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1、Module 9 Great inventions
Unit 2 Will books be replaced by the Internet？
Teaching interpretation
Good morning, everyone! I’m privileged to have such a chance to share my teaching ideas with you today. The lesson plan I will talk about is Module 9 Great inventions Unit 2 Will books be rep
2、laced by the Internet？taken from New Standard English textbook for ninth-grade students published by Foreign Language Teaching and Research Press. I’ll explain it from the following aspects: the analysis of the material,the analysis of the target students,teaching objectives, teaching approaches, ke
3、y points ＆difficult points,teaching procedures and blackboard design.
I. Analysis of the teaching material:
First，let me start from the teaching material.
The lesson type is reading and writing,with activities designed to develop discrete reading skills. The passage is about a hot topic “Will boo
4、ks replaced by the Internet?”and the five paragraphs can be divided into three parts: introduction, paper and printing ,and the Internet.
II. Analysis of the target students:
The students are ninth graders.
In general, they are energetic and active to try.But they have limited vocabulary so that
5、they lack in functional language to convince other people.
To some extent, they have developed the ability of reading and writing. But they need to improve their reading strategies in getting key words and summarizing.
III. Teaching objectives:
Based on analysis of teaching material and target st
6、udents, the teaching objectives are set as follows:
Knowledge objectives
By the end of the class, the students will be able to;
Ability objectives
By the end of the class, the students will be able to;
Moral objectives
By the end of the class, the students will be able to;
retrieve key words
7、to prove the advantages of internet over books in the text;
give opinions on the question “Will books be replaced by the internet?” with supporting details;
retell the passage in the order of sequence of events and use connectors to show the cause and effect of events.
III. Key points and diff
8、icult points
According to the teaching objectives, The key points are :
1.To apply reading strategies to understand the structure and details
2.To know how to give reasons and results
The difficult points are:
1.Use functional language to convince other people;
2.write a new composition using
9、what they have learned within limited time.
IV. Teaching methods
In order to achieve the teaching objectives, stress the important points and breakthrough the difficult points, I used PWP,Communicative approach;
Cooperative and exploring approach to teach this lesson.
V. Teaching Aid
Consid
10、ering all my intended design for this lesson, I ‘d like to use OHP, video player and handouts as teaching aids so as to better serve the whole procedures of this lesson.
Ⅵ. Teaching procedures:
(Preparation before this class: the whole class will be divided into several groups before the class.)
11、StepⅠ. Leading-in
Now I would like to introduce my teaching procedures in detail. There are mainly three parts: pre-reading, while-reading and post-reading activities.
After greeting the students, I will show a picture about the development of reading. Then a free talk is organized to discuss the
12、advantages of paper books and e-books.Students are encouraged to express themselves freely.
Design purpose: Students’ resonance and interest in the topic is aroused and students can retrieve key words about advantages of books and the Internet.
StepⅡ. Pre-reading
Students read the title and have
13、a quick glance at the first sentence in the passage to make some predictions about the passage.
What is the passage mainly about?
Where is the passage from?
Design purpose: This design aims to enable students to make reasonable predictions with the help of the title and first sentence of each par
14、agraph before reading ,which is a basic reading skill. If the students have predicted, they are more eager to read the text to confirm whether their predictions are right. Such motivation is really in need.
StepⅢ. While- reading
And next I would like to come to the while-reading part,which consist
15、s of parts.
1. Skimming for the main idea
Firstly, I’ll ask the students to read the text quickly, focusing on the key sentences(topic sentences, first sentence and last sentence of each paragraph) and key words, not word by word. Then the main idea of each paragraph is very clear to the student
16、s.
2. Scanning
After understanding the main ideas, I will ask the students to scan the passage quickly and complete the table about the development of paper, printing and the Internet.
Design purpose: In order to improve students’reading ability, I always guide them to read a passage from macr
17、o to micro angle. Through skimming and scanning strategies, students needn’t read the passage word by word but search for the key sentences and key words to have a thorough understanding of the main ideas , which helps the students locate the information of some details needed in the passage.
3.
18、Reading for details
After getting the major information, here I will lead students to find out the details.First, I will ask students to read paragraph1 to get the keys words.For paragraph2 and paragraph3, they will bear in mind 2 questions to get specific information. In these two paragraphs,they
19、will learn some expressions about how to give reasons and results.In paragraph4 and 5,they are to grasp some key words about the advantages of the Internet.
Design purpose: Careful reading is to make students be more careful about the certain key information. In order to finish the tasks required,
20、students can practice the reading strategies of key words and summarizing and the ability for specific information.
4. Mind-mapping
After reading the passage, I will reiterate the structure by asking students to finish the mind map for the whole passage.
Design purpose:This activity enables stude
21、nts to get familiar with the whole passage and train their ability to summarize the key points.
StepⅣ. Post-reading
After reading, I will ask students their opinions about whether books will be replaced by the Internet. They will discuss in groups and then have a debate.While talking, the express
22、ions about how to give reasons and results are introduced.
Design purpose: Develop students’ ability to use functional language to convince other people.
StepⅤ. Writing
After having a heated debate on the problem, I will have students to write down their opinions.
Design purpose:On one hand, stu
23、dents can be familiar with the vocabulary of the advantages of books and the Internet. On the other hand, students’ writing ability will get practiced.
StepⅥ. Assignment
1. Retell the passage according to the mind-map
2. Polish the passage after class as further study
Design purpose: Students ca
24、n improve their writing ability and consolidate the understanding of the passage.
StepⅦ. Blackboard design
Unit 2 Will books be replaced by the Internet？
para1:key words
para2＆3:cause and effect
para4:summarizing
para5:question
The history
of reading
Free talk
Design purpose: The design should be clear and be of guidance, especially to instruct students how to read a passage with the reading strategies.
StepⅧ. Teaching reflection
That’s all for my presentation of teaching. Thank you for listening.
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外研版九年級(jí)英語上冊(cè) Module 9 unit2 Will books be replaced by the Internet？.教案 (3)
