Teaching plan for period 5 Unit3, Module1
Lecturer: 陳力
Class: Class 4, Grade 1
Time: Oct 18th, 2007
一．Teaching content:
Using language: Extensive Reading & writing
Page 22 Period 5 Unit 3 Journey down the Mekong
Module 1 New Senior English for China
二．Teaching aims:
1. Knowledge:
1) Enable the Ss to get a general idea of the second part of Wang kun’s Travel Journey.
2) Get the Ss to know what Wang kun sees, hears, does and feels in the trip.
2. Ability:
1) Develop Ss’ reading ability by finding the useful details in the passage.
2) Develop Ss’ writing ability by organizing the structure of the letter.
3. Emotion:
1) Enable the Ss to love and enjoy nature.
2) Develop the Ss’ sense of group cooperation.
三．Teaching ways:
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
四．Teaching aids:
a multimedia computer
五．Important points in teaching:
Reading Practice:
Enable the Ss to learn how to find useful words and phrases in the passage to generalize what Wang kun sees, hears, does and fears in the trip.
六．Difficult points in teaching:
Writing Practice:
Get the Ss to know how to write the letter by the learnt knowledge in the class.
七．Teaching procedures:
Step 1: Revision
T: Do you still remember what we learnt last time?
Ss: Journey down the Mekong River.
T: Yes, the 1st part of Wang kun’s travel journal: The Dream and the Plan. What is their dream?
S1: To travel down the Mekong River by bike.
T: Good! Today we are going to learn the 2nd part of Wang kun’s travel journal: The night in the mountains.
Step 2: Pre-reading
T: First. Look at the title: What can we predict from the title? Can you predict the time and place that the story happens? When and where does it happen?
S2: Time: at night in autumn.
S3: Place: in Tibetan Mountains.
T: Good! Have you been to Tibet before?
Ss: No.
T: So let’s look at some pictures of Tibet.
(Show Ss the pictures of Tibet: the river of Brahmaputra, Qinghai-Tibet Plateau, the Potala Palace and etc.)
Step 3: While-Reading
T: That’s the view of Tibet. Do you like the view of Tibet?
SS: Yes!
T: Well, Wang kun is in Tibet now. Let’s see what Wang kun is going to tell us about his trip in Tibet.
Task1: Skimming and scanning
T: Read the passage quickly and silently. Try to answer the two questions below:
1. How does Wang Kun feel about the trip now？
(He is starting to like it/ enjoy it.)
2. What do you think has changed his attitude?
(Seeing how beautiful the land is has changed Wang Kun’s attitude.)
Task2: Careful reading
T: As Wang Kun is starting to enjoy the trip. Let’s see what Wang Kun is going to tell us in details. Read the passage more carefully this time. Try to find out what Wang Kun sees, hears, does and feels in his trip. Fill in the form while you’re reading.
See 1. Snowfall 2. Clear sky 3. Bright stars
Hear Almost no sound but that of the fire
Do 1. ride bicycle in the snow
2. change autumn clothes to winter clothes
3. change winter clothes back to autumn clothes
4. put up tents to make camp
Feel 1.(legs) heavy and cold
2. to climb the mountain was hard work, but to go down the hills was great fun.
3. can hardly wait to see their cousins.
Step 4: Pre-writing
T: After you have known what Wang Kun sees, hears, does and feels in the Tibetan Mountains, are you interested in going to Tibet?
Ss: Yes.
T: So is Mary, Wang Kun’s friend. After Mary had read Wang Kun’s travel journal, she decided to go to Tibet for a trip. However, her parents didn’t allow her to go there. But Mary is a determined girl. Once she has made up her mind, she will never change it. So she wrote a letter to Wang Kun for help. After Wang Kun received Mary’s letter, he decided to write a letter to Mary’s parents in order to persuade them to let Mary go to Tibet. So if you were Wang Kun, what would you do? How would you write the letter to persuade Mary’s parents?--That’s our writing task today.
Step 5: While-writing
T: So first, what is the organization of the letter?
Ss:
T: Good! Now let’s discuss the letter part by part.
As the last part is the most important one. Let’s discuss it first. Why is it worth going to the Tibetan mountains? If we want to express some ideas we can use: I think, I believe, in my opinion, and so on.
Now discuss it with your deskmates. Then write it down on a piece of paper if you have conclusion.
S4: Tibet is a beautiful place, so I think it is worth going there.
S5: In my opinion, if Mary goes there, her mind will be opened by the view of Tibet.
T: Good! Now let’s see how to write the 2nd part: Mary’s determination. I think you can use these words and express:
Stubborn, insist on, determined, make up one’s mind and change one’s mind.
After we have discussed how to write each part, then think about how to join them together. Here, we should use some transition word: for one thing…for another, first…and/next…in addition/what’s more… the most important is…
Step 6: Homework
T: Please improve your writing and hand it in tomorrow.
八．教后反思：
1、 教師講的太多，應讓學生多發(fā)揮。
2、 應養(yǎng)成純英語的課堂氛圍，特別是一些指令性的語言，只用英語完成，不必再加中文翻譯。
3、 本堂課文Using language, 是要把reading的內(nèi)容作為writing的材料。但明顯學生沒有明白這個意圖，故在While-reading后Pre-writing前加一個Post-reading, 談論：Is it worth going to the Tibet mountains? 這樣，學生對于如何將這一內(nèi)容融入到寫作中去就更明確了。