《Module 1 Travel Unit 2 It’s a long story教学设计.docx》由会员分享，可在线阅读，更多相关《Module 1 Travel Unit 2 It’s a long story教学设计.docx（4页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、A Teaching Plan forModule 1 TravelUnit 2 It s a long story.1 . Analysis of the teaching materialThe text is the second unit of the first module from New Standard English Book 6 published by Foreign Language Teaching and Research Press. The theme of the text is human and society. It tells a story abo
2、ut a young man called Li Lin whose seat is taken by an elderly man and finally he offers to exchange his seat with the elderly man. The purpose is to encourage everyone to help others. The text is a play with asides, dialogues and a subtext, which are new to students. The play has three scenes and t
3、he event is organized according to problem-process-solution which indicates the conflicts and solutions of a play.2 . Analysis of the studentsThe target students are the ninth graders who have adequate vocabulary about the topic and have no trouble in understanding the words. They have a great capab
4、ility of reading and are eager to know new things but they have difficulties in higher-class thinking and discourse analysis.3 .Teaching purposesBy the end of the class, the students will be able to:1) perceive the features of a play and divide the structure according to them2) sort out and integrat
5、e the whole course of Li Lin*s offering help while travelling3) appreciate the language in the play and analyze the characters* feelings and quality4) evaluate the characters1 behavior and explore the value of helping others5) predict the heros future life and talk about their actions of helping oth
6、ers in daily life.Teaching key points1) sort out and integrate the whole course of Li Lins offering help while travelling2) appreciate the language in the play and analyze the characters1 feelings and quality3) evaluate the characters* behavior and explore the value of helping others.Teaching diffic
7、ultiesevaluate the characters* behavior and explore the value of helping others. Teaching theoretical basis view of English learning activities4 7. Teaching aids PPT, the blackboard8. Teaching allotment one period5 9. Teaching proceduresStep I Pre-reading1. Warm up. Students have a free talk with th
8、e teacher about their travelling experience in terms of five wh-questions.Purpose: To arouse students9 interest.2. Talk about a problem while travelling. Students talk about what happened, who helped and how they felt.Purpose: To activate language schemata and create a problem situation to pave the
9、way for exploring the value.3. Predict. Students look at a word cloud picture in the shape of a train and predict the main idea and the setting of the story by viewing the biggest words. Then they learn the new meaning of “car”.Purpose: To develop predictive skill, engage their expectation and move
10、the barrier for reading.Step II While-readingDistinguish the genre. Students get the discourse type by reading the asides and learn the most distinctive feature and its function in a play.Purpose: To increase language knowledge and apply cognitive strategy.1. Distinguish the structure. By reading th
11、e asides, students find “on the platform, in Car 8 and “in Car 9”. They can get the structure according to the three scenes.Purpose: To perceive the explicit logic of the story.2. Read Scene 1. This part is about Li Lin saying goodbye to his sister on the platform. Students will infer the problems a
12、nd feelings when Li Lin travels alone. What is Li Lin going to do? Who is going with Li Lin? What problem may he meet? How may he feel on the way?Purpose: To activate the content schemata and prepare for exploring the value.3. Read Scene 2. They have known the background of Li Lins problem and the c
13、haracters in this event. They will find out what the problem was, why there was the problem, what the three characters did and what decision Li Lin made to solve the problem.Purpose: To develop general ability and language skill.4. Analyze the language. Students read between the lines and infer the
14、feelings and qualities of them. Then students analyze the background of Li Lins decision by reading two asides carefully. And students are encouraged to dig out the implicit and real reason why Li Lin makes such a choice.Purpose: To promote deep learning, develop students language skill, analyze pra
15、gmatics of language and comprehend the discourse connotation.5. Read Scene 3. Students discuss about “Is it worthy fbr Li Lin to do so?”and motivate students to read Scene 3 and check what Li Lin gets.Purpose: To evaluate the behavior and foster critical thinking.6. Explore the value. Li Lin meets h
16、is friend in Car 9 as a surprise. The elderly man sits in the wrong seat as a surprise because they both respect each other. Then students can say what people and the society can get when everyone helps others.Purpose: To explore the value of help and form the right value orientation.Step IH Post-re
17、adingRearrange and extract the information, studentsrearrange the information of the play in a mind map like a hand.Purpose: To form discourse schemata and structure the knowledge learned.1. Work in pairs. Students work in pairs and make up an interview using the information in the play.Purpose: To
18、intake and apply language learned and transfer reading skill to speaking skill.2. Discuss. Students work in groups to talk about the following questions. Do you think itsa long story? Why does Li Lin say its a long story? What will Li Lin s following travel and life like ? What do you learn from the
19、 story? What can you do to offer little help in daily life?Purpose: To echo with the title and transfer the value to life and new contexts.3. Sum up. Students know travel is a way to see people and the world and reading a play is a way to see ourselves.Purpose: To summarize the content and the featu
20、res of the discourse type.4. Assign homework. Students act out the play to intake the content learned and write a similar play for a good deed.Purpose: To transfer to writing skill. 10 Layout on the blackboardModule 1 TravelUnit 2 Its a long story.Teaching reflectionThis story is easy for my student
21、s to understand. They are always interested in reading stories. But they had difficulty in generalizing the course. Collaborative work solved this problem. Its the first time for them to read a play and they showed great interest in it. The language of a play was not a barrier for them. They could u
22、nderstand how the characters felt as well as their qualities. But it was difficult for them to express their ideas. The interview was successful and they could convey the main information. They would like to offer little help in their life and that was the most important thing they got from the play.