牛津深圳版八年级上册 Unit 6 Ancient stories 教案

Unit 6 Ancient Stories
Teaching ideology
There are two parts in teaching reading: readers’ previous knowledge, current situation, and the printed page. In the reading process, these factors can strongly influence readers’ learning. Therefore, teachers need to divide the process of teaching reading into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies, including pre-reading, while-reading and post reading.
Teaching material and learning condition
The analysis of teaching material
Based on the knowledge of this unit, the teaching material is from 21st Century Teens Junior. The topic of this passage is Favorite Stories Lives on. This passage mainly introduces the reasons why the 1986 edition of Journey to the West is still popular. The passage consists of 6 paragraphs. The topic is not new to the students but there are some new words and phases in the passage.
The analysis of learning condition
The students are from grade 1 in junior high school. As junior high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. Moreover, there were some international activities held at school before. Thus, they have motivation and interests to learn this passage. But they may not know how to describe Chinese traditional culture before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.
Learning objectives
1. Language skills
At the beginning of the class, students can predict the content of the class based on the title.
Students can scan the passage and find out the specific information
Students can express their own understandings of the passage
2. Language knowledge
Students can improve their reading ability, such as reading speed, scanning and skimming
Students can learn how to describe Chinese traditional culture
3. Affects
Students will realize that the great culture in China and they will concern themselves with the issue of spreading Chinese traditional culture.
4. Cultural awareness
Students will broaden their minds by knowing famous Chinese traditional culture.
5. Learning strategies
Students will cultivate their ability in some activities by individual learning and cooperative learning, respectively.
Students will communicate with each other in English while doing the group work.
Language focuses and anticipated difficulties
Language focuses
This is a reading period so the focus is to cultivate the students’ reading skills. The many activities are designed to help Students improve their reading skills, such as predicting, skimming, scanning and reading speed.
Moreover, it is also important for Students to master the new words so as to describe Chinese traditional culture.
Anticipated difficulties
As the students have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.
Teaching method
Three-stage model: pre-reading, while-reading and post-reading.
Questioning
Group discussion
Teaching aids
Multimedia devices
PPT
Teaching procedures
Step1. Lead-in (5 mins)
Activity1. Greetings and Free-talking
Leads into the topic by asking students some some basic questions they know. Students can answer those questions freely. Then a short song will be played to catch students attention.
Questions:
1). How was your last night
2). Did you have so much homework Which subject
3). Can you guess what we are going to learn from this title
Play a song:
1). Play the song. ---- 《敢问路在何方》
2) Let the students to guess where does the song come from
3) Then ask several questions
a) Have you heard this song before
b) Where did you here this song
c) Do you know its English name
d) Do you like this novel
e) Why do you like this novel
Activity2. Picture-talking (4min)
T shows some pictures about the in China and abroad. After seeing the pictures, Ss are expected to tell the similarities of them.
T: Just now, you talk about some in China. Now, let’s see some pictures of some . (T shows the pictures and Ss see them carefully.)
T: What do the have in common？For example, they are very precious. What are your opinions
(T gives them some hints and Ss tell the characteristics of )
[Aims]
In this step, T first leads in the topic by talking with the Ss freely about the which is familiar to them and then Ss see some pictures and tell the characteristics. These two activities aim to arouse the Ss’ interests in the topic and activate their old knowledge of . Then Ss will be mentally prepared for the reading comprehension. What’s more, when they are talking about the charateristics of , they will realize that the are rare and precious and they will concern themselves with the issue of .
Step2. Pre-reading (3min)
Activity1. Knowing something about (1min)
T gives a brief introduction of the . Ss will know the .
T: Today, we are going to learn . It is . Do you know what is
(T shows some pictures of and Ss get to know the .)
Activity2. Predicting (2min)
T asks Ss to read the title of the passage and then ask them some questions. Ss will predict the content of the passage with the help of the title.
T: please look at the title “ ”, what does “ 动词 ” mean
(If the Ss can not give the answer, then T explain it.)
T: In search means that people are looking for it. Why are people looking for it Can you guess
What will the passage talk about
(Ss predict the content, but T will not give the answer here.)
[Aims]
In this step, the Ss first know some information of the ; the background information will make it easier for the Ss to understand the passage. Then T asks Ss to make predictions about the passage. It aims to help Ss develop the reading skills of predicting.
Step3. While-reading (22min)
Activity1. Skimming (4min)
Ss skim the whole passage and find out and check their predictions.
T: Why are people still Here is a multiple choice for you.
Activity2. Scanning (3min)
T presents several true or false statements and asks the Ss to scan the passage and judge the right from the wrong.
T: please Ss to scan the passage and judge the right from the wrong.
statements T F
1 The design of the room was in the style which is popular nowadays.
2 In fact, the room was made to be a gift.
3 Frederick William I decided not to keep it.
4 Russians removed some objects from the room before the Nazis arrived.
5 The Russians have built a new amber Room at the summer palace.
(Keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)
Activity3 Close-reading (15min)
T designs various kinds of activities and Ss do the activities to fully understand the passage.
Para.1
T: Please read Para.1 carefully and then take some note about the .
Para.2-4
Please read Para.2-4 carefully and then find out the removal of the room.
Please read Para.2-4 carefully and then find out the person related with the Amber Room and the things them down with it.
people What
Frederick William I
Peter Great
Catherine II
Nazi Amy
Para.5
Please read Para.5 carefully and then find out the the rebuilding of the amber room.
[Aims]
By doing some many activities, the Ss will develop their reading strategies and language efficiency. T help the Ss study the passage paragraph by paragraph.. Ss will learn some key words and phrases in the passage.
Step4. Post-reading (12min)
Activity1. Dissuasion (6min)
Ss have learned the rebuilding of the passage and T asks the Ss to discuss whether people
. T give the example of “ ” which is . Ss share their opinion on the issue and the reasons.
Activity2. Role-play (6 min)
T creates a situation in which a student of the class has visited the Amber Room, so he/she come back to introduce the amber room.
Ss work in pairs, one act as the one who has visited the palace. The other acts as one who is curious about the Amber Room, they should make a dialogue.
The beginning of the conversation is given.
A: the one who has visited the palace
B: the one who is curious about the Amber Room
[Aims]
These two activities are to develop the Ss’ comprehensive language competence. The role play serves to be an output of the reading and an evaluation of their learning.
Blackboard design
Unit1 In Search of the Amber Room
People are searching for the amber room, because________________.
A. It is still in Russia.
B. It is missing.
(keys: B)
Fill in the blank.
The text is organized of in the order of ________________.
(Keys: time)
Materials: ____________________________________
Design: ______________________________________
Style: _______________________________________
Decorations:__________________________________
The length of time taken to complete:______________
Prussia
The winter palace
The summer palace
Konigsberg

A new Amber Room
Who
What
Where
When
Why
We should rebuild it.
______________________________________________________________________________________________________________
We should not rebuild it.
______________________________________________________________________________________________________________
A: Last week, I visited the new Amber Room, the journey is so pleasant.
B: could you please tell me something about the Amber Room
A:….
At war
In return
amazing
fancy
style
reception
remove
Cultural relics
Precious
…
Valuable
Rare
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