1、- 1 -Lesson plan NSEFC Module2 Unit1 Reading In Search of the Amber RoomTeacher: 外语组 11 号蔡珍瑞Period： Period1Type：ReadingDuration: 45minutesTeaching ideologyThe current theory view reading as a interactive process which involves not only the printed page but also the readers old knowledge of the langu
2、age 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
3、-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 conditionThe analysis of teaching materialThe teaching material is the reading part from NSEFC Modu
4、le2 Unit1. The topic of this unit is cultural relics and the protection of the culture relics. This passage mainly introduces the history of amber room which is one of the cultural relics in the world. The passage consists of 5 paragraphs. The first paragraph is a general introduction of the amber r
5、oom. Para.2 to Para.4 introduces the removal and the loss of amber room. The last paragraph tells about the rebuilding of the amber room. The topic is not new to the Ss. But there is some new words and phases in the passage. The analysis of learning conditionThe students are from grade1 in senior hi
6、gh 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 cultural relics and kn
7、ow some cultural relics in China. But they may not know the amber room before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.- 2 -Learning objectives1. Language skills By the end of the class, Ss can predict the content of the passage based on th
8、e title. Ss can scan the passage and find out the specific information such as the person related with the amber room. 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, amazing, fancy, style
9、, less than, in return, reception, remove, wooden, doubt, former, at war. Ss can learn the history of the amber room, especially the design, the loss and the rebuilding of the amber room.3. Affects Ss will realize that the cultural relics are rare and precious and they will concern themselves with t
10、he issue of cultural relics protection.4. Cultural awareness Ss will broaden their minds by knowing something about amber room, one of the cultural relics in Russia. 5. Learning strategies Ss will cultivate their ability individual learning and cooperative learning by doing some activities independe
11、ntly and some in groups. Ss will communicate with each other in English while doing the group work.- 3 -Language focuses and anticipated difficultiesLanguage focusesThis is a reading period so the focus is to cultivate the students reading skills. The many activities are designed to help S to train
12、their reading skills, such as predicting, skimming, scanning and summarizing.It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them
13、 learn the new words and phrases.Ss may did not heard the amber room before, so the teacher will tell them some background knowledge about it.Teaching methodThree-stage model: Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three sta
14、ges 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 aidsMultimedia devices and PPT documents: In order to help Ss to fully understand the
15、 whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.- 4 -Teaching proceduresStep1. Lead-in (6min)Activity1. Greetings and Free-talking (2min)T Leads into the topic by asking Ss some cultural relics they know. Ss tell the name of the cultur
16、al relics they know freely. T: Hello boys and girls.(Ss say hello to the teacher.)T: When we say cultural relics, what appears in your minds?(Ss tell the things appear in their minds freely.)T: What are the cultural relics in China? (Ss tell some names of cultural relics in China.)Activity2. Picture
17、-talking (4min)T shows some pictures about the cultural relics in China and abroad. After seeing the pictures, Ss are expected to tell the similarities of them. T: Just now, you talk about some cultural relics in China. Now, lets see some pictures of some cultural relics. (T shows the pictures and S
18、s see them carefully.)T: What do the cultural relics have in common？For example, they are very precious. What are your opinions?(T gives them some hints and Ss tell the characteristics of cultural relics.)Aims In this step, T first leads in the topic by talking with the Ss freely about the cultural
19、relics in China 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 cultural relics. Then Ss will be mentally prepared for the reading comprehension. Whats more, whe
20、n they are talking about the charateristics of cultural relics, they will realize that the cultural relics are rare and precious and they will concern themselves with the issue of cultural relics protection.- 5 -Step2. Pre-reading (3min)Activity1. Knowing something about the amber room (1min)T gives
21、 a brief introduction of the amber room. Ss will know the amber room is a room which is made of amber and it is a cultural relic in Russia. T: Today, we are going to learn a cultural relic in Russia. It is a room made of amber. Do you know what amber is?(T shows some pictures of amber and Ss get to
22、know the amber.)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 “In Search of the Amber Room”, what does “in search of” mean?(If the Ss can not g
23、ive the answer, then T explain it.)T: 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.)AimsIn this step, the Ss first know some information of the amber room; th
24、e 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 out the reason
25、 why people are in search for the amber room and check their predictions.T: Why are people still searching for the amber room? Here is a multiple choice for you.People are searching for the amber room, because_.A. It is still in Russia.B. It is missing.(keys: B)- 6 -Activity2. Scanning (3min)T prese
26、nts several true or false statements and asks the Ss to scan the passage and judge the right from the wrong.T: please Ss to scan the passage and judge the right from the wrong.statements T F1 The design of the room was in the style which is popular nowadays.2 In fact, the room was made to be a gift.
27、3 Frederick William I decided not to keep it.4 Russians removed some objects from the room before the Nazis arrived.5 The Russians have built a new amber Room at the summer palace.(Keys: ，)Activity3 Close-reading (15min)T designs various kinds of activities and Ss do the activities to fully understa
28、nd the passage.Para.1 T: Please read Para.1 carefully and then take some note about the amber room.The Amber RoomMaterials: _Design: _Style: _Decorations:_The length of time taken to complete:_Para.2-4Please read Para.2-4 carefully and then find out the removal of the room.Fill in the blank. The tex
29、t is organized of in the order of _.(Keys: time)- 7 -PrussiaThe winter palace The summer palace Konigsberg?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 WhatFrederick William IPeter GreatCatherine IINazi AmyPara.5Pleas
30、e read Para.5 carefully and then find out the the rebuilding of the amber room.- 8 -A new Amber RoomWhoWhatWhereWhenWhyAims 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 k
31、ey 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 should rebuild the cultural relics. T give the example of “Yuan Mingyuan” which is a cultural relics. Ss share their op
32、inion on the issue and the reasons.- 9 -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 t
33、he 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.A: the one who has visited the palaceB: the one who is curious about the Amber RoomA: Last week, I visited the new Amber Room, the journey is so pleasant.B: co
34、uld you please tell me something about the Amber Room?A:.Aims These two activities are to develop the Ss comprehensive language competence. The role play serves to be an output of the reading and an evaluation of their learning. Homework (1min)Ss write a summery of the history of the Amber Room and hand it in the next day.Ss review the words and phrase of the passage and make sentence with each.- 10 -Blackboard designUnit1 In Search of the Amber RoomCultural relicsPrecious Valuable RareAt warIn returnamazing fancystylereceptionremove
