北师大模块六Unit_16_Lesson1_Pompeii教案

Unit16 Lesson 1 Stories from HistoryTeaching PlanTeaching Aims:1)Knowledge-oriented aims:To master the new words and important phrasesTo understand the long and complicated sentencesTo understand the features of narrative writingTo learn the history and culture of Pompeii2)Ability-oriented aims:To improve the students’abilities of predicting and finding the detailed informationTo cultivate the students’ spirit of cooperation and imagination3)Emotion-oriented aims:To stimulate the students’awareness of protecting the environment and city cultureTeaching Important and Difficult Points:Important Points:How to grasp the main ideas of the text and each paragraphHow to find the detailed and effective informationDifficult Points:How to comprehend the text quickly and clearlyHow to encourage the students’imagination and improve their ability of organizationTeaching methods:1) Communicative Approach2) Learners-Centered3) Task-Based4) Interaction5) Autonomous learningTeaching Procedures:Step 1: Lead-inUse the gift of a bottle full of “capsules” the teacher got on the Teachers’ Day. The capsules aren’t real, but filled with small notes where the students wrote some best wishes to their teacher. Through this gift, the teacher explains the word “capsule”to them and thanks them for the “Love Capsules”, which preserve their love and wishes to their teacher. After students’ interest stimulated by this story, lead them toanother story of capsule-----Pompeii, The city that became a time capsule. Ask students to guess the meanings of “time capsule” and the title but check the answer later in the text analysis.Step 2: Pre-readingAlthough most students have heard the name of Pompeii, not all of them are familiar with the history and culture of Pompeii. So students are asked to make some prediction about this city through multiple choices exercises.1.How many years ago did Pompeii city exist?A. 1000 years agoB. 2000 years agoC. 500 years ago2.Which disaster destroyed the Pompeii city?A.earthquakeB. volcanic eruptionC. desertification3. Which country is Pompeii located in?A. In ItalyB. In ChinaC. In TurkeyStep 3: While-readingFirst-readingBased on the background information from the pre-reading, students are asked to read the text quickly to grasp the main idea of each paragraph and do the matching exercise. The tape will be played for the students to listen to the text. During listening, ask students to pay attention to the time markers in the text. Based on the main idea of each part, Ss are required to get the main idea of the whole passage.Para 1 Pompeii discoveredPare 2 Pompeii destroyed by the volcanic eruption Pare 3 Today’s PompeiiParas 4-5 Pompeii as a “time capsule”Para 6 Pompeii forgotten by the worldSecond-readingIn order to get a deeper understanding, Ss are required to read the text for the second time and answer the following questions.1. Who wrote about the eruption of Vesuvius?2. What had Pompeii been like before the eruption?3. What can you see if you walk in the streets of Pompeii today?4. Why does the article describe Pompeii as a “time capsule”?Third-reading（Pair-work）Ss read the text for the third time, knowing some detailed information about time, people and events, which are the typical features of narrative writing. First, students will be given some examples about finding information related to time and people. Then, they are encouraged to ask their partners questions according to the time and people and the partners find the correct information to answer. For example,1. What happened on August 24th, 79 AD?Event(Answer): The volcanic eruption occurred on August 24th, 79 AD.2. What happened to the people in the city after the volcanic eruption?Event(Answer): The people who had disappeared under the ashes were entirely forgotten by the world.HINTS:Time markers: at the end of 1st century AD; over the centuries; more than 1,600 years later; by 1748…People: Pliny; some scientists; tourists…Step 4: Post-reading (Summary)Through finding detailed information according to the time and people, Ss have got a good understanding of the whole text. In order to consolidate Ss’understanding, a summary will be given to them to help them review some words and expressions.Pliny was a Roman writer who had _________ and wrote about a _________ eruption which ________ on August 24th,79AD and it was of Mt. Vesuvius. The tragedy had left a deep __________ on Pliny. The whole city had been ______ under the ashes of Mt Vesuvius.By 1748, scientists had started to dig out the ancient city Pompeii. It is like a “time capsule”_________ buildings, objects and even the ___________ of people from theToday, people and scientists visit Pompeii every year to learn more about the________ world. In this way, the city, which the world had once forgotten lives on nearly 2,000 years after its ______.Step 5: Activity--- “Lesson from Pompeii” (Group-work)In addition to the story of Pompeii’s destruction, students are given more examples of today’s cities which are likely to disappear in the future by other natural disasters, such as the desertification, the sand storm or the rising of the sea level, using several pictures to show the serious situation of this kind of cities. Students are stimulated to protect the environment, to save these cities. So they are asked to design a public advertisement with the theme of “Lesson from Pompeii” to encourage more people to participate in protecting the environment and improving the city development.Step 6: Homework1). Make a theme exhibition in the classroom using the public advertisements designed in the activity of “Lesson from Pompeii”to heighten our environmental awareness.2)Read the text after class and memorize the new words and expressions. Writing design:Lesson1 Stories from HistoryPara 1 Pompeii discoveredPare 2 Pompeii destroyed by the volcanic eruption Pare 3 Today’s PompeiiParas 4-5 Pompeii as a “time capsule”Para 6 Pompeii forgotten by the world Teaching reflection:In this period, I divided the whole class into 14 groups , each of which contains students of different levels and arrange some tasks for them to fulfill. I laid my emphasis on the important of the Ss’ reading skills , as for the language points and text analysis , I will deal with them in the next period. In order to create an input-rich class, in the teaching process, I applied multi-media computer, courseware enlarge the input material and make the input material much more interesting, visible and comprehensible. Teacher should make correct use of courseware. Do keep in mind that courseware is just a helpful tool. Do never turn the class into an exhibition of the beautiful courseware.。