Unit 3 Plants课件配套优秀公开课教案设计

The Interesting World of Plants Content: first period text exploration, unit 3 text, Module 2, Oxford Ed. Instructor: Siyang Zhou, Shanghai Gezhi High School Date: 30 March, 2016

Class Profile The class is a group of 40 students of senior one. They have been reading relatively simpler texts in the last semester. Due to the genre of this intended piece, the students will probably be interested in learning about the subjects but baffled by the language. Therefore, the primary goal of this class will be preparing the students with the topic, the key points and the language style.

Overall objectives By the end of the class, the students are expected to I.

practise the ability of scanning for key information, II. develop a general idea of the text by sorting out the names and features of the plants mentioned therein, III.

reflect on some special values of the plants in simple expressions with the help of the text, IV.

notice the diversity of plants and their importance to the natural world.

Agenda Sessions Sequences Teacher's activities Students' activities Purposes a. Ask the students to a. Identify different a. To check the students' identify pictures of some plants shown in the ability in describing special plants

PPT.

plants. (i.e. mimosa pudica, alba, b. Point out one of b. To guide the students rainbow eucalyptus.) the outstanding to think of plants in a b. Ask the students to point features of each more concrete way, Lead-in out the features of the plant if possible. which echoes with the Topic

(Pre-reading plants if possible. text. introduction Activity) c. To remind the students of their language barrier in generating description or explanation, and thus, to offer them targets in learning. Ask the students to skim Skim through the To introduce the through the topic text based on the subjects of the text to Skimming sentences of the text, then topic sentences. the students. line out the subjects Point out the four mentioned. plants mentioned. Text Exploration a. To learn about the Ask the students to read Read through the (While- features of the plants through each paragraph of first paragraph and reading and how they are the text and grab the look for the features Activities) described in the text. Scanning key features of Victoria of Victoria lily, lotus, b. To enhance students' lily, lotus, banyan tree and banyan tree and skills in scanning for gingko tree. gingko tree. required and important

information.

Q&A

Reflection (Post- reading Activities) Homework

a. To usher in the introduction on banyan trees. b. To provide the students with a concrete idea of what the tree(s) look(s) like and to echo with the description in the text. Ask the students to fill in a. Fill in the blanks a. To line out the the table with notes on the according to the content of the text and plants according to the facts obtained from to provide the students text. (This activity will be scanning. with a text-map.

Summary & carried out after each b. Summarize the b. To help the students Table filling section of scanning in the features and other summarize key while-reading stage.) special values of the information and plants to fill out the articulate their ideas of form. the value of the plants. a. Ask the students to a. Revisit the plants To go over the main revisit the plants presented in the text and idea of the text and to in the text and offer a brief review their features reflect on the value Review & review.

or values. of plants to human reflection b. Ask for their opinions b. Reflect on the beings in general as a on the importance of importance of plants quick review of the plants to people and to the to people and to lesson. environment. earth. Conduct a small research on a plant mentioned in the class. Submit a brief report introducing the basics about that plant with the help of the suggested expressions. Guide the students through with questions to answer. Questions include "What are the features of Victoria lily/ lotus?" "How do banyan trees grow?" "What are ginkgo trees famous for?"

Show video clip(s) about the banyan tree (and the bristlecone pine tree if time permits.) Ask the students to grab out the brief information on the name(s) and the feature(s) of the tree(s). Scan through the text according to the questions given. Sort out features of the plants mentioned in the text to answer the questions.

a. To identify features of the plants from the corresponding parts of the text. b. To help the students obtain the main ideas about each plant introduced in the text. Watch video clip(s) about the special tree(s) introduced in the text. Obtain the basic information from the video such as the name(s) and the age of the tree(s).