初中中學(xué)生英語閱讀新視野1CONTENTSLesson presentation

1、Lesson presentationTopic: How to read a novel?-The Wonderful Wizard of OzContent:The analysis of the students & teaching materials Learning objectives Learning key and difficult points Teaching procedures and design intentsTeaching reflections and improvements 1. 1 The analysis of my target students

2、 Physical feature:The age of the students is around 12 to 13 years old. Psychological features: Their voluntary attention and logical thinking are under development, thus they may easily get distracted. Knowledge features: They almost have the primary English level and they are unfamiliar with the g

3、enre (English novel). Besides, they may find it difficult to understand some glossaries and expressions in this book.1.2 The analysis of the teaching materialsThis book is recommended by the Ministry of education to improve their English reading knowledge. There are some interesting and fascinating

4、plots in this book. There are some important glossaries and pictures for each part, which could help students to have a better understanding of the story.The genre of this book is a novel and it will help students increase their common sense of the literature.Learning objectives By the end of the cl

5、ass, students are able to achieve three kinds of objectives, including the ability Objectives, Knowledge objectives and emotional objectives. More specifically, the objectives are as following:Ability objectives: * Draw a story map & finish the reading card* Talk about main plots and their understan

6、ding Knowledge objectives: * Understand the basic elements and structure of a novel* Recall the background information of the author * Master some glossaries and expressions in this bookEmotional objectives: * Arouse students interest in English learning* Improve positive attitudes towards life, suc

7、h as friendship,teamwork.* Build the self-confidence of the students by giving them the positive feedback and some implicit corrections.3. Learning key and difficult pointsLearning key points:* Students need to understand the meaning of some important glossaries * Students need to find out the real

8、Oz to show their understanding of the plots.* Students need to make sentences about their favorite characters.(eg: My favorite character is _because _.)* Students need to draw a story map and finish a reading card after this class.Learning difficult points:* Students need to realize and understand t

9、he novel genre after reading.* Students need to analyze the background, main characters and plots.* Students need to summarize the theme after this class.* Students need to apply some glossaries and expressions in their daily life. 4 Teaching procedures and design intents4.1 The introduction of the

10、design for teaching proceduresThere are four parts of the teaching procedures, including the background, characters, plots and the theme. As for the background, I have introduced the author and lead students to realize the relationship between them. And then, I have checked their understanding of th

11、e important glossaries in this story. As for the characters, I have introduced the main and other characters and asked students to have a role play of the main characters. After that, students need to have a group discussion and talk about their favorite characters and reasons. Besides, I will intro

12、duce some important plots of this story, the beginning, turning point,climax and ending. And they need to make their own story map and show them to other students. As for the last part, students had a brainstorm of their understandings of this story and talked about them. At last, I gave them the re

13、ading card as the homework. 4.2. The design intents for teaching proceduresLead-in and the backgroundLead-in is designed for drawing students attention to the class at the beginning and stimulating their background knowledge of this story. The introduction of the content and teaching aims are design

14、ed for showing the main content of this lesson and leading students to study with goals.The task for the background of the author is designed for checking students understanding and pronunciation of the glossaries in this book, and leading students to realize the relationship between the author and

15、the book. “Lets check together” is designed for checking students understanding the glossaries,and the implicit corrections and the expansion are designed for making their answers more complete.CharactersThe introduction of the characters is designed for leading students to recall the main character

16、s and their features, thus they could have a better understanding of the relationship between the characters. The role play is designed for improving students ability of summary and spoken English, and then, through the encouragement to help students build self-confidence. The group discussion aims

17、to increase their understanding of the characters and teamwork. They can learn the target sentence structure by expansions.Plots This part aims to recall students memory of the plots and check students understanding of some important plots by asking questions, group discussions and the positive feed

18、back. The story map part is designed for leading students to summarize the story and think logically. Using cellphone to find and show the story map is to make the class more interesting, and showing story maps is to output what they have learned in the lesson.Theme and understanding The brain storm

19、 aims to encourage students to communicate their understandings of this story and share to others. And then, citing the famous saying of Shakespeare is using to certify their understandings and build their self-confidence.Homework The homework is designed for checking students understanding of this lesson and leading them to have a open minded thinking.The summary and blackboard writingThe summary aims to make the knowledge of the