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18AUnit3ReadingADayOutTodayIfeelveryhonortohavethechancetocommunicatewithyouabouttheteachingplanofUnit3Reading.Iwilldividetheinstructionsintosevenparts.TheyareStatusandFunction,TeachingMaterialAnalysis,TeachingAims,TeachingEmphasis,TeachingDifficulties,TeachingMethods,TeachingAidsandTeachingProcedures.Part1StatusandFunctionThisisanimportantlesson.Fromthislesson,wewillknowalotaboutplacesaroundtheworld.Thiswillbroadstudents’viewsandmakethemmoreinterestedinourbeautifulworld.TeachingMaterialAnalysisThispassageisfromUnit3fromBook8AFunWithEnglish.WehavelearntFriendsinUnit1,andschoollifeinUnit2.Unit3isfocusedonthetopicof“Adayout.”Theyjointlyformthefirstmodule“teenagelife”.Andit’sareadingmaterial.It’llinputlotsofwordsandphrasesaboutthetopicintostudents’mind.Thusitcanlayafoundationfortheoutputinmaintask.Therefore,thislessonisintheimportantpositionoftheteachingmaterial.Part2.TeachingAims1.KnowledgeAims：Afterthelesson,studentsshouldbeableto(1)Mastersomeknowledgeaboutplacesofinterestintheworld.(2)GetinformationaboutthetriptotheWorldParkinBeijing.(3)Learntodescribetheirfeelingsabouttravelingusingadjectives.2.AbilityAims:Improvetheabilityofgettinginformationbyreading,especiallytheabilityofgettingdetailsbyscanning.3.EmotionalAims:LearnmoreaboutBeijingandtheplacesofinterest,thenfostertheirlovefortheirlivesandourcountry.Part3.TeachingEmphasisTogetinformationaboutthetriptotheWorldParkandmasterthefour-skilledwordsandphrases.Part4.TeachingDifficultiesLotsofnamesofforeignplacesofinterestandsomelongsentencesmaybethe2obstaclesofunderstandingthepassage.Part5.TeachingMethodsInthisperiodIwilladopttheThree-stagemodel,Task-basedLanguageTeachingMethod.TheEnglishCurriculumStandardadvocatesteacherstoadoptthetask-basedlanguageTeaching.TBLTcanstimulatestudents’initiativeinlearningandletstudentsexperiencesuccessintheprocessofcompletingtasks.Byexperiencingandpracticing,formstudents’sufficientcompetenceinusingthelanguage.Part6.TeachingAidsMulti-mediaplayer,taperecorder,theblackboardPart7.TeachingProceduresStep1.Pre-readingTask1.Freetalk(leadin)Askstudentssomequestions.T:Doyouliketraveling?Wherehaveyoubeen?HaveyoubeentoBeijing?Whatdidyousee?(purpose:Toaskstudentstohaveafreetalktoleadinthetopicandarousestudents’interest.)Task2.WatchashortVCR.Let’stravelaroundBeijinginoneminute.WhatdidyouseeintheVCR?(Purpose:playtheVCRtoattracttheattentionofstudentsandshowsomeplacesofinterest.)Step2.While-reading1.FastReadingReadthepassagequicklytoanswertheQs:HowdidLindafeelaboutthevisittotheWorldPark?(Purpose:Todeveloptheskillsofskimmingandhowtogainthemainideaofthepassage.)2.DetailedReadingReadthepassageagainandtell“T”or“F”.(1)IttookhalfanhourtogettotheWorldParkfromschool.(2)WewenttotheWorldParkbycoachfromSunshineTown.(3)Wecouldseethemodelpyramidsfromthecoach.3(4)Therearemodelsofmanyplacesofinterestthere.(5)ThemodelpyramidslookedjustliketherealonesintheUSA.(6)ThemodelEiffelTowerisatallstonebuilding.(7)Danielmadeaspecialhomepageforthetrip.(Purpose:Todeveloptheskillsofscanningandhowtogainthedetailsofthearticle.)Step3.Post-reading1.workingroupsoffive.Finishthetablebelow.PlaceWhatLindasawAttheschoolgateKitty,Mr.Wu,thestudents,acoachOnthecityroadsAlotoftrafficAtthegateoftheWorldParkBluesky,themodelofEiffelTowerIntheparkOver100placesofinterest,thepyramids,theGoldenGateBridge,thesonganddanceparade.Linda’sfeeling:Atthebeginning:bored,sickAtthegateoftheWorldPark:excitedIntheend:amazed(Purpose:Tohelpstudentsgetaclearideaoftheplacesandactivities.)2.Lookatthepicturesandsentences,doamatchingexercise.Thenshowonlythepictures,askstudentstorepeatagain.Jointogethertoformashortpassageaboutthetrip.(Purpose:Todeveloptheskillsofretellingaccordingtothepicturesandatthesametinetostrengththeimpressionofthepassage.)Homework:1.Finishthetaskofcompletingthepassagebyfillingtheblanks.2.Recitethewordsandphrasesinthepassage.3.Readthepassageuntilfluently.TeachingReflection:Duringmyteaching,I’lltrymybesttogetmyclasslivelyandencouragestudentstotakepartintheactivities.AndIdesigntaskstohelpstudentslearn.Whilecompletingthetasks,studentscanimprovetheskillsofskimmingandscanning.Thatislearningbydoing,learningbyusing.Therefore,thestudentscanbethe4mastersoftheclass-teachingandstudent-centeredmethodidwell-known.