Reading and vocabulary教学设计(第二课时)

Lesson Planning Background information：

School: Bachuan New Senior High School

Teacher: 黄万平

Students: 30 senior high school students, Grade 2

Proficiency level: Better than average Time & date: 8:00-8:40 am & 9:40-10:20, Friday, April 25th ,2018 Material: Reading Practice of Module 5, Book 6（高中英语/外研版/第六册/模块5）

Type of lesson: Reading class

Teaching aids: Blackboard, chalks, computer, PPT

Contents:

1. A short video used in the lead-in part.

2. The introduction and analysis of argumentation.

3. Language points: accompany; knock out; get out of control; absorb; break down; available; arise.

Objectives:

1.

Instructional objectives( language knowledge and language skills)

(1) Be able to learn the structure of an argumentation.

(2) Be able to develop the integrated skills of reading(scanning and

predicting) and speaking(discussing).

(3) Be able to retell the story of Jurassic Park according to the mind map.

2.

Educational objectives( affect, learning strategy and cultural awareness)

(1) Be able to understand the problems and disadvantages of cloning

dinosaurs.

(2) Can use the structure of argumentation to express opinions.

3.

Personal objectives

(1) Try to give clear and specific guidance.

(2) Try to give effective feedback according to the students’ answers. (3) Manage the time more properly.

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Focal points:

1. The structure of an argumentation and some transition words/ phrases/ sentences.

2. The learning of some important language points. Difficult points:

1. Retell the story of Jurassic Park according to the mind map.

2. Use the structure to express opinions.

Learning objectives:

After the class, I will be able to: 1.

retell the story of Jurassic Park with the help of mind map and key words. 2.

comprehend the passage by filling in a table. 3.

analyze the stylistic features(文体特征) of this passage.

Teaching procedure: Stage 1 Getting students ready for learning

(1 min)

Step 1. Greetings

Step 2. Reading the learning objectives

(Purpose: Make the learning objectives clear to the students by asking the students to read them together. Get students ready for the study of the reading passage.)

(Presumed teacher-student dialogue)

T: Class begins. Good morning, Class 6/8. S: Good morning, Robert. T: Sit down, please. S: Thank you,Robert. T: Today we are going to learn the reading practice part of Module 5. First of all, let’s look at the learning objectives of this class. Please read it and bear it in your mind.

Stage 2 Pre-reading

(6 mins )

Step 1. Looking at a picture and watching a short video

(Purpose: By looking at a picture of two dinosaurs, the teacher can lead in the movie “Jurassic Park”; by watching a short video, the teacher can lead in the topic of this passage.)

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Step 2. Word studying

(Purpose: To check the students’ preview.)

Step 3. Reading the title and guess:

1. the main idea of this passage

2. where is the passage probably taken from

(Purpose: By these two questions, the students can develop their reading skills of predicting and analyze the textual features.)

(Presumed teacher-student dialogue)

For Step 1. T: Now let’s look at the picture. What can you see from the picture? Ss: Two dinosaurs. T: Yes. And there is a movie about dinosaurs. Do you know the name of the movie? Ss: Yes, Jurassic Park. T: Yes, you’re right. First of all, let’s watch a short video about that movie. (1 minute later) T: So have you watched the movie before? Ss: No. T: Maybe you can watch the movie after the class. And I believe that you will like it. And today we are going to learn a passage related to this movie.

For Step 2.

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T: Before we start our learning, let’s check your preview. Here are some English explanations about some new words and phrases. You have about 30 seconds to read through them and later we will check the answers one by one. (30 seconds later) T: Have you finished? Let’s check your answers. How about the first one? Becky, please. Becky: Eccentric. (The teaching goes like this.)

For Step 3 T: It seems that you have previewed the text pretty well. So can you tell me the title of this passage? Ss: Jurassic Park - Scientific Fact or Hollywood Fiction? T: Yes, good. Now please look at the title and guess what will the passage mainly talk about. Think about it.

Ss: ... T: So maybe it’s about the story of the movie? Maybe it’s about some scientific facts?

You can choose one of them as your predictions. And later we will check it. Now the second question. In your opinion, where is the passage probably taken from? And tell me your reasons. Ss: Website. There is source on the book. T: Very good. Please remember that when you are reading a book, you need to pay attention to some textual features, and the title, pictures or the source are textual features, too. Do you understand? Ss: Yes.

Stage 3 While-reading

(18 mins )

Task 1 Read the whole passage and try to figure out:

1. how many parts can this passage be divided into;

2. the main idea of each parts.

(Purpose: After dividing the passage into several parts, the teacher can guide the students to comprehend the passage part by part and the students will be able to understand the importance of some transition words, phrases and sentences.)

(Presumed teacher-student dialogue)

T: Now please read the passage. Try to divide the passage into several parts and figure

out the main idea of each part. You will have about 3 minutes to do it. (3 minutes later) T: Have you finished? How many parts? Who wants to share his/her opinion? Ss: ...

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T: Yes, I agree with you. Actually, we can divide the passage from two different ways.

The first one, we can put para. 1 as the first part, which gives a brief introduction to

the plots of the movie. And the second part is from para. 2 to para. 4 which list

three reasons why cloning dinosaurs are impossible. And the third part is para. 5

which talks about some other problems about cloning dinosaurs. And the last part is

para. 6 which talks about the conclusion of this passage. Do you agree? Ss: Yes. T: The second one, we can divide the passage into 3 parts. The first part is para. 1

which raise the topic. Do you understand? Ss: Yes. T: And the second part is from para. 2-5 which analyze the problem. So the last part

is? Ss: Para. 6. T: And the main idea is? Ss: Draw a conclusion. T: Very good. Both of them are reasonable and acceptable. You can take some notes.

And today we will analyze the passage mainly according to the second way. First of

all, please read para.1 and fill in the mind map. You will have one minute to think

about it. It’s very easy for you.

Task 2 Read para.1 and fill in the mind map.

(Purpose: By filling in the mind map, the students will understand the plots of Jurassic Park and the main idea of the first part.)

(Presumed teacher-student dialogue)

T: And today we will analyze the passage mainly according to the second way. First of

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all, please read para.1 and fill in the mind map. You will have one minute to think

about it. It’s very easy for you.

(1 minute later) T: So the director of the movie is? Ss: Steven Spielberg. T: How about the main characters? Who are they? Ss: ... T: Good. Now I need one volunteer to introduce the plot to us. Monica, please have a

try. Monica: ... T: Do you all agree with her? Ss: Yes. T: Well done. Sit down, please.

Task 3 Retell the story according to the mind map.

(Purpose: By retelling the story, the teacher can check whether the students

have understood the main idea of the first part.)

(Presumed teacher-student dialogue)

T: Now please retell the story according to the simpler mind map. You have 30 seconds to organize your words. (30 seconds later) T: Any volunteers? Good, Shelly, please. Shelly: ... T: I like your story very good. Let’s give her a big hand.

Task 4 Scan para. 2-5 and fill in the table.

(Purpose: By filling in the table, the students can catch the key points of these

paragraphs and notice the use of some transition words.)

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(Presumed teacher-student dialogue)

T: Now please read para. 2-5 and fill in the table. While you are reading, please circle

the words like “first, second, thirdly, also, so” which will help you to find out the

answers quickly. One minute for you, here we go. (1 minute later) T: So who can tell us the first reason? Austin, please. Austin: ... (The teaching goes like this.)

Task 5 Read para. 2-5 again and think about the following question:

Are these paragraphs logical?

(Purpose: By thinking about the question, the students will get a chance to

develop their logical thinking by figuring out the inner relationship

of these paragraphs.

(Presumed teacher-student dialogue)

T: Now please read para. 2-5 again and think about the following question: are these

paragraphs logical? And give your reasons. One minute for you. (1 minute later) T: So are they logical? Yes or no? Ss: Yes. T: Why? Paul, please. Paul: There are some words like first, second and so on. So they are logical. T: Yes, that’s about the structure. How about the structure? Ss: ... T: OK, I will conclude what you have said. First of all, we need to find DNA. Even if

we can find DNA, we need to confirm whether the DNA was from a dinosaur or

not. Even if we can confirm the DNA was from a dinosaur, we cannot obtain intact

DNA. Even if we can obtain intact DNA and clone a dinosaur, there are still many

problems. Right? Ss: Yes, that’s it! T: When you are writing a composition, can you write as logically as this passage? Ss: No. T: Try to write like this, OK? I believe you can do it. It’s not very difficult.

Task 6 Read para. 6 and underline the conclusion.

(Purpose: By underline the conclusion, the students will be taught to pay

attention to the first and the last sentence of every paragraph.)

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(Presumed teacher-student dialogue)

T: Now please read para. 6 and underline the conclusion. Have you got your answers? Ss: ... T: Any more sentences? Ss: ... T: Very good. So sometimes the first and the last sentences are very important. Please

pay attention to them, OK? Ss: OK.

T: Now after reading the whole passage, do you know the main idea of this

paragraph? Choose your answer. Ss: B. T: Have you all chose B? Ss: Yes. T: Good. How about the next question? Ss: ... T: Which one do you choose? And why? Ss: ... (after the teacher explain the reasons) T: Any questions? Ss: No. T: Good. Let’s continue.

Stage 4 Post-reading

(13 mins)

Step 1 Multiple choice.

1. The passage is mainly about

.

(a) the story of the film Jurassic Park

(b) the scientific truth behind dinosaur cloning in Jurassic Park

(c) the principles of DNA and cloning

(d) why dinosaurs died out

2. The writer of the passage is probably

.

(a) a film producer

(b) a science teacher

(c) a film critic

(d) a doctor

(Purpose: By doing these exercises, the teacher can check whether the

students have comprehended the whole passage.)

(Presumed teacher-student dialogue)

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T: Now after reading the whole passage, do you know the main idea of this paragraph? Choose your answer. Ss: B. T: Have you all chose B? Ss: Yes. T: Good. How about the next question? Ss: ... T: Which one do you choose? And why? Ss: ... (after the teacher explain the reasons) T: Any questions? Ss: No.

Step2 Summing-up

Which type does the passage belong to?

(a) Narration

(b) Argumentation

(c) Exposition

(d) Practical writing

(Purpose: In this step, the teacher will guide the students to review and

memorize the structure of an argumentation.)

(Presumed teacher-student dialogue)

T: As we have mentioned before, do you still remember the structure of this passage? Ss: ... T: Good. So which type does the passage belong to? Ss: Argumentation. T: Good.

Step 3 Discussing

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(Purpose: By discussing an argument about cloning dinosaurs, the students are asked to use the structure and sentences learned today to write an outline. The teacher can check whether they have known how to write an argumentation based on the structure and some key words.)

(Presumed teacher-student dialogue)

T: Now here is a discussion task. Read the task by yourselves and discuss with your group members. You need to write an outline according to the structure. You have about 4 minutes. Are you clear? Ss: Yes. (4 minutes later) T: It seems that you have had a very heated discussion. Any groups want to share your discussion report with us? Ss: ... T: You did a very good job. Give yourselves a big hand.

Stage 5 Language Points

(x mins )

重点讲解：1. accompany

2. break down

3. available

4. knock down

5. arise, rise, raise, arouse

Stage 6 Assigning homework

(2 mins )

Self - evaluation

优点：1. 课堂气氛活跃，学生反应较好；

2. 课程逻辑清晰，进展较顺利；

3. 师生互动较多；

4. 学习目标的达成度较好。

不足：1. 缺少effective feedback，

表扬、鼓励学生的话语和形式较单一；

2. 各环节、任务之间的过渡不太连贯；

3. 选择题对答案时不要着急，应该先听学生说出他们的理由；

4. Retell的时候只检测到了两位学生，涉及面较小且任务难度偏大；

5. 没有时间讲语言点，对时间的掌握不够好；

6. 在备课时应自觉关注文本特征。

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