Unit15-Lesson4-名师教学设计

5/5Unit15Lesson4Understanding名师教学设计TeachingdesignModule5Unit15Lesson4UnderstandingDesigner:汪菲（安徽省太湖中学）ⅠAnalysisoftheteachingmaterial:Thistextisthefourthtextinunit15,module5.It’saquitelongandcomplicatedmaterial,whichconveystheinformationabouthowpeopleacquireknowledgeandunderstanding.Thewholepassageconsistsoffiveparagraphs.Butasthestudentsarenotsofamiliarwiththistopic,it’salittlechallengeforboththeteacheraswellasthestudents.Therefore,theteacherissupposedtodesignaspeciallessontostimulatethestudents’interestandhelpthemunderstandwell.Ⅱ.Thecoursetype:ReadingⅢ.Teachingobjectives/CorecompetenceLanguageabilities:Studentscanfullyunderstandthewholepassagebymasteringthekeyinformationaboutthetextandmakepresentations.Learningabilities：Studentsareabletopracticeself-studyandcooperativestudyandexploretoraisequestionsandmakepresentationsofplayingtheroleofteachers.Thinkingqualities：Duringthislearningperiod,studentswillbeabletopracticethinkingandcreatingcompetence.byraisingtheirownquestionsinreading.Culturequalities：Studentsareabletobeconfident,cooperativeinclasscommittedtostudy,andexperienceaswellasenjoybeingteachers.Ⅳ.Teachingimportantanddifficultpoints1.Fullyunderstandthewholepassageincludingeachparagraph.2.Raisetheirownquestionswhentheyreadandunderstandthetext.3.Challengetobeateacher.Ⅴ.Teachingapproaches:Tasked-basedlanguageteachingapproach,whole-languageteachingapproach,aswellascommunicativelanguageteachingapproachⅥ.Teachingaids:Amultimediacomputer,ablackboardandaworksheetTeachingProcedures:StepLead-inA.InformthestudentsthewholeclassisnotonlyaclassbutalsoaPKoracompetition.Dividethemintofourgroups,encouragingthemtograspthechancestotakepartactively.B.Warmuptheclassbyplayingabeautifulsong“WonderfulWorld”.Askstudentstolistenandenjoycarefullytocompletethelyricsshownonthescreen.C.Afterthesong,leadinthetopicoftheclassbyaskingstudents:Doyouknowmuchaboutthesubjects?Areyougoodatthem?Howcanyouacquireknowledgeandunderstand?Byreading,thinking,observingandaskingquestions(Duringthistime,showpicturesofSs’ownphotostohelpSs)DesignPurpose:Students’interestisstimulatedfromthebeginning.Besides,thesongthatmentionsmanycommonsubjectsisrelatedtothetopicoftheclass.Thereforeitisquitebeneficialfortheteachertoleadintheclassandforthestudentstogetreadyfortheclass.Step-ⅡPre-readingA.ShowSspicturesoftheimportantpeopleinthelesson:Bacon,AristotleandGalilei.(Thesepeoplelikedaskingquestionsverymuch)Thenaskthemtomatchthesegreatmenwiththepopularsayings.B.EncourageSs:“Nowit’syourtimeandchance!Hurryup!”todothetask.C.Introducemorebackgroundinformationaboutthesethreerespectedmen.Meanwhile,raisesomequestionsforSstothinkabout.Iftheyhavenoidea,remindthemtokeepthequestionsinmind.DesignPurpose:ThisstepcanleadSstogetfamiliarwiththeimportantinformationofthetextandtrytopredictthepossiblecontentbykeepingtheunknownquestionsinmind.Step-ⅢFast-readingA.Readparagraph1fasttofindthebasicinformation.Whatelsedoesthewriteradviseustodotounderstandthings？Headvisesustounderstandthingsbyobserving____________________________;studying__________________;considering_______________________;testing______________________________.B.Readthenextparagraphsquicklytoseewhateachparagraphisabout.MatchthemainideawiththeotherpartsofthetextPara.2PeoplebelievedinwhatsomeoneimportantandrespectedsaidPara.3~4Peoplethankedthegreatmanwhostudyinascientificway.Para.5Peoplebelievedinreligioninancienttime.DesignPurpose:Usuallyinapassage,thefirstparagraphisquiteimportantforSstogetthegeneralidea.Afterunderstandingparagraph1,figuringoutthemainstructureofthewholetextisingreatneed.Step-ⅣCarefulreadingA.Readparagraph2carefully.Doblank-fillingtask:However,inthe17thcentury,peoplebelievedmorein(1)________thaninfacts.Asaresult,peoplewhoprovedscientificideaswereoften(2)________.Manypeopletendedto(3)________thefactsandwere(4)________tochallengewhattheyhadbelieved.B.Paragraph3-4:-Discussion(groupwork)Ssreadthesetwoparagraphsbythemselvesfirst.Afterawhile,theydiscussingroupsoffourtocomeupwiththreequestionstheycouldaskiftheywereteacherstohelpthestudentsunderstandbetterofthepart.Afterdiscussion,invitethevolunteerstocometothefronttobetheteachersaskingquestionsandtheywouldhavetherightasateachertoaskanystudenttoanswertheirquestions.DesignPurpose:Thisstepandprocessisthebrightestpartoftheclass.It’sashowtimeforthestudents.ConsideringthispartismuchlongerbutnotdifficultforSstounderstand,Iapplythenewteachingandlearningapproach“questioning&learning”(问学式教学).IdohopethisnewattemptcanimproveSs’thinkingaswellascreatingcompetence.What’smore,it’sexpectedtocontributetoSs’communicatingandcooperatingskills.C.Paragraph5:a.Guessthemeaningofthereferenceword.Thesemenknewthatknowledgeandunderstandingarethingstofightfor.Whodoes“these”referto?A.WeB.AmanC.MankindD.PeoplelikeBaconandGalileob.CorrectthemistakesinthefollowingparagraphaccordingtoPara5.SomanyofourknowledgeandunderstandingoftheworldtodayareduetopeoplelikeBaconandGalilei,whichwerebraveenoughtostepout(走出）fromtheshadowsofconventionalthoughtinordertofindthekingdomofknowledge’sthattoday’scivilizationisbuiltupon.DesignPurpose:Inthelastpart,Idesigntworeadingtasksthatisrelatedtotheexams.I’msurethesekindsofexercises