Teaching Plan

n By Phoebe汤姣

n Teaching Aim:

n 1. Train students’ reading ability

n 2. Have students use the target language to retell and create

n 3. Cultivate student’s moral values

Teaching Design

Greetings

Step 1 Lead-in Free Talk

Did you ever do any exciting or dangerous activities?

Teacher shows some pictures of desert and the North Pole, and asks: Which kind of people in your mind would like to go there?

Read the Title: Benedict Allen, a Modern Day Explorer

Step 2Reading

• Task 1:Read the passage independently.

• Think about: What is special about this modern day explorer - Benedict Allen?

• Answer some questions of Benedict Allen

• (Where? When? What? How?)

• Task 2:

• 1. Read the passage again and find out the difficulties

• 2. Read the passage in groups and try to solve the difficulties.

• Task 3:Retell the story (Pair work)

• Task 4:Discussion

• 1. What difficulties might explorers meet on their journey?

• What qualities do you think an explorer should have?

• 2. As a student, what quality do you think is the most important?

• Task 5:Group work

• If his story is going to be made into a movie, can you describe his adventures inSiberiain detail?

• Version1: One day, he traveled with his dog team. The weather was really bad…

• Version2: One day, he traveled with his dog team. The weather was nice that day. Suddenly, …

• Version3: …

• Step 3 Book recommendation

• Robinson Crusoe & Treasure Island (Learn some exploring spirit)

公开赛课反思

Phoebe汤姣

本堂课内容以探险家为主题，材料对于九年级学生刚好是一节阅读课的容量。本节课始终以探险、探究为主线，课堂设计本着从易到难，从简单到复杂，独学充分，群学有效，全员参与为思路，以期达到生命课堂标准。导入部分以图片发问，并通过提到古代伟大的探险家进而引到本节课主题-当代的探险家-Benedict Allen.接下来是阅读文本，通过独学回答有关探险家what, when, where, how等问题，对文本有个大致了解，再通过群学以及朗读来检测并解决有关生词、句。阅读完后，为了能给学生一个价值观优良品质的引导，问题设计为“在探险的过程中探险家将面临什么样的危险，那其应该具备什么样的品质，以及作为学生能学到什么样的优良品质用到我们的生活、学习当中”，旨在让学生能有个正确的价值观和优良品质方面的引导，最后为小组合作创作环节，旨在为学生创设创造性思维的表达空间，并能在小组合作的基础上用目标语言完成对故事的发挥。本堂课作为一堂语言课，本着必须创设较浓的语言氛围为宗旨，设计的时候尽可能把时间都交给学生，让他们始终在思考或者在读或者在说。

整堂课学生表现比较积极，基本能全员参与，独学充分，小组合作有效。基本达到预期的教学目标。但也存在诸多不足，处理文本的时候，由于时间关系，缩短了时间以至于文本处理得不够透彻，并且由于学生水平不尽相同还应考虑到全部学生的学情，尽可能让每位学生都成为课堂的主人。