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WomenofAchievement
Goodmorning,ladiesandgentlemen.MytopicisWomenofAchievement,thatis,unit1,inmodule4.Thereadingpassage“AStudentofAfricanWildlife”istalkedlaterandmytalkconsistsof4parts.Part1,myunderstandingofthematerial.Part2,teachingapproaches.Part3,preparationsbeforeclass.Part4,teachingprocedure.
Part1myunderstandingofthematerial
First,letmeintroducethereadingpassage.Itisthecenterofthisunit’steachingandlearning.Itismadeupof4paragraphs,thatis,oneday’sobservingchimpswithJaneintheforest;howJanedidherresearchandherachievements;Jane’slovetowardsanimalsandhercontributionstoanimalprotection;andashortsummarytoher.Bylearningthislesson,thestudentscannotonlyunderstandwomen’sstatusinsocietyandeverydaylife,theirvaluesandcontributions,theirdifficultiesandachievements,butalsolearnhowtousesomewords,phrasesandsentencepatterns.Ofcourse,thestudentscanpractisetheirreadingskills,suchasskimming,scanningandcarefulreading.
Second,Iwanttotellsomethingaboutthestudents.Althoughthestudentshavethebasicabilitiesoflistening,speaking,readingandwriting,theystillneedmanyopportunitiestoexploreandconveymeanings;toclassifyandreflectontheirthoughts,feelingsandexperiences;toexperimentandusetheirimaginations,andalsotodeveloptheirautonomouslearningability,cooperativelearningabilityandinvestigativelearningability.
Third,aboutteachingaims
Knowledgeaims:Tolearnhowtousethemasterywords,phrasesandsentencepatterns;
TolearnsthaboutJane’sresearch.
Abilityaims:Tocultivatethestudents’autonomouslearningability,cooperativelearningabilityandinvestigativelearningability;
Todevelopstudents’readingskills,suchasmakingpredictionanddrawinginferencesfromthecontext.
Emotionalaims:Toencouragethestudentstoparticipateintheclassactivitiesandcultivatetheirteamworkspirit;
TolearnJane’sbraveryandperseveranceinachievinghergoals;
Toreinforcethesenseofwildlifeprotection.
Fourth,aboutkeypointsanddifficultpoints
Ithinktheyaretodevelopthestudents’readingskills,suchasmakingpredictionanddrawinginferencesfromthecontext;andtolearnhowtousethemasterywords,phrasesandsentencepatterns.
Part2Teachingapproaches
Accordingtotheanalysisabove,I’lltrytousethefollowingtheories:tomakestudentstherealmasteroftheclasswhiletheteachermyselfthedirector;toinspirethestudents,especiallygirlstudentstochasetheirdreamswithgreatdeterminations.
Therefore,task—basedteachingmethod,students—centeredteachingmethodandCAIwillbeused.
Part3Preparationsbeforeclass
IwillaskthestudentstosurftheInternetorgotothelibrarytofindsomeinformationaboutgreatwomenthattheyareinterestedin.
Andinclass,theywillgivereportsoftheinformationtheyhaveobtained.Bydoingthisactivity,Icantraintheirautonomouslearn
Part4Teachingprocedure
Idesigned6stepstodealwiththisreadingpassage.
Step1lead—in
Activity:pictureappreciationandquestionanswering
I’llshowthemsomebeautifulpicturesofwildanimals,suchaslions,Tibetanantelopes,monkeysandchimps.Thenonequestionwillbeasked:whichanimalhastheclosestconnectionwithhumanbeings?It’snotsodifficult.Ofcourse,chimps.Thenthestudentscanfindmoreaboutchimpsfromthereadingpassage.
Thepurposeofthisactivityistostimulatethestudents’interestandnaturallyleadtothereadingpassage.
Step2pre—reading
Activity:lookandguess
Thestudentswillbeaskedtojustglanceatthetitleandthetwopicturesinthebook,andthenguesswhattheywillreadinthetext.Andthey’llbedividedintogroupsoffourtohaveadiscussion.
Thisactivityistoinspirethestudentstoreadactively,notpassively.Surveysshowthatactivereadingcanraisethereaders’interestandreadingefficiency.Otherpurposesaretodevelopthestudents’readingskill—makingpredictionandtoencouragethestudentstothinkinEnglish,expresstheirthoughtsinEnglishandcooperatewitheachother.
Step3reading
Activity1scanning
Thestudentsarerequiredtoscanthetextquicklyandfindoutspecificinformationofthefollowingquestions.
1whoisthestudent?
2whatanimalsareobserved?
3whendidJaneGoodallarriveatGombe?Howoldwasshe?
4whatwasthepurposeofherstudy?
Bydoingthisactivity,thestudentscanimprovetheirreadingskill—scanning.Andtheycangetthetwolinesofthewholepassage,themainline—student,andthehiddenline—wildlife.Itbuildsasolidbaseforthelatterreadingcomprehension.
Activity2skimming
Thestudentsareaskedtoskimthetextquicklyandsummarizethemainideaofeachparagraph.
Bydoingthis,Icantrainthestudents’readingskill—skimming.Andbeforetheirskimming,I’llremindthemtofindoutthetopicsentenceofeachparagraph.
Activity3carefulreading
Forparagraph1:Videowatchingandcompletingadiagram
GetthestudentstowatchashortvideoofJane’sresearchwithchimps.
ThisparagraphisadescriptionofwhatJaneandherpartnersdidintheforest.Thevideocanturnthedescriptioninwordsintoimages.Soitseemsasifthestudentsthemselveswentintotheforest.Thenadiagramwillbeshowntothestudents.Itcontainsthemainactionsofthechimps.Theyhavetocompleteit.Bythesetwochanges,thestudentscanmastertheimportantwords,phrasesandsentencesbetter.
Forparagraphs2-3:Retellingjob
Thesetwoparagraphsarerelativelylong,sothestudentsmayhavedifficultiesinclassifyingthecontent.ThereforeIdividedallthesentencesinto3aspects,thatis,Jane’sdifficulties,herdiscoveriesandhercontributions.Accordingtothekeywords,theyhavetoretellit.
Bydoingthisactivity,Icantrainthestudents’languageorganizingabilitytomeetthedemandsofthenewcurriculum.
Forparagraph4:Questionanswering
ItisashortsummarytoJaneandim
pliesthatwomencandowhattheywanttodoasmen.Thisparagraphisrelativelyshortandeasytounderstand.Sothequestionsarefairlyeasyandwillbeofferedtothelesstalentedstudents.Step4post—reading
Idesigned2activities.
Activity1:multiplechoicequestions
Thesequestionsaretohelpthestudentsgetabetterunderstandingofthetext.Someofthemareaboutdetails,andsomeofthemareinferences.Inferencequestionsaremoredifficult.SoIwillgivethemtothetopstudents,andtheeasieronestolesstalentedstudents.ThereforeallthestudentscanhavethechancetoparticipateintheclassactivitiesandachievethepleasureoflearningEnglish.Thustask-basedteachingmethodisusedhere.
Activity2:qualitiesandlookingforrelevantsentences
Itisanactivitytoconsolidatewhattheyhavelearntintheclass.Traditionally,ablank-fillingtaskisoftenusedinthisstep,butitisapassiveactivity.Inordertogetthestudentstolearnactively,Idesignedthisactivity.Justgetthestudentstolookatthetitleandthinkabout“whatkindofstudentJaneis”.Theywillsaymanywords,likehard-working,braveandsoon.Thenaskthemtofindoutthesentencesfromwhichwecanseethesequalities.Todothisjob,thestudentshavetoreadthewholepassagemorecarefullyagain,andtheywillgetadeeperimpressionofthelanguagestructure.Herestudents-centeredteachingmethodisused.
Step5Discussion
Thestudentswillbedividedintoseveralgroupstodiscussthefollowingquestions.
1Janewasbraveenoughtoliveintheforest.Whatdifficultiesdoyouthinkshewasfacing?
2Ifyouhavethechance,willyoudowhatshedid?
ThisactivityistocheerthestudentstothinkdeeplyaboutJane’sresearchandtopracticetheiroralEnglish.
Step6Homework
Activity:ThinkingandWriting
Thetopicis“thoughourgrandmothersandmothershaven’tdonesomethinggreatlikeJane,doyouthinktheyaregreat,too?”Giveyourreasons.
Thisactivityisdesignedtotraintheirwritingskillsandstimulatethestudentstobecomeawareofthegreatnessofordinarywomen.Sogreatnessisclosetothestudents’dailylife.
Inclass,IwilluseCAI,sothereisnoblackboarddesign.
That’sall.Thankyou!
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