Lesson plan
NSEFC Module2 Unit Reading In
Teacher :
Period ： Period1
Type： Reading
Duration: 45minutes
Teaching ideology
The current theory view reading as a interactive process which involves not only
the printed page but also the reader ’s old knowledge of the language in general,
the world and the text types. In the reading process, these factors interact with
each other and compensate for each other. Based on the understanding of reading as
an interactive process, teaching reading in the classroom is divided into three
stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.
Teaching material and learning
condition
The analysis of teaching material
The teaching material is the reading part from NSEFC Module2 Unit . The topic of
this unit is . This passage mainly introduces .
The passage consists of paragraphs. The first paragraph is a general introduction
of the . Para.2 to Para.4 introduces . The last paragraph
tells about . The topic is not new to the Ss. But there is some new words
and phases in the passage.
The analysis of learning condition
The students are from grade1 in senior high school. As 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. They are familiar with the topic of
and
know some
. But
they may not
know
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, Ss can predict the content of the passage based
on the title.
Ss can scan the passage and find out the specific information such as the person
related with
Ss can summarize the passage with the help of the clues of the passage.
2. Language knowledge
Ss can master the key words and phrases of the passage as
follows, .
Ss can learn , especially
3. Affects
Ss will realize that and they will concern themselves with
the issue of
4. Cultural awareness
Ss will broaden their minds by knowing something about
5. Learning strategies
Ss will cultivate their ability individual learning and cooperative learning by doing some activities independently and some in groups.
Ss will communicate with each other in English while doing the group work.
Ss will form a habit of question and thinking
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 Ss to train their reading skills, such as guessing ， predicting, skimming, scanning and summarizing.
It is also important for the Ss to master the new words and phrases.
Anticipated difficulties
As the Ss 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.
Ss may did not heard before, so the teacher will tell them some
background knowledge about it.
Teaching method
Three-stage model : Based on the understanding of reading as an interactive process,
teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.
Teaching aids
Multimedia devices and PPT documents: In order to help Ss to fully understand the
whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.
Teaching procedures
Step1. Lead-in (6min)
Activity1. Greetings and Free-talking (2min)
T Leads into the topic by asking Ss some
they know freely.
T: Hello boys and girls.
(Ss say hello to the teacher.)
T: When we say , what appears in your minds?
(Ss tell the things appear in their minds freely.)
T: What are the ?
(Ss tell some names of .)
they
know. Ss tell
the name of the
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.) 把老师的话描述
出来
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.)
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 T: Why are people still
out
and check their
? Here is a multiple choice for you.
predictions.
People are searching for the amber room, because________________.
It is still in Russia.
It is missing. (keys: B)
Fill in the blank.
The text is organized of in the order of ________________.
(Keys: time)
Activity2. Scanning (3min)
T presents several true or false statements and asks the Ss to
judge the right from the wrong.
T: please Ss to scan the passage and judge the right from the wrong.
statements
scan the passage and
T F
The design of the room was in the style which is popular nowadays.
In fact, the room was made to be a gift.
Frederick William I decided not to keep it.
4 Russians removed some objects from the room before the Nazis arrived.
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
the passage.
Para.1
T: Please read Para.1 carefully and then take some note about the
understand
.
Materials: ____________________________________
Design: ______________________________________
Style: _______________________________________
Decorations:__________________________________
The length of time taken to complete:______________
Para.2-4
Please read Para.2-4 carefully and then
find out the removal of the roo
m.
Konigsberg
The summer palace
The winter palace
Prussia
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.
Who
When
What
A new Amber Room
Where
Why
[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.
We should rebuild it.
We should not rebuild it.
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
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.
the one who has visited the palace
the one who is curious about the Amber Room
Last week, I visited the new Amber Room, the journey is so pleasant.
could you please tell me something about the Amber Room?
? .
[Aims]
These two activities are to role play serves to be
develop the Ss ’comprehensive language competence. The an output of the reading and an evaluation of their learning.
Homework (1min)
Ss write a summery of
Ss review the words and phrase of the passage and make sentence with each.
Blackboard design
Unit1 In Search of the Amber Room
Valuable
Rare
At war
In return
Cultural relics amazing
fancy
style
Precious ? reception
remove
单纯的课本内容，并不能满足学生的需要，通过补充，达到内容的完善
教育之通病是教用脑的人不用手，不教用手的人用脑，所以一无所能。教育革命的对策是手脑联盟，结果是手与脑的力量都可以大到不可思议。
