymakealotofprogresswiththemteachingyou.…活動4【活動】Stage4While－readingStage4While-reading(presentingsomenewwords,structures;preparingmystudentsthematically,affectivelyandlinguistically;activatingtheirpriorschema)Task3Skimthepassagetocheckyouguess.T:OK,justnow,you'vetalkedaboutyourguesses.Now,skimthepassageandcheckwhetheryourguessisrightorwrong.Bytheway,whatdoesskimmingmean?Ss:瀏覽/掃讀T:Dowehavetoreadwordbyword?Ss:No!T:Whileskimming,whatshouldwepayattentionto?Ss:Keywords!/Thefirstorthelastsentenceofaparagraph.T:Quitegood!Forexample,thefirstparagraph,whatarethekeywords?Ss:…(在對學(xué)生進行的三個問題的引導(dǎo)的時候,進行板書mind-map引導(dǎo))kindMr.LipersonalitysubjectpatientT:Whenwetalkaboutaperson.Firstofall,weneedtoknowwhosheorheis,right?So,thefirstparagraph,whoisshe?Ss:Mrs.Li!T:Andthesubjects?Ss:English.T:Great!Themostimportantquestion,whatkindofteachersheis?Ss:Kind…T:SowhenIaskthequestion“whatkindofteacherhe/sheis”,whatwordsshouldwepayattentionto?Ss:Adjectives!T:Great!Sothesearethekeywords,thename,subjectsandsomeadjectivestodescribewhatkindofpeoplesheorheis,gotit?Ss:Yes!T:OK,now,these2groups,paragraph1;thesetwogroups,youareresponsibleforparagraph2;andthesetwo,paragraph3.Skimthepassageandcirclethekeywords.…T:Haveyoufinished?Howaboutparagraph2,whatarethekeywords?HowaboutStan?Stan:Mrs.Chen;physics;serious;strict;well-organizedandclear……T:So,thenexttime,whenweskimapassage,wecancirclesomekeywords.Keywordsarereallyhelpful,right?OK,now,sincewe'veknownwhateachparagraphismainlyabout,let’sgettosomedetails.Task4Scantofindoutdetailsingroups.T:Here.Ihaveaquestion.Doyouthinkthewriter’sdescriptionisvivid?Ss:Yes.T:Whydoyouthinkit’svivid?Ss:…T:Forexample,thefirstparagraph,thewritersaysMrs.Liiskindandpatient,right?HowdoweknowthatMrs.Liiskindandpatient?(補充mind-map;引導(dǎo)學(xué)生建構(gòu)語篇意識)kindMr.LipersonalitysubjectpatientSs:“SheexplainsEnglishgrammarsothatclearlythatevenIcanunderstandit…”T:Fabulous!You’vefoundtherightsentences.Sotheseare…Ss:Examples.T:Quitegood!Examplesorsomesupportingdetails.Thesethingswillmakeourdescriptionconvincingorvivid,gotit?Ss:Yes!T:Fantastic!Workingroupsoffourandfindoutthedetailsorexamplesthatmakethewriter’sdescriptionvividandyoucanalsodrawamind-maptohelpyou.Andagain,thesetwogroups,paragraph1;thesetwogroups,paragraph2;andtheresttwogroups,paragraph3,OK?2minutesforyou,goahead.(Walkaroundtheclassroomwhilethestudentsarediscussingandinvite2studentstodrawmind-mapofparagraph2and3ontheblackboard;Justwritedownthekeywords)T:Underlinethesupportingdetailsonyourbookandyoucanalsodrawamind-maptohelpyouunderstandtheparagraphbetter.…T:OK,timeisup.Paragraph1,supportingdetails?HowaboutSara?Sara:SheexplainsEnglishgrammarsoclearlythatevenIcanunderstandit…T:Fantastic!Canyouusthesentencepattern“Sheiskindbecause…”Sara:…T:That’sgreat!Now,let’slookattheblackboard.Sheiskindbecause(guidethewholeclasstoretellbasedonthemind-map<keywords:explainclearly;avoidmakingyoufeelstupid;smile>)[*]Notes:Theysaythatfirstimpressionsareveryimportant.MyfirstimpressionofMrs.Liwasthatshewas…even(Whydoesthewriteruse“even”;Isthewriteraslowstudentorafaststudent);T:Howabouttheparagraph2?Dante:Mrs.Chenisstrictandseriousbecausewedon’tdaretosayawordunlesssheasksusto.Shedoesn'tsmilemuch…T:Now,let’slookattheblackboard.Sheisseriousandstrictbecause…/Sheiswellorganizedandclearbecause…<keywords:don’tdare;immediately;ontime;appreciate;wellorganizedandclear;admitlikingher;explainexactly;workisimproving;dowellintheexam>[*]Wedon’tdaretosayawordunlesssheasksusto/ifshedoesn'taskusto.Ireallyappreciateyourhelp/yourhelpingme;Ireallyappreciateyou(欣賞)Duringscientificexperiments,sheexplainsexactlywhatishappeningandasaresult…(asaresultof;resultfrom;resultin)With+-ing/-ed/adj./介詞短語T:Howabouttheparagraph3?Jason.Jason:Mr.Chenissoenergeticthatwedon'tfallasleepinhisclass…T:Now,let’slookattheblackboard.<keywords:popular;enjoyteachingChineseliterature;energetic;don’tfallasleep;rathergood-looking;talkloudlyandfast;waveabout;amusing;telljokes;respect>[*]hasbeenteaching;alreadypopular;enjoyteachingChineseliterature;getsomuchenergy=energetic;don’tfallasleep;rathergood-looking=quite=very;waveabout(adv.);rushabout;telljokes;playjokesonsbwriteasummaryof/summarizesomething;showrespectfor;sendrespects/regardstoTask5Whatisthewriter’sfeelingsabouthisnewteachers?T:Sowhenwedescribeateacher,whataspectscanwewrite?Ss:Name,subjects,appearance,personalities...T:That’sit!Now,weareclearaboutthemainideaandsomedetailsofeachparagraph.Thistime,pleasereadandtellmewhatthewriter’sfeelingsaboutthethreeteachers.Forexample,thefirstparagraph,what’sthewriter’sfeelingstowardsMrs.Li?Ss:Hefeelsheisgoingtomakeprogresswithher.T:Brilliant!Howaboutthesecondparagraph,Mrs.Chen.Rain.Rain:…T:That’sit!Now,weareclearaboutthemainideaandsomedetailsofeachparagraph.Thistime,pleasereadandtellmewhatthewriter’sfeelingsaboutthethreeteachers.Forexample,thefirstparagraph,what’sthewriter’sfeelingstowardsMrs.Li?Ss:Hefeelsheisgoingtomakeprogresswithher.T:Brilliant!Howaboutthesecondparagraph,Mrs.Chen.Rain.Rain:…T:Doesthewriterhewilldowellintheexam?Rain:Yes.T:So?WhatdoesthewriterthinkofMrs.Chen?Rain:ThewriterthinksthathewilldowellintheexamwithMrs.Chenteachinghim.T:Welldone!Andhowaboutparagraph3?Ken?Ken:Thewriterrespecthimalot!T:Veryclever!Sowhenwedescribeaperson,wecanalsowriteourfeelingsaboutthem,right?Ss:Yes!T:Wheredoweusuallyputourfeelings?Ss:Attheendofaparagraphorapassage.kindMr.Lipersonalitysubjectpatientfeelings活動5【活動】Stage5Post－readingStage5Post-reading(10mins)(helpingmystudentsconsolidatewhatthey’velearnedjustnow;givingthemchancestoexpresstheirownideasfreely;developingtheirspeakingskills;monitoringtheirprogressinpronunciationandintonation)Task6Discusswhichofthethreeteachersyoupreferinpairs.T:OK,yousee,thisisthewriter’sfeelingsaboutthethreeteachers,right?Now,Iwouldliketoknowyourfeelingstowardsthem.Whichoneofthethreedoyouprefer?Forexample,youcansayIprefertohaveMr.Wuasmyteacherbecauseheisreallyamusingandhisjokeswon’tmakemefeelboredatall,letalonemakemefallasleepinclass.Inthisway,Iwillmakeprogressinnotime.What’smore,Iwouldrathertohaveteacherswhoaregood-looking.Andhere,youcaneitherchoosefromthese3sentencepatternsoruseyourwordswoexpressyourselves.Haveyougotthat?Ss:Yeah!T:Good!1minuteforyou.Goahead!Youcandiscusswithyourpartners.…T:Timeisup.Whichpairwouldliketoshare?SophiaandZurich:IwouldratherhaveMrs.Chenasmyteacher.Toughsheisverystrictandserious,IthinkIamgoingtomakeprogresswithherteachingme.T:Doyouagree?Youaresogreat!Sophia.Isupportyou100percent.Weallknowthatthestrictestteachersarelikedbytheirstudentstheleast.However,wewillbenefitfromitinthelongrun,won'twe?Anyotherpair?…T:Yousee,differentteachershavedifferentstyles.Andofcourse,wepreferdifferenttypes.It'squitenormal.Buttheyareallgoodteachers,doyouagree?Ss:Yes!T:Whydoyouthinkso?Diana.Diana:Becausetheyareallveryresponsible!T:Goodword!Veryresponsible.Whatelse?Jane.…T:Iagreewithyouall.Thoughtheteachingstylesaredifferent,theyareallhard-workingandtheyalwayswantthebestforyou,agree?Sowhatcanwedoforourteachers?Thinkaboutit.Grace:WecanbuythemsomegiftsontheTeachers’Day.T:Goodidea!Ilikegifts.Youknow,thisteachers’Day,Ireceivedalotofgifts,thoughthemdidn'tcostmuchmoney,Iknowthatyoualwaysthinkaboutme,whichmakemesomoved.Thankyou,again.Whatelse?…T:Youdidareallyjob!Fromwhatyou’vesaid,Iknowthatyoureallyrespect,appreciateandloveyourteachers,whichismarvelous!Thankyou,sweethearts!Task7Writeacompositionabout“MyfavoriteTeacher”.T:So,yousee,we’veknownmuchaboutthewriter’snewteachers.Andinordertoshowrespectforyourownteachers,Iwouldlikeyoutowriteacompositionentitled“MyFavoriteTeacher”.Beforewewrite,whatshouldwedo?Ss:Title!T:Great!Thetitleofapassageistheeyeorsoul,right?Chooseaproperandaspecialone,ifpossible.Andthen?What