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教材分析：Thisisthesecondperiodofthisunit.ThetopicofthereadingpassageisaboutagreatmanMandelaandhisqualities.Itiscomposedintheformofastorytoldbythethirdperson,Elias,whichmakesitmoreobjectiveforthestudentstolearnaboutMandela.ThestoryhappenedinSouthAfricainmid-twentiethcenturyaboutSouthAfrican’sfightsfortheirrights.Thecontentisnewtoalmostallmystudents,whichcancausedifficultiesinunderstandingthereadingpassage.Inthepassage,Mandela’sworksareorganizedinalongandcomplicatedway,whichisalsoadifficulty.学情分析Allmystudentscanreadandwriteallthenewwordsandexpressionsinthereadingpassage.InsearchoftheAmberRoomafterthereadingperiod.Eventhoughtheymayknowtheuseofsomekeywordsandexpressions,stilltheycannotusetheminotherscontexts.Withregardstothebackgroundknowledgeoftoday’stopic,GradeonestudentshavelearnedalotaboutculturalrelicsbothinChinaandabroad.SoIcanusethefamousculturalrelics-----WinterPalaceandtheAmberRoomasthecluetopresentandpracticethetargetwordsandexpressions,whichalsoprovidesrealsituationsforthestudentstousethetargetlanguage.重点难点Accordingtotheaboveanalysis(teachingmaterialanalysis),thefocusesforthelessonarethereadingsub-skillssuchaspredicting,scanningandretellingaswellasthekeywordssuchassurvive,honey,rare,belongto.Eventhoughmostofmystudentsknowsomethingaboutculturalrelics,theyknowlittleabouttheAmberRoomanditshistory.Allthese,withnodoubt,willadddifficultytothestudentss’readingcomprehension.Asforgroupdiscussion,itwillbeanotheranticipateddifficultybecausetheystillneedmorelanguagesupporttotalkaboutculturalrelicsprotectionrightafterthereading.教材处理Basedontheanalysisofmystudents,Irearrangetheteachingmaterialtomakethereadingintoanaturalcognitiveprocess.Imainlyadaptthepre-readingandcomprehensionquestionsandaddsomeotheractivities.Forexample,inthepre-readingpart,thesecondquestionrequiresstudentstopredictwhatthepassageisaboutaccordingtothetitleandthepictures.Instead,Iwillmakestudentsguesswhathappenedtotheroombypayingattentiontothephrase“insearchof”.Thisadaptationcanmakethetaskmorespecificandeasier.Inthecomprehendingpart.,thefirstquestionwillbeadoptedtobemorethought-provokingbyaskingstudentstofindoutfourpersonsinvolvedintheAmberroom,thespecificinformationaboutthemaswellasthehistoryoftheAmberRoom,.Asforquestions3,itwillbechangedinto“Howtoprotecttheculturalrelics”meanwhile,thesecondcomprehensionquestionwillbedeletedandsomeotherquestionswillbeadded,thuscontributingtostudents;’betterunderstandingofthepassage.教学目标Theshinningpointsofthelessoninvolvenotonlythedesignofthelearningactivitiesbutalsothewaytoachievethelearningobjectives.Asforthelanguageskills,thestudentshavepredictedthecontentaccordingtothetitleanditskeywords.TheyhavefoundoutsomespecificinformationofthepeoplewhoareinvolvedinthechangeoftheAmberRoombyscanning.Secondly,knowledgeobjectives.Thestudentsnotonlyhaveknownthemeaningsofsomenewwords,phrasesandthestructure(have…done)butalsocouldusethemwhenretellingthestory.Thirdly,culturalawareness,thestudentshaverealizedthevalueofculturalrelicsanddevelopedastrongdesiretoprotectthemafterthegroupdiscussion.教学方法Readingisaninteractiveprocesswhichinvolvesnotonlytheprintedpagebutalsothereader’spreviousknowledgeofthelanguageingeneral,oftheworldandofthetexttypes.Therefore,Iwillfollowtheinteractiveprincipleandadoptthethree-stage-modelinthisreadingperiod.Thethreestagesarepre-reading,while-readingandpost-reading.教学媒体Inordertoconductthelessoneffectively,I’llusemultimediadevicesaswellasthetraditionalteachingaids,suchaspictures,redobjectsandsoon.Somerealobjectsfromstudentsareputinapreparedbag.Theyareusedintheactivity“Findingtheowner”.Ataperecorderwillbeusedinlisteningactivity,andothermultimediadevicesareusedtocreatelifelikesituationstopresentthemeaningandtheuseofthenewwordsandexpressionsforthestudentstounderstandandpracticethelanguagebetter.布置作业Attheendoftheclass,Iwillpresenthomework.Thefirstpieceisamustforeveryone.Thestudentsarerequiredtowriteashortpassagein80-100wordstodescribetheappearanceortointroducethehistoryoftheAmberRoom.Andthentheyarerequiredtogivethedescriptionorintroductionbeforeclassthenextdayasacheckingoftheirreadingcomprehensionandtheusingofthenewlylearnedwordsandexpressions.Thesecondpieceisoptional.Itcanbedoneathomeduringtheweekend.Theywillgiveatleastthreepiecesofadviceandseemycommentslater.Theoptionalhomeworkisforthosewhowanttolearnmoreandcandomoreinmyclass.Thisisaneffectivewaytoarousethestudents’interestinusingthelanguage,anditwillmeetdifferentstudents’learningneeds.板书Finally，theblackboardnotes.Ontheleftareallthekeywordsthestudentsshouldmasterinthislessonaswellaspasttenseformsofverbs.Inthemiddle,theusefulsentencestructuresarepresented,whichcanhelpstudentslearnandusethemincommunicativeclassroomactivities.教学过程Thesearemyteachingprocedures.Nowlet’stakealookstepbystep.Beforeclass,IwillplayKurtNilsen’ssongDayoff.Thissongisdesignedtoattractstudents’attentionandgetthemreadyforclass.Thefirststepiswarmingup.IwillaskthestudentstoguesswhatKurtdidonhisdayoffbybrainstorming.Itcanactivatestudents’backgroundknowledgeandhelpthemreviewthepasttenseformsofsomeverb