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1、ATeachingDesignofModule2,Unit1InSearchoftheAmberRoom(Reading)Ⅰ.Backgroundinformation:Students:40seniormiddleschoolstudentsingrade1Classduration:45minutesⅡ.Realityofstudents’learning:Thestudentsingrade1areactiveinthoughtsandarecuriousabouttheoutsideworld.However,theylack
2、incriticalanddeepthoughtaboutacertainthing.Astoreading,theyusuallylackscientificreadingskillsindoingreadingcomprehension.Ⅲ.Analysisoftheteachingmaterial:Thetopicofthisunitisculturalrelics.Studentsarequiteinterestedintopicsaboutdifferentculturesaroundtheworld.Thisisthese
3、condperiodofthewholeunit.Asareadingclass,thepassagemainlytalksaboutthehistoryoftheamberroom(howitwasmade,sentasagift,lostandrebuilt).Accordingtothenewnationalcurriculum,whenteachingreading,muchemphasisshouldbeputontrainingthestudents’readingskills.Ⅳ.Teachingobjectives1.
4、Languageobjectives:1)Studentsarerequiredtomasterthekeywordsandphrasesoccurredinthepassage(e.g.amazing,decorate,belong,inreturn,lessthanetc.)2)Studentsarerequiredtolearntheattributiveclauseandacquirethesentencepattern.2.Languageskillsobjectives:1)Studentsarerequiredtodes
5、cribeacertainthingbyusingthenewsentencepatterns.2)Studentsarerequiredtomastertwokindsofreadingskills—skimmingandscanning,andlearntousethemintheirdailyreading.3.Affectobjectives:1)Studentsarerequiredtoknowthehistoryoftheamberroom.2)Studentsarerequiredtoappreciatecultural
6、relicsandunderstandtheimportanceofprotectingthem.Ⅴ.Teachingimportantanddifficultpoints1)Teachingimportantpoint:Helpthestudentsthoroughlyunderstandthepassageandacquirethenewwords,phrases,andsentencepatterninthecourseofreading.2)Teachingdifficultpoint:Helpthestudentsmaste
7、rtwokindsofreadingskills—skimmingandscanningandlearntoapplythemindailyuse.Ⅵ.Teachingmethods:Task-basedmethod&Top-downmodelⅦ.Teachingaids:PPT,pictures,blackboardⅧ.Teachingprocedure:TeachingProcedureTeachingActivityDesignIntent1.Leading-in(5minutes)GuessingGameT(Teacher):
8、showspicturesofsomeculturalrelicstoonlyonestudent(e.g.theGreatWall,theBigBen,andtheAmberRoometc.),andaskshim/h
