Reading and vocabulary教学设计(第二课时)

Teaching Plan for an Open Lesson

Educational Seminar of Chengdu No.7 High School, 2017

英语组

陈晶晶

• Topic

How to get the key information

•Students

Class 6, Senior 2

•Teacher

Chen Jingjing

•Learning duration 40 minutes •Date

November 27, 2017 •Learning Materials

This lesson is about how to get the key information. This topic is not only closely related to NMET the students will take and their language learning, but also connected with their information processing in their daily life. So all the materials, like advertisements, posters, newspaper articles and web pages, are all authentic ones taken from real-life media, which can not only shorten the distance between the students and their language learning, but help them know how they are supposed to apply what has been learnt in class to their future life in society so that the school’s educational purpose could be fulfilled. •About Students

Born and growing up in an information age, the students are very much eager for knowledge, especially for what is close to their life. They are also familiar with different technological means, which can help them have much more access to information. But due to the limited time and energy, it is necessary and important for the students to learn how to sort out the key information quickly. As Senior 2 students, they’ve got basic skills of listening, speaking, reading and writing. Particularly, they have the ability to express their opinions, share ideas and work in groups, so it is high time that they had such a class, exploring this topic—how to get the key information. •Design Philosophy

The crucial importance of the ability to get the key information is well known for everyone in an era of information explosion, and we surely mention it in students’ reading from time to time. But more often, we pay attention to it as an item examined in tests. We seldom cover it in class as a complete topic relating to students’ real life. Instead of being examination-oriented, both learning and teaching should be competence-oriented, which may really benefit the students’ development in the future. Meanwhile, if the students want to get the key information quickly, they have to learn to think actively and logically. They need to know about their thinking pattern and learn to observe it, so that they can monitor it consciously. In this way, as the most important core competency, the students’ thinking skill could be trained and improved.

•Learning Objectives By the end of this lesson, the students

√

will be able to improve their fast-reading skills; 1

√ will be able to improve their logical and creative thinking. To be more specific, they will be able to learn how to observe, discover, analyze, and summarize the key information and convert it.

•Teaching Key Points

√ How to find effective ways to get the key information;

√ How to apply the tips to their life.

•Teaching Difficulties

√ To enable the students to analyze and summarize the tips of getting the key information by themselves; √

To help the students create and evaluate their output—a poster.

•Teaching

Methods

Cooperative learning; Task-based Teaching •Teaching Aids

Multimedia, markers and poster paper •Learning Procedures

Procedure Students’ Activities Teacher’s Activities Purpose Step 1 Watch a video and figure out its topic. 1.

Create the scene & interact

1. To arouse the students’ interest;

with the students. 2.

Present the learning

2. To stimulate their thinking;

objectives. 3.To introduce the topic. Step 2 1.

Observe some pictures and figure out the key information they convey. 2.

Summarize the tips for getting the information from pictures. 1. Brainstorm to share their ways of getting the key information from articles. 2. Analyze and summarize some ways of getting the key information from articles with or without titles. Read an article, get the key information and present it in an advertisement. Help the students summarize the tips for getting the key information from pictures. To improve the students’ logical thinking and their thinking

skills like observing, analyzing and summarizing.

Step 3 Help the students summarize the tips of getting the key information from articles. To improve the students’ logical thinking and other thinking

skills, like analyzing and summarizing.

Step 4 Help the students work out an advertisement. To improve students’ creative thinking; To help the students convert the information they’ve got into other forms. •Design of the Blackboard Writing

How to Get the Key Information 1.

From pictures 2.

From articles

1) Titles 2) Genre 3) Structure (linkers)

2 advertisement

•Teaching Flow Chart

Start

Watch a video and

Create the scene figure out the topic.

and interact with

the students.

1.

Observe some pictures

and figure out the key

Improve the students’

information they convey.

2. Summarize the tips of logical thinking.

getting the information from

pictures.

1.

Have a brainstorming to share Improve the

their ways of getting the key students’ logical

information from articles. thinking.

2. Analyze and summarize some

ways of getting the key information

from articles with and without titles.

the Read an article, get the key Improve

’ creative information and present it in an studentsthinking.

advertisement. video

PPT questions PPT and pictures questions and pictures

PPT PPT

教学反思：

End 3

我首先用一段视频引入本节课的话题。在视频中，学生日常生活里常见的广告、报纸、杂志等快速闪过，视频的最后是一张在海量信息中挣扎而出的手。这段精心制作的一分钟左右的话题式视频，迅速吸引了学生的注意，有效地帮助学生自然地进入本节课的话题——如何获取关键信息。接下来，我一步一步地启发引导学生总结如何在图片，有标题的文章和无标题的文章里快速获取关键信息。整个教学过程，环环相扣，逻辑严密。学生通过观察、分析和总结，在体验中概括出有效的方法，提高了思维品质的逻辑性。在课堂的输出环节，我安排了设计广告的任务。学生在完成这个任务的过程中，必须快速阅读产品文章，通过课堂总结出的方法迅速准确地抓取关键信息，并将之转换成更加凝练的广告语言。学生以小组的形式热烈讨论，积极参与。在最后的展示环节，学生对广告设计进行了精彩的解读。随后，教师以两个标准，即所获关键信息的准确性和广告设计的吸引力，帮助学生对其广告设计进行了评价。逻辑性很强的课堂活动环节为最后教学目标的实现奠定了基础，学生创造性的产出让他们得到了很强的获得感。但是这节课在前期铺垫和最后产出之间的过渡设计上还可以再严密一些。

值得一提的是，这是一节三易其稿，7次先行课之后的最后呈现。从最开始的以高考为导向的实用性较强但能力培养不足的课型，到基于母语正迁移的中英文对比教学，再到以时代为背景，着眼学生思维品质培养的能力培养型课型，我在外语组的帮助下进行了大胆的尝试。整个过程虽然艰辛但这也正是外语组基于语言学习规律，基于学生发展的需求而不断努力前行的体现。

4