2006上半年
Class Type: Reading class
Teaching Topic: American English and British English Teaching Contents:
This Lesson talks about the ways that vary between American
English and British English with examples provided. It will enhance students’ culture awareness about how English language is used differently in both countries and expand their vocabularies towards this topic.
Teaching Objectives: Knowledge:
1. After leaning this passage, students can identify some differences betweenA.E. and B. E. and distinguish some words and expressions of A.E. and B.E. Ability:
1. Students can improve their reading skills of skimming, scanning and inferring by answering questions. Affective:
1. Students can develop a cross-cultural awareness about different usages or ways of A.E. and B.E.
2. Students can arouse their interests to find out the rationales or reasons why some A.E. and B.E are used in different ways.
Teaching key and difficult points
Key point: understand and distinguish some differences between A. E. and B.E.
Difficult point: Identify how A.E and B.E are different through scanning and summarizing.
Major steps and time allocation 1. Pre-reading (4 mins )
Teacher shows students a picture and a short video of situational dialogues between 2 people using A.E. and B.E. , then ask students the following questions.
(1) Were they talking about the same thing or situation? (2) How are they different in the aspect of language usage? (3) Which is A.E. and B.E.?
(4) Give more examples of A.E. and B.E as far as you know.
(Justification: This step will activate students’ prior knowledge and link it to the teaching contents. It also arouses students’ interests about the topic and trains their observation skills)
2. While-reading( 12mins) Fast reading
Students will skim and scan the whole passage within 5 mins and answer the following questions.
1. What does this passage talks about?
2. What are the topic sentences in each paragraph? Identify or summarize them. .
3. List at least 10 pairs of A. E. and B. E. mentioned in the passage. Careful reading (7 mins )
Students will read the whole passage againto locate specific
information and make inference from the context in order to answer the following questions. They should underline the sentences of evidence in the passage when answering the questions. 1.Do American and British use all the same words?
2.Same English words might have different meaning in A.E. and B.E..True or false?
3.What do American call chips?
4.Do crisps in British mean chips in America?
5.Is the sentence “My friend just arrived” grammaticallycorrect? 6.Do some American have British accents? Why?
7. A.E. and B.E. differ greatly in grammar and structure. True or false?
(Justification: this section will develop students skimming, scanning and inferring skills through discussion and answering those questions.)
3. Post-reading (4mins)
In groups of 4, students will discuss the following questions posed by the teacher.
1. Do the differences between A.E. and B.E. matters a lot? What is the author’s attitude towards it? How about your opinions? Use a case study in reality to prove your ideas.
(Justification: this step will enhance students’ inferring skill about the writer’s thought and provide a good platform for group discussion to express their ideas logically and improve their oral skills.)
2015 下半年
Class Type: Reading class
Teaching Topic: Skiing
Teaching Contents:
This lesson is from senior high school, and it is a narrative story of writer’s first skiing experience on Christmas vacation. This lesson will enlarge students’ vocabulary of natural phenomenon and
skiing and help students learn the structural organization of narrative and how to express the past actions.
Teaching objectives: Knowledge objectives:
1. After learning this passage, Ss can understand the following words and expressions and apply them in suitable context. Scramble out of… Overlook Slope
Floodlight: illuminate (a building or outdoor area) with such lights
Ski suit, boots and skis Sideways Point
In case( that) Fall over Nevertheless
2. Ss can identify the linking words in the text and appreciate their functions under teachers’ guidance
3. Ss can master the basic elements and sequence in narrative writing by recognizing what, when, how, where, who and re-construct the text by time order. Ability objectives:
1. Students can improve their skimming, scanning and
summarizing skills by giving a suitable title for the passage, identifying the main idea in each paragraph and writing a summary of less than 40 words for this passage. 2. S can identify the rhetoric/ figure of speech such as
exaggeration and simile in the text and appreciate the effects of using them.
3. S can use past tense properly to describe their unforgettable (skiing) experiences. Affective objectives:
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