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1、Unit4Period1ReadingandthinkingGoodevening,dearjudges.Itsmygreathonortobeheretopresentmyteachingdesign.ThecontentofmylessonisSeniorEnglishrequiredelectivecourseBook2Unit4ReadingandThinkingJourneyacrossavastland-seeingthetruenorthviarail:VancouverandtheheartofCanada.Tobeginwith,Iwillintroducemybasicte
2、achingelementsfromfiveperspectives.1.AnalysisofthebasicteachingelementsAnalysisoftheteachingmaterialThetopicisabout“thejourneyacrossCanadabytrain,whichintroducesthetwosisterslongjoumeyfromVancouvertotheAtlanticcoastfromwesttoEast.Theyhavelearnedaboutthegeography,population,maincities,naturalbeautyan
3、dresourcesofCanadathroughtheirjourney.Itsthemebelongstopeopleandsociety.Throughthetrainingoftheunit,italsorequiresstudentstoIeamsomeLanguageskillssuchastheexpressionsofpositionandemotions.SoitplaysanimportantpartintheEnglishteachinginthisbook.AnalysisoftargetstudentsThestudentsofseniortwohavemastere
4、dbasicreadingskills.However,infaceofcomplexvocabularyandinshortageofcross-culturalawareness,theymayfinditdifficulttohaveagoodcommandofthepassage,whichmeansteachersguidanceisextremelyimportant.MostofmystudentscannotexpressIhemselvesappropriatelybecausetheirvocabularyisquitelimited.SoIwillencouragethe
5、mtousesimpleEnglishtotalkandwritetheirtraveljournal.AnalysisoftheteachingobjectivesInordertopromotethedevelopmentofeverystudent,theteachingobjectivesarelistedinthefollowingparts.1. Guidethestudentstostudythetext,sortoutandintegratetheinformation,andanalyzethestructureofthetext2. Guidestudentstounder
6、standtheroleofdiscoursemarkersintextssuchasinadditionto,infact,eventually,later,since,howeverandsoon3. GuidestudentstounderstandthegeneralsituationofnatureandhumanitiesinCanada,andperceiveandthinkabouttheconvenienceanduniqueexperienceoflong-distancetravelbytrain.analysisofteachingimportantanddifficu
7、ltpoints1. EnablestudentstounderstandCanadasnaturalandhumangeography,historyandculture,andimproveculturalunderstandingandcommunicationskills.2. Guidestudentstoreadthetext,sortoutandintegrateinformation,analyzethestructureofthetext.AnalysisoftheteachingmethodsandlearningmethodsToachievetheteachingobj
8、ectives,therearethreeteachingmethodsusedinthislesson.Theyaresituationalteachingmethod,task-basedlanguageleachingmethodandcommunicativeteachingmethod.Asforthelearningmethod,studentswillbeencouragedtoadoptcooperativelearningmethodtoenhancetheircooperativeawareness.3. PresentationofthetheoriesThedesign
9、ofthisclassisbasedontwoteachingtheories:Product-orientedapproachThecurriculumstandard4. AnalysisoftheteachingproceduresSteplLead-inTobeginwith,IwillplayavideoaboutCanadatoleadthenewlesson.Inthisway,itcanarousestudents*interestandstimulatetheirbackgroundinformation.Step2Pre-readingBeforereadingthepas
10、sage,askstudentstopredictthestyleofthepassage(traveljournal),destination(VancouverandotherplacesofCanada)andthetransportation(byrail/train)basedonthetitleandpictures,whichcanhelpstudentspredictthetextquicklyandmakeapredictionforthereadingactivities.Step3While-readingTask1askstudentstoreadthepassageq
11、uicklytounderstandthemainideaandstructurel)Readthetextandsumupthemainideaofeachparagraph1. Para.1TheofcrossingCanadabyrail.2. Para.2Theirstayinbeforethejourney.3. Para.3Theirvisitto4. Para.4Introductionof.5. Para.5Joumeyacrossthegreat.6. Para.6Onthewaytokeys:excitingthought;Vancouver;LakeLouiseandJa
12、sper;Edmonton;CanadianPrairie2).Dividethepassageintothreepartsandsumupthemainideaofeachpart.Part 1 para(s)IBrieftotheirtripalongtheway.Part 2 para(s)2Beforestartingout,thetheysawinVancouverPart 3 para(s)3-6Whattheyreallysawandfeltthetrainoratsomestops,keys:introduction;sights;aboardThepurposeofthisa
13、ctivityistograspthemainideaofthetextandsortoutthestructureofthepassage.Task2Drawtherouteofthegirls,tripVancouver-lakeLouiseJasper-Edmonton-Winnipeg-ToronoSecond,studentsarerequiredtoreadthepassagecarefullytosortoutthespecificinformationguidedbytheformandthequestionchainsTask3detailedreadingReadparag
14、raph1andfindout:who;why;how;wherePara2-3:Readthemcarefullyandfindout:1. Findoutthemainscenerytheysawwhilegoingeastwardinparagraph3.Thebeautifulmountains;Forest;Bluewater;creatures2. WhatistheweatherusuallylikeinVancouver?Itisrainy.3. WhatdidLiDaiyuandLiuQianlikemostaboutthetrip?Witnessingmanydiffere
15、ntkindsofwildlife.Para4-6:Readthemcarefullyandfindout:1. WhalisEdmontonmostfamousfor?Itsshoppingmalls.2. WhatmadeLiDaiyuandLiuQiansurprisedonthetrainacrossthegreatCanadianPrairie?ThesizeofCanada.3. WhatdidtheylearnaboutOntario?Alandofforests,lakesandrollinghills;fourgreatlakesonitssouthernborder,cap
16、italisTorontoTask4:Readitagainandfinishthechartbelow:TimePlaceInformationBeforestartingoutThenextmorningAftertheyleftJasperAftertheyleftEdmontonAfteranotherdayThenextmorningtheCanadianRockiesMountains;forests;LakeLouiseAftertheyleftJasperEdmontoncentreofCanadashugeoilandgasindustry;coldinwinter,with
17、dailytemperaturesaveraging-10C;hometooneof(helargestshoppingmallsinNorthAmericaAftertheyleftEdmontontheCanadianPrairieAnopencountry;wheat-growingprovinces,abunchoffarmsAfteranotherdayOntarioalandofforests,lakes,androllinghills;fburGreatLakesonitssouthernborder;capitalisTorontoTask5:Readandcirclethed
18、iscoursemarkers.Thediscoursemarkersalsomean“linkingwords.Theyarcusedtoshowrelationshipsbetweenideas.Suchas:1. addingsth.(e.g.,also,besides,additionally),2. showingcontrast(e.g.,however,ontheotherhand),3. explainingareason(e.g.,because,since),4.showingaresult(e.g.,therefore,asaresult).Withoutdiscours
19、emarkers,theconnectionsbetweensentencesandparagraphsinatextwouldbelessobvious.Step4Post-reading:retellthejournalBeforestartingout,.Duringthefirstday,.Thenextday,.1.ater,Thenextmorning,Whenthetrainarrivedatthestation,.Afteranight,.Inadditiontoseeing.FromJasper,they.Oneofthefirststopswas.FromEdmonton,
20、thetrain.DaiyuandLiuQiandidnotanticipate.Latertheysaw.Afteranotherday,eventually.Then,theyspentthenight.Nightcameagain,thetrain.Whentheywokeupthenextmorning,.At9:30,theyfinally.Allinall,.4. BlackboarddesignTheblackboarddesignisoneofthehighlightofthewholeclass.Byexperiencingthatchangefromnothingtoawholeone,studentscanhaveabetterunderstandingofthetextandinternalizetheinformationactively.
