Book 2 Unit 1 Reading teaching plan教案

Teaching planBook 2 Unit 1 Cultural RelicsWarming up & Reading: In Search of the Amber Room Teaching materialBook 2 Unit 1 Reading ：In Search of the Amber RoomTeaching aims 1.knowledge and skills：1)The students will learn and master the useful words , phrases and sentence patterns in this period.2)The students will improve their reading techniques: skimming and scanning.2.Process and method : 1）.The students will develop their reading speed.2).The students will get a better understanding of the content and structure of the passage.3. Emotion and attitude: 1).Learn to improve their cooperative ability by joining in group work. 2).learn how to talk about cultural relics and have the sense of protecting cultural relics.Background analysis:1. Ss: a. 50 junior high school students, Grade 1.          b. They have learned in senior 1 only for half a semester, so they are not familiar with using skimming and scanning. Whats more, they dont have much knowledge of words and expressions for Cultural relics.         c. the Ss don't have an awareness of using reading strategies, and dont know how to use what they've already learnt.  2. Lesson duration: 40 minis.Teaching important pointHow to help the students to use different reading techniques for different reading aims.Teaching difficult points(1).How to help the students understand the passage better.(2).Enable the students to share the basic information of the amber room with others.Teaching methods1Cooperative learning 2. Task-based teaching Teaching aids1. the multimedia 2. the blackboardTeaching proceduresTeachers activities Students activitiesDesign intention Step1.Greeting1. Greet the whole class.1. Greet the teacher.Greet each other and create a friendly atmosphere.Step2Warming up1.Make the students to know learning tasks and rules of cooperation.2.Guessing game.Show the students pictures about world-famous cultural relics and get them to guess what they are.Look and listen to the tasks and rules carefully.watch and listen carefully to give the answers.Get the students prepared for the following learning.While watching, the ss can enjoy the wonders around the world, thus beginning the new lesson.Step3pre-reading1.lead-in of amber:Show pictures of amber.Play a video about how an amber came into being. 2. Prediction:Ask the students to look the title and picture, and predict.: What may be written in the text?Look the picture carefully and watch the video to learn the knowledge of amber.2.Students look at the title and subtitle and give their prediction.Attract the ss attention by video and get them interested in the topic.Develop the ss ability of prediction through title and pictures in the book.Step4While-readingI. Skimming: Reading for general idea.1.Make the students to skim the passage in limited time and get a general idea of the passage, then match the main ideas with each paragraph. The Amber Room and its design The history of the Amber Room The missing of the Amber Room The rebuilding of the Amber Room2 Match the characters and the events.II. Scanning: Reading for details1.Read the passage quickly and findout who , when ,and where inthe passage. ( clues 線索）(3 m.)2.Ask the students to read the passage again and present the form on the screen to get students to fill in.PurposeIt was made not to be a _, but for the _ of Frederick I. Whathappened to the Amber Room. 1716_. 1770_.1941_.2003_.1.Students skim the passage and work in groups to find out the answers. .2 Students work individually to give the answers according to the passage.Students read the passage and find out the answer. Students read the passage again and work in groups to fill in the form. Then answer the questions.Ask the ss to finish reading in limited timein order to develop the ss fast-reding skills. Help the ss improve the ss ability of getting main idea through skimming.It is similar to the former exercise. Get the ss to finish it individually to help them learn on their own.Develop the ss ability of getting detailed information through scanning.Help the ss improve the ability of getting and dealing with the detailed information.Step5Post-reading1. Read the text again and choose the best answer.1)The Amber Room was made for _. A. Catherine II B. the palace of Frederick I C. Peter the Great D. the Prussian people2) The king of Prussia who gave the Amber Room as a gift to Russia was _. A. Frederick I B. Frederick William I C. Peter the Great D. Catherine II3) The Amber Room was stolen by _. A. Russian soldiers B. German soldiers C. People in Konigsberg D. People in St Petersburg4) The new Amber Room looks much like the old one because _. A. the Russians and Germans are good at building the Amber Room. B. it was rebuilt by the Russians and Germans with the help of its old paintings and photos. C. they found the site of the Amber Room. D. Catherines artists gave detail advice. 2. Fill in the blanks with proper words.Ask students to fill in blanks to finish a short summary.Summary: IN SEARCH OF THE AMBER ROOM Amber Room, was first built for _ _ _ Frederick I. In 1716, Frederick William I gave it to Peter the Great _ _ _ of friendship and _ _ he got the Czars 55 best soldiers. Thus the Amber Room became part of the Czars _ _ in St.Petersburg and served as a small _ _ for important visitors. Later,Catherine II told her artists to _ more details _ its design. Unfortunately, in September,1941,When Russia and Nazi Germany were _ _,the Amber Room was secretly _ by the Nazis. After that,the Amber Room _ _. While the search for the old room continues, the Russians and Germans have built a new Amber Room.3. Discussion :Suppose Alice were travelling with her parents in St. Petersburg in Russia. when she saw the beautiful ambers, she wanted to touch it. But she were stopped by her mother.Discuss: Should Alice touch the ambers? What other bad behaviors do you know about? What should we do to protect the cultural relics? What should not?Get the ss to think carefully to choose the right answer.The ss fill in the blanks without looking back at the passage to consolidate what they have learned.Students think about the question and give opinion according to what have learned in this class.In this stage the main purpose is to get the ss to use the language theyve just learned, to output what theyve learned.This exercise is mainly to check the ss comprehension of the passage. At the same time, it is similar to the reading comprehension in exams, helpful to practice the useful skills for exam.Read aloud the summary to get a better understanding. The ss have already got enough input of language during reading and listening, so it can improve the ss communicative skills while outputting language through speaking and acting. Discussing the question helps the ss think of protecting the cultural relics as well as what should be done with them.Step6Homework Tell the students the homework and present it on the screen.Try to retell the story about the Amber Room.Students listen and look carefully and get ready for doing the homework.The homework will get the ss keep reading and thinking the topic of the unit.Blackboard design Unit 1 Cultural relicsClues rare Characters valuable Time survive Places select Style Belong toShowing the key words and new vocabulary to the ss is essential because it will leave a deep impression on the ss so that they can remember them better.5