Ideas of designing the teaching plan:
?This teaching design is designed on the basis of the following three principles. In my opinion, we should take into consideration two important principles: When teaching English as a second language, teachers should employ proper teaching methods and techniques to satisfy students’ needs. They are in great need of instructions on how to be successful language learners. Besides, teachers should train them with some effective learning strategies to optimize their learning results.
As for learning strategy, group cooperative learning is a solution to the problem of lacking motivation to practice English in class. Krashen’s input hypothesis has enjoyed considerable prominence in SLA research. It is formulized as “i+1”, in which “i” refers to the current level of a second language and “1” stands for the level slightly higher than the current competence and “i+1” represents the “next stage” in the learner’s language development. According to Krashen (1985:2), humans acquire knowledge in the only way of receiving comprehensible input that contains structures at the next “stage”—structures a little beyond our current level of competence.
The step of Lead-in, used for the purpose of arousing the students’ interests, provides a stress-free environment for language teaching.
Important points are reinforced by designing different tasks, such as Skimming and Detailed reading.
As for Discussion, they are designed related to students’ real life and they are bound to have a lot to say. So it does good to training their language output ability.
The last part Giving an oral report is designed to cultivate students’ group cooperative skills. It is not easy to finish this part, such as questionnaire design. I will finish this part by adopting task-based teaching and learning methodology, in which case, students can learn from doing, which is in accordance with the spirits advocated by the teaching reform. Vygotskyan Zone of Proximal Development (ZPD) is considered to be one of the most persuasive rationale for CL, which refers to the distance between the learner’s individual capacity and the capacity to produce language with assistance. In this case, the teachers take the role of counselors, facilitators and administrators, only intervening when necessary, instead of being a resource supplier. Students of different language capacities can obtain obvious improvement in the process of learning from each other and helping each other. All the steps mentioned above can be seen as a preparation for the last one
The process of application
This teaching plan was used in October, 2009 in a public class. Before class, the whole team discussed about the steps of the teaching plan and changed some of the details.
Something to improve:
The distribution of time is of great importance to ensure all the work can be fulfilled completely.
After the lesson, I think it’s necessary for teachers to communicate with students in class and teachers should pay special attention to the communication between students, which is not sufficient in this class.
Teachers should have a good understanding of the teaching materials and better advantage should be taken of them.
Teachers should know well what students of different levels can learn in class and what students need to fulfill the tasks, which make it necessary to analyze students before class.
More encouragement and facilitation should be added to make the students feel the happiness of success.
模块三第三单元学案
课程分析：（本课的作用和学习本课的意义）This is the reading passage of Module 3 Unit 3, which focuses on “lost civilizations”. This passage, written by a Canadian student in the form of a travel diary, talks about his travel experiences and feelings in Pompeii and Loulan. Students will learn how to use specific information extracted from the passage, how to develop their own cooperative skills in a group, and how to achieve effective communication.
问题设计 1. What are some of the lost civilizations in history?2. Where are Pompeii and Loulan? 3. What happened to Pompeii? 4. What happened to Loulan?5. What is the result of the Pompeii dig in 1860?
教学构想After learning English for 3 years, students attending the class have a vocabulary of about 1600 words, which makes it possible for them to break the obstacles of understanding the passage. Besides, they can share opinions about the topics they are familiar with. However, their comprehensive ability and reading skills need to be enhanced. So, seven questions are raised to develop students’ cooperative skills.Teachers will give them some advice at the right time.教学目标Language Objectives 1. To learn how to read travel diaries2. To develop students’ fluency in talking about lost civilizations3. To train students’ ability of identifying the main idea of the passageSkill Objectives 1. To build students’ ability of expressing personal opinions and interacting with others2. To develop students’ reading skills, such as information-gathering, skimming, scanning, summarizing and guessing the new words from the contextMoral Objectives1. To enable students to cooperate with others and know the importance of team spirit2. To get them aware of the importance of protecting ancient relics
教学重点 1. Learn to read diary entries 2. Know something about ancient civilizations. 3. Realize the importance of protecting cultural heritages.
教学难点 1. How to use specific information extracted from the passage 2. How to develop students’ cooperative skills in a group, complete the oral report.
教学方法 Communicative Approach Task-Based Teaching Methodology Brainstorm Role Play Whole Language Teaching
所需设备 A tape recorder A multimedia projector
教学过程：（包括教师活动、学生活动、设计意图）Pre-reading(Teacher’s activity) Design five questions and ask students to search the Internet for information about them before class.(Students’ activity) Surf the Internet and learn by themselves. If necessary, discuss with group members.(Intention)Encourage students to learn by themselves and develop their cooperative skills. Step I: Lead-in(Teacher’s activity) Show some pictures representing ancient civilizations to hold a competition to see who knows the most:1. Do these pictures have something in common? 2. Have you ever heard of Pompeii in Italy and Loulan in ancient China? 3. Are you curious about what the two cities looked like in the past? (Students’ activity)Answer questions by presenting their opinions freely and sharing their knowledge about lost civilizations.(Intention)Generate various answers and get them fully involved in it.Step II: Fast-reading（Teacher’s activity）1. SkimmingLet students have a quick look at the text and ask what their first impression is about the article.2. ScanningInstruct students to identify related information quickly and find the answers to the four questions:1. What country is the author from? 2. What is one main similarity between Pompeii and Loulan? 3. Who was made director of the Pompeii dig in 1860? 4. Who is professor Zhang? (Students’ activity)Bear in mind the questions and look for the answers, using skimming and scanning skills.(Intention)Help students to get the key information in a short time with the help of key words.Step III: Detailed reading1. Fill in the form(Teacher’s activity）Ask students to watch a video clip about Pompeii and find the historical information about Pompeii.citytimeevent Pompeii _______ (where) in the 8th century in 89 BC on 24th Aug. AD 79 (Show a video) in 1860 Play the recorder for students to listen to and grasp specific words.citytimeevent Loulan _______ (where)2000 years ago from AD 200 to AD 500 100 years ago (Students’ activity)Go through relevant paragraphs and find the answers to fill in the two forms.(Intention) Develop students’ ability of gathering information and help students to get the key information in a short time and understand this part better. 2. Make judgement(Teacher’s activity） Ask students to go through the eight sentences and identify the author’s personal feelings and actions.1. I feel lucky to have won a place on this trip. (line 2) 2. This morning we went to a lecture about Pompeii. ( line 7) 3. Unfortunately, all the people were buried alive, and so was the city! (lines 11-12) 4. How amazing! ( lines 14-15) 5. People started to dig in the area for treasure. ( lines 16-17) 6. When I walked around the city, I saw streets just as they had been. (line 19) 7. I am so excited to be here! (line 35) 8. Sven found the remains of building buried under the sand. (line 39)(Students’ activity)Identify the author’s personal feelings and opinions as well as what they have done.(Intention)Inform students of the features included in travel diaries.Step IV. Find the purpose of writing the passage.(Teacher’s activity)Raise a question for students to think about and discuss with their partners. The purpose of writing this passage is to __________. A. To show how happy the writer was to have such a chance to visit the sites B. to compare the civilizations of Pompeii and Loulan C. To arouse people’s sense of protecting civilizations D. To tell us how Pompeii and Loulan were destroyed(Students’ activity) Carry out pair discussion about the author’s purpose of writing the passage. (Intention) Enable them to know more about the passage. StepV. Consolidation1. (Teacher’s activity)Assign a task-based reading passage. Ask students to finish the exercise with the right forms of words from the passage.Both Pompeii in ________ and Loulan in China became ________ ________ about 2000 years ago. Pompeii was ________ in the 8th century BC and was ________ ________ by the Romans in 89BC. On 24th Aug. 79AD, Mount Vesuvius ________ and the city were ________ ________. Loulan was a ________ ________ on the Silk Road. It disappeared under the ________. There are just a few ________ left. Some ________, such as coins and painted pots, was found.(Students’ activity) Choose or change words from the text to fill in the form and discuss the answers in groups (Intention)1. Enable students to analyze and understand detailed information better. 2. Improve students’ ability of doing task-based reading. 3. Train their ability of analysis and comprehension.Step VI: Make a speech(Teacher’s activity）Ask students to make a speech. Suppose you were a host, what would you say on TV to arouse people’s sense of protecting historical relics?(Students’ activity)Talk about personal opinions in groups and present them in front of the whole class. (Intention)Cultivate students’ team spirit and develop their imagination, which can bring students chances of using real communicative English.Step VII: Homework1. Review what you’ve learned. 2. Write a passage about the importance of protecting cultural relics.
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模块三第三单元教学设计方案
教学目标分析（结合课程标准说明本节课学习完成后所要达到的具体目标）： According to the national curriculum of English and language learning theories, when teaching reading, we should encourage students to do fast-reading first. That is to say, we should encourage our sudents to read as fast as they can when they do first-reading. So, much emphasis should be put on reading skills and comprehension abilities as well. So the important points are to gain an overall understanding of the passage, grasp the main idea of it, locate specific information and do relevant exercises to improve the ability of analysis and comprehension. And the difficult points are how to use specific information extracted from the passage, how to develop students’ cooperative skills in a group, and how to achieve effective communication.Language Objectives 1. To learn how to read travel diaries2. To develop students’ fluency in talking about lost civilizations3. To train students’ ability of identifying the main idea of the passageSkill Objectives 1. To build students’ ability of expressing personal opinions and interacting with others 2. To develop students’ reading skills, such as information-gathering, skimming, scanning, summarizing and guessing the new words from the contextMoral Objectives1. To enable students to cooperate with others and know the importance of team spirit 2. To get them aware of the importance of protecting ancient relics
学习者特征分析（结合实际情况，从学生的学习习惯、心理特征、知识结构等方面进行描述）：Study habitsThey have adapted to the old teaching style of Cramming Education, and they have no idea of what to do before and after class, let alone revision and preview. Most of them don’t have good study habits of their own. Psychological feature1. They have independent self-consciousness. 2. They have stable studying motivation. 3. They show great interest in the English language. 4. They have learning ability to some extent.5. They prefer to learn by analyzing and summarizing something based on various kinds of facts and materials.Knowledge structure1. After learning English for 3 years, students attending the class have a vocabulary of about 1600 words, which makes it possible for them to break the obstacles of understanding the passage. Besides, they can share opinions about the topics they are familiar with. However, their comprehensive ability and reading skills need to be enhanced. 2. Considering most of them tend to be unwilling or afraid to speak out their opinions in front of class, it is necessary to adopt group cooperative learning methodology to smooth away or lower students’ anxiety in class activities and create a friendly, equal and harmonious atmosphere. 3. Compared with junior students, they are more skillful in language output. Besides, they can share opinions about the topics they are familiar with. However, their comprehensive ability and reading skills need to be enhanced.
教学过程（按照教学步骤和相应的活动序列进行描述，要注意说明各教学活动中所需的具体资源及环境）：1. Carry out a competition, showing some pictures representing ancient civilizations to see who knows the most by using the multimedia projector. 2. Instruct students to identify related information quickly and find the answers to detailed questions by discussing with partners. Students will get the key information in a short time with the help of their partners. 3. Play a video clip about Pompeii and ask students to fill in a form with the historical information about it. Students will have the chance to practise how to gather information in a short time and understand what happened to Pompeii in the past.4. Play the recorder for students to listen to and grasp specific words about what happened to Loulan in the past.5. Show eight sentences by using the multimedia projector and help students identify the author’s personal feelings and actions. Students will be informed of the features included in travel diaries.6. Discuss the writer’s purpose of writing the passage in groups of four.7. Ask students to finish the exercise with the right forms of words from the passage by using the multimedia projector.8. Ask students to make a speech on protecting historical relics after discussing with partners.
教学资源（说明在教学中资源应用的思路、制作或搜集方法）：1. PPT is used to present pictures, words and forms for the purpose of arousing students’ interests and providing a stress-free environment for language teaching. I referred to the PPT available on the Internet and adopted something useful to design my own one. 2. Video clips are used to provide students with direct feelings and information. I got them from the Internet. 3. A tape recorder is used to practise students’ listening ability. I used the tape which goes with the textbook.
评价方法或工具（说明在教学过程中将用到哪些评价工具，如何评价以及目的是什么）：1. A competition Carry out a competition to see who knows most about lost civilizations. Students will get involved in the activity and share the information about them. 2. A speech This assessment tool is used to cultivate students’ team spirit and develop their imagination, which can bring students chances of using real communicative English. 3. Forms used for assessment by students themselves, partners and group leaders.4. Signs and numbersSigns and numbers are used as an assessment tool to keep a record of the marks they get, the aim of which is to arouse students’ interest in learning.
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(共33张PPT)
Unit 3 Reading
Lost civilizations
the Great Wall
the Temple of Heaven
the Confucius Temple
Potala Palace
the Taj Mahal
Stonehenge (巨石阵)
the Statue of Christ the Redeemer
the Leaning Tower of Pisa
Ruins of Yuanmingyuan
Pyramids
Sphinx
Reading strategy:
Reading diary entries recording someone’s travels, you should look for:
⑴
⑵
⑶
dates and place names
facts and historical information
personal feelings and opinions
1. What country is the author from?
2. What is one main similarity between Pompeii and Loulan?
3. Who was made director of the Pompeii dig in 1860?
4. Who is Professor Zhang?
Canada.
Both of them became lost civilizations about
2,000 years ago.
The Italian archaeologist Giuseppe Fiorelli.
An archaeologist from the local cultural
institute.
Answer the following questions:
It was founded.
It was taken over by
the Romans.
Mount Vesuvius erupted.
Giuseppe Fiorelli was made
director of the Pompeii dig.
Find the historical information about Pompeii.
Italy
city time event
Pompeii
_______
in the 8th century
in 89 BC
on 24th Aug. AD 79
in 1860
streets in stepping stones
paintings
bodies of people buried alive
houses with
mosaic floors
treasure
China
It was a commercial city.
It was covered over
gradually by sand storms.
It was discovered by a Swedish explorer.
Find the historical information about Loulan.
city time event
Loulan
_____ 2000 years ago
from AD 200
to AD 500
100 years ago
city walls, palaces,
workshops, towers and
ancient water system
楼兰
Vesuvius
Pompeii
1. I feel lucky to have won a place on this trip. (line 2)
This morning we went to a lecture about Pompeii. ( line 7)
3. Unfortunately, all the people were buried alive, and so was the city ! (lines 11-12)
4. How amazing ! ( lines 14-15)
Do the sentences express emotions (E) or actions (A)?
E / A
E / A
E / A
E / A
5. People started to dig in the area for treasure. ( lines 16-17)
6. When I walked around the city, I saw streets just as they had been. (line 19)
7. I am so excited to be here! (line 35)
8. Sven found the remains of building buried under the sand. (line 39)
E / A
E / A
E / A
E / A
1. represent
2. took over
3. erupted
4.unfortunately
a. sadly, unluckily
b. (of a volcano) threw out lava and ash
c. acting or speaking for a group
d. took control of
Look at the words from the diary entries and match them with their definitions.
5. house
6. wealthy
7. ruins
8. enormous
e. rich
f. parts of a building that remain after it has been badly damaged or destroyed
g. provides space for
h. huge
Both Pompeii in ________and Loulan in China became ____ ___________ about 2000 years ago. Pompeii was ________ in the 8th century BC and was _____ _____ by the Romans in 89BC. On 24th Aug. AD79, Mount Vesuvius _______ and the city were _____ ____.
Loulan was a _________ _________ on the Silk Road. It disappeared under the _____. There are just a few _____ left. Some ________, such as coins and painted pots, was found.
Fill in the blanks with proper words.
Italy
Lost
civilizations
founded
taken
over
erupted
buried
alive
stopping
point
sand
ruins
treasure
The purpose of writing this passage is __.
To show how happy the writer was to
have such a chance to visit the sites.
B. to compare the civilizations of Pompeii
and Loulan
C. To arouse people’s sense of protecting
civilizations
D. To tell us how Pompeii and Loulan were
destroyed.
Interview
If you were the mayor of Changzhou, what would you do to protect the cultural heritages in the modern city?
Homework:
1. Review what you’ve learned.
2. Write a passage about the
importance of protecting cultural
relics.
