Using LanguageⅠ第二课时教学设计

Teaching Plan for B9U2 Sailing the oceans ——Using Language(reading&speaking) Teaching aims

1.

Language and ability goals Students can learn to use some useful words and expressions about navigation and sea exploration. 2.

Skill goals a.

To train students’ reading skills including finding out the main idea and scanning the text for detailed information; b.

To improve students’ speaking ability through retelling and role play; c.

To train students’ communicative and cooperative skills by involving them in group-work. 3.

Emotion, attitude and value goals Students are expected to learn from Captain Bligh to hold an optimistic attitude toward hardship in life and take actions to overcome different difficulties. The analysis of students Although high school students have the basic abilities of listening, speaking, reading and writing, they still need more chances to practice different language skills. The students in my class are of different levels so I should adapt the lesson to each of them and try to solve different kinds of problems which may appear in the lesson. Teaching key points and difficult points 1. Key points Provide students with opportunities to train and develop their reading abilities and also speaking abilities. 2. Difficult points

How to guide students to make full use of the input from reading in order to achieve output in speaking and writing. Teaching methods Task-based teaching approach; Cooperative learning

Teaching aids Text-book, multimedia, blackboard, handout Teaching procedures Step I

Lead-in (5 minutes) First the teacher will greet the whole class as usual, and then show a short video to students, which is about Captain James Cook’s sea adventure story. Students are required to catch some simple information to answer the following questions (task 1) . “Who is the captain mentioned in the story? What is the result?”

Rationale: It is designed to arouse students’ attention and interest in the topic by means of video, which will prepare them for the following reading part.

Step II

Reading (22 minutes) Task 2: Students are supposed to skim the passage and find out its main idea. Rationale: Guide students to catch six basic elements in a narration and learn to combine them to get its main idea, which can improve their reading skill of skimming. Task 3: Jigsaw reading 1.

Divide students into different cooperative jigsaw groups, and three of them will form a group.

2.

Require each member of the jigsaw group to read different part of the text and finish the related exercise in the handout including choosing a right heading for the paragraph assigned and completing the following table that is a part of the mind-map about the whole text.

3.

After reading, each student in the jigsaw group is required to raise some questions to their partners in turn according to the handout and get information of the rest part of the passage. 4.

After discussion, students are expected to have a basic comprehension of the whole text, and then they are supposed to use what they learned to complete the mind-map on the blackboard. Invite some students to complete the mind-map to evaluate jigsaw group’s comprehension of the text. 5.

Guide the students to retell the text by means of the mind-map. Rationale: A jigsaw provides a good way for staff members to learn new content and also

provides an opportunity for staff members to teach each other what they have learned. In this part, the silent reading exercises are designed to improve students’ scanning skills, and the mind-map is used to help the students to evaluate their comprehension of the text and understand the text fully.

Step III

Speaking (15 minutes) Task4

Role Play: Make a dialogue (Group-work) 1. People well wonder how Captain Bligh and his crew survived under such terrible circumstances. Suppose student A is Li Hua, a magazine journalist, and he or she is going to interview Captain Bligh and his crew. Students are required to work with their partners to make a dialogue between them.

2.Invite some groups to share their dialogue with the whole class on the desk. Rationale: In the task, students will be guided to use their imagination and what they have learned to make a dialogue in groups and further get the impression that it is Captain Bligh and his crew’s optimism, bravery and persistence that rid themselves out of the woods. This part offers chances for students to improve their speaking abilities and cooperative abilities.

Step IV

Summary (2 minutes) The teacher summarizes what has been learnt today and encourages students to learn some good qualities from Captain Bligh and his crew. Rationale: Enhance what they have learnt in reading and refine the emotional attitude.

StepV

Homework (1 minutes) Students are required to write a persuasive letter based on what they learned today.

“After the interview, you are impressed by Captain Bligh's deed, and you prepare to chose

him as the cover person of the new issue. Write a letter to your leader explaining to him why you think Captain Bligh should be the cover person? Write 100-120 words.”

Rationale:

Develop students’ writing ability by letter writing based on what has been learned and discussed today.

Blackboard Design Unit 2 Sailing the oceans ——Using Language

A journey

across the Pacific Ocean

and other crew

I Character

Difficulty &Solution

Result Captain Bligh join led ①Only two instruments

a quadrant

a compass

measure the position

set the course

Preserve

good

spirit

Kept to a straight

Arrive

course

in Timor ②Lack of food and drink

Daily food was share equally Told stories and talked hopefully about the future ③Sank into a sleepy,

half-alive state

Kept the crew busy and

No one died Took their minds off stomachs and thirst