Teaching Material | P 26, Reading, Unit 3 Around Our School, Cambridge English for Schools Students’ Book One (See Attachment I) | |||
Teaching Object | Class 7(A) Junior Two, Hangzhou Foreign Languages School | |||
Teaching Aims | 我身边的英雄Criteria | Notes | ||
1. The main task (Outcome) The students will be able to write a letter to Anne and post it on the blog, where Anne will be able to read. | 这是本节课主要任务，其它活动都是为此做准备的。 | |||
2. Language Focus (1) The students will be able to u the following words and pattern properly in given situations or their daily life: flat; café; in the north/ south/ east / west of … (2) The students will be able to describe the different locations of the buildings in their school, which is a boarding school, and activities concerned. | 本单元主题是Around our school，所以学校的方位和附近环境描述是学习重点。语言要点就是根据这个定位，并结合学生实际解读、提取的。 | |||
3. Language Skills The students will be able to find the places (in the jigsaw puzzle) according to the letter. | 这个很生活化的活动可训练搜寻有效信息的阅读技能。 | |||
4. Learning Strategies (1) The students will be able to guess and reason the presumption by the information collected from the reading of the letter. (认知策略) (2) The students will be encouraged in groups to write back a letter about their school scaffolded with patterns from the text. (情感策略) | 学习策略是在学习活动中得到体验的。因此根据学生学习能力的特点，把推测能力（认知策略）和合作能力（情感策略）的培养分别结合到阅读和写作活动之中。 | |||
5. Affection The students will be able to focus their attention on the classroom instruction and performance. | 初二阶段应该培养学生的学习意志，从单纯的兴趣过渡到有意识学习。 | |||
6. Culture The students will be able to aware the precautions they might need to take while writing to a pen pal at the very beginning. | 方位和环境描述、书信写作是语言层面内容，背后是文化知识和意识。所以在课堂活动中，要引导学生关注此类内容和活动。 | |||
Difficulties | The students might find it short of time to construct a letter with a good logic order and in well-organized language. | 初二写作训练刚刚起步，是难点。解决办法有三个：教师适当提供支架、组织小组合作学习和足够时间。 | ||
Teaching Aids | Blackboard, Chalk, Computer, Overhead Projector, Visualizer, Jigsaw Puzzles, letter paper, a treasure chest | |||
Setting | The students sit in four-member groups around desks. | 这样的设计有利于学生的合作学习 | ||
Procedures & Activities | ||||
Teaching Procedures & Activities | Learning Procedures & Activities | Notes | ||
I. Pre-task pha: to talk about the blog | ||||
The teacher is going to play the song Big Big World and open the website BBW to introduce them the blog and the theme “Big Big World”. — Shall we sing a song together? — Do we live in a big big world? How big is this world? But I say it is a small world after all. Why? Internet, emails, msn make the world small. Here is a blog. It’s our blog. We can e each other on holiday over this blog. | ⑴The students are going to listen to and sing along with the English song Big Big World. ⑵They are going to have an interaction with the teacher, answering some questions. ⑶They are going to be encou- raged to talk about any blog they know. ⑷They read the blog together to warm themlves up for the following activities. | 教师建立一个博客BB World，为课后教学构建平台，并以博客主题歌给学生热身，培养学习情感。活动形式以师生活动为主。 | ||
II. Task–introduction & Task–acknowledgement | ||||
The teacher is going to inform the students what they are going to do in this lesson and what their final outcome will be. — A girl named Anne visited the blog and she left a letter. Are you interested in writing her back?林长民 — In today’s class we are going to read her letter and write her a letter back. | The students are going to be informed what they are going to do in this lesson and what their final outcome will be. At the same time they are going to be encouraged to size up the tasks, as well as themlves. | 告知学生本节课的主要任务体现了师生民主平等，也有利于学生自主规划、主动参与活动。活动以教师讲解为主。 | ||
III. Pre-reading task: to predict the possible content of Anne’s letter | ||||
The teacher is going to help the students form the schemata by a discussion of the following question betweet partners. — Before we open the letter, can you predict what she might write in her letter? The teacher wirtes the following two patterns on the Bb if necessary to t up a scaffold before the pair work:合法的防身器具 She will tell us … She wants to know … and takes down the possible guess and also the questions on the blackboard after the pair work. | 1. The students are going to predict the possible content of Anne’s letter. 2. The students are going to work in pairs. Each pair will either give a ntence to predict what she might write in her letter or will think of a question Anne may ask. 3. Some pairs of students are going to tell what they predict. | 读前活动重点在于构建学生阅读图式，为下步阅读活动做好铺垫。在这个过程中，训练学生预测能力。在语言方面，如果学生有困难，教师提供一个“支架”。活动以自主和pair互动为主。 | ||
IV. While-reading task: to read for information needed | ||||
1. The teacher designs some questions to help the students pick out the things Anne talked about and questions she raid already, and to encourage them to reason some presumption. — What did Anne write in her letter? — What did she ask in her letter? — What are the things she doesn’t talk about? Why not? — Is this a first letter or not? — What are the questions you think is polite to ask in your reply letter? 2. The teacher will go around the class to obrve, help and monitor while the students work in pairs or in groups. For reference: Tips & Warnings for a first letter: ● Remember not to share too much too soon. Wait until someone knows you before you air your family problems and crets. ● U careful judgment when deciding how much information to share with a stranger. Always be cautious when it comes to revealing personal information. /how_13423_write-first-letter.html | The students are going to read the letter for information needed. 1. Through the text reading and their prediction comparing, in- divivually, the students are going, to read Anne’s letter and to pick out the things that she talked about in her letter and questions she raid already. Then they are going to have a class interaction to collect what thye pick. 2. They are going to have a discussion in pairs or in groups about what Anne didn’t refer to her letter and then to have a class interaction to collect their ideas. 3. They are going to have a further discussion in pairs or in groups about whether Anne’s letter is the first letter or not according to what they find she didn’t write. 4. They are going to work in groups to aware the precautions they might need to take while writing to a pen pal at the very beginning. | 阅读本身是个信息输入的过程，应该是学生自主活动。教师的主要任务是搭建支架（如设计问题）提高学生阅读的效率，提供足够时间让学生自主阅读，设计话题诱发小组合作学习，同时教师提供必要的资源。因此这阶段活动主要以学生自主、合作为主，教师的责任以调控、评价、帮助等为主。学生的阅读活动从自己的预测（图式）与文本的互动开始，获取主要信息（Anne告知的和询问的），并通过学生间互动（小组合作），深入解读信息背后的文化知识（tips & warnings for a first letter）。 | ||
V. Post-reading tasks | ||||
Task one: a jigsaw puzzle | 读后活动的主要目的是操练语言、拓展话题。为此，这里设计了三个任务，贯穿两条主线：语言和话题。 任务一主要通过完成jigsaw puzzle，让学生体验方位的表达。这一活动建立在文本理解的基础上，既要训练学生的scanning能力，又要引导他们关注有关语言的表达。活动以学生合作互动为主。 | |||
The teacher is going to help the students complete the jigsaw puzzle. 1. The teacher is going to give them the jigsaw puzzle and to organize the group work. 2. The teacher will go around the class to obrve their group work, and help them if necessary. 3. The teacher will make some comment about their work. The possible answers to the puzzle: ⑴ is the Teacher’s Hou ⑵ is the school ⑶ is the park ⑷ is the swimming pool | The students are going to complete the jigsaw puzzle according to the information from the reading text. 1. They are going to to scan for the information needed and to work in groups to complete the jigsaw puzzle. They are going to give the reason why they put each piece in the particular place. 2. Some groups will be chon to prent how they work out the puzzle and why they put the piece in the place before the whole class, with the help of the overhead projector and the computer. | |||
Task two: a treasure hunting game | 任务二是一个寻宝游戏。在游戏前，教师要搭建一个“支架”，提供一些图片、地图和相关情景，并通过师生互动，帮助学生正确理解、操练、使用有关词语，为游戏活动的有效开展打好基础。在寻宝游戏活动中，学生一方面要思考、猜测，另一方面要积极使用语言表达自己的思考和猜测。这个任务主题已经脱离了文本，但训练的还是文本中语言，因此是属于半控制型活动。这样的拓展有利于学生运用相同语言，表达更广的类似主题。活动以学生小组合作为主，教师适当参与一些互动。 | |||
The teacher is going to organize a treasure hunting game. 1. The teacher is going to prent some pictures and maps as a scaffold to help the students learn the new language points, like “flat”, “cafe” and “in the … of …”. The teacher will help the students with the pronunciation if necessary. 2. The teacher is going to organize a tresure hunting game, ⑴ telling them how to work: — Work in a treasure hunting group! Discuss in groups where the treasure is? Who might find it? Why? (2) giving an example as a scaffold for their language if necessary: — I think the treasure is in the south of the town. It might be in the swimming pool. I will find it, becau I go swimming there every day. (3) prenting a finished jigsaw puzzle on PPT: — Jigsaw puzzle is helpful in treasure hunting. Anne has hidden some treasure somewhere on this map. (4) preparing a box of chocolate with a large piece of paper “Write and tell me about your town and school.”, as well as four candies for the winners. 美苏冷战For reference: The big treasure is hidden in the café. The places are “café, flat, swimming pool, muum, factories, library” The other places will have an encour- aging ntence and four candies for the group. | The students are going to hunt for treasure. 1. Before the game, they are going to learn some language points and to practi dscribing some maps with them. 2. They are going to work in groups to hunt for treasure in the jigsaw puzzle they have finished. And they will be encouraged to u the language points they have practid. 3. Some groups will be chon to prent before the whole class with the help of the overhead projector and the computer. If possible, team work is encouraged, that is, one student reports while another points out the place where they think the treasure is hidden. | |||
Task three (main task): introduction of our school | 任务三要求通过写信形式介绍学生自己学校的设施布局。这是一个“follow-in”活动，其主题内容进一步拓展，让学生有更多的自主、合作的空间。但是书信写作对于刚刚进入初二学习的学生来说有有一定难度，尤其是整个语篇的构建。为此，教师要搭建“支架”，提供给学生一个不完整的书信，帮助学生把注意点定位在方位的描述（这是本节课的重点），同时为课后的书写回信提供一个样本，降低难度。另外，教师要有意识规范小组活动，明确小组分工，提高合作活动的效率。这样除了能够培养学生合作学习的能力，也能降低任务的难度。第三个降低难度的措施是提供足够的活动时间。活动以合作学习为主。 | |||
The teacher is going to guide the students in letter writing. 1. The teacher is going to prent a map of Hangzhou Foreign Languages School. 2. The teacher is going to tell the students how to group and what to do in the group work. 3. The teacher is going to provide an imcomplete letter to t up a scaffold to make the writing easier, if necessary. The scaffolding pattern: Dear Anne, We live in Hangzhou! It is a … city in the … of …! … … is in the … of the school. We like … there. Near the … is …. We … … is in the … of the school. We often …there. There are …. Near the … is … We … Write and tell us more about your _________. Love _________ 4. The teacher will leave students time to write a letter, go around the class to monitor their work, and offer any necesaary help. 5. The teacher will make some comment on Ss’ letters. | The students are going to write a letter back to Anne about their own school. 1. The students are going to group themlves and to have different roles in each group activity. Student A: a map designer 爱的家园Student B: a cretary Student C: a prenter Student D: a commentator 2. They are going to read the map of their school and the map designer is going to mark the names of some places in English. 3. They are going to describe the locations of different buildings on campous and what they do there and decide what to write in the letter. The cretary is going to take some notes and to complete the letter together with partners in the group. 4. The prenter of the group chon is going to read their letter to the whole class. 5. Some commentators are going to make some asssment on the letter. | |||
VI. Homework | ||||
A letter writing task: The students will write a letter to Anne individually about their own town. 1. Draw an English map; 2. Write a letter and try to u the patterns and words learned in this class; 3. Polish the letter and put it into the computer; 4. Send the letter to our blog , which Anne is going to read them. | 课题作业是一个“further-up”任务，比读后活动中的任务开放。经过课堂的一系列任务活动，学生应该有能力完成这个任务。作业设计中的详细步骤目的在于降低任务的难度，培养学生良好的写作习惯。博客的建立不但建立了一个互动平台，而且也增加了时代的生活气息，拓展了学生的学习资源。 | 草鱼饲料配方|||
Blackboard Design | ||||
What Anne might write What Anne might ask … … | 板书设计力求重点突出，简洁明了，以吸引学生的注意力。 | |||
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