Unit 2 We all own Englis…2

Module7EnglishforyouandmeUnit2WeallownEnglishTYPEReadingandWritingAnalysisoftheTeachingMaterialTheteachingmaterialisselectedfromModule7Unit2ofGradeNine.ThetopicofthismoduleisEnglishforyouandme,athemethatisclosetostudents’dailylifeandcanbecultivated.Inthislesson,thepartofReadingandWritingisselectedastheteachingmaterial,inwhichknowledgeaboutEnglishdevelopmentaswellasrelatedbackgroundknowledgeareintroduced.Itprovidesaperspectiveforstudentstolearnabouthowtheworldlanguageformed,whichservesasthefoundationofotherteachingcontentsofthismodule.Theemphasisofthislessonistoguidethestudentstolearnhowtounderstand“worldlanguage”,andusethedialecticalpointviewtothinkaboutthefutureofChinese.AnalysisoftheStudentsOurstudentshavemasteredcertainskillsinEnglishreadingandwriting.TheyarefamiliarwiththetopicofEnglishlearningandaccumulatedsomebackgroundknowledgeabouthistoryofEnglish.AndtheyareeagertoknowmoreaboutEnglish.Theywillbedrivedbycuriositytoexploretheunknownthings.However,it’sachallengeforthemtoexpressbythemselvesbecausetheyareshyandafraidofmakingmistakes.Theydon’thaveasolidfoundationofrelatedvocabulary.Sointhislesson.Iwillcreateanenvironmenttoencouragethestudentstoexpressandshowthemselves.AnalysisoftheTeachingAimsandDemands1.Knowledge：1)Studentsareguidetomasterthemeaningandpronunciationoftheimportantexpression:achieve,including,secretary,quarter,Indian,type2)Studentsareguidedtounderstandthecontentofthelesson,catchthecentralanddetailedinformationofWeallownEnglish,andwritetheiropinionaboutthefutureofChineseaccordingtothelearningofthispassage.2.Ability1)Studentsareexpectedtodevelopthereadingskillsofskimmingandscanning.2)Studentsareinstructedtodeveloptheirabilityofinformationgathering,comparingandanalyzingaswellasthatofcohering,creating,organizingandmakingconclusionsinwriting.3)StudentsareguidetohowtoprocessinformationandexpressthemselvesaboutthetopicbymeansofEnglish.3.Emotion1)Studentsareencouragedtorecognizelanguageisnotstandbyitselfbutmixdifferentculturesandwordsfromotherlanguageintheworld.2)Studentsareguidedtolearnthespiritofcooperationbyparticipatinginteamwork.AnalysisoftheImportantandDifficultPointsToachievetheaimsofthislesson,somepointsarespeciallyemphasizedastheimportantanddifficultpoints.Toleadthestudentstomakeuseofrelatedexpressionsflexiblytoexpressthemselves.Toimagineanotherlanguage’sfutureaccordingtotheclueofthispassage.AnalysisoftheteachingMethodologies1.task-basedpassageteaching;2.self-learningingroupsapproach;3.situationallanguageteaching;4.Pad-assistedlanguageteachingTeachingProceduresByanalyzingrelevantteachingelementsandthestudents’commandofEnglish,Iwillfinishthedesignedtaskinaharmoniousatmospherebyfollowingsteps.StepsContentTeachingmethodPurposeofdesignStep1LearningAimsShowstudentstheirlearningaimsinthispassage.Helpstudentsclearthelearningobjectives.Step2Lead-in1.Givestudentsthekeyphrasestomakesentences.Then,usethisfivesentencestoformasurveyoftheirclassmatesaboutEnglishlearning.2.Warming-up:ThestudentsareinstructedtoreadthearticleinWarmingupandtalkaboutthequestions.Leadstudentstoreviewthekeyphraesesoflastunitanddrawforththetopicofthisunit.Step3Pre-reading1.LeadStudentstofinishtheparagraphingandfindthetittleofeachparagraph.2.Tellstudentsthattheycangetpointsfortheirgroupsbyansweringthequestionsindifferentparts.Winnerwillgetthepresents.Givestudentsaclearpassagestructure.Andtostimulatethestudents’desiretofinishthetaskefficiently.Step4Fast-reading1.Playagame.Putupyourhandsasquicklyasyoucanandtellusthecorrectphrases.Thenyoucangetthepointsforyourgroups.2.Thestudentsarerequiredtoskimthroughthearticlerespectivelytosummarizetheanswersofthequestions.1.Toinspirethestudentstoreadactively,notpassively.Inaddition,thequestionscanhelpstudentsacquireinformationeffectivelybymasteringcertainreadingstrategieswithoutgettingdowntostudyingthemeaningofeachword.2.Then,todevelopthestudents’readingskillsofskimmingandtoencouragethestudentstoexpresstheirthoughtsinEnglish.Step5Detailed-ReadingAndExtension1.PartIPartIAskstuedntstofindthecorrectanswerinP2asquicklyastheycan.Openyourmindtothinkaboutthequestion2and3.Findthefreshwordsfromotherlanguageandsharewithothers.Andfinishyourcompetitionin30seconds.3.ThinkaboutwhyforeignerslikeChinaandChineseandtalkaboutit.Thenenjoytheinterviewoftherealforeignersandfindtheanswer.1.ThefirsttimetoleadstudentstomakeadeepthinkingaboutthedevelopmentofEnglishandit’simportanceinourdailylife.MakepreparationforExtensivethinkingandmateriallearning.Step6Detail-readingAndFreetalkFreeTalkabouttheattitudetoEnglishofdifferentpeople.Listentothetapeandfindoutthekeyphrasesabouttheireffectiveexpression.Getthethemethatisthecoreofthispassage.1.Enablethestudentstounderstandthegivenmaterialbetterbyusingdifferentreadingskills.2.Task-basedteachingmethodisusedheretodevelopthestudents’abilityofcommunication.Step7Extension2.&MicrocourseSelf-learningWatchtheMicrocourseandthinkabouttherelationshipbetweenthedevelopmentofEnglishandChinese.TrytoexpressyourselvesaccordingtothelearningoftheMicrocourse.Tostimulatestudentstothinkabouttheextensivemeaningofthispassagebythemselves.Andfindoutthecommonpointofthistwokindsoflanguages.2.Tocultivatetheirself-learningability.3.Topreparethetrainofthoughtforthewriting.Step8WritingHavingaccumulatedsomeinformationaboutthedevelopmentprocessoftheworldlanguageEnglish,toimaginethefutureofChinese.1.Inthispart,thestudents’emotionisaroused.2.thestudents’schematicknowledgeisconsolidated.Accordingtostructuralism,learningisaprocessinwhichstudentsconstructknowledgeactively.ThetheoryofcooperativeisalsoemphasizedintheStandardofNewCurriculum.Step9SummaryAndBlackboardDesignSumupwhatyoulearnedinthislesson.Andfinishtheblackboarddesignwithteacher.Tomakethemeaningofthispassagemoreimpressive.Step10HomeworkPleasemodifyyourcompositionandmakeitperfect.Pleasecollectinformationaboutotherlanguagesyou'reinterestedtosharewithyourclassmates.DescriptionofBlackboardDesignOntherightareWhat,WhereandWho.Theyareusedtodrawforththekeywordsofthisunit.Ontheleftisatreesymbolizethatlanguageislikeatreetogrowupwiththehelpfromdifferentkindsofculture.