教学设计

Teaching DesignTextbookNew SeniorEnglish ForChina,Students Book1,By PeoplesversionEducation PressTeachingUnitUnit2English aroundthe worldMaterialTypeReadingin thepart ofUsing LanguageTitleStandard English and Dialects

1.Students haveless knowledgeon how to read an expository text.

2.Students areinterested indifferent Englishdialects andare familiarwithStudents Analysismandarin.By theend of the class,the studentswill beable to

1.Learn thebasic informationof standard English andAmerican dialects andlearn some words about location.Learning Objectives

2.Grasp somestrategies toreadan expository textfrom theaspects ofstructure,content,and language.

3.Raise theawareness ofspeaking mandarin and developcritical thinking.Important Points:To comprehendthe passage from theaspects ofstructure,content andImportantand DifficultlanguagePointsDifficult Points:How to draw a mind mapof anexpositorytext

1.Task-based teachingmethodTeaching Methods

2.Communicative teachingapproachBlackboard,worksheet andmultimediaTeaching AidsTeachingProceduresEstimated Time25MinProcedures ActivitiesPurposesThe teacher shows students some emojipictures aboutChinese Toarouse students1dialects andasks somestudents toimitate theemoji bysaying interestby usingtheStep1them.Next theteacher asks students a question tolead in the topic.emoji aboutdialectsLead-inQ:Does Englishalso consistof manydialectsandlead inthe topic3min

1.The teacherleads thestudents toguess themain ideaof the

1.To getstudents topassageaccording tothe title.find themain ideasof

2.The teacheroffers studentsa readingstrategy onhow toskim the passage by usingan article for mainideas.Then studentsskim the passage andthe readingstrategyunderline thetopic sentenceof eachparagraph.

2.To make studentsStep2Reading forIndividual work master how toStructure7min

3.The teacherasks students to thinkof aquestion:What isthe organizethe structurefunctionofthelast sentenceinaparagraph of anexpositorytext

4.Then theteacher shows students someclues tohelp studentsfindthe transitionalsentences and draw aconclusion about theparagraph structure.

1.The teacheroffers studentsanother readingstrategy onhow to

1.To makestudentsscan anarticlefordetails.Then Studentsscan thepassage andlearn touse readingjudgesome sentencestrue orfalse.Individualworkstrategies tofind details

2.Students readthepassagecarefully andfill inthe mindmap.

2.To makestudentsIndividual worklearn somewords about

3.The teachergets studentsto learnsomewordsaboutlocationlocationStep3Reading forwith the helpofamap anda videoabout Americandialects.

3.To developstudentsContent16min

4.The teachershows studentsa micro-lecture abouthow todraw cooperativeskillsa mindmap.

4.To guidestudentsto

5.The studentsread anotherreading materialanddrawamindmasterhowtodrawamap ofit ingroups.Group workmind mapStep5Reading forThe teacherprovides studentswith thethird readingstrategy To makestudentspayattention tothe logicalLanguage4min abouthowtochoose linking words.Next,students fillin therelationsbetweenblanks ofthepassagebyusinglinkingwordsaccording tothe sentencesreadingstrategy above.The teachershowsstudentsa sentenceinthetext:Believe itor

1.To developstudentscritical thinkingnot,there isno suchthing asstandardEnglish.And thenthe

2.To raisetheStep6Reading forteacherasksstudentsaquestion.awareness ofspeakingmandarinAppreciationQ:Is therestandard Chinese8minThen theteachershowsstudentssomepictures andinformationabout mandarinand letstudents organizeadiscussion.Discussion:Why doesour governmentpromote mandarinDoyou agreewiththepolicyThe teachersummarizes thepassagefromstructure,content,language andgives studentsthe assignment.TomakestudentsStep7extend thediscussionAssignment:Please sortoutthediscussion andwrite apassageSummary andandapply whattheyabout StandardChinese andDialects“using whatyou havelearnedaboutAssignmentexpository textstolearned about.2minwritingBlackboard DesignStandardEnglishandDialectsWords oflocation PlNo standardEnglishnorthwestmidwest P2Dialectssoutheast southP3Geography。