Learning about Language优秀教学设计

Teaching Design for In Search of the Amber Room 陈玟伊 浙江省台州市第一中学

T: teacher Ss: students Teaching ideology: William Arthur Ward once said, “The mediocre teacher tells; the good teacher explains; the superior teacher demonstrates; the great teacher inspires.” And New Curriculum for English advocates quality-oriented education and all-around learning.

As for reading, it is an interactive process which not only involves the printed pages, but also the readers’ knowledge of the culture. So T should adopt interactive principles for teaching and task-based language teaching to inspire Ss through all kinds of tasks in class. Analyses of teaching materials: The reading material is a passage named In search of the Amber Room, taken from Unit1 Cultural Relics, Module 2. The passage mainly talks about the history of the Amber Room. It aims to demonstrate the concept of cultural relics through the history of the Amber Room. The content is simply organized in chronological order, but it is not so clear to Ss. So T should make the content more clear through some teaching activities. What’s more, some new words and expressions such as fancy, selected, in return, take apart, etc. may cause some difficulties during the reading process. Analyses of learners: The learners are Senior One students from a key high school. Thus, they have a comparatively better foundation of English. So they tend to grasp the surface information of the passage quite quickly and easily and have critical thinking. However, they lack patience while processing reading, which needs T to design the tasks carefully. 1

Teaching objectives:

Language knowledge: In this class, Ss are required to read and grasp the meanings of some new words and phrases such as fancy, selected, take apart, etc. and try to use them in proper situations.

Language skills: Ss will be able to:

1. skim to analyze the structure and main idea of this reading.

2. scan to find more detailed information according to the time

clue in the passage.

3. discuss the use of some words and expressions to have a deeper taste of English language and to exchange ideas.

Affects: Through this class, Ss will have a clearer idea about the concept of cultural relics and understand that cultural relics are precious.

Cultural awareness: After this class, Ss will get more knowledge about different kinds of cultural relics and they will communicate with each other about the topic of cultural relics.

Learning strategies: Ss will be able to: 1.

link the old and new knowledge together. 2.

both think individually and to cooperate with the peers. 3.

use some of the means of logic such as reasoning and summarizing. Focuses & anticipated difficulties: Focuses:

As we know, reading skills are crucial to Ss. Thus reading skills such as skimming, scanning, information searching and main idea generalization will be the main focus of this class.

Anticipated difficulties:

In this class, how to let Ss grasp the true meaning of cultural relics and use it to 2

understand the reading passage are the main anticipated difficulties.

Teaching methods: Teaching methods Three-stage model Discussion / group work Task-based teaching Teaching aids: Teaching aids Function How to use Pre-reading, while-reading, post-reading Discuss to change deeper thoughts language Tasks are designed to achieve teaching objectives PPT & Multi-media devices To arouse Ss’

interest and improve learning efficiency Blackboard Teaching procedures: Step 1: Warming up Activity 1: Guessing This unit may probably begin after Ss and T come back to school from the long National Day holidays. Many students may visit some cultural relics during the holiday. So T will begin the class with a guessing game. T: Long time no see. I suppose many of you paid a visit to some famous cultural relics in the holiday. Let’s have a guessing game of the 3

To highlight important points

cultural relics? T: I will show part of the picture for you and you’re required to tell me the name of the cultural relics. Aim:

to shorten the distance between T and Ss with a guessing game and raise students ’interest in the topic of cultural relics. Step 2: Pre-reading Activity 2: Predicting Ss will be asked to predict the content of the passage according to the title, especially the understanding of the expression” in search of”. Suggested answer: the history of the Amber Room. Aim:

to train Ss’

ability of predicting to make it easier to understand the reading passage. Step 3: While-reading Activity 3: Skimming Ss will be asked to skim the passage in 3 min and try to divide the whole passage into three parts and use one sentence to conclude the 4

main idea of each part. Suggested answer: Part1: How the Amber Room was made Part2: The history of the Amber Room Part3: A new Amber Room was built Aim: to practice Ss’ ability of generalization and help them grasp the basic structure of the passage. Activity 4: Scanning T: There are many figures mentioned in the text like 1917, 1770 and 1941. Let’s try to find out the events linked to them.

Activity 5: Detailed-reading Part 1: information finding Q1: How was the Amber Room made? Q2: Answer the question from the view of material, design, decoration and time. Aim: to practice Ss’ ability of searching information and to have a 5

first impression of the passage. Part 2: History Reviewing Ss will be asked to figure out the history of the Amber Room and retell some key events appeared in the text.. Suggested process:

T: How did these things happen? Aim: to activate Ss’

old knowledge of historic events and make them know better about the history of the Amber Room as well as cultural relics. Part 3: Words finding

Ss will be asked to find the words which indicate the reason why the 6

Russian have built a new Amber Room. Suggested answer: cerebrate, eyewitness, symbol. Then Ss will be asked to use the words to make sentences to explain the reason for the rebuilt of the Amber Room. Aim:

to practice Ss’

ability of searching information and simplify the content using the key words. Step 4: Post-reading Activity 6: Debate Topic for debate: If our school with all the culture relics is going to move to a new place with advanced educational equipment, as a student here, do you agree or not? Suggested sentence patterns:

A: I think … because …

I feel / find that … / I think it’s brilliant that …

B: I don’t agree with you.

In my opinion … because …

It’s not the best idea that …

Aim: to practice Ss’

critical thinking and develop their emotion towards the school. Homework: Write a short passage to clarify your idea on the topic whether to move our school to another place without taking all the cultural relics in the 7

campus. Blackboard design: Part one

How the Amber Room was made (Para.1)

Words: fancy selected in return take apartPart two

The history of the Amber Room

(Para.2-4) Part three

A new Amber Room was built

(Para.5)

For

Debate Against t Advanced equipment A new start 。。。。。。

。。。。。。

Good study environment Cultural relics will be damaged 8