Lesson planLesson planNSEFC Module2 Unit Reading InTeacherTeacher:PeriodPeriod：Period1TypeType：ReadingDuration:Duration: 45minutesTeaching ideologyTeaching ideologyThe current theory view reading as a interactive process which involves not onlythe 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 witheach other and compensate for each other. Based on the understandingof reading asan interactive process, teaching reading in the classroom is divided into threestages in which the top-down and bottom-up techniques integrated to develop thestudents language efficiency in general and reading strategies. The three stagesare pre-reading, while-reading and post-reading.TeachingTeachingmaterialmaterialconditionconditionandandlearninglearningThe analysis of teaching materialThe analysis of teaching materialThe teaching material is the reading part from NSEFC Module2 Unit. The topic ofthis unit is. This passage mainly introduces .The passage consists ofparagraphs. The first paragraph is a general introductionof the. Para.2 to Para.4 introduces. The last paragraphtells about. The topic is not new to the Ss. But there is some new wordsand phases in the passage.The analysis of learning conditionThe analysis of learning conditionThe students are from grade1 in senior high school. As high school students, theyhave achieved certain English level and they have the ability to get the basic ideaof the reading. Since they are in grade1, they are easily activated and want to airtheir own opinions on the topic. They are familiar with the topic of andknow some. But they may not knowbefore. Moreover, their vocabularyis limited so they may have difficulties in understanding some sentences.Learning objectivesLearning objectives1. Language skills1. Language skillsAt the beginning of the class, Ss can predict the content of the passage basedon the title.Ss can scan the passage and find out the specific information such as the personrelated withSs can summarize the passage with the help of the clues of the passage.2. Language knowledge2. Language knowledgeSscanmasterthekeywordsandphrasesofthepassageasfollows,.Ss can learn, especially3. Affects3. AffectsSs will realize that and they will concern themselves withthe issue of4. Cultural awareness4. Cultural awarenessSs will broaden their minds by knowing something about5. Learning strategies5. Learning strategiesSs will cultivate their ability individual learning and cooperative learningby doing some activities independently and some in groups.Ss will communicate with each other in English while doing the group work.LanguageLanguagefocusesfocusesandandanticipatedanticipateddifficultiesdifficultiesLanguage focusesLanguage focusesThis 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 aspredicting, skimming, scanning and summarizing.It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAnticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties inunderstanding the passage. So the teacher will help them learn the new words andphrases.Ss may did not heard before, so the teacher will tell them somebackground knowledge about it.Teaching methodTeaching methodThree-stageThree-stage modelmodel: Based on the understanding of reading as an interactive process,teaching reading in the classroom is divided into three stages in which the top-downand bottom-up techniques integrated to develop the students language efficiency ingeneral and reading strategies. The three stages are pre-reading, while-reading andpost-reading.Teaching aidsTeaching aidsMultimedia devices and PPT documents: In order to help Ss to fully understand thewhole passage, I adopt Multimedia devices and PPT documents to bring the real-lifesituation into the classroom.Teaching proceduresTeaching proceduresStep1. Lead-in (6min)Step1. Lead-in (6min)Activity1. Greetings and Free-talking (2min)Activity1. Greetings and Free-talking (2min)T Leads into the topic by asking Ss some they know. Ss tell the name of thethey know freely.T: Hello boys and girls.(Ss say hello to the teacher.)T: When we say, what appears in your minds?(Ss tell the things appear in their minds freely.)T: What are the ?(Ss tell some names of .)Activity2. Picture-talking (4min)Activity2. Picture-talking (4min)T shows some pictures about the in China and abroad. After seeing the pictures,Ss are expected to tell the similarities of them.T: Just now, you talk about some in China. Now, let s see some picturesof some. (T shows the pictures and Ss see them carefully.)T: What do thehave in common？For example, they are very precious. Whatare your opinions?(T gives them some hints and Ss tell the characteristics of) Aims AimsIn this step, T first leads in the topic by talking with the Ss freely aboutthe which is familiar to them and then Ss see some pictures and tellthe characteristics. These two activities aim to arouse the Ss interests inthe topic and activate their old knowledge of. Then Ss will be mentallyprepared for the reading comprehension. Whats more, when they are talkingabout the charateristics of, they will realize that the arerare and precious and they will concern themselves with the issue of.Step2. Pre-reading (3min)Step2. Pre-reading (3min)Activity1. Knowing something aboutActivity1. Knowing something about (1min) (1min)T gives a brief introduction of the. Ss will know the .T: Today, we are going to learn. It is. Do you know whatis?(T shows some pictures ofand Ss get to know the.)Activity2. Predicting (2min)Activity2. Predicting (2min)T asks Ss to read the title of the passage and then ask them some questions. Ss willpredict the content of the passage with the help of the title.T: please look at the title “”, what does “动词” mean?(If the Ss can not give 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.) Aims AimsIn this step, the Ss first know some information of the; the backgroundinformation will make it easier for the Ss to understand the passage. Then T asksSs to make predictions about the passage. It aims to help Ss develop the readingskills of predicting.Step3. While-reading (22min)Step3. While-reading (22min)Activity1. Skimming (4min)Activity1. Skimming (4min)Ss skim the whole passage and find outand check their predictions.T: Why are people still? 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)Fill in the blank.The text is organized of in the order of _.(Keys: time)Activity2. Scanning (3min)Activity2. Scanning (3min)T presents several true or false statements and asks the Ss to scan the passage andjudge the right from the wrong.T: please Ss to scan the passage and judge the right from the wrong.12345statementsIn fact, the room was made to be a gift.Frederick William I decided not to keep it.The Russians have built a new amber Room at the summer palace.TFThe design of the room was in the style which is popular nowadays.Russians removed some objects from the room before the Nazis arrived.(Keys: ，)Activity3 Close-reading (15min)Activity3 Close-reading (15min)T designs various kindsof activities and Ss dothe activities to fullyunderstandthe passage.Para.1T: Please read Para.1 carefully and then take some note about the .Materials: _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.?KonigsbergThe summer palaceThe winter palacePrussiaPlease read Para.2-4 carefully and then find out the person related with the AmberRoom and the things them down with it.peopleFrederick William IPeter GreatCatherine IINazi AmyWhatPara.5Please read Para.5 carefully and then find out the the rebuilding of the amber room.WhoWhenA new Amber RoomWhatWhereWhy Aims AimsBy doing some many activities, the Ss will develop their reading strategies andlanguage efficiency. T help the Ss study the passage paragraph by paragraph. Sswill learn some key words and phrases in the passage.Step4. Post-reading (12min)Step4. Post-reading (12min)Activity1. Dissuasion (6min)Activity1. Dissuasion (6min)Ss have learned the rebuilding of the passage and T asks the Ss to discuss whetherpeople. T give the example of “” which is. Ss share theiropinion on the issue and the reasons.We should rebuild it._We should not rebuild it._Activity2. Role-play (6 min)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 the palace. The other acts asone 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: could you please tell me something about the Amber Room?A:. Aims AimsThese two activities are to develop the Ss comprehensive language competence. Therole play serves to be an output of the reading and an evaluation of their learning.Homework (1min)Homework (1min)Ss write a summery ofSs review the words and phrase of the passage and make sentence with each.Blackboard designBlackboard designUnit1 In Search of the Amber RoomValuableRareAt warIn returnamazingfancystylereceptionremoveCultural relicsPrecious