高中英語教師資格證考試教學(xué)設(shè)計答案

2006上半年

ClassType:Readingclass

TeachingTopic:AmericanEnglishandBritishEnglish

TeachingContents:

ThisLessontalksaboutthewaysthatvarybetweenAmerican

EnglishandBritishEnglishwithexamplesprovided.Itwillenhance

students'cultureawarenessabouthowEnglishlanguageisused

differentlyinbothcountriesandexpandtheirvocabulariestowards

thistopic.

TeachingObjectives:

Knowledge:

1.Afterleaningthispassage,studentscanidentifysomedifferences

betweenA.E.andB.E.anddistinguishsomewordsandexpressions

ofA.E,andB.E.

Ability:

1,Studentscanmprovetheirreadingskillsofskimming,scanning

andinferringbyansweringquestions.

Affective:

1.Studentscandevelopacross-culturalawarenessaboutdifferent

usagesorwaysofA.E.andB.E.

2.Studentscanarousetheirintereststofindouttherationalesor

reasonswhysomeA.E.andBEareusedindifferentways,

Teachingkeyanddifficultpoints

Keypoint:understandanddistinguishsomedifferencesbetweenA.

E.andB.E.

Difficultpoint:IdentifyhowAEandBEaredifferentthrough

scanningandsummarizing.

Majorstepsandtimeallocation

1.Pre-reading(4mins)

Teachershowsstudentsapictureandashortvideoofsituational

dialoguesbetween2peopleusingA.E.andB.E.,thenaskstudents

thefollowingquestions.

(1)Weretheytalkingaboutthesamethingorsituation?

(2)Howaretheydifferentintheaspectoflanguageusage?

(3)WhichisA.E.andB.E.?

(4)GivemoreexamplesofA,E.andB.Easfarasyouknow.

(Justification:Thisstepwillactivatestudents'priorknowledgeand

linkittotheteachingcontents.ItalsoarousesstudentsJinterests

aboutthetopicandtrainstheirobservationskills)

IWhile-reading(12mins)

Fastreading

Studentswillskimandscanthewholepassagewithin5minsand

answerthefollowingquestions.

1,Whatdoesthispassagetalksabout?

2.Whatarethetopicsentencesineachparagraph?Identifyor

summarizethem..

1Listatleast10pairsofA.E.andB.E.mentionedinthepassage.

Carefulreading(7mins)

Studentswillreadthewholepassageagaintolocatespecific

informationandmakeinferencefromthecontextinordertoanswer

thefollowingquestions.Theyshouldunderlinethesentencesof

evidenceinthepassagewhenansweringthequestions.

l,DoAmericanandBritishuseallthesamewords?

2.SameEnglishwordsmighthavedifferentmeaninginA.E.and

B.E,.Trueorfalse?

1WhatdoAmericancallchips?

4.DocrispsinBritishmeanchipsinAmerica?

5.Isthesentence“Myfriendjustarrived”grammaticallycorrect?

6,DosomeAmericanhaveBritishaccents?Why?

7.A.E.andB.E.differgreatlyingrammarandstructure.Trueor

false?

(Justification:thissectionwilldevelopstudentsskimm:ng,scanning

andinferringskillsthroughdiscussionandansweringthose

questions.)

3.Post-reading(4mins)

Ingroupsof4,studentswilldiscussthefollowingquestionsposed

bytheteacher.

1.DothedifferencesbetweenA.E.andB.E.mattersalot?Whatis

theauthorJsattitudetowardsit?Howaboutyouropinions?Usea

casestudyinrealitytoproveyourideas.

(Justification:thisstepwillenhancestudents'inferringskillabout

thewriter'sthoughtandprovideagoodplatformforgroup

discussiontoexpresstheirideaslogicallyand'mprovetheiroral

skills.)

2015下半年

ClassType:Readingclass

TeachingTopic:Skiing

TeachingContents:

Thislessonisfromseniorhighschool,anditisanarrativestoryof

writer?sfirstskiingexperienceonChristmasvacation.Thislesson

willenlargestudents'vocabularyofnaturalphenomenonand

skiingandhelpstudentslearnthestructuralorganizationofnarrative

andhowtoexpressthepastactions.

Teachingobjectives:

Knowledgeobjectives:

1.Afterlearningthispassage,Sscanunderstandthefollowing

wordsandexpressionsandapplytheminsuitablecontext.

Scrambleoutof…

Overlook

Slope

Floodlight:illuminate(abuildingoroutdoorarea)withsuch

lights

Skisuit,bootsandskis

Sideways

Point

Incase(that)

Fallover

Nevertheless

2.Sscanidentifythelinkingwordsinthetextandappreciatetheir

functionsunderteachersJguidance

3.Sscanmasterthebasicelementsandsequenceinnarrative

writingbyrecognizingwhat,when,how,where,whoandre-

constructthetextbytimeorder.

Abilityobjectives:

1.Studentscanimprovetheirskimming,scanningand

summarizingskillsbygivingasuitabletitleforthepassage,

identifyingthemainideaineachparagraphandwritinga

summaryoflessthan40wordsforthispassage.

2.Scanidentifytherhetoric/figureofspeechsuchas

exaggerationandsimileinthetextandappreciatetheeffectsof

usingthem.

3.Scanusepasttenseproperlytodescribetheirunforgettable

(skiing)experiences.

Affectiveobjectives:

1.Studentscanbeinspiredtoimaginethebeautifulscenery

describedinthetextandhaveanempatheticfeelingwiththe

writerduringthefirstskiingexperience.

2.Studentscanfostertheirconfidenceinthegroupdiscussion

andcooperationskillintherole-playactivity.

TeachingKeyPoints:

1.Understandsomeusefulwordsandexpressionsinthisarticleand

somedifficultsentence.

2.Understandthewholepassageandappreciatethewaysthewrite

describes/presentsthestory

TeachingDifficultPoints:

1.Paraphrasethefollowingwordsandexpressionsaccordingtothe

context.

2.Understandthefollowingsentencesbyparaphrasing,

demonstratingorillustrating.

3.Understandthestructuralorganizationofthetextandreconstruct

thepassagingbysummarizingandactingoutthestory.

TeachingMethod:

Thecommunicativeapproach;Theinteractive-compensatory

approach;SituationalTeachingmethod(roleplay)

Majorstepsandtimeallocation(40mins)

1.Pre-reading(8mins)

(1)Brainstormingandgroupdiscussion

Taskssthefollowingquestions,theydiscussandsharetheir

answersingroupsof4.

Haveyougonetoaskitrip?Wheredidyougoforskiing?What

couldyoudoandseeinskitrip?Howdoyouski?Howdoyou

feelaboutskiing?Doyouthinkskiingisadangeroussport?)

(Justification:Brainstormingcanarousestudentinterestabout

thetopicandactivatetheirpriorrelatedknowledge.Group

discussioncanprovideagoodchanceforStosharetheir(ski)

experienceswithothersbyusingpasttenseandimprovetheir

oralEnglishskill)

1While-reading(22mins)

(1)TeacherletSskimthefirst2paragraphsandasksswhy

wewouldgoonaskiholidayandwhatthispassagewilltalk

about

(Justification:thisactivityhelpsspredictthefollowingtext.

AnditalsohelpssgettheWhyinnarrativewriting.)

(2)TeacherletsSscanthe3rdparagraphandasksswhatthis

paragraphmainlytalksabout.Writeshortphrasesintime

ordertopresentwhattheydid;

FlewtoSeoul>>TookashuttlebustoMujuResort>>

Arrivedattheresort?Playedwiththesnow?Checked

inhotel?watchedpeopleskiing

Underlinethelinkingwords,and

explaintheeffectofusingthem.

So;andthen:asadverbialclause;atlast;nevertheless;

although

Identifythefigureofspeechesofthefollowing2sentences

andanalyzetheeffectsofthem,

Iwasdyingtogetout.

Wewerealllikelittlechildren.

(3)Teacherletssscanthe4thand5thparagraphsandaskss

whattheseparagraphsmainlytalkabout.Writeshortphrases

intimeordertopresentwhattheydid.

Werentedourskigearsandwentoutsideontothesnow?

Instructorshowedussomebasicskills>>Ikeptonfalling

down

Tasksquestions:

'Suddenlyyoufindyoucan,tevenwalkJ

Whyyoucan?twalk?

Whatarethetipsinskiing?Demonstratethemwithword

explanationtogetheringroupsof4.

(Justification:listtheeventsinordercanhelpstudentsgrasp

thestructuralorganizationofthetextbyscanningand

summarizingskill.Theabovequestionscanhelpsimprove

theirde叩understandingofthetextbyinferringskillsand

appreciatingthefigureofspeech)

(4)TeacherletSscanthelast2paragraphsandaskss

questions.

Whathappenedtomeafterwards?HowdidIfeelabout

myself?Howdidthewriterthinkaboutthisskiingtrip?What

hasthewriterdoneaftertheskitrip?

(Justification:scanningandidentifyingdetailedinformation

canhelpstudentgetabetterunderstandingofthetextand

writer?sattitudeandfeeling)

Post-reading(lOmins)

1.Giveasuitabletileforthispassage

2.Roleplay:

Ingroupsof4,studentsactoutthereadingmaterialby

takingtherolesofwriter,parents,instructor,andsoon.

Theycanaddmoresubtitlestoexpresstheirfeelingabout

thistrip,thesceneryandtheskilessons,buttheirattitudes

shouldbeconsistentwithonesreflectedintheoriginal

text.

(Justification:Role-playactivityprovidesagoodwayfor

studentsreconstructthetextinanimitatedsituation.Itcan

enhancetheircooperationskillsandpresentationskills.Itcan

alsohelpteacherscheckstudentsunderstandingofthetext)

2015年上半年

ClassType:Readingclass

TeachingTopic:Healthyservingsperday

TeachingContents:Thislessonisfromseniorhighschool.This

articleisanexpositionandmainlytalksabouteatinghealthilyand

severalscientificeatinghabits.Italsooffersrecommended

servingsperday.Thislessonwillexpandstudentvocabularyof

healthydietandhelpstudentsdevelopgoodhabitsofhealthy

diet.

TeachingObjectives:

1,Knowledgeobjectives:

(1)Afterlearningthislesson,studentscanusethefollowing

wordsandexpressionsproperly:healthily,amount,snack,

bake,recommend,fiber,dependon,protein,disorder,

serving,variety,leadto.

(2)Studentscanunderstandwhatthehealthyfoodsareand

theproperamountofthemtakeneveryday.

2,Abilityobjectives:

(1)Studentscanimprovetheirreadingabilitiesof

skimming,scanningandinferringbysummarizingthegistof

thepassage,identifyingandanalyzingdetailedrelevant

information.

(2)Studentscandeveloptheirspeakingabilitybytalkingabout

scientifichealthyeatinghabitsorhealthydiet.

Affectiveobjectives

(1)Studentscanbemotivatedtodevelophealthyeatinghabits

andkeephealthydietdaily.

(2)Studentscandeveloptheircooperationand

communicationskillsingroupdiscussionandpostermaking.

TeachingKeyPoints:

(1)Mastertheabovementionedwordsandexpressions.

(2)Efficientlyusetheirreadingskillsofsk'mming,scanning

andinferring.

TeachingDifficultPoint:

Studentscancreatehealthydietpostersbasedonwhattheywill

learnfromthislesson.

Majorstepsandtimeallocation

Step1Pre-reading:(lOmins)

Activity1:Dividestudentsingroupsof4,letthem

brainstormtolistthehealthyfoodunhealthyfoodand

explainthereasons.Chooseonegrouprepresentativeto

sharehisopinionwiththerest.

Activity2:Teachersshowafewpicturesofpeoplewhoare

unhealthy,becausetheyarelackofnutritionfromcertain

foods.Askstudentswhatkindsoffoodandhowmuchof

themweshouldtakedailytokeepushealthy.

(Justification:Both2activitieswillarousestudents'

interestsonthistopicandlinkuptheirpriorknowledgeto

healthyandpropereating.Atthesametimeitwillhelp

studentstocombineEnglishlearningwithdailylife.)

Step2While-reading:

Fastreading(4mins)

Activity1:Askstudentstoskimthepassagetoidentifywhat

thepassagemainlytalksabout,andchooseapropertitlefor

it.

1.Thetrickofeatinghealthily

2.Thelistofhealthyfoodtakenperday

3.Thewaysofkeepinghealthy

(Justification:Thisactivitycanhelpstudentsobtainthe

gistofthepassagethroughskimming)

Carefulreading(18mins|

Activity1:Identifythefollowinginformationwhetheritis

trueornot.Ortheteacherletsthestudentsreadthetextand

dotheTrueorFalseexercise.

1.Wecantakehealthyfoodasmuchaswewant,andit

won'tcauseustobesick.

2.Eatingproperlymeanseatingonlytherightvarietyof

food.

3,Chocolateandcrispsarehealthysnacks.

4Weshouldtakeavarietyoffooddailytogetdifferent

nutrition.

5.Inordertokeephealthy,weshouldeatfruitand

vegetableseverydaywithoutlimit.

Activity2:Guessthewords'meaninginthecontextand

chooseasynonymtoit.

(1)dependon:A:relyon;B;decide;C:affect

(2)disorder:A:abnormalcondition;B:goodcondition;C:

health

(3)serving:A:menuB:platefulC:time

(4)fiber

(5)protein

(6)recommend:A:suggest;B:state;C:give

(7)variety:A:adifferentkind;B:theamount;C:the

number

(8)leadto:A:cause;B:guideto;C:inthedirectionto

Activity3:Questionsfordiscussion

1.Whyweshouldavoidchocolateandcrispswhentaking

snacks?

2.Whyfruitsandvegetablesareimportanttous?

3.Whatkindsoffoodcontainfiber?

4.Whatkindsoffoodcontainprotein?

5.Whatkindsoffoodweshouldtakemost?

6.Aresugar-freeandlowfatvarietiesrecommended?Why?

(Justification:Those3activitieswillhelpstudentshavea

deeperunderstandingaboutthispassagebyimprovingtheir

skillsofscanning,analyzingandinferring.Throughthose

activitiesstudentscanidentifyingdetailedinformation,

understandingnewwordsinthecontextandrecognizing

howinformationislinkedtoeachother,andsynthetizingthe

information)

Step3Post-reading(11mins)

Activity1:Towhatdegree,doyouagreeordisagreethe

statementunofoodinitselfisgoodorbadv,andwhy.

Letstudentsdiscussingroupsof4.Choosethegroupswho

agreeanddisagreewiththestatementandletthemshare

theirrationaleswiththerest.

Activity2:Studentswilldrawaposterofhealthydailydiet,

includingthenamesofhealthyfoodandtheproperamount.

Afterthatchoose1grouptodotheirpresentation.Or

supposeyouareacookinourschoolcanteen.Whatdishes

wouldyouserveonTuesday?Listoutyourdishesand

explainthereasons.

(Justification:ThisactivitywillimprovestudentsJoral

Englishskillsindebatingandcooperationskillsin

completingagrouptask.Italsocanhelpteachercheckhow

wellthestudentsunderstandthislessonbymakingtheirown

posterandhelpthemdevelopacorrectattitude/

knowledgeabouthowtoeathealthily)

Step4Homework(2mins)

Homework:In-groupof4,studentswillcontinue

comp'.etingtheirposterillustratedwithpicturesandstatistics

(ormakeitmorefancier)ofeatinghealthilyanddothe

presentationstootherlowergradersinordertoguidethem

tokeephealthydiets.)

(Justification:Studentscanreviewandconsolidatewhatthey

havelearntinthisclassandtransferwhattheyhavelearntin

classtoreallife.)

2014下半年

ClassType:Readingandwritingclass

TeachingTopic:Towntwinning

TeachingContents:Thisarticlemainlytalksabouttowntwinningof

OxfordandGrenobleandthecontentsandfunctionsoftown-

twinningagreements./OxfordandGrenoblearetowntwinning.

Theyhavesomesimilarities.Towntwinningagreementsareuseful

andhelpfulforpeopletovisitandexchangebetweencitiesof

differentcountries.

TeachingObjectives:

1.Knowledgeobjectives

(1)Studentscanusethefollowingwordsandexpressions

properlywhenwritingtheirownparagraph:inhabitant,

towntwinningagreement,tourism,entertainment,practice

doingsth,asaresult.

(2)Studentscanunderstandwhattowntwinningisand

identifythecharacteristicsoftowntwinningandlistthe

benefitsoftowntwinningagreement.

2.Abilityobjectives

(1)Studentswillbeabletousereadingmethodssuchas

predicting,skimming,scanning,summarizingand

synthesizingduringtheprocessofunderstandingofthe

passage.

(2)Studentcanimprovetheirwritingabilityofoutliningand

draftingasimilartopicabouttowntwinningby

exemplifyingandcomparing.

3.Affectiveobjectives

(1)Studentscandeveloppositiveperspectivestowardscross-

culturalcommunicationsbetweentwinningtowns.

(2)Studentscanfostertheirconfidenceingroupdiscussion

andcooperationskillingroupwork.

TeachingKeyPoints:

(1)Understandandapplytheabovementionedwordsand

expressionsinproperwritingcontext.

(2)Efficientlyusetheirscanning,summarizingandsynthesizing

skillsbyrecognizingkeyinformationandwritinganabstract

forthearticle.

TeachingDifficultPoint:

Writeanoutlineanddraftabout2citiesoftowntwinning

agreementsbasedonwhattheywilllearnfromreadingthepassage.

Majorstepsandtimeallocation

St叩1Pre-reading(10mins)

Activity1:Leadinthetopicbyplayingavideoabout“Oxford

andGrenoblearetowntwinning,“Whilewatchingthevideo,

studentsthinkoverthefollowingquestions:"Whatisthe

relationshipbetweenOxfordandGrenoble?v"Whatarethe

similaritiesbetweenthetwocities?”

Activity2:Teachersaskstudentswhattheycanpredictfromthe

titleandthepicturesillustratedbelow.

(Justification:Activity1willarousestudents;interestsinthetown

twinningtopic,activatetheirpriorknowledgerelatedtothislesson

andhelpthemcomprehendthenewwordsinordertounderstand

thepassageeasily.Activity2willhelpstudentsdevelopthe

predictingskillinreading.)

Step2While-reading(18mins)

Fastreading

Activity1:Studentsskimthewholepassagetotellwhatitmainly

talkaboutandcheckwhethertheirpreviouspredicationisrightor

not.

Activity2:Concludethema:nideaofeachparagraph.

Carefulreading

Activity2:Studentscompletethefollowingchartbyscanningthe

text.

OxfordvsGrenoble

CountryUK

Citysize)

200,000

Mainindustryr

Activity:Trueorfalse

Activity3:Studentssummarizeandsynthesizethekeyinformation

of2nd3rdand4"paragraphsbycompletingthefollowingsentences.

2ndParagraph:Towntwinningbecomemorepopularinrecent

yearsbecause();It'sanagreementbetweencitiesofsimilar

(),()andothersimilarfeatures.

3rdParagraph:Towntwinningagreementencourage()and()

betweenthetwotowns.

4thparagraph:Towntwinningagreementsareperhapsmostuseful

for()andpeoplewho().

(Justification:Thoseactivitiescanhelpstudentdeveloptheir

skimming,scanningandsummarizingskills.Andtheycanhelp

studentsgraspitsmainidea,recognizethedetailedinformation.)

Step3After-reading(12mins)

Activity1:Dividethestudentsingroupsof4tosummarizethe

passageinnomorethan50words.Thenchooseonegroupto

presenttheirabstractorallyinfrontoftherestclass.

Writedownkeywordsaspromptsontheblackboard.Thiscanhelp

studentsdobetterjobsinsummarywriting.

(Justification:Thisactivitywillbeusefulforsummarywritingskill

practiceandpresentationskill.Anditalsohelpsstudentsconsolidate

theirunderstandingofthetext.

Step4SummaryandHomework(5mins)

Summary:Afterstudents,presentation,teachershouldgive

commentsoraconclusion.Thiswillguideotherstosummarizeand

reviewwhattheyhavelearnedinthisclass.

Homework:Writinginacontentorientedapproach.

TheTeacherasksstudentstowriteashortpassageabouttown

twinning,whichshouldincludethefollowingaspects:uWhatother

citiesyouknowhavetowntwinningagreement?”“Whycanthe

twocitiesbecometowntwinning?”"Whatkindsofculture

exchangesorreciprocalvisitstheyhave?”Theyareallowedtouse

Internetforresearch.Theyshouldlistkeyinformationoftheir

researchresultinalogicalway,whichwillactsasanoutlineforthe

wholepassagewriting.

(Justification:Thisactivitywilldevelopstudents'researchand

outliningskillsinwritingofacontentorientedapproach.Itwill

checkwhetherthestudentsachievetheteachingobjectives.)

2013下半年

ClassType:readingandwriting

ClassTopic:Pompeii:Thefacts

Teachingcontents:ThislessonisaboutthefactsofPompeii

undergoingtheeruptionofMountVesuvius.Theclueisthetime

sequence.ItdescribesthefactsandphenomenathathowPompeii

wasbefore,duringandaftertheeruptionofMountVesuvius.This

lessoncanserveamodelofnarrativewritingforstudents,(orhelp

learntoexpressthepastactions)

TeachingObjectives

KnowledgeObjectives:

1.Studentcanunderstandandparaphrasethefollowingwords:

normally,setout,farfrom,rest,erupt,ash,lava,mud.pour,

surrounding,bury,andapplythemindescribingvolcano

eruption.

2.Studentscanrecognizethefollowingtimelinkingwordsand

applythemlogicallyintheirnarrativewriting:Unfortunately,

when,Byevening(oraspecifictime),earlyintheafternoon.

AbilityObjectives:

1.Studentscanimprovetheirreadingskillsofskimmingand

scanningtoidentifythemainideaofthepassage,thestructure

andsequenceofthepassage.

2.Studentscaninferfromthecontextstoinduce/guessthe

meaningthenewwordsinthepassage.

3.Studentscanmprovetheirnarrativewritingofpastactions

throughconsistentlyandlogicallydemonstratingthetime

sequenceandstructure.

AffectiveObjectives:

1.Studentcanbearousedinterestsinnaturephenomenaor

disasterandinspiredthecuriositytodiscoverthecauseofit,

2.Studentscanstrengththeirconfidencetofreelyexpresstheir

ideasinpairorgroupdiscussionandbefosteredtoinquire

deeplyaboutthepassage.

Keyanddifficultpoints

Keypoints:

1.Understandandparaphrasethenewswordsmentionedabove,

analyzetheirfunctionorlogicalconnectionwiththecontextand

usethemindescribingvolcanoeruption.

2.Identifythetimesequenceandstructureofthispassage.And

contrastwhathappenedtoPompeiiduringdifferenttimestages.

Difficultpoints:

1.Applylogicaltimesequenceandtimelinkingwordsinnarrative

writingaboutadevastatingeventexperiencedorwitnessedby

students.

Majorstepsandtimeallocation

1.Lead-in(5mins)

Teachershowsapictureofvolcanoeruption,andasksstudentswhat

kindofphenomenaitis,andthenintroducethenewwords“erupt

anderuption”.Teachersaskstudentswhatmighthappenduringa

volcanoeruption.Studentwilldiscussingroupsof4.Teacher

won,tgivefeedbackandleadthemtofindwhethertheiranswers

arerightornotinreading.

(Justification:Thisactivitycanarousestudents'curiosityaboutthis

passageandlinktheirpriorknowledgetothecontentsofthelesson.)

2.Pre-reading(5mins)

TeacherwillshowashortmovieclipofPompeiiduringtheeruption

ofMountVesuvius,andaskstudentswherePompeiiisandwhat

happenedtoPompeii.

(Justification:Thisactivitywillhelpprovidenecessarybackground

informationtothepassageandenforcethelearningofnewwords—

eruptionandunderstandthekeyelementsofnarrativewriting"

whereandwhat).

3.While-reading(18mins)

(1)Fastreading(6mins)

<l>Teacherasksstudentstoskimandscanthepassageandfindout

thefollowinginformationbygroups(5Ws):

What:EruptionofMountVesuvius

Where:inPompeii

When:August24,intheyearAD,79

How:PeopleinPompeiiandPompeiicitywereburiedundertheash

andmudfromeruption.

Who:Pompeiicitizens.

<2>Teacherasksstudents:ubywhichclue,howdoesthepassage

develop?vA:locationB:timesequence;C:reasoning.Teacher

thenconcludethatinnarrativeswritingofpastincidents,weuse

timesequencetoshowhowtheincidentsoreventsoccurred,

developedandended.

(3)Intensivereading(12mins)

Studentswillusethescanningandinferringskillstocompletethe

followingquestion.

LWhatdoestheword“normallyrmean?(Hints:thefirst

sentenceandlastsentenceinfirstparagraph)

2.Whatisthetransitionsentencebetweenparagraphoneandtwo?

1Whatistheeffectofusingthewordupoured”?

4What'sthedifferenceofusing“buried"and"covered”?

5.Accordingtothetimeclues,fillupthechartwithcorrect

informationbygroups.

CluesWhenWhathappedinPompeii

andHowwasit?

Beforethe(Inthemorning,Everythingis(normal).

eruptionAugust24,AD79I

(During)the(EarlyintheMillionsoftonsof(ash,lavaandpumice)

eruptionafternoon)pouredontothesurroundinghillsidesand

overthetownofPompeiiandothertowns.

Afterthe(Byevening)Pompeiianditscitizenswereburiedunder

eruptiontheashandmud.

(Justification:Thefastandintensivereadingactivitiescandevelop

studentsskimmingandscanningskillstoidentifyandunderstandthe

mainstructureofthispassage,keyinformationofthispassage,the

fivenecessaryelementsofnarrativesandthefunctionofthetime

linkingwordsinfacilitatingthelogicaldevelopmentofthepassage,It

alsoenhancesinferringskillsthroughguessingthemeaningofnew

wordsinthecontextandanalyzingtheireffects.)

IPost-Reading113mins)

(1)Teacherasksstudentswhattheconsequence/influenceofthis

volcanoeruptiontoPompeiiwas.Thenteacherconcludethatthe

eruptionwassodreadfulanddevastatingthatthePompeiiwas

buriedundertheashandhaddisappearedfromthestageofculture

andhistoryuntilitwasdiscoveredagain.

(2)Studentsareaskedtooutlinetheirwritingofadreadfuland

devastating(damaging)eventorincidenttheyexperienced,heardor

witnessed.Theyshouldusetimesequenceasaclueforwritingand

usepropertimelinkingwordstoindicatehowtheincidents

developed.

(Justification:ThefirstactivitywillhelpstudentsJpredictionand

logicalreasoning.Thesecondwillassiststudentsinnarrativewriting

byusingtimesequenceandtime1inkingwordseffectivelytomake

theirpassagemorelogical,consistentandconcise.)

5.SummaryandHomework.(4mins)

Teacherasksstudentsthefollowingquestionsandletthem

completetheentiredraftingaboutadreadfuleventwittheoutline

madeinclass.

WhatdidwelearnaboutPompeii?

Howdidthepassagedevelop?

Whatarethekeyelementsinnarrativewriting?

(Justification:Thosequestionscanreviewandconsolidatethenew

words,factsaboutvolcanoandnarrativewritingstrategiestheylearnt

inthisclassandthehomeworkwillpolishtheirnarrativeskills

accordingtowhattheyhavelearntinthisclass)

預(yù)測試卷一

ClassType:Reading

TeachingContents:ThispassagetellsastoryaboutWangPeng

changedhisadvertisingsignoutofhisrestaurantwherefatandhigh

energy-providingfoodwere