高中英語教案The Monarch's Journey

TheMonarch'sJourney

ZhangWenbo

HuantaiNo.lSeniorHighSchool

ITheTitleoftheLesson（主題名稱）

TheMonarchsJourney

IITheclasstypeandtheteachingduration（課堂類型和學(xué)時）

Areadinglessonwithin1period（45minutes）

IIITeachingaims（教學(xué)目標）：

Languageabilityaim（語言能力）

Toimprovestudents9ability:

1.tograspthebasicelementsandtheoutlineofthetextundertheguidanceofskimming

strategy;

2.toappreciatethelinguisticfeaturesofexpositionsbyanalyzingthestructureandsome

complexsentencepatterns.

（3）tooutputwhatthey'velearnedinthisclassinwrittenlanguage.

Thinkingqualityaim（思維品質(zhì)）

Topracticestudents9abilitytodologicalreasoningbyfindingtherelativesupporting

evidencetosomekeypointsanddeveloptheircriticalthinking.

Culturalawarenessaim（文化品格）

Tohelpstudentsexperienceandappreciatethetextandgettoknowtheculturebetter.

Learningabilityaim（學(xué)習能力）

Toimprovestudents5learningstrategybyworkingbythemselves,workingingroupsand

participatinginclassactivities.

IVAnalysisofteachingandlearningmethod（教學(xué)方法和學(xué)習方法）

1.Teachingmethods

Student-centeredmethod;

Methodbasedontheviewof""learningthroughactivities^^（學(xué)習活動觀）；

Elicitationmethod;

Multi-mediaassistedinstruction;

Communicativemethod

2.Learningmethods

Individualwork;

Groupwork（discussion-cooperation）;

Students9participationinclassactivities

VAnalysisofthestudents（學(xué)情分析）

ThisclassisdesignedforSenior1students.AfteraboutfouryearsofEnglishlearningat

juniorhigh,studentshavemasteredcertainlanguageknowledgeandskills,especiallyreading

skills.

ThetextbooksusedbystudentsnowisEnglishBook1-Book8publishedbyForeign

LanguageTeachingandResearchpress.Underthenew-roundteachingreform,accordingtothe

new-setEnglishCurriculumStandardofhighschool,aseniorhighstudentisrequiredto

achievethereadingcapacityfromabout180,000wordsto300,000wordssostudentsneedawide

rangeofreadingmaterialswhichareaboutdiffernttopicstoserveasanefficientsupplementto

thecurrentEnglishtestsystem.

Whenitcomestogrammarstructures,suchasattributiveclauses,studentsalwaysfeel

confusedabouttherules.Asaresult,theyneedbettercontexttohelpthemgrasptheusage

correctly.

Speakingofthetopic,studentsaresointerestedinthemonarch'sjourneythattheyareeasily

tobeencouragedtoshowthemselves.Studentsalsogottoknowhowtomakeamindupwhen

theywereatjuniorhigh.Asaresult,itisnotatroubleforthemtomakethestructuresandkey

pointsclearbythemindmap.

VIAnalysisoftheteachingmaterials（教材分析）

1.Theteachingmaterials

TheteachingtexttitledTheMonarchsJourneyisoneofthetextfromUnit5Bookl.Itisan

expositionwhichintroducethemigrationofthemonarch'sjourneytousfromallaspects.Thetext

isofmoderatelengthandinthisregard,isnotdifficultforstudentstoreadandunderstand.There

aretwotypicalfeaturesofthetext.Oneisthevividlanguageituses,suchastheabundant

vocabulary,variedsentencepatternsanddetaileddescriptionsofsomespecificscenes.Theother

istheclearstructureofanexposition,whichhelpsstudentsunderstandthetextbetter.Thesetwo

featurescanbetterarousestudents9interestinreadingandimprovetheirlanguageability,thinking

quality,culturalawarenessandlearningability.

Therefore,itisanidealreadingmaterialforstudentstointerpretthelanguagefeaturesandfor

theteachertoinfiltratestudents9valuesandmoralfeelings.

2.Theteachingfocusanddifficulties

（1）Theteachingfocus

Beforethislesson,studentshaveeverknownthefeaturesofexpositions.TheMonarchs

Journeycanhelpstudentshaveabetterunderstandingofwritingstyles.Thustheteachingfocusof

thisclassistohelpstudentsgettoknowthemigrationclearlybydrawingamindmapand

knowhowtowriteasummaryofanexpositionbyusingthetipsconcludedbythereading

procedures.

⑵Thedifficulties

Althoughitistextisnotverydifficult,itstillhasalargenumberofnewwordsandsome

complexsentences.Tosomeextent,itbringsdifficultiestostudents'readingcomprehensionand

appreciation.Sothedifficultiesforthisclassare:

一howtohelpingstudentstoaccuratelyunderstandsomeexpressionswithoutbeingaffected

bythenewwords;

-howtohelpstudentstoexplorethedeepmeaningsandculturalbackgroundofthetext;

一howtoeffectivelychooseandadjuststrategiesaccordingtothediversificationofstudents5

readingprocess.

VIITheteachingaids（教學(xué)輔助工具）

Blackboard;Computers;Visuallaser

VIIITeachingprocedures（教學(xué)內(nèi)容與過程）

Learningprocedures:

StepI.Warmingupandleadin

Haveafreetalkwithstudents.

Teacher:Withwinterapproaching,itgrowscolderandcolder.Allofusputoncoatsorjacketsto

keepwarm.Butwhataboutanimals?

Students:Findsomewarmplaces.

Teacher.Andwecanusetheword...

StudentsMigration!

TeacherPleaseopenyourbooksandturntopage50.Thereare6pictures.Lookatthe

picturesandchoosetheanimalsthatmigrate.

Studentsbegantoshowtheiropinionsfreely.

Teacher:Ok.Ithinkwe'dbettertoenjoyavideotochecktheanswer.

Enjoyavideooftheanimalsthatmigrate

Teacherwritedowntheanimalsmentionedinthevideo.（salmom,craneandwhale）

Teacher:Exceptthesethreekindofanimals,westillhaveanotherone.

Students:Themonarchbutterfly!

Teacher:Quiteright!Inthisperiod,wewilllearnsomethingaboutthemigrationofmonarch

butterfly.Beforewestart,lefsseethetopic.Canyoupredictthetypeofthetext?

Studentsmakeaprediction.

Teacher:Lefsstartreadingandcheckyourperdiction.

StepII.Fastreading

1.Thetextisa（n）.

A.narration（記敘文）

B.argumentation（議論文）

C.exposition（說明文）

2.Whereareyoumostlikelytofindthepassage?

A.Inascientificresearchpapertointroducethemonarch'smigration.

B.Inapopularnaturemagazinedescribingthemonarchbutterfly.

C.InatravelleafletencouragingpeopletovisitNorthAmerica.

D.Inaspeechcallingonpeopletoprotecttheenvironment.

Teacher:Sowecanseeanexpositionaimstointroducesomethingandthetitlealwaystelluswhat

itis.

Tipsforwriting:Makesureofthetypeofwritingandtheauthorspurpose.

3.Ma

tchthekeywordsofeachparagraph

whatwherewhyhowwhen

r

TheMonarch'sJourney

Tipsforwriting:Graspthestructuresandthekeypoints

Step

III.Carefulreading

Task1:Readpara.1-2anddefinetheMonarch'smigrationbyusingonesentenceaccording

tothemap.

(Studentsmayhavedifficultyinorganizingsentecessotheyneedadiscussion)

Teacher^mQisup.Who'dliketocometothefrontoftheclassroomandshowyouropinions

accoringthemap?

(Somestudentsmayignoresomekeypointsorusethesentencepatternwrongly.Theteacherwill

leadstudentstopaymoreattentiontofouraspectsandgiveanexample.)

Everyautumn,theMonarchbutterfliestravelaround4,000kilometresto

CaliforniaorMexicoinordertofindfood,seekapartnerorinsearchof

warmerweather.

Tipsforwriting:Leaveoutunnessarydetailsanduseproperconnection.

Task

2:Readpara.3tofindouthowtheMonarchbutterfliesachievetheirjourney?

Measure

Enjoyanothervideoaboutbutterfliestodeepentheimpressiononmonarch'smigration.

Task3:Readpara.4-5andanswerthequestion

Howdopeoplehaveanimpactonmonarchbutterflies?

crashincrease

(Afterreadingpara.4-5.studentswillrealizethathumanactivityhasanimpacton

butterfliesbycomparsion)

StepIV.Postreading

Task1:Accordingwhatwehavelearntinthisperiod,perfectyourmindmap.

Invitesomestudentstoshowtheirwork.

如加t%7陵▼嗎班的？fimi所＞5M）讀飆川dwedu?

*戶小抽。纜吩比切+送嚕著物噱設(shè)黛

?flt(^ttiif]-tfrr^CH&miQ\)R哂濘露彘歌勘涉加

意前3i^yeyfi^tM33需熬溫溫“叫誣

*7b歷d向此gfikfi步山Morin

sem的仔次wo&#胡所e?

丁/。A|ond^chS

Journey

/W.川均?

*Human（m-ivrtu

.2譏便/心、rtMi的

when'必m2必必3How?

-g優(yōu)必?小碇5

+E/第D滋@水汽

*Tdlthe切2訐d叫?IM的加以拈

when?★賒DM咫訕e?也出的時?the

*7m函幻4川。。同的g％S。阻力*iWn），ne近網(wǎng)川R9K＜,

Ohdfi川e諉「聞嗎加時癡酒"幽以*R^ch加?儂的版H⑷川忡0上班＞V1KW,

-M_____-

Task2:Afterreadingthepassage,pleasedesignaposterandthinkofaslogantocallon

morepeopletoprotectthemonarchbutterflies.

Wemuse“pOtu-?七一萬■zwazt-t>heronrr^t..rnztevt

bt^terpr^-txj^e^rx€JT

Stepv.Summary

Teacher:Wecanuseasentenceinpara.5asoursummary.Whatisit?Let'sreadittogether!

Themoreweknowaboutthislovelycreature,thegreaterthechanceit

willsurviveandkeepitsplaceinthenaturalworldforalongtimetocome.

Homework:

Writedownasummaryofthetextbyusingthetipswhichweregiveninclass.

(within60words)

Makesureofthetypeofwritingandauthor?spurpose

Howtowrite

Graspthestructuresandthekeypoints

Leaveoutunnessarydetailsanduseproperconnection

IXTheteachingevaluationandreflection(教學(xué)評價和反思)

l.Theteachingevaluation

Fromthestudents9classroomperformanceandthefellowteachers5feedback,theexpected

teachingaimsarebasicallyachieved.Thehighlightsoftheclassare:

(1)Theteachingdesignisbasedonstudents'currentlanguagelevelandtheappropriateselection

ofteachingmaterialsmakesurestudents9readingcomprehensionandappreciationofthenovel

havereachedtheexpectedeffect.

(2)Threemainlines(themainlineoflanguage,themainlineofemotionandthemainlineof

culture)runthroughthewholeclassandtheclasshasclearteachingfocus.

(3)Theinterpretationperspectiveofthisclassisexposition,thetextvaluehasbeenextendedand

moraleducationhasachieveditsinitialresults.

(4)Thisclassisstudent-centeredandstudents'corequalitiesgethighlighted.

2.Thereflection

(1)Thetimearrangementforsomeactivitiesisnotsoreasonable.Forexample,theriddleinthe

“Lead-in“partcanbesimplifiedandstudentsshouldbegivenadequatetimefortheirpresentation.

(2)Theteacher'sinstructionssometimesarenotveryclear,whichresultsinstudents9

misunderstandingoftheteacher5spurpose.

XBlackboarddesign(板書設(shè)計)

TheMonarch'sJourney

theshowofposters

PPT&Visuallaserposter123

wordbank

salmon

crane

whale

ThisclassisdesignedforSenior1students.AfteraboutfouryearsofEnglishlearningat

juniorhigh,studentshavemasteredcertainlanguageknowledgeandskills,especiallyreading

skills.

ThetextbooksusedbystudentsnowisEnglishBook1-Book8publishedbyForeign

LanguageTeachingandResearchpress.Underthenew-roundteachingreform,accordingtothe

new-setEnglishCurriculumStandardofhighschool,aseniorhighstudentisrequiredto

achievethereadingcapacityfromabout180,000wordsto300,000wordssostudentsneedawide

rangeofreadingmaterialswhichareaboutdiffemttopicstoserveasanefficientsupplementto

thecurrentEnglishtestsystem.

Whenitcomestogrammarstructures,suchasattributiveclauses,studentsalwaysfeel

confusedabouttherules.Asaresult,theyneedbettercontexttohelpthemgrasptheusage

correctly.

Speakingofthetopic,studentsaresointerestedinthemonarch'sjourneythattheyareeasily

tobeencouragedtoshowthemselves.Studentsalsogottoknowhowtomakeamindupwhen

theywereatjuniorhigh.Asaresult,itisnotatroubleforthemtomakethestructuresandkey

pointsclearbythemindmap.

Afterthisperiod,studentsachievedthefollowingprogress:

1.improvingtheabilityofscanningandskimming.Almosteverystudentcanfinishthe

readingtasksduringthegiventimeandhaveabetterunderstandingofthetext.

2.gettingtoknowthewholeprocessofmigrationofthemonarchbutterfly.Whenstudents

dealwithreadingtasks,thetipswhichwereshowninthetextwereconcludedbythemin

ordertohelpthemgettoknowthetypeofthetextandthecharactersofexpositions.Students

candrawtheconclusioneasilyinspiteofthedifficultiesofshowingtheiropinionsinEnglish.

3.improvingstudents9abilityofworkingwiththeirteammatesandtheablitytoexpress

theirownopinions.Mostofstudentswouldliketohaveadiscussionwiththeireteammates

andshowtheiropinionsbravely.Someofthemenjoystandinginfrontoftheclass,showing

theirwriting.Thetasksaremoderateandsuitableforstudentstoworktogether.

4.Improvingstudents9awarnessofprotecingtheenvironment.Afterallthereadingtasks,

studentshaveknownthatthemonarchbutterfliessufferalottosurvivewinterandtheyarein

troubleasaresultofhumanactivities.Allthestudentsareshockedbythelongjourneyand

feelanxiousaboutthebeautifulinsectssotheyintendtoprotecttheenvironmentandpresent

theireagernessintheirposters.

1.Theteachingmaterials

TheteachingtexttitledTheMonarchsJourneyisoneofthetextfromUnit5Bookl.Itisan

expositionwhichintroducethemigrationofthemonarch'sjourneytousfromallaspects.Thetext

isofmoderatelengthandinthisregard,isnotdifficultforstudentstoreadandunderstand.There

aretwotypicalfeaturesofthetext.Oneisthevividlanguageituses,suchastheabundant

vocabulary,variedsentencepatternsanddetaileddescriptionsofsomespecificscenes.Theother

istheclearstructureofanexposition,whichhelpsstudentsunderstandthetextbetter.Thesetwo

featurescanbetterarousestudents9interestinreadingandimprovetheirlanguageability,thinking

quality,culturalawarenessandlearningability.

Therefore,itisanidealreadingmaterialforstudentstointerpretthelanguagefeaturesandfor

theteachertoinfiltratestudents5valuesandmoralfeelings.

2.Theteachingfocusanddifficulties

(1)Theteachingfocus

Beforethislesson,studentshaveeverknownthefeaturesofexpositions.TheMonarchs

Journeycanhelpstudentshaveabetterunderstandingofwritingstyles.Thustheteachingfocusof

thisclassistohelpstudentsgettoknowthemigrationclearlybydrawingamindmapand

knowhowtowriteasummaryofanexpositionbyusingthetipsconcludedbythereading

procedures.

(2)Thedifficulties

Althoughitistextisnotverydifficult,itstillhasalargenumberofnewwordsandsome

complexsentences.Tosomeextent,itbringsdifficultiestostudents'readingcomprehensionand

appreciation.Sothedifficultiesforthisclassare:

——howtohelpingstudentstoaccuratelyunderstandsomeexpressionswithoutbeingaffected

bythenewwords;

一howtohelpstudentstoexplorethedeepmeaningsandculturalbackgroundofthetext;

-howtoeffectivelychooseandadjuststrategiesaccordingtothediversificationofstudents5

readingprocess.

TheMonarch'sJourney

StepI.Warmingupandleadin

Studentsmakeaprediction.

StepII.Fastreading

2.Thetextisa（n）.

D.Narration（記敘文）

E.argumentation（議論文）

C.exposition（說明文）

2.Whereareyoumostlikelytofindthepassage?

A.Inascientificresearchpapertointroducethemonarch'smigration.

B.Inapopularnaturemagazinedescribingthemonarchbutterfly.

C.InatravelleafletencouragingpeopletovisitNorthAmerica.

D.Inaspeechcallingonpeopletoprotecttheenvironment.

3.Matchthekeywordsofeachparagraph

whatwherewhyhowwhen

r

Para.1_______________

Para.2_______________

TheMonarch^journey7Para.3

Para.4_______________

Para.5________________

StepIII.Carefulreading

Task1:Readpara.1-2anddefinetheMonarch'smigrationbyusingonesentenceaccording

tothemap.

Task2:Readpara.3tofindouthowtheMonarchbutterfliesachievetheirjourney?

Tell

Measure

Task3:Readpara.4-5andanswerthequestion

Howdopeoplehaveanimpactonmonarchbutterflies?

crashincrease

StepIV.Postreading

Task1:Accordingwhatwehavelearntinthisperiod,perfectyourmindmap.

Invitesomestudentstoshowtheirwork.

Task2:Afterreadingthepassage,pleasedesignaposterandthinkofaslogantocallon

morepeopletoprotectthemonarchbutterflies.

Stepv.Summary

Themoreweknowaboutthislovelycreature,thegreaterthechanceit

willsurviveandkeepitsplaceinthenaturalworldforalongtimetocome.

Homework:

Writedownasummaryofthetextbyusingthetipswhichwereg