(完整版)全英文英語(yǔ)教案模板

---LessonplanNSEFCModule2UnitReadingInTeacher:Period：Period1Type：ReadingDuration:45minutesTeachingideologyThecurrenttheoryviewreadingasainteractiveprocesswhichinvolvesnotonlytheprintedpagebutalsothereader'soldknowledgeofthelanguageingeneral,theworldandthetexttypes.Inthereadingprocess,thesefactorsinteractwitheachotherandcompensateforeachother.Basedontheunderstandingofreadingasaninteractiveprocess,teachingreadingintheclassroomisdividedintothreestagesinwhichthetop-downandbottom-uptechniquesintegratedtodevelopthestudentslanguageefficiencyingeneralandreadingstrategies.Thethreestagesarepre-reading,while-readingandpost-reading.TeachingmaterialandlearningconditionTheanalysisofteachingmaterialTheteachingmaterialisthereadingpartfromNSEFCModule2Unit.Thetopicofthisunitis.Thispassagemainlyintroduces.Thepassageconsistsofparagraphs.Thefirstparagraphisageneralintroductionofthe.Para.2toPara.4introduces.Thelastparagraphtellsabout.ThetopicisnotnewtotheSs.Butthereissomenewwordsandphasesinthepassage.TheanalysisoflearningconditionThestudentsarefromgrade1inseniorhighschool.Ashighschoolstudents,theyhaveachievedcertainEnglishlevelandtheyhavetheabilitytogetthebasicideaofthereading.Sincetheyareingrade1,theyareeasilyactivatedandwanttoairtheirownopinionsonthetopic.Theyarefamiliarwiththetopicofandknowsome.Buttheymaynotknowbefore.Moreover,theirvocabularyislimitedsotheymayhavedifficultiesinunderstandingsomesentences.LearningobjectivesLanguageskillsAtthebeginningoftheclass,Sscanpredictthecontentofthepassagebasedonthetitle.SscanscanthepassageandfindoutthespecificinformationsuchasthepersonrelatedwithSscansummarizethepassagewiththehelpofthecluesofthepassage.LanguageknowledgeSscanmasterthekeywordsandphrasesofthepassageasfollows,.Sscanlearn,especiallyAffectsSswillrealizethatandtheywillconcernthemselveswiththeissueofCulturalawarenessSswillbroadentheirmindsbyknowingsomethingaboutLearningstrategiesSswillcultivatetheirabilityindividuallearningandcooperativelearningbydoingsomeactivitiesindependentlyandsomeingroups.SswillcommunicatewitheachotherinEnglishwhiledoingthegroupwork.LanguagefocusesandanticipateddifficultiesLanguagefocusesThisisareadingperiodsothefocusistocultivatethestudents'readingskills.ThemanyactivitiesaredesignedtohelpSstotraintheirreadingskills,suchaspredicting,skimming,scanningandsummarizing.ItisalsoimportantfortheSstomasterthenewwordsandphrases.AnticipateddifficultiesAstheSshavealimitedvocabulary,sotheymayhavesomedifficultiesinunderstandingthepassage.Sotheteacherwillhelpthemlearnthenewwordsandphrases.Ssmaydidnotheardbefore,sotheteacherwilltellthemsomebackgroundknowledgeaboutit.TeachingmethodThree-stagemodel:Basedontheunderstandingofreadingasaninteractiveprocess,teachingreadingintheclassroomisdividedintothreestagesinwhichthetop-downandbottom-uptechniquesintegratedtodevelopthestudentslanguageefficiencyingeneralandreadingstrategies.Thethreestagesarepre-reading,while-readingandpost-reading.TeachingaidsMultimediadevicesandPPTdocuments:InordertohelpSstofullyunderstandthewholepassage,IadoptMultimediadevicesandPPTdocumentstobringthereal-lifesituationintotheclassroom.TeachingproceduresStep1.Lead-in(6min)Activity1.GreetingsandFree-talking(2min)TLeadsintothetopicbyaskingSssometheyknow.Sstellthenameofthetheyknowfreely.T:Helloboysandgirls.(Sssayhellototheteacher.)T:Whenwesay,whatappearsinyourminds?(Sstellthethingsappearintheirmindsfreely.)T:Whatarethe?(Sstellsomenamesof.)Activity2.Picture-talking(4min)TshowssomepicturesabouttheinChinaandabroad.Afterseeingthepictures,Ssareexpectedtotellthesimilaritiesofthem.T:Justnow,youtalkaboutsomeinChina.Now,let'sseesomepicturesofsome.(TshowsthepicturesandSsseethemcarefully.)T:Whatdothehaveincommon?Forexample,theyareveryprecious.Whatareyouropinions?(TgivesthemsomehintsandSstellthecharacteristicsof)[Aims]Inthisstep,TfirstleadsinthetopicbytalkingwiththeSsfreelyaboutthewhichisfamiliartothemandthenSsseesomepicturesandtellthecharacteristics.ThesetwoactivitiesaimtoarousetheSs'interestsinthetopicandactivatetheiroldknowledgeof.ThenSswillbementallypreparedforthereadingcomprehension.What'smore,whentheyaretalkingaboutthecharateristicsof,theywillrealizethattheTOC\o"1-5"\h\zarerareandpreciousandtheywillconcernthemselveswiththeissueof.Step2.Pre-reading(3min)Activityl.Knowingsomethingabout(1min)Tgivesabriefintroductionofthe.Sswillknowthe.T:Today,wearegoingtolearn.Itis.Doyouknowwhatis?(TshowssomepicturesofandSsgettoknowthe.)Activity2.Predicting(2min)TasksSstoreadthetitleofthepassageandthenaskthemsomequestions.Sswillpredictthecontentofthepassagewiththehelpofthetitle.T:pleaselookatthetitle“”，whatdoes“動(dòng)詞”mean?(IftheSscannotgivetheanswer,thenTexplainit.)T:Insearchmeansthatpeoplearelookingforit.Whyarepeoplelookingforit?Canyouguess?Whatwillthepassagetalkabout?(Sspredictthecontent,butTwillnotgivetheanswerhere.)[Aims]Inthisstep,theSsfirstknowsomeinformationofthe;thebackgroundinformationwillmakeiteasierfortheSstounderstandthepassage.ThenTasksSstomakepredictionsaboutthepassage.ItaimstohelpSsdevelopthereadingskillsofpredicting.Step3.While-reading(22min)Activity1.Skimming(4min)Ssskimthewholepassageandfindoutandchecktheirpredictions.T:Whyarepeoplestill?Hereisamultiplechoiceforyou.Peoplearesearchingfortheamberroom,because.ItisstillinRussia.Itismissing.(keys:B)Fillintheblank.Thetextisorganizedofintheorderof.(Keys:time)Activity2.Scanning(3min)TpresentsseveraltrueorfalsestatementsandaskstheSstoscanthepassageandjudgetherightfromthewrong.T:pleaseSstoscanthepassageandjudgetherightfromthewrong.statementsTF1Thedesignoftheroomwasinthestylewhichispopularnowadays.2Infact,theroomwasmadetobeagift.3FrederickWilliamIdecidednottokeepit.4RussiansremovedsomeobjectsfromtheroombeforetheNazisarrived.5TheRussianshavebuiltanewamberRoomatthesummerpalace.(Keys:F,F,T,T,F)Activity3Close-reading(15min)TdesignsvariouskindsofactivitiesandSsdotheactivitiestofullyunderstandthepassage.Para.1T:PleasereadPara.1carefullyandthentakesomenoteaboutthe.

Materials:Design:Style:Decorations:Thelengthoftimetakentocomplete:Para.2-4PleasereadPara.2-4carefullyandthenfindouttheremovaloftheroom.PleasereadPara.2-4carefullyandthenfindoutthepersonrelatedwiththeAmberRoomandthethingsthemdownwithit.peopleWhatFrederickWilliamIPeterGreatCatherineIINaziAmyPara.5PleasereadPara.5carefullyandthenfindoutthetherebuildingoftheamberroom.

[Aims]Bydoingsomemanyactivities,theSswilldeveloptheirreadingstrategiesandlanguageefficiency.ThelptheSsstudythepassageparagraphbyparagraph..Sswilllearnsomekeywordsandphrasesinthepassage.Step4.Post-reading(12min)Activity1.Dissuasion(6min)SshavelearnedtherebuildingofthepassageandTaskstheSstodiscusswhetherpeople.Tgivetheexampleof“”whichis.Sssharetheiropinionontheissueandthereasons.Weshouldrebuildit.Weshouldnotrebuildit.Weshouldrebuildit.Activity2.Role-play(6min)TcreatesasituationinwhichastudentoftheclasshasvisitedtheAmberRoom,sohe/shecomebacktointroducetheamberroom.Ssworkinpairs,oneactastheonewhohasvisitedthepalace.TheotheractsasonewhoiscuriousabouttheAmberRoom,theyshouldmakeadialogue.Thebeginningoftheconversationisgiven.A:theonewhohasvisitedthepalaceB:theonewhoiscuriousabouttheAmberRoomA:Lastweek,IvisitedthenewAmberRoom,thejourneyissopleasant.B:couldyoupleasetellmesomethingabouttheAmberRoom?A:[Aims]ThesetwoactivitiesaretodeveloptheSs'comprehensivelanguagecompetence.Theroleplayservestobeanoutputofthereadingandanevaluationoftheirlearning.Homework(1min)SswriteasummeryofSsreviewthewordsandphraseofthepassageandmakesentencewitheach.BlackboarddesignUnitlInSearchoftheAmberRoomGoodmorning,ladiesandgentlemen.It'smygreathonorandpleasuretobeheresharingmylessonwithyou.Ihavebeenreadytobeginthisrepresentationwithfiveparts.Analysisoftheteachingmaterial,theteachingaims,theimportantanddifficultpoints,thestudyingmethods,andtheteachingprocedure.Part1TeachingMaterialThecontentofmylessonisNewSeniorEnglishforChinaBook___Unit.Thisunitisabout(topics).Bystudyingofthisunit,we'llenablestudentstoknowanddeveloptheinterestin.Atthesametime,letthestudentslearnhowto(functionalitems).Fromthislesson,itstarts(structures).(Asweallknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.)Therefore,thislessonisintheimportantpositionofthisunit.IftheSscanmasteritwell,itwillbehelpfulforthemtolearntherestofthisunit.Part2TeachingAimsAccordingtothenewstandardcurriculumandthesyllabus(新課程標(biāo)準(zhǔn)和教學(xué)大綱),andafterstudyingtheteachingmaterial,theteachingaimsarethefollowings:Knowledgeobjects(語(yǔ)言目標(biāo)：語(yǔ)音，詞匯，語(yǔ)法，功能，話題)TheSscanmastertheusageoftheimportantwordsandexpressions.TheSscanusethe(grammar)inthepropersituation.TheSscanunderstandthecontentofthelesson,talkabout(information)andgettheirownideaaboutAbilityobjects(技能目標(biāo)：聽，說，讀，寫)TodeveloptheSs'abilitiesoflistening,speaking,readingandwritingToguideSstosetupeffectivestudyingstrategies.Toimprovethestudent'sreadingability,especiallytheirskimmingandscanningability.TotraintheSs'abilitiesofstudyingbythemselvesandcooperating.3.Emotionormoralobjects(情感目標(biāo)：興趣，自信，合作，愛國(guó)，國(guó)際視野)(1)Bycompletingthetask,theSsincreasetheirinterestinandsetupself-confidencein.(2)TeachtheSs,putthemoraleducationinthelanguagestudy.Part3theImportantandDifficultPointsBasedontherequirementofthesyllabus.Theimportantpointsaresuchas.Thedifficultpointsareforexample.Part4TeachingMethodsAsisknowntousall,agoodteachingmethodrequiresthattheteachershouldhelpSsdevelopgoodsenseoftheEnglishlanguage.Forachievingtheseteachingaims,1(aftertheanalysisoftheteachingmaterialandteachingaims,)Iwillusethefollowingmethodsaccordingtothemodernsocialcommunicationteachingtheories現(xiàn)代社會(huì)交際教學(xué)理論).CommunicativeApproach交際教學(xué)法)WholeLanguageTeaching(整體語(yǔ)言教學(xué)法)Task-basedLanguageTeaching(任務(wù)教學(xué)法)TotalSituationalAction(情景教學(xué))a“scene—activity”teachingmethod,itestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.Atthesametime,CAI(電腦輔助教學(xué))canprovidearealsituationwithitssoundandpicture,itcandeveloptheSscreativityinlearningEnglish.Part5TeachingProcedureTOC\o"1-5"\h\zStep1.Lead-in.(min)Purposeofmydesign:(1)tocatchSs'attentionabouttheclass/topic/passage.(2)Tosetupsuspense/developinterestin.Step2.Pre-readingTask1.(Individualwork,pairwork,groupwork,classwork;min)LetSsTask2.(Individualwork,pairwork,groupwork,classwork;min)Now,let'sseewhathappenedtothe/let'scheckwhetheritisrightornot.Purposeofmydesign:(1)togettoknowsomethingaboutthe.(2)Tohaveabetterunderstandingabouttheimportanceof.Step3.While-readingTask1.(Individualwork,pairwork,groupwork,classwork;min)Skimming:Ssshouldreadthematerialfasttofindoutthemainidea/topicsentenceforeachparagraph.Para1Para2Para3???Task2.(Individualwork,pairwork,groupwork,classwork;min)TOC\o"1-5"\h\zScanning:Listentothetapepartbyparttofinish.Task3.(Individualwork,pairwork,groupwork,classwork;min)Scanning:GuideSstoreadthematerialcarefullyan