《Lesson 3 Natural Disasters》集体备课教案设计

《Lesson 3 Natural Disasters》集体备课教案优质课下载

Cognitive psychologists came up with the schema theory, which has been applied to explain the mental comprehensive process. Kant first pointed out that meaning exists only when concept is related to personal known information. There are various kinds of schemata in man’s mind, such as fruit schemata, teacher schemata, and so on. The main point of schema theory is that: One need to connect new things with those known concept, past experience, or background knowledge, to understand new things.

According to schema theory, students will use the existing schema in mind to assimilate the information from passage while reading. Whether they have the schema influences their understanding. That’s to say, the roles of Schema in comprehension cannot be ignored. A text only provides directions for readers as to how they should retrieve or construct meaning from their own previously acquired knowledge. The theory of Schema can be used to help guide students to comprehend a text from the global point of view.

The interactive model in reading teaching divides the reading lesson into three parts, pre-reading, while-reading and post-reading. Therefore, I show a video at the beginning of the lesson to activate students’ existed schema. Students get new schema at while-reading stage. And then they can use and consolidate these schemas at post-reading stage.

Also, with the guiding ideology that is students are the leading characters in lesson, which also is the center idea of High School English Curriculum Standard, I try to increase the interestingness of lesson to catch their attention. So with the help of media, I add more materials like videos and pictures, which base on their cognitive ability, about earthquake. And at the post-reading part, I design the pair work and the task is role-playing. It gives students opportunities to show themselves. Not only can it activate students’ interest but also it can improve students’ cooperative ability.

Teaching background analysis

1. Description of students

Students come from grade10 and their overall English ability is above average compared with other students from our school. That is to say, their reading ability is good enough to read this passage within5 minutes. Therefore, they wont spend much time reading the passage especially during detailed-reading part. I can finish the teaching procedures as planned.

Also, they are willing to express themselves and they have the experience of pair work, which they got trained before this lesson. That makes the task, role-playing, on post -reading possible.

What’s more, students are familiar with earthquake. Although they did not born when the Tangshan earthquake happened, they may see the film and know something about it. In such situation, it’s easy to motivate student’s interest in earthquake.

2. Teaching contents

This passage recounts the terrible earthquake that nearly destroyed the city of Tangshan in Hebei province in 1976. The earthquake caused a greater loss of life than any other in the last century and affected the lives of people far away as well.

The text type of this passage is narrative and the structure is really clear. There are four paragraphs in total and it can be divided into three parts. Para1 is part1, which tells the signs before earthquake. Para2 and para3 consists of part2, which tells something happened during the earthquake especially the damages caused by earthquake. Para4 is part3, which tells rescue work after earthquake.

Although the amount of this passage is larger than other passages in this book, the structure is clear and it’s easy to understand. Combined the students’ ability and the complexity of passage, it’s possible to turn the teaching aims and procedures into reality.

Teaching aims

Knowledge

Students can know how to describe things happened.

Students know the basic structure of narratives.

Students know more about earthquake especially signs before earthquake, which is really useful.

Skills

Students can improve their ability to look for key words and to summarize main ideas.

Students can improve their comprehend ability like skimming.

Affection

Students can arouse their sympathy to survivors and the injured.

Students can strengthen their awareness of earthquake.

Teaching difficult and key points