Module 2 Unit 2 Cambridge is a beautiful city in the east of England 教案

Module2 My Home Town and My Country
Unit2 Cambridge is a beautiful city in the east of England
Good morning, honorable judges. It’s really my honor to stand here and give a brief introduction of my lesson. The content of my lesson is Module 2 Unit 2 in New Standard English Book 3. I’ll divide the instruction into three parts: general introduction, teaching procedures and features of design.
Part I. General Introduction
1. Analysis of Teaching Material
The topic of this module is about home town and country. In this module, students will know how to use comparative adjectives to compare places and geographical features. And unit 2, which focuses on reading and writing skills, is about a passage—Cambridge, London and England. It not only provides students with information about these places, but also inspires students to learn about the cultural background.
2. Analysis of Target Students
The target students are English readers of grade eight. They have developed their reading abilities to some extent. But some of them also have difficulty in understanding the material from the perspective of discourse.
3. Teaching Objectives
By the end of this lesson, students will be able to:
1. cognize the new vocabulary and expressions related to the topic and use them to talk about places and make comparisons.
2. use reading strategies to understand the structure and details; Moreover, they will be able to develop their cooperative learning skills.
3. promote their cultural awareness and cultivate a deep affection for their home town.
4. Teaching Important and Difficult Points
Teaching Important Points:
According to the above teaching objectives, I think the language focus is to help students understand the passage by using some reading strategies.
Teaching Difficult Points:
Students may have difficulty in discussing and talking about their home town.
5. Teaching Methods
According to the New Curriculum Standard, I mainly adopt Task-based Language Teaching method (TBLT) in my teaching. It offers students an opportunity to complete the tasks in which students use language to achieve a specific outcome. That is “Learning by doing, learning by using”. The students will be the masters of the class. At the same time, I’ll make use of Computer Assisted Instruction (CAI) which can draw students’ attention to the class.
Part II. Teaching Procedures
Based on the understanding of reading as an interactive progress, I divide the teaching procedures into basically three stages in which bottom-up and top-down techniques are integrated to help students develop their reading strategies and increase their language efficiency in general. The three stages are pre-reading, while-reading, and post-reading.
Step1 Warming up
At the very beginning of this class, I will show students some pictures about my home town—Huainan and guide them to have a free talk, so as to lead into the topic—My Home Town and My Country.
Purpose of my design: Students are curious about the information related to the teacher. It’s easy to arouse students’ interest and relieve their learning anxiety. Simultaneously, they will be familiar with some new words and phrases like in the east of…, mountain, be famous for, etc.
Step 2 Setting the scene
Next, I will introduce Tony’s home town. I’ll play a piece of video about the famous things of the UK. Students will watch the video and answer some questions about it. Then I will show students a map of England, students will look at the map and try to identify the locations of these four famous cities, Cambridge, London, Bristol and Manchester. In this way, I can elicit four compass points (east, south, west, north ) to students.
Purpose of my design: By doing this, we can acquaint the students with the cultural and social background knowledge relevant to the reading text.
Step3 Predicting
Before they come to the passage, I will encourage students to predict the main idea according to the title and the pictures.
Purpose of my design: Predicting is an important reading skill. Reading with predictions can make reading more intriguing and purposeful and therefore is likely to result in better comprehension.
The while-reading activities include fast reading and intensive reading.
Step4. Reading for the gist
First of all, I will show students how to find the topic sentence of each paragraph. Then, students read the passage quickly by using this reading strategy and match each paragraph with main idea.
Purpose of my design: By skimming, students can get the general idea of the whole passage and check their predictions.
Step5. Reading for specific and detailed information
For paragraph1&2, they will read something about Cambridge and London. First, scan and circle the famous places. Then, read it carefully and complete the table. In this way, they’ll know something more about these two cities like location, river and population. After that, I will encourage them to work in pairs, talk about the two cities and tell their partners which city they prefer by using comparative adjectives. For instance, I like London better, because London is bigger than Cambridge.
For paragraph 3&4, they are supposed to read and answer some questions about England. Before that, I will advise them to pay attention to the key words in the questions.
Purpose of my design: By scanning, students will be able to locate specific information. By using transition devices, we can help students to simplify sophisticated input so that it becomes the basis for output.
Step6. Reading for inferences
At the end of the passage, the writer says “Come and see England at any time of the year, but bring an umbrella with you. You will need it most days.” As is known to us, in England, the changeable weather is a topic which is much talked about. And the resulting mixture of smoke and fog gave London its reputation of being foggy. I will try to help my students think and discuss the reason why people in England take umbrellas even on sunny days.
Purpose of my design: Students will be encouraged to explore something more about the text by reading between and beyond the lines.
Step7. Retelling
On the blackboard, student will see a simple mind-map. They are supposed to retell the passage according to the blackboard design.
Purpose of my design: This language output activity can help students to produce language based on what they have learned.
Step8. Group discussion
First, I’ll play a piece of video about beautiful scenery in Hefei to stimulate students’ interest. Then, the students will work in groups of four or five, discuss and talk about their own home town—Hefei. I’ll provide students with some information to help them.
The students will add and select the information, then make reports. According to the reports, they can get five key words about Hefei. And the first letters of these key words are—H, E, F, E, I. So they will come to realize that Hefei is a historical, enjoyable, famous, educational and interesting place. Meanwhile, they will be aware that East or west, home is the best!
Purpose of my design: Students can have an opportunity to integrate what they have learned with their own knowledge and develop their communicative competence.
Step9. Homework
For the homework, they need to write a short passage My Home Town and surf on the Internet and find more information about Hefei.
Purpose of my design: The written homework can help them to consolidate what they have discussed in class. In addition, I will provide them with a website to broaden students’ horizons.
I design the blackboard writing like this to enable students to get a clearer view of the structure and help them to retell more easily.
Part III. Features of Design
For the last part, let’s come to the features of design.
On the one hand, the learning process is the process of constructing knowledge. Based on Constructivism Learning Theory, the nature of learning focuses on how humans make meaning from their previous experience. In this lesson, I start with my home town, then read about Tony’s home town, finally talk about students’ home town. In other words, English learning comes from students’ life, and goes back to students’ life.
On the other hand, the instructional design is based the key competencies.
Language competency: The lesson will improve students’ language skills as well as communicative competence and productive competence. Students will be able to use language skills to communicate and product.
Learning competency: The lesson will enhance their autonomous and cooperative learning skills. The reading strategies mentioned in this lesson can help them understand how to read a passage, which means they will learn how to learn. This lays a good basis for their life-long learning.
Thinking quality: In this lesson, I will lead students to think why they need to take umbrellas when they are in England. In this way, students will be encouraged to think deeper, not just stay on the surface of this passage.
Cultural character and morals: The lesson will foster students’ cultural awareness. What’s more, the students will be proud of their home town.
That’s all. Thank you for listening. Have a nice day.
Pre-reading
While-reading
Post-reading
Layout on the Blackboard
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