初中外研版 (新标准)Unit 2 I was born in Quincy.教案

Analysis of teaching material

1. The topic: The past life

2. The Function: Describe the home town and childhood

3. The teaching material: Part 1 is changed into a warm-up which is about the teacher’s past life. The new words will be mentioned and taught. Part 2, altogether there are five short paragraphs in the passage and each paragraph introduces different aspect, including the location of Quincy, some history facts of Quincy and Betty’s living environment and Betty’s friends. The reading material will be read for several times to fulfill the tasks including predicting, filling the blanks, and answering questions which is difficult and demanding. The exercises in the book won’t be adopted. So several steps are designed to lay the foundation for students’ final output, to describe the past life, including the hometown, the childhood and some other aspects.

Analysis of students:

1. The topic “past life” is close to students’ real life. My students are willing to share about their life with others.
2. Most students have learned the words and expressions like “the living room, kitchen bedroom, bathroom”. They have also already known the sentence pattern “there be”. This may help students understand the passage easily.
3. The students are in the process of building up their own learning confidence and they are easy to be motivated in English learning. Most students in my class are beginning to obtain some basic reading strategies. However, most of my students are reluctant to read because they considered reading as a difficult task. They don’t have many experiences as well as much experience in reading, not to say appreciating the nice expressions in the passages. The consciousness and interests of reading often lack among students. As a result, they just can get the main idea of the passage, but they can’t think deeper through the expressions. Considering this fact, I design a certain number of activities which involve them to accomplish easy tasks to difficult ones so that they could build up confidence and taste the interest of reading.

Teaching objectives:

By the end of the session, most students will be able to understand the passages about someone’s past life in a place and write about their own past life in a place. This will be achieved by

1.  using the reading strategies of scanning and skimming to get the main ideas and specific information,

2.  learning the expressions of describing a place

3.  analyzing the logic of the passage to get further understanding of describing the past life

4.  discussing and sharing with others to cultivate the ability of thinking in English.

Teaching focuses:

1. to appreciate the good expressions of describing a place with the sentence structure “there be” and the preposition “with”,
2. to get further understanding of the passage about people’s past life and cultivate students,
3. to think deeper while read a passage and know how to describe the past life better.

Anticipated difficulties:

Students may feel it difficult to

1. think deeper and understand more when they read the passage,
2. summarize what to mention when they describe the past life.

Solutions

1. Stimulating students to discuss around some questions and make them to think more about the topic,

2. Using the mind map can help students summarize the aspects around the topic.

Teaching methods: Task-based method

Learning methods: discussion, Summarizing

Teaching aids: Multi-media, blackboard

Teaching and learning arrangement

Stages/ timing

Activities

Purpose

Before reading

Warming-up(8mins)

Step1. Guessing

Guess “Where was I born?” Show a picture of my hometown and a picture of a city.

Step 2 Free talk about “What was the village like?” “What was the house like?”

Students are supposed to talk about the village in the picture freely with the sentence patterns “It was…” “There was/ were…”

Step 3 Introduce the White House

This step is to lead to the topic “past life” and to simulate active learning. Students may feel interested in the teacher’s hometown, especially when it is a village. This may arouse students’ interests in the lesson. At the same time, students can know the difference between “house” and “apartment”. For the students in the cities, they live in the apartment and even when they were young. Though “apartment” is not the new word in the module, it’s still necessary for students to know.

In students’ opinion, houses may like their apartment, but in the teacher’s hometown, the house is quite different. Students may feel interested when talk about the house there. Therefore, this step aims to help students get prepare for the topic and get the understanding of the word “comfortable” and help students understand the words “kitchen, bedroom, bathroom and living room”. Although these words are new words in this module, students have already known their meanings and spelling. I’ll just review these words in this step.

This aims to help students understand the words “house, presidents” and the past form “was” better. Comparing my old house with the white house may arouse students’ interests and this can also make students interested in the culture. Different houses have different meanings.

Before reading

Predicting

(2 mins)

Step4. Predicting “What can we probably read about?”

a. guess what we can read

Students are supposed to guess what they may read in the passage.

b. skim the passage and check if their answers are right.

Students are supposed to read quickly and find out the key words to check their answers.

This step aims to develop students’ ability of predicting with the help of the title. This may activate students’ background knowledge and it can also arouse students’ learning interest and attract their attention at once.

While-reading

Skimming &Scanning (20mins )

Step5.Read and match the headings with each paragraph

Students are supposed to read quickly and match the headings with each paragraph.

Step 6 Read and fill in the chart.

Students are supposed to read the passage carefully and find the specific words or expressions to fill in the chart.

Check the answers of the chart.

1. Show the map of the USA and make sure students understand “east coast”

2. Show the photos of John Adams and John Quincy Adams. Introduce them briefly: John Adams was the second president of the USA. John Quincy Adams was the sixth president of the USA.

3. Show the sentences from the passage to make sure students really understand the sentence patterns and help students consolidate the structure.

This aims to develop students’ reading skill—skim to get the main idea of each paragraph. This helps students to get the first impression of the passage.

Here is for students to develop the reading skill—Read for details. The information students need to find is the key information for the passage. Therefore, while checking the answers, students are still learning and consolidating the words and expressions, even the sentence patterns and the structure of the passage.

Checking the answers is not just for the specific information, but also for the culture and the expressions. The pictures and the sentences are shown for students’ better understanding of Quincy and also contains the culture of the America.

While reading

Read and discuss

(6 mins)

Step7.  Read and discuss with the partners around the four questions.

1. Check the answers to the questions and show the sentences again to help students consolidate the structure.

2. Check the answers and tell students some cultural elements.

This step is for students to think deeper and cultivate their students’ critical thinking. To answer the questions. Students are supposed to read the passage carefully and think in English. This is a very important ability.

This step is for students to use the language and to get a further understanding of the passage. In order to answer the questions, students are supposed to find the sentences in the passage and organize the answers in their own words.

This step aims to arouse students’ emotional attitude and cultivate students’ humanistic quality which becomes more and more important in English learning. This step also aims to cultivate students’ cultural consciousness.

Post reading

Production

(7 mins)

Step 10  Let’s share

Students are supposed to work in groups of four and talk about their past life with their group members.

This is for students to drill after the given structure. This step is also to evaluate how well the students have mastered the content of this lesson and to offer students a real situation to use what they’ve learned to talk about their past life.

Homework

A(for the whole class):

Write a passage about your past life

B(optional 选做):

Ask about your parents’ past life and take notes

 This is a reading lesson, but also reading for writing. Therefore I design an assignment for the whole class to write about their past life to help Students consolidate the structure of writing the past life.

As for the optional assignment, by asking for their parents’ past life, students may find it quite different between people’s past life. They may also feel interested in their parents’ past life. This may make students understand more about their parents so as to cultivate students emotional attitude.

Blackboard Design

This blackboard designing not only shows the key sentence structure, but also make a summary of module two under the topic the past life.

Using the mind map makes a clear blackboard presentation. It helps the students to make a summary at the end of the class. They will have deep impression on what they’ve learned in this lesson.