教育心理学课件作业来雪婷.ppt

AClassofReadingUnit4Astronomy thescienceofthestarsSeniorbook3 姓名 来雪婷学号 S10081052专业 英语学科教学 希望老师多提宝贵意见 批评指导谢谢 Period1 Alessonplanforwarmingup pre reading reading Learningaims ThisisthefirstteachingperiodofUnit4incompulsoryBook3 Grade1ofhighschool Thisunitisconcernedaboutastronomyaswellasthedevelopmentoflifeontheearth ThepurposeofWarmingupistofindouthowmuchstudentsknowofastronomy ThepurposeofPre readingistofocusthestudentonthedevelopmentofthelifefromdifferentculturesandreligions Thisreadingintroducesstudentstothedevelopmentofthelifeontheearthfromscientificaspect Meanwhile itintroducesalotofnewandtechnicalvocabularies sothatstudentscanbeinterestedinthisclass II Analysisoflearningmaterialsandassignment Thestudentshaveadaptedthelearningwaysinhighschool whohavesomefundamentalknowledgeaboutastronomyandthedevelopmentoflife Therefore thisclasswillarousethestudents interestsintalking communicatingandcooperatingwiththeirclassmates expressingtheirownthoughts Theyhavebeenabletosearchallkindsofusefulinformationontheinternetbythemselves furtherenrichingandexpandingtheirknowledgerange However thisclassisreallyalittlebitdifficultformoststudentstoexpresstheirthoughtsprofessionally sotheteachermustgivetheminstructionandhelp Theanalysisofthestudents learningcharacters VIII Learningprocedure Unit4Astronomy thescienceofthestars 1 Inoursolarsystemeightplanetscirclearoundthesun Whatarethey Canyoumatchthenameswiththeplanets 6 Warmingup Uranus Venus Earth Mars Mercury Jupiter Neptune Saturn UranusVenusEarthMarsMercuryJupiterNeptuneSaturn 2 Thereusedtobenineplanetsinthesolarsystem Recentlyscientistshavedecidedthatoneofthemcannolongerbeconsideredaplanet Doyouknowthenameofthatplanet Doyouknowwhytheyremovedit ThenameisPluto Scientistnowthinkitistoosmalltobecalledaplanet 冥王星 Question1 Eachreligionandculturehasitsownideasabouthowlifebeganonearth Whatdoyouknowbyguessingthepictures Pre reading Panguseparatestheskyfromtheearth TheGoddessNuwamendedtheheavenandcreatedhumanbeings Godcreatedtheworldinsevendays Question2 Howdidtheearthcomeintobeingfromscientificaspect Question3 Howdidlifebeginontheearth Wewillgettheanswerfromourtest Difficultwords Shellfishamphibian reptilemammal Whatkindsofanimalsdotheybelongto Fastreading Scanthepassageandmatchthemainideaswitheachparagraph Reading Mainideas Paragraph1Paragraph2Paragraph3Paragraph4Paragraph5 1 5 3 2 4 1 Whywastheearthdifferentfromotherplanets Becausethewaterremainsontheearth 2 Whydidtheplantsgrowbeforetheanimalscame Becauseplantsprovideoxygenforanimalstobreathe Task1 Readthepassageandanswerthefollowingquestionsinpairs Reading Carefulreading 1 3 Whyisitwrongtoshowfilmswithdinosaursandpeopletogether Becausedinosaursdiedoutlongbeforehumanbeingsdevelopedontheearth Humanbeingscausedglobalwarming 4 Whatproblemiscausedbyhumanbeings CarefulreadingTask2 ingroups DotheExercise2inthecomprehending 1Insectsandamphibiansappeared 2Dinosaursappeared 3Theearthbecameasolidball 4Smallplantsgrewonthewater 5Reptileappeared 6Plantsbegantogrowondryland 10 7 3 4 8 9 7Theearthwasacloudofdust 8Waterappearedontheearth 9Shellfishandotherfishappeared 10Theuniversebeganwitha BigBang 11Cleveranimalswithhandsandfeetappeared 12Mammalsappeared 6 1 5 2 12 11 Carefulreading Analysis Thedevelopmentoflife 2 34 5678 shellfishandallsortsoffish insects onland amphibians onlandandinwater reptiles onland dinosaurs onland mammals onland humanbeings smallplantsinwater 1 water greenplantsonland forests Homework 2 Thankyou Thetheoriesaboutnatureoflanguage Thestructuralview Languageisasystemofstructuralitemsatdifferentlevelsfromphonemetosentence Thecommunicativeornotional functionalview Learnerslearninordertobeabletodothings inordertoperformfunctions learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularyinsuchawaythattheyexpressNOTIONS Theinteractionalview Theconsiderslanguagetobeacommunicativetool whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople Therefore learnersdoneedtoknowtherulesforusingtheminthewholerangofcommunicativecontextsinwhichpeoplefromtheL2communityinteract Theoreticalbasis1 TwosetsoftheoriesabouthowpeoplelearnlanguagesProcessorientedtheories TheseemphasisthementalprocessesthatitisthoughtalearnergoeswhenlearninganL2 Conditionorientedtheories Theselaymoreemphasisontheteachingtechniquesandclassroomconditionsthatneedtobeprovided inordertoactivatethelearnersmentalprocessandsohelpthemtolearn Theoreticalbasis2 SkillsteachingaboutreadingSincepeoplealwaysreadforapurpose learnersneedtobegivenapurposeforreadingbeforetheystarttoread Learnersneedtorealisethattheirreadingspeedisphysicallylimitedto4 5fixationspersecond Learnersneedpracticeatprediction usinglinguisticandnon linguisticknowledge bothbeforeandwhilereading Readingtextsneedtobechosentotakeaccountoflearnerslikelyreadingneedsandinterests Thetaskthattheyareassignedshouldinvolvetheminreadingindifferentwaysfromthemostrapidskimandsantodetailedstylisticanalysisandshouldaccustomthemnottoworry Theoreticalbasis3 Individualdifferencesbetweenlearnersa Groupdynamicandclassroomatmospheres ApositivegroupdynamicintheL2classroomwillbenefitbothteachersandlearnersina