視頻簡介：
視頻標簽：第十五屆全國初中英語
所屬欄目：初中英語優質課視頻
視頻課題：第十五屆全國初中英語教師教學基本功大賽Cambridge THiNK Unit 12 Culture Hard journeys for schoolchildren 4.廣東
本視頻配套資料的教學設計、課件 /課堂實錄及教案下載可聯本站系客服
Cambridge THiNK Unit 12 Culture Hard journeys for schoolchildren 4. 廣東 羅國華
Teaching Plan for Cambridge THiNK（A2）
Cambridge THiNK Unit 12 Culture Hard journeys for schoolchildren
Teacher: Luo Guohua(Roger) from Guangdong Shunde Desheng School
Period: Period 1
Type: Reading Duration: 40 minutes
Teaching ideology
The current theory view reading as an interactive process which involves not only the printed page but also the readers’ 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 Unit 12, THiNK A2. The topic of this lesson is Hard journeys for schoolchildren. This passage mainly introduces in different countries around the world, no matter how difficult the journeys are, the children are still willing to go to school to gain the school education in order to get a better future and a better life. The passage consists of 7 paragraphs. The first paragraph is a general introduction of how children in different countries go to school. Para 2 to Para 6 introduces educational situation in different countries. The last paragraph tells about why the children want to go to school and to give us a summary. The topic is quite new to the students because nowadays, the school life they are experiencing is quite colourful, they even don’t realize the truth and fact that some of the children in the world haven’t got the opportunities to get the education and the learning condition is so poor.
The analysis of learning condition
The students are from Grade 8 in junior high school. As junior high school students, they have achieved certain English level or quite a lot of English words and they have the ability to get the basic idea of the reading. Since they are in Grade 8, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of education and know some cases about it. But they may not know the real purpose of the passage. Moreover, their vocabulary is limited, so they may have difficulties in understanding some sentences.
Learning objectives
1. Learning skills
a. At the beginning of the class, students can predict the content of the passage based on the title.
b. Students can scan the passage and find out the specific information such as the persons, the situation related with.
c. Students can summarize the passage with the help of the clues of the passage.
2. Language knowledge
a. Students can master the key words and phrases of the passage as follows: wide, neighbours, journey, take a risk, village, tracks, tiny, on time.
b. Students can learn more educational cases about different countries in the world, especially some underdeveloped countries.
3. Affects
Students will realize that they will concern themselves with the issue of hard journeys for the schoolchildren in different countries.
4. Cultural awareness
Students will broaden their minds by knowing something about hard journeys for schoolchildren in different countries, not everyone is lucky to have the chance to get the good education.
5. Learning strategies
a. Students will cultivate their ability individual learning and cooperative learning by doing some activities independently and some in groups.
b. Students will communicate with each other in English while doing the group work.
6. Learning focuses and anticipated difficulties
a. Language focuses
This is a reading period so the focus is to cultivate the students’ reading skills.
Many activities are designed to help students train their reading skills, such as predicting, skimming, scanning and summarizing. It is also important for students to master the new words and phrases.
b. 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 and at the same time, the teacher will tell them some background knowledge about the passage.
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, PPT documents and videos. In order to help students to fully Understand the whole passage. I adopt multimedia devices, PPT documents and videos to bring the real—life situation into the classroom.
Teaching procedures
|
Steps |
Teacher’s activity |
Students’ activity |
Purpose |
Step 1 Lead—in |
Teacher leads into the topic by asking students some questions: What adjectives can the students think about? |
1. Guess the title, fill in the correct words by using the adjectives.
2. Say out the adjectives one by one. |
1. Lead to the topic.
2. Draw their attention by using the picture.
3. Help them know the task. |
Step 2 Pre--reading |
1. Ask the questions about adjectives and the sentence patterns they have learned.
2. Show the pictures and talk about how these children get to school every day.
3. New words
learning, play a game to learn the new words. |
1. Review the sentence pattern of “S+V+P”.
2. Play a game to learn the new words.
3. Match the right words with the right definition at Page 117. Ex 4. |
1. In this step, the students first know some
information will make it easier for the students to understand the passage. Then teacher asks the students
to make predictions about the passage. It aims to help students develop the |
|
|
|
|
reading skills of predicting.
2. Students will be mentally prepared for the reading comprehension. |
Step 3
While—reading |
1. Number each paragraph.
2. Read and listen to the article and say how many
countries are the pictures from.
3. Read the article again and answer what difficulties children in these places face to get to school.
4. Read / Watch and answer why these children take a risk to get to school every day? |
1. First everyone numbers each paragraph.
2. Read together and try to underline the countries mentioned in the article.
3. Try to remember the countries and answer the teacher’s questions.
4. Answer the questions at P117, Ex 3.
5. Watch the video to know the real situation in China, it’s true that the textbook tells us the cases.
6. Answer the questions together. |
By doing some
activities, the students will develop their reading strategies and language efficiency. The teacher helps the students study the passage paragraph by paragraph. Students will learn some key words and phrases in the passage. |
|
1. Think and answer: How do |
1. Discuss with the partner about |
The two activities are to develop the |
Step 4
Post—reading |
they get to school every day?
2. Draw a mind—map.
3. Watch a video and think about what we should do to win a better future. |
the question.
2. Try to finish the mind—map with the partner.
3. Talk with the partner what to do to win a better future and a better life. |
students’ comprehensive language competence,
mind—map and
discussion serve to be an output of the reading and evaluation of their learning. |
Step 5 Summary |
After learning the article and watching the video, help the students make a summary. To realize the journey to success is all difficult, but what should we do to change it, to make a better future and life, that’ s what we are going to work hard. |
After learning the passage, students should learn to summarize: No matter how hard our journeys are, just keep going, never give up, overcome the difficulties, and you will have a better life and future. |
To encourage all the students to keep going on, never give up on their road to success. |
Blackboard design
視頻來源：優質課網 www.jjlqy.cn
| -----更多視頻請在本頁面頂部搜索欄輸入“第十五屆全國初中英語”其中的單個詞或詞組，搜索以字數為3-6之間的關鍵詞為宜，切記！注意不要輸入“科目或年級等文字”。本視頻標題為“第十五屆全國初中英語教師教學基本功大賽Cambridge THiNK Unit 12 Culture Hard journeys for schoolchildren 4.廣東”，所屬分類為“初中英語優質課視頻”，如果喜歡或者認為本視頻“第十五屆全國初中英語教師教學基本功大賽Cambridge THiNK Unit 12 Culture Hard journeys for schoolchildren 4.廣東”很給力，您可以一鍵點擊視頻下方的百度分享按鈕，以分享給更多的人觀看。優質課網 的成長和發展，離不開您的支持，感謝您的關注和支持！有問題請【點此聯系客服QQ：9899267】 ----- |
