Unit 3 Reading Lost civilizations模块三第三单元教学设计方案.doc

中青年骨干教师现代教育技术实践活动教学设计方案教学目标分析（结合课程标准说明本节课学习完成后所要达到的具体目标）：According to the national curriculum of English and language learning theories, when teaching reading, we should encourage students to do fast-reading first. That is to say, we should encourage our sudents to read as fast as they can when they do first-reading. So, much emphasis should be put on reading skills and comprehension abilities as well. So the important points are to gain an overall understanding of the passage, grasp the main idea of it, locate specific information and do relevant exercises to improve the ability of analysis and comprehension. And the difficult points are how to use specific information extracted from the passage, how to develop students cooperative skills in a group, and how to achieve effective communication.Language Objectives 1. To learn how to read travel diaries2. To develop students fluency in talking about lost civilizations3. To train students ability of identifying the main idea of the passageSkill Objectives 1. To build students ability of expressing personal opinions and interacting with others2. To develop students reading skills, such as information-gathering, skimming, scanning, summarizing and guessing the new words from the contextMoral Objectives1. To enable students to cooperate with others and know the importance of team spirit2. To get them aware of the importance of protecting ancient relics学习者特征分析（结合实际情况，从学生的学习习惯、心理特征、知识结构等方面进行描述）：Study habitsThey have adapted to the old teaching style of Cramming Education, and they have no idea of what to do before and after class, let alone revision and preview. Most of them dont have good study habits of their own. Psychological feature1. They have independent self-consciousness.2. They have stable studying motivation.3. They show great interest in the English language.4. They have learning ability to some extent.5. They prefer to learn by analyzing and summarizing something based on various kinds of facts and materials.Knowledge structure1. After learning English for 3 years, students attending the class have a vocabulary of about 1600 words, which makes it possible for them to break the obstacles of understanding the passage. Besides, they can share opinions about the topics they are familiar with. However, their comprehensive ability and reading skills need to be enhanced. 2. Considering most of them tend to be unwilling or afraid to speak out their opinions in front of class, it is necessary to adopt group cooperative learning methodology to smooth away or lower students anxiety in class activities and create a friendly, equal and harmonious atmosphere.3. Compared with junior students, they are more skillful in language output. Besides, they can share opinions about the topics they are familiar with. However, their comprehensive ability and reading skills need to be enhanced.教学过程（按照教学步骤和相应的活动序列进行描述，要注意说明各教学活动中所需的具体资源及环境）：1. Carry out a competition, showing some pictures representing ancient civilizations to see who knows the most by using the multimedia projector.2. Instruct students to identify related information quickly and find the answers to detailed questions by discussing with partners. Students will get the key information in a short time with the help of their partners.3. Play a video clip about Pompeii and ask students to fill in a form with the historical information about it. Students will have the chance to practise how to gather information in a short time and understand what happened to Pompeii in the past.4. Play the recorder for students to listen to and grasp specific words about what happened to Loulan in the past.5. Show eight sentences by using the multimedia projector and help students identify the authors personal feelings and actions. Students will be informed of the features included in travel diaries.6. Discuss the writers purpose of writing the passage in groups of four.7. Ask students to finish the exercise with the right forms of words from the passage by using the multimedia projector.8. Ask students to make a speech on protecting historical relics after discussing with partners.教学资源（说明在教学中资源应用的思路、制作或搜集方法）：1. PPT is used to present pictures, words and forms for the purpose of arousing students interests and providing a stress-free environment for language teaching. I referred to the PPT available on the Internet and adopted something useful to design my own one.2. Video clips are used to provide students with direct feelings and information. I got them from the Internet.3. A tape recorder is used to practise students listening ability. I used the tape which goes with the textbook.评价方法或工具（说明在教学过程中将用到哪些评价工具，如何评价以及目的是什么）：1. A competitionCarry out a competition to see who knows most about lost civilizations. Students will get involved in the activity and share the information about them.2. A speechThis assessment tool is used to cultivate students team spirit and develop their imagination, which can bring students chances of using real communicative English.3. Forms used for assessment by students themselves, partners and group leaders.4. Signs and numbersSigns and numbers are used as an assessment tool to keep a record of the marks they get, the aim of which is to arouse students interest in learning.3