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視頻課題：高中英語人教版必修一UNIT 2 English around the world 甘肅省 - 白銀
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Lesson plan
NEW SENIOR ENGLISH FOR CHINA STUDENT’S BOOK 1
UNIT 2 English around the world
Using language Standard English and Dialects
Teacher: Huo Qinchang
Students: Class 14, Grade 1 Type：Reading
Duration: 40minutes
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 NEW SENIOR ENGLISH FOR CHINA STUDENT’S BOOK 1, UNIT 2, Using language. The topic of this unit is Standard English and Dialects. This passage mainly introduces something about standard English and English dialects in American. The passage consists of 3paragraphs. The first paragraph is a general introduction of the relationship between standard English and excellent English. Para.2 introduces American English has so many dialects because people have come from all over the world. The last paragraph tells about Geography also plays a part in making dialects. 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 American English. But they may not know American English Dialects before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.
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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 standard English and
dialects.
2. Language knowledge
Ss can master the key words and phrases of the passage as follows, believe it or not, standard,
dialect, expressions, excellent, play a part in, recognize. Ss can learn how to express their own opinions.
3. Affects
Ss will realize that the importance of mandarin and dialects and they will concern themselves
with the issue of popularizing mandarin and protecting dialects
4. Cultural awareness
Ss will broaden their minds by knowing something about the diversity of language culture
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.
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 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 American English dialects 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.
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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. Pre-reading (6min)
Activity1. Greetings and Free-talking (6min)
T Leads into the topic by asking Ss to read a poem in their own dialects. T: Hello boys and girls. (Ss say hello to the teacher.)
T: Please look at the PPT, do you know this poem? (Ss tell the things appear in their minds freely.) T: Who wrote this poem?
(Ss tell the name of Xu Zhimo.)
T: Now please use mandarin to read this poem together. (Ss read the poem)
T: OK, very good. But now I’d like to ask some Ss to read this poem in your own dialects. Who want to have a try?
(Ss read the poem in their own dialects.)
[Aims]
In this step, T first leads in the topic by talking with the Ss freely about Chinese dialects and
mandarin which is familiar to them and then Ss read the poem in their own dialects. This activitiy aim to arouse the Ss’ interests in the topic Then Ss will be mentally prepared for the reading comprehension. What’s more, when they are talking about the characteristics of Standard language and dialects, they will realize that the diversity of language culture.
Step2. While-reading (15min)
Activity1. Skimming (2min)
T: Today we will learn something new about English, now please skim the passage and find the topic sentence of each paragraph.
Activity2. Scanning (4min)
T asks Ss to Read the passage and then choose the best answer according to the text.
T: This time please scan the passage, and while scanning the passage please underline the information which is useful in your mind.
Activity3. Watching a video (4 min)
T plays a video to the Ss which can help the students to have a better understanding of the
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passage.
Activity4. Filling the blanks (5 min)
T asks the students to underline the language points in the blanks and try their best to remember them.
[Aims]
In this step, the Ss first know some information of dialects in American English; and after watching the video it is easier for them to understand the passage. And activity 1,2 and 4 can help students to improve their reading skills.
Step3. Post-reading (18min)
Activity1. Discussion
T gives the Ss some picture of popularizing mandarin and protecting dialect. And ask the Ss to prefer one of them and discuss it with their group member. And the give the Ss the teacher’s own idea.
[Aims]
After this discussion, it can help Ss to be aware of the diversity of language culture. And can help them to express their own idea.
Homework (1min)
Please write a small passage: why do we need to protect dialect? OR Why do we need to popularize mandarin?
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