Unit 6 Ancient stories-More practice&Study skills&Culture corner-教案、教学设计-部级公开课-牛津深圳版八上(配套课件编号：658ce).doc

1、- 1 -Unit 6 Ancient StoriesThere are two parts in teaching reading: readers previous knowledge, current situation, and theprinted page. In the reading process, these factors can strongly influence readers learning.Therefore, teachers need to divide the process of teaching reading into three stages i

2、n which thetop-down and bottom-up techniques integrated to develop the students language efficiency ingeneral and reading strategies, including pre-reading, while-reading and post reading.Teaching material and learning conditionThe analysis of teaching materialBased on the knowledge of this unit, th

3、e teaching material is from 21stCentury Teens Junior. Thetopic of this passage is Favorite Stories Lives on. This passage mainly introduces the reasons whythe 1986 edition of Journey to the West is still popular. The passage consists of 6 paragraphs. Thetopic is not new to the students but there are

4、 some new words and phases in the passage.The analysis of learning conditionThe students are from grade 1 in junior high school. As junior high school students, they haveachieved certain English level and they have the ability to get the basic idea of the reading. Sincethey are in grade1, they are e

5、asily activated and want to air their own opinions on the topic.Moreover, there were some international activities held at school before. Thus, they havemotivation and interests to learn this passage. But they may not know how to describe Chinesetraditional culture before. Moreover, their vocabulary

6、 is limited so they may have difficulties inunderstanding some sentences.Learning objectives1. Language skillsAt the beginning of the class, students can predict the content of the class based on the title.Students can scan the passage and find out the specific informationStudents can express their

7、own understandings of the passage2. Language knowledgeStudents can improve their reading ability, such as reading speed, scanning and skimmingStudents can learn how to describe Chinese traditional culture3. AffectsStudents will realize that the great culture in China and they will concern themselves

8、 with theissue of spreading Chinese traditional culture.4. Cultural awarenessStudents will broaden their minds by knowing famous Chinese traditional culture.- 2 -5. Learning strategiesStudents will cultivate their ability in some activities by individual learning and cooperativelearning, respectivel

9、y.Students will communicate with each other in English while doing the group work.LanguagefocusesandanticipateddifficultiesLanguage focusesThis is a reading period so the focus is to cultivate the studentsreading skills. The many activitiesare designed to help Students improve their reading skills,

10、such as predicting, skimming, scanningand reading speed.Moreover, it is also important for Students to master the new words so as to describe Chinesetraditional culture.Anticipated difficultiesAs the students have a limited vocabulary, so they may have some difficulties in understanding thepassage.

11、So the teacher will help them learn the new words and phrases.Teaching methodThree-stage model: pre-reading, while-reading and post-reading.QuestioningGroup discussionTeaching aidsMultimedia devicesPPTTeaching proceduresStep1. Lead-in (5 mins)Activity1. Greetings and Free-talkingLeads into the topic

12、 by asking students some some basic questions they know. Students cananswer those questions freely. Then a short song will be played to catch students attention.Questions:1). How was your last night?2). Did you have so much homework? Which subject?3). Can you guess what we are going to learn from th

13、is title?- 3 -Play a song:1). Play the song. - 敢问路在何方2) Let the students to guess where does the song come from?3) Then ask several questionsa)Have you heard this song before?b)Where did you here this song?c)Do you know its English name?d)Do you like this novel?e)Why do you like this novel?Activity2

14、. 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 ofsome. (T shows the pictures and Ss see them carefully.)T: What do thehave in

15、common？For example, they are very precious. What are youropinions?(T gives them some hints and Ss tell the characteristics of)AimsIn this step, T first leads in the topic by talking with the Ss freely about thewhichis familiar to them and then Ss see some pictures and tell the characteristics. These

16、 twoactivities aim to arouse the Ss interests in the topic and activate their old knowledgeof. Then Ss will be mentally prepared for the reading comprehension. Whats more,when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselv

17、es with the issue of.Step2. Pre-reading (3min)Activity1. Knowing something about(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 pictures ofand Ss get to know the.)Activity2. Predicting (2min)T asks Ss to read the ti

18、tle 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 not give the answer, then T explain it.)T: In search means that people are looking for it. Why are people looki

19、ng for it? Can you guess?What will the passage talk about?(Ss predict the content, but T will not give the answer here.)- 4 -AimsIn this step, the Ss first know some information of the; the background information willmake it easier for the Ss to understand the passage. Then T asks Ss to make predict

20、ions about thepassage. It aims to help Ss develop the reading skills of predicting.Step3. While-reading (22min)Activity1. Skimming (4min)Ss skim the whole passage and find outand check their predictions.T: Why are people still? Here is a multiple choice for you.Activity2.Scanning (3min)T presents se

21、veral true or false statements and asks the Ss to scan the passage and judge the rightfrom 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 nowadays.2In fact, the room was made to be a gift.3Frederick

22、William I decided not to keep it.4Russians removed some objects from the room before the Nazis arrived.5The Russians have built a new amber Room at the summer palace.(Keys: ，)Activity3 Close-reading (15min)T designs various kinds of activities and Ss do the activities to fully understand the passage

23、.Para.1T: Please read Para.1 carefully and then take some note about the.People are searching for the amber room, because_.A. It is still in Russia.B.It is missing.(keys: B)Fill in the blank.The text is organized of in the order of _.(Keys: time)- 5 -Materials: _Design: _Style: _Decorations:_The len

24、gth of time taken to complete:_Para.2-4Please read Para.2-4 carefully and then find out the removal of the room.PrussiaThe winter palaceThe summer palaceKonigsberg?Please read Para.2-4 carefully and then find out the person related with the Amber Room and thethings them down with it.peopleWhatFreder

25、ick William IPeter GreatCatherine IINazi AmyPara.5Please read Para.5 carefully and then find out the the rebuilding of the amber room.- 6 -AnewAmber RoomWhoWhatWhereWhenWhyAimsBy doing some many activities, the Ss will develop their reading strategies and languageefficiency. T help the Ss study the

26、passage paragraph by paragraph. Ss will learn some key wordsand phrases in the passage.Step4. Post-reading (12min)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 theiss

27、ue and the reasons.We should rebuild it._We should not rebuild it._Activity2. Role-play (6 min)T creates a situation in which a student of the class has visited the Amber Room, so he/she come- 7 -back to introduce the amber room.Ss work in pairs, one act as the one who has visited the palace. The ot

28、her acts as one who iscurious about 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 newAmber Room, the journey is so pleasant.B: could you please tell

29、 me something about the Amber Room?A:.AimsThese two activities are to develop the Ss comprehensive language competence. The role playserves to be an output of the reading and an evaluation of their learning.Homework (1min)Ss write a summery ofSs review the words and phrase of the passage and make sentence with each.Blackboard designUnit1 In Search of theAmber RoomCultural relicsPreciousValuableRareAt warIn returnamazingfancystylereceptionremove