杨鹏真项目报告

'ProjectTitle:ImprovingStudents’ReadingAbilitybyTrainingMajorReadingSkillsinWhile-ReadingActivitiesInvestigator:YangPengzhenSubmittedonApril，2nd,2009InfulfillmentofthecoursePracticalProjectDesignAcknowledgementsIammostlygratefultoProfessorGuideandMissWang,withoutwhosesupportandpatiencethisprojiectwouldnotbeimplemented.Noamountofthankswillbeadequateformystudentswithoutwhosewillingparticipationintheprojectimplementationitwouldhaveremainedonpaper.Lastbutnottheleast,bigthankstomycolleaguesandclassmatesfortheirtimespentonbrainstormaswellastheirsupportandhelp.AbstractThisstudypresentsadetailedreportoftheprojectimplementedtosolvetheproblemthatmystudentscan’tmakegreatprogressintheirreadingability.Itishypothesizedthatifamoreeffectivemethodisusedinreadingteaching,thestudentswillbesuretomakegreatprogressinreading.30 Amongthemethodsofscientificinvestigationusedaretheanalyticmethod,Socraticdialogue,causeanlysisandquestionnaire.MainHeadingsoftheprojectReport1.Introduction2.Problem3.Problemanalysis4.Projectobjective5.Projecthypothesis6.Projectnationale7.Projectdesign8.Controlandtargetgroup9.Projectimplementation10.Dataanalysis11.Projectevaluation12.ConclusionReferences:Appendix：A.ThetimetableoftheprojectB.ThemethodsofproblemC.TeachingplanD.Students’namelist1.IntroductionAsisknowntoallthelanguagelearners,readingisimportantanditisoneofthe30 mostimportantin-putway.Butmanystudentscan’tdowellinreading.itisacommonproblem.Inmyclass,20%ofthemsaytheyhavenointerestinEnglishreadingand50%ofthemsaytheydon’tknowhowtoread.What’sworse,afewsaytheydon’tknowthemainideaofthereadingmaterials.Therefore,itisnecessarytodosomeresearchtohelpstudentstoimprovetheirreading.SoIwillapplythetheoryandtheknowledgethatIhavelearnedinHelpYourselftoAdancedEnglishintopractice.IalsohopeIcansolvetheproblemthathavetroubledme.1.ProblemTheproblemIhaveinmyteachingisthatsomestudentslacktheeffectivereadingmethods.Althoughtheyspentplentyoftimeonreading,theycan’tmakeanyprogressintheirEnglishreadingyet.Asaresult,theycan’tgetahighscoreintheexamination..3.ProblemanlysisIusedseveralmethodsofproblemanlysistoanalyzetheproblem.Theyaretheanalyticmethod,Socraticdialogue,causeanlysisandquestionnaire.Throughtheproblemanlysis,Icametoknowthatitismyineffectivemehodsinteachingreadingthatlimitsmystudentstomakeprogress.Ihavemadeupmymindtosolvetheproblem.(toseeAppendixB)4.Projectobjective:Toimprovethestudents’readindability.5.Projecthypothesis:Itishypothesizedthatifamoreeffectivemethodisusedinwritingteaching,the30 students’readingabilitywillbesuretoimprove.6.Projectrationale:1)Whatisreading?Readingisanactiveprocessandismeaning-focused.Amongthefourlanguageskills（listening，reading，speakingandwriting），readingmigtbethemostfamiliartoourChineselearnersofEnglish。Inaway，welearnEnglishmainlythroughreading。Readingisnotjusttheabilitytorecognisewords,butthereaderalsoneedstomakesenseofwhathesense..Alsoreadingisanactiveprocess,duringwhichthereadertriestounderstandthemeaningofagiventext.2)Mainreadingstrategies:Theyareskimming,scanning,inferringandrecognisingrhetoricalstructures.Theinteractivewayofreadinghascometobeacceptedbymoreandmorepeople.Itmakesuseofbackgroundknowledge,context,andexpectations.Atthesametime,italsoincoporatesrecognisinglettersandwordsrapidlyandpickingoutimportantwordsandphrases,pickingoutdetailswhichgivethekeytothegeneralmeaning.itisacomprehensiveapproachandreflectstherealnatureofthereadingprocess.3)Thethreestagesofteachingreading:Pre-readingstages,While-readingstagesandPost-readingstages.Howcanweimproveourwayofreading?onewayistoteachreadinginthreestages:pre-readingstage,while-readingstage,andpost-readingstage.Eachstagehasadifferentgoalanddealswithdifferentreadingstrategies.Theoverallaimistotrainyhestudentstobeefficientreadersinyheforeignlanguage.7.ProjectdesignIdesignedvariousactivitiestotestthehypothesis.Iexpecttoimprovestudent’sreadingabilitythroughmyprojectandthattheycanreadeffectivelyandbroadentheir30 knowledge.ThusIdesignedfouractivitiestorealisemygoal.Firstly，differentmaterailsusedifferentreadingmethods;Secondly,Itaughtstudentsthemainreadingskills;Thirdly,teachthemhowtodealwiththethreereadingstages.Last,Iholdareadingtestinthetargetandcontrolclassandgivesomeprizetothefaststudents.Thethreeactivitieswillbecarriedoutinfourweeks.Week1:Activity1Time:April4PeriodthreeLesson1ThisactivityisbasedasinseniorEnglishforChina,Book1Bunit15,reading.“Whydoweneedtoread?”Discussion:Letstudentstalkaboutwhydoweneedtoreadinourdailylife,todifferentreadingmaterials,howtodealwiththem.Purpose:TomakestudentsformrightthoughtsaboutreadingInstructions:Teachergivesstudentssomedifferentreadingmaterialsandaskthefollowingquestions:1.Whatdoweofenreadinourlife,listatleastfivekindsofreadingmaterials,whatarethematerialsabout?2.Whydoweneedtoreadinourdailylife?3.Howdoyouusuallyreadthesematerials?Doyouthinktheyarereasonable?Teachingmethod:discussingroupsProcedure：Givestudentssomenewspaper,booksmagazinesandpostcardtoread.Aftertheyfinished,askthemwhattheyreadjustnow?Whataretheirpurposesofreading?How30 cantheyachievetheiraims?.Thenguidethestudentstodiscuss。Materials:toseetheAppendix.Week2Activity2Time:April11PeriodthreeLesson1ThisactivityisbasedasinseniorEnglishforChina,Book1Bunit18,reading.“Doyouknowhowtoread??”Purpose:letstudentsmasterthemainreadingstrategies,suchasscanning,skimming,infeeringandrecognisingRhetoricalstructures.Instructions:Givestudentssomegivenquestionstoaskstudentstofinshbyusingthemainreadingstrategies.eachingmethod:brainstormProcedure：Theteacheraskstudentsthefollowingquestions:1.Whatarethetopicsentencesofeachparagraph?2.WhatisthecapitalcityofAutralia?3.WhatisthelocationofAustralia?4.HowabouttheclimateoftheAuatralia?Forstudents:Itisunnecesssarytoreadthecontextoneaferoneparagraph.usingthemainreadingskillstofinishthetasksonlyneedsalittletime.Materials:toseetheAppendix.Activity3Time:April15PeriodthreeLesson1ThisactivityisbasedasinseniorEnglishforChina,Book1Bunit18,reading.“thinkduringreading”Purpose:Toimprovethestudentsreadingabilitybyteachingthemthethreestagesofreading.Duringreading,awisereaderisgoodatthinking.30 Instructions:Inpre-readingpartstudentsshouldmakesomeguessaboutthereadingmaterials;Inwhile-readingpartstudentsshouldpaytheirattentiononthemainideaandsomedetailedinformation;Inpost-readingpartstudentsshouldunderstandwhayinformationisusefultothemandcosiderhowtoapplytheknowledgeintothereality.Materials:toseetheAppendix.Time:April15Activity4Time:April25PeriodthreeLesson4ThisactivityisbasedasinseniorEnglishforChina,Book1Bunit20,reading.“laughingmatters”Purpose:Toimprovethestudentsreadingabilitybyholdingareadingtestinthetargetandcontrolclassandgivesomeprizetothefaststudents.Instructions:Givestudentstwominutestokookthroughthepassageandaskthethequestion“Howmanyamusingartsarementionedinthepassageandwhatarethey?”Askthemtoreadthepassageagainandfindoutwhattechniqueswereusedtomakepeoplelaugh.Checkandsharetheideawithallthestudents.Askthemteadthepassagethethirdtimeanddothe“trueandfalse”questions.Makeasummaryofthereading.Materials:toseetheAppendix.Time:April258.Controlandtargetgroup:Inordertoguranteethatmostofthestudentswouldbehighlyinvolvedinto30 thereading.Idecidedtomakeupgroups.Throughtheinvestigations,Ifoundthereweretwomainproblemsforthemtodoreadingtasksbythemselves,especiallyathome,becuasesomeones’englishistoopoortofinishtheexercise.SoIdivethegroupsasfollow:Class7isthecotrolgroupsandClass8isthetargetgroup.Inmyclassthreewere63students,soIdividedtheminto9groups.WhenIdidthework,Ifollowedthreeprinciples:1.Membersofeachgrouplivedinthesamearea.2.EachgroupwascomposedofthestudentsofdifferentEnglishlevelessothatgoodstudentscouldhelpthosewhohadlaggedbehind.3.Eachgroupwasmadeupofthestudentsofdifferentpersonnalitiesinordertoexertthespecialtiesofeverystudentandmakeupforeachother’sdeficiencies.Theimplementationoftheprojecttakesthreeweeks.Ineachweekbothgrouparerequiredtodosomereadingwork.Howeverforthetargetgroup,theabovesuggestedtechniqueswillbeemployed,whileeverythingremainsthesamewiththecontrolgroup.Afterthat,bothgroupsareaskedtodothereadingtasksagainandIthencomparethestudentsperformance.Theresultsobtaindedfromthecomprasionshouldshowwhetherthestudentsinthetargetgroupdobetterthanthecontrolgroup.Thiswillshowwhetherthestudentsreadingabilitycanbeimprovedaftermyprogram.9.ProjectimplementationIttookthreeweeksformetoimplementmyproject.ForeachweekIamscheduledtodothese:Teachingnotes:toseeAppendixStudents’handouts:toseeAppendixDiary-keeping:Studentsresponsesandmyownobsevation.toseeAppendixIwanttoknowifthehypothesishasbeenprovedbythethereweekuseofthereadingmethodswiththetargetgroup.Thatis,ifmystudents’readingabilityimprovedornot.Ihavethreesourcesofdatathathelpmetofinditout.Allthedetailsofmy30 projectimplementationwerecarefullymaintained.Theyaredatacollectionsubmittedaspartofmyprojectreportpack.1)ThepreviousinterviewIdidwithmystudentsforthemystudentsforanlysisofmyinitialproblem.FromtheinterviewIknowinspitethestudentsspendalotoftimeonreading,theystillcanmakeanyprogresswithreading.Fromthepost-trialinterview,thestudentssaytheyaresatisfiedwithwhatIhavedoneforthem.2)ClassroomobservationItookinmydiary.Mystudentsbecamemorewiseinreadingthanbefore.Theyfeelreadingisjustakindofentertainment..Theyevenfeelthereadingtaskisveryinteresting.Ithelpedthemimprovetheirreadingabilityeffectively,meanwhile,ithelpedthemaboardentheireye-sight.3)Thecomparisonofthefinalreadingworkbetweenthecontrolandthetargetgroup.Lookoverthestudents’readingabilitybetweenthecontrolandthetargetgroup.Thetargetgroupismuchbetterthanthecontrolgroup.Theycanquicklyandcorrectlycompletethereadingtasks.Theymadefewermistakesthanbefore.Thecomparsionbetweenthefirstmodeltestpaperandthesecondmodeltestpaper.Thefiestscorerateis57%.thesecondscorerate71%.thelastcomparsionmaybemadeafterthefinalexam.Ithinkitwillbemoreforceful.Letuswaitfortheresults.10.DateanalysisclassspeedmistakesscoreprepostprepostPrepostTargetgroup36minutes30minutes1062028Controlgroup37minutes35minutes108202430 Afterfourweeks’actionresearch,Ifoundoutthatgenerallyspeaking,therehasbeensignificantimprovementaftertheimplementation.Students’readingspeedisfasterthanbefore,especiallythetargetgroup.Themistakesbecomelessandlesswhilethescorerise.forexamplethespeedincreasedby20%inthetargetclass,whileinthecontrolclassisonly5.4%;Asforthemistakesthedatedecreasedby40%intargetclass,twiceincontrolclass;Asforthescorethattheygotisthesamewiththemistakes.Asaresult,theimprovementofthetargetclassifobvioushigherthantheotherone.11.ProjectevaluationlTheproblemIstheproblemaresearchableone?Yes.Ifgivemetheresources,thetimeandtheexpertiseIhave,Icanlauchaprojecttosolvetheproblem.lThemethodsusedintheproblemanalysisArethemethodsusedtoanalyzetheproblemacceptable,suitabletoitandproperlyapplied?Yes.Iusedtheanalyticmethod,Socraticdialogue,causeanlysisandquestionnaire.Theseareallacceptablemethodssuitabletomyproblem.Ialsousedthemproperly.lTheprojectobjectiveIstheprojectrealitic?Yes.scineitisresearchable.Itisrealitic.Itcanbeachieved.Myprojectobjective-toimpovestudentsreadingability–isrealistic.lTheprojecthypothesisIstheprojecthypothesisprovable?Yes.Myhypothesis---learner’s—is30 provable.Ihavefoundmystudents’readingabilityhasbeenimprovedaferthisproject.lTheprojectrationaleDoestheprojecthaveasolidbsaia?Yes.myprojectwasbasedonthetheoreticalassumptionswhicharevalidandsound.lTheprojectdesignIhavedefinedmyprojectobjectiveandhypothesis.Ihavestatedmyprojectrationale.Ihaveworkedoutthedetailsforprojectimplementing.IhavealsoplannedtheStagesandtimetablefortheprojectimplementation.lThestagesanddetailsofprojectimplementationThestagesarenecessaryandcomplete.Theimplementationdetailsareproperlymaintained.Inmycase,Iamassessedonthefollowingitems.Week1TeachingnotesStudents’handoutDiary-keepingWeek2TeachingnotesStudents’handoutDiary-keepingWeek3TeachingnotesStudents’handoutDiary-keepinglThemethodsusedintheprojectimplementationInwhatwayhastheprojectbeenimplemented?Inmycase,Ifirstsetupcontrolandtargetgroupsandusedtheclassroomteaching.lThemethodsusedtoobtaintheresults.30 Inwhatwayhastheinvestigatorobtainedtheprojectresults?Isitacceptable,suitableandproperlyused?Iusedobservations,diary-keeping,andinterviewstoobtaintheprojectresults.Theyareallacceptable,suitabletothetaskandproperlyused.Table1.SummarizesthemethodsIhaveusedinmyproject..StagesoftheprojectThemethodsusedProblemanalysisAnalyticmethodCauseanalysisinterviewProjectdesignBrainstormControlandtargetgroupsProjectimplemmentationObservationDiary-keepingAudio-recordinglTheresultsobtainedfromtheimplementationMyhypothesishasbeenprovedtobecorrect.12．Conclusion:FromtheprojectpracticeI’velearnedthatlearners’readingabilitycanbeimproved.NowIcanbeveryhappytostatethatmyproblemhasbeensuccessfullysolved.Ialsofindmyweakpoints.Insomepointsmyprojectisineffective.ThisactionresearchhelpsmecultivateofthedynamicmechanisminmyEnglishteaching.Itenablesmetoacquireunceasingprofessionaldevelopment.AtthesametimeIfeelthatIshouldhavedonebetter,ifIimplementtheprojecteralierandwasgivenplentyoftime.InthefutureIwilldosuchprojectasearlyaspossible.Iwillimplementthiskindofprojecttoimprovemyteaching.30 References：GuYueguo1999EnglishTeachingmethodologyAppendix:A.ThetimetableoftheprojectB.ThemethodsofproblemC.TeachingplanD.StudensnamelistAppendixA:ThetimetableoftheprojectstageweekCalendardatesTasksⅠ1Mar4-8IdentifyaproblemⅡ2-3Mar10-22AnalysetheproblemsingscientificmethodsofinvestgationlAnalyzingtheteachingsituationlAnalyzingtheteach-ingobjectiveslAnalyzingthepossiblecauseoftheidentifiedproblem.Ⅲ4-5Mar24---Apr4Designaproblem-solvingprojectlFormulatingtheprojectobjectivesandhypothesislMakingalessonplanlPreparingmaterialsandresourcesneededlProposingdatacollectionmethodⅣ6-8Apr6-20ImplementtheprojectlReportofthevlassroomimplementationofthelessonplanlReportofthedatacollectionⅤ9-10Apr22-May6EvaluatetheprojectlCriticalcommentonmyownteachingbycheckingmysubjectivecommentsagainstthecollecteddatalSuggestionsforfutureteaching30 Ⅵ11-12May7-14WritetheprojectreportAppendixB:ThemethodsofproblemanalysisTheanalyticmethodSomeofmystudentsareweakinenglishreading.Theyonlygetalowmarkinreadingpart.Theymademethinkofthese:Isitrelatedwithmyteachingmethods?Whydosomestudentsdowellinthereading,whileothersdon’t?Whoarethesomethatdon’tandwhoaretheothersthatdo?Moreower,“Mystudents”istncontrastwith“mycolleagues’students”,thispromptedmetomakeachainofreflections.Pherhapsmylessonplanispoorlydesigned.ThroughtheaboveanalysisIrealisedthatmyproblemisprobablycausedbymyteachingtechniques.SocraticdialogueMystudentsdobadinEnglishreading1.Doyourstudentslikereading?(ofcourse)2.Doyouoftengivesomereadingassignmentstoyourstudents?(quitefew)3.Cantheyfinishthemontime?(yes)4.Dotheybehaveactivelyinyourclass?(verymuch)5.Doyouusuallychangethereadingstuffsandyourteachingmethods?(no)6.Doyouoftengivethemsomehelpsandadvicewhentheymeetsomedifficultyinthereading?(no)Obvious,theteacheristhemaincauseoftheproblem.causeanlysisTheteacher’sside–thatismyself.Isitbecausetheteachingstepispoorlydesigned?Maybetheteacherisnotenthusiasticmyself.Thestudents’sideAtfirst,thestudentsislackofthereadingknowledge.Then,somestudentshavegotintothebadreadinghabits.30 Sowhentheycometoreading,theyfoundtisalittlebitdifficult.dayafterday,theyfinallylosttheirconffidence.Ofallthecourse,IbelievethattheteacheristhemainlyresponsibleforthefailureAppendixC:TeachingplanWeek1:Date:Tuesday,April.4TeachingplanTeachingmaterial:Harrypotter,ReadingpartofUnit12Lessonstyle:NewLessonTeachingaims:1.Linguistryaims语言知识目标:Importantwordsandphrases:powermagictrickseriesscarforeheadmiserabletreatunhappyhabitaseriesofintroublecomeacrossbelievein2.languageskillsObjective语言知识目标:(1)Letstudentsmastersomereadingskillstogetthemainideaandsomedetailedinformationofthetext.(2)Teachstudentstoanalyseandappreciatethetext.3.EmotionalandmoralObjective情感态度目标:Inspirestudentstofacetheproblemsbravelyandhelpthemtobuildupself-confidenceandencouragethemtogetoverctheseproblems.4.StudystrategyObjective学习策略目标:1.Encouragestudentstocooperate,communicate,exploreandshareintheclass.2.helpthemtobecomealong-lifelearner.5.Culturalconsciousnessaims文化意识目标:LearnsomebasicknowledgeabouttheEnglishfilms.Expectedproblems:1.Maybesomestudentsareshytoactinourclass.30 2.Itisdifficulttocontroltheclass.3.Studentslacktherelativeknowledge.Solutions:1.Givethemmoreencourage.2.finishthetaskwiththemtogether.Teachingimportantanddifficultpoints:1.Mastertheusageofthewordsandphrases.2.Retellthetextusingtheirownwords.Teachingprocedures:Step1Warming-upCreateasituationforstudentstotalkaboutfilmfreelyinordertopracticetheiroralEnglish.Step2Pre-readingCheckstudents’preparationforthelessonImportantwordspowermagictrickseriesscarforeheadmiserabletreatunhappyhabitaseriesofintroublecomeacrossbelieveinTaskoneUsethewordstocompletethesentences.1.Practicehastaughtusthatknowledgeis______(力量)。2.Thedoctorfelthis________(前额)andfoundthefeverwasgone.3.ThenaughtyboyshidJohn’biketoplaya________(玩笑)onhim.4.Itismy_______(习惯)getupearlyeverymorning.5.Theoldmanisverygoodatperforming_______(魔术)。6.Therehasbeena________(一连串)ofaccidentsonthisroad.7.Thenursesinthehospital________(对待)thechildrenverywell.8.Wehavejust________anoldfriendwehaven’tseenforages.9.Icanhardly________myeyes;alovelypetdogissleepinginmyroom.10.Sheis________,sosheneedsyouradvice.11.Ihaveread________ofarticlesaboutpollution.30 TasktwoTranslatethefollowingsentencesintoChineseorEnglish.12.Hehasbeeninpowerforthreeyearsasapresident.13.Thepresentgovernmentcomeintopowerin2004.14thenewtypeofcarispoweredbysolarenergy.15.theycantreatmostofthecommondiseases16.thebosstreatusagooddinneronNewYear’sDay.17他养成吃饭时吸烟的习惯。18.要改掉一个坏习惯不容易。Step3ReadingAskstudentstoreadthepassageandtrytofinishthetasksingroups.TaskOneAnswerthequestion.1.WhoisJKRowling?(Addsomeinformationabouttheauthor)2.WhyisHarry’slifemiserablebeforehegoestoHogwarts?3.WhatisHogwartslike?4.WhatdoesHarrylearnabouthimselfatHogwarts?TaskoTwoTrueorfalse1.()HarryPotterisaworld-famouswriter.2.()HarryPotterwasborninarichfamilyandgrewupwithhismotherandfather.3.()HarryPotterisaboywithascaronhisforehead.4.()Harrygoestoanordinaryschool.5.()HarrylearnsalotabouttherealworldatHogwarts.6.()Harrydiscoversthatitiseasytodotherightthing.Step4Post-reading.TaskoneSummaryAskthesdudentstomakasummaryofthetext.First,askstudentstoprepareingroups;Then,asksomeonestoreportforallstudents;Next,askastudenttomakeadialoguewiththeteacher.(Thatdepends)TasktwoAppreciationAsksdentstoappreciatethefollowingsentences.30 1.Wheresomeoneisbornandwhatapersonlookslikearenotasimportantaswhatheorshegrowsuptobe.2.Twopeoplemayspeakdifferentlanguages,havedifferenthabitsorevencomefromtwodifferentworlds,buttheycanstillbefriendsiftheysharethesamegoals,dreamsandhopes.3.Itisnotenoughtobestronginheartandmind:Wemustalsobelieveinourselvesandhelpothersifwewanttobehappyandliveagoodlife.Step4HomeworkSetthehomeworkforstudentsEvaluation&Comments:Whatwentwell_Challenges–Recommendations–Week2Date:Tuesday,April15TeachingplanReading（1）DisabledpeopleTeachingAims:1.Learnandmasterthefollowingwordsandexpressions:fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjustto,getusedto2.Trainthestudents’readingability.TeachingImportantPoints:1.Improvethestudents’readingability.2.Enablethestudentstounderstandthetextbetter.3.Howtogetthestudentstomastertheusefulexpressions.TeachingDifficultPoints:Masterthefollowingsentencestructures:1.…studyingtogetherwiththeirdisabledclassmatesisbothchallengingandrewarding.Livingwithdisabilityisfrustratingandchallenging.30 2.IamandgetusedtothefactthatwhileImaynotbe…TeachingMethods:1.Discussiontohelpthestudentsknowsomethingaboutthedisabled.2.Fastreadingtogetthegeneralideaofthetext.3.Questioning-and-answeringactivitytohelpthestudentsgothroughthewholepassage.4.Pairworkorindividualworktomakeeverystudentworkinclass.TeachingAids:1.AtaperecorderTeachingProcedures:Step1Lead-inT:Lastweekwelearnedwhatdifficultiesanddangersthedisabledmightfaceandhowtohelptheminourdailylife.AndyesterdayisNationalDisabilityDay(全国助残日)?May15thDoyouremembertheprogrammeTheThousand-handedGoddessofMercy(“QianShouguanyin”)OneoftheactressiscalledTaiLihua.Aretheydancingwell?Theyaredisabled,“Disabledpeople”meanthepeoplewhocan’tsee/hear/speak/walk.etc.Step2Pre-readingQ1:Doyouknowofanyfamouspeoplewhoaredisabled?ZhangHaidiWriterParalyzed（瘫痪的）BeethovenamusiciandeafProfessorHawkingaphysicsexpertHuYizhouConductorMentallydisabledHelenKellerEducator/writerDeaf,dumbandblindRooseveltGovernor/presidentParalyzedQ2:Howmanykindsofdisabilitiesdoyouknowinyourdailylife?Q3:Shoulddisabledstudentsbeallowedtogotouniversity?Shouldtheygetany30 extrahelp?Whyorwhynot?Yes,theyshould.Becausetherearemanygifteddisabledstudents,theycanmakeacontributiontothesociety.Theyshouldgetsomeextrahelpintheireverydayactivities.No,theyshouldn’t.Becausetheyneedrecognition,morethansympathyandhelp.Step3ReadingTodaywe’lllearnagirlwithdisabilitystudiesatschool.Who?Para(1-2)1.MakeanintroductiontoZhongXiaowen.NameZhongXiaowenAge16StudyinginAmiddleschoolinNorthernChinaDisabilityHasnofeelingbelowthewaistFavouritesComputerscience（createmanyprograms）AwardReceivedanawardatherprovince’ssciencefair2.Howdoesshegetaround?(Sheusesawheelchairtogetaround.)Nowmanydisabledpeoplereceiveeducation,andBeijingUnionUniversityhaslunchedaSpecialEducationcollege.Pleasereadpara3carefully.Howaboutthestudentsthere?Wheregifteddisabledstudentsreceivethehelpandonethirdareblind,therestaredeaforhavenodisabilities.Whatshouldthenormalstudentsdo?Learnhowtoassistdisabledpeople;Learntheimportanceofcooperatingtoreachtheirgoalsinlife.What’stheteachers’aiminthespecialcollege?Theiraimistohelpdisabledstudentsunderstandthattheycanplayavaluablerolewithinsociety.Theyneedrecognition,morethansympathyandhelp,alsoneedinspirationandencouragement.Onemagazineisagoodexample.Readpara4-5carefully.Amagazine30 Name:LiteratureofChineseBlindChildrenStartedin:1985Startedby:XuBailunStartedto:toinspireblindpeopletobelievetheycanrealizetheirdreams.Readers:best-knownreader,blindpeople----YeZijieAteacherinHuhhotThefirstvisuallyimpairedChinesetostudyabroadContents:Articlesaboutdisabledpeoplewhohaveovercomedifficultiesandlearnttoliveameaningfulandproductivelife.HowdoesZijielikethemagazine?Helovesthemagazineverymuch.Hethinksitisveryimportantforthemtoknowthatsomeonefarawayisalsostrugglingastheyare.Para6Doeseveryonefeelcomfortablewiththedisabledpeople?Howshouldweviewthedisabledpeople?No.weshouldacceptthemandtreatthemcorrectly.Step4Postreading1.TorF1.ZhongXiaowendoesn’twishtobetreatedasalittlechild.(T)2.Xiaowen’sstoryservesasanexampletoshowthatphysicaldisabilitiescanlimitaperson’slife.(F)3.AllthestudentsintheBeijingUnionUniversityarenotdisabled.(T)4.Thedisabledpeopleneedbothrecognitionandinspirationandencouragement.(T)5.LiteratureofChineseBlindChildrenisagreathelpinencouragingblindchildrentoovercomedifficultiesandchallenges.(T)6.YeZijie’sstoryismentionedtoshowhowdisabledpeoplewritearticlesfornewspapersandmagazines.(F)7.In2000YeZijiewasinvitedtoLondonandbecamethefirstChinesetostudyabroad.(F)8.Itmightbefrustratingandchallengingtolivewithdisability.(T)2.ReadagainanddiscussinpairsaboutthequestionsonP52.30 Q1:WhataresomeofthedifficultiesXiaowenandotherdisabledstudentshavetoovercome?S1:Xiaowenandotherspeople’sattitudestheirbodies??can’tmovefreelybelookeddownupontakelongertodoeverydaythingsTheyhavetousewheelchairstogetaroundanditoftentakesthemalittlelongertodoeverydaythings,suchasgettingoutofbed,gettingdressedandgoingtoclass.S2:Theynotonlylearnhowtoassistdisabledpeople,butalsolearntheimportanceofcooperatingtoreachtheirgoalsinlife.S3:Theyhelpdisabledstudentstounderstandthattheycanplayavaluablerolewithinsociety,andinspiremanyofthemtobelievethattheycanrealizetheirdreams.S4:TodaytherearemoreopportunitieslikethespecialOlympicsfordisabledpeopletodeveloptheirpotential,livearicherlifeandmakeacontributiontosociety.Becausepeopleunderstandthattheycanplayavaluablerolewithinsociety,andthattheyneedrecognition,morethansympathyandhelp.S5:Peoplemustmakesurethatallofusshouldhaveequalaccesstoallareasandfacilities.Peopleshouldtreatmefairly.Step5Discussion•Itisnoteasyforthedisabledpeopletoleadanormallife.Supposewakinguptomorrowmorning,yousuddenlyfindyouwereunabletosee,speak,hearorwalk,howwouldyoufeelandwhatwouldyoudo?astrongwill　(坚强的意志）determination（决心）30 perseverance（毅力）challenge（挑战）liveameaninglife（过有意义的生活）optimistic（乐观的）Step6Quotations1.Weshouldloveourbody,loveourlife.2.Itisnotfrighteningifyouaredisabledinbody,butitissoifyouarenothealthyinmind.3.Peopledonotlackstrength,theylackwill.------Hugo人缺少的不是力量,而是意志.　　　　　　　　　　雨果4.Chancesfavorthemindsthatareprepared.------Pasteur机遇总是垂青于有准备的人．　　　　　　　　　　巴斯德5.Everymanisthemasterofhisownfortune.------R.Steels每个人都是自己命运的主宰者．　　　　　　　　　斯蒂尔斯6.Greatworksareperformednotbystrength,butbyperseverance.　------SamuelJohnson成就的取得不光靠力量，而且靠毅力．　　　塞缪尔．约翰逊TheDesignoftheWritingontheBlackboardNameZhongXiaowenAge16StudyinginAmiddleschoolinNorthernChinaDisabilityHasnofeelingbelowthewaistFavouritesComputerscience（createmanyprograms）AwardReceivedanawardatherprovince’ssciencefairAmagazineName:LiteratureofChineseBlindChildrenStartedin:1985Startedby:XuBailunStartedto:toinspireblindpeopletobelievetheycanrealizetheirdreams.30 Readers:best-knownreader,blindpeople----YeZijieAteacherinHuhhotThefirstvisuallyimpairedChinesetostudyabroadContents:Articlesaboutdisabledpeoplewhohaveovercomedifficultiesandlearnttoliveameaningfulandproductivelife.1.Weshouldloveourbody,loveourlife.2.Itisnotfrighteningifyouaredisabledinbody,butitissoifyouarenothealthyinmind.3.Peopledonotlackstrength,theylackwill.------Hugo4.Chancesfavorthemindsthatareprepared.------Pasteur5.Everymanisthemasterofhisownfortune.------R.Steels6.Greatworksareperformednotbystrength,butbyperseverance.　------SamuelJohnsonWeek3April25TeachingplanPeriod2reading（1）TeachingAims:1.Learnandmasterthefollowingwordsandexpressions:everynowandthengettiredoffeast….2.TrainSs’readingability3.GetSstolearnaboutsomebigcitiesintheworldTeachingImportantPoints:1.Learntousethefollowingusefulphraseseverynowandthengettiredoffeast….2.TrainSs’readingabilityTeachingDifficultPoints:HowtohelpSsunderstandthetextexactlyTeachingMethods:1.fastreadingtogetageneralideaofthetext2.Carefulreadingtogetthedetailedinformation30 3.Asking–and-answeringtohelpSsunderstandthetextexactly4.PairorgroupworktomakeeverystudentworkinclassTeachingAids:1.therecorder2.theblackboardTeachingProcedures:Step1LeadinT:Yesterday,wetalkedmuchabouttravelandcities.Weknowtherearemanybigcitiesworthvisitingintheworld.Canyoutellmewhatatouristneedstoknowaboutthechosendestinationbeforegoingthere?Orimaginethatapersonfromanothercountryisgoingtovisityourtownforthefirsttime.Whatwillthepersonwanttoknow?Climate,food,transportation,attractionsandsoon.Allofthemareveryimportantforatouristtotravelhappily.Step2fast-readingT:Todaywe’regoingtoreadapassage“Destinations”.Itwillleadustotwoworld-famousresorts—RiodeJaneiroandKitzbuhel.Q1:Ofthetwoplacesintroduced,whichisasummerresorttous,andwhichisawinterresort?RiodeJaneiro/summer;Kitzbuhel/winterQ2:WhatisCarnivalinRiodeJaneiro?Carnivalisafour-dayfestivaltocelebratethesun.Q3:WhereisAlps?AlpsstandsaroundKitzbuhelinsouthernAustria,inEurope.step3carefulreadingThisstepcantraintheirreadingability.Givethestudentssometimetodocarefulreading,andthenfindoutthemainideaofeachpart.andgivesomedetailedinformation.1、GetthestudentstofindoutthemainideaofeachpartWhatiswanderlust?30 2、fillinthefollowingblanksItemsRiodeJaneiroKitzbuhelCountryBrazilAustriaLocationOnthecoastofAtlanticOceanInsouthernAustriaPeople(Cariocas)BigheartsandfriendlinessFriendlinessAttractionsModernmalls,themeparks,beaches,CarnivalWorld-classskiresort,oldVillagecultureBesttimetovisitJuneorJulywinterQ1:Wherecanyouseemodernmalls?Q2:WhatkindofplaceisdowntownRio?(Para3)downtownRio_______________heart___________city(oldb______/c_______)(_____halls/talloffice_______)Q3.WhatisthebestwaytoseedowntownofRioDeJaneiroandwhatcanyousee?Onfoot.YoucanseeoldandmodernbuildingswhichtellyouRioisanimportantcommercialcity.Q4:Whereisthefamousbeach?Kitzbuhel:-------AparadiseforskiersQ5.WhatisKitzbuhelfamousfor?Goodweather,breathtakingsceneryandworld-classskiresort.Q6:WhatkindofplaceisKitzbuhel?1．aparadiseforskiers2．goodweatherandbreath-takingscenery3．alivelymixofoldvillagecultureandtheexcitementofaninternationaltourist30 areaQ7:WhatcanvisitorsdoinKitzbuhel?1．Goskiing2．Trydownhillslopes。3．Watchdownhillrace。4.enjoyavarietyofentertainment5.takeawalkaroundStep4ReadingaloudDotheTorFquestions1.RiodeJaneiroisthelargestcityinBrazil.2.Copacabanaisfarawayfromthedowntown.3.Thebiggesttourismseasoncomesaroundmarch.4.Thecarnivallastsforthreedays.5.Theworld’sbestandfastestskiersgatherinKitzbuheltwiceayeartohaveacompetition.6.AlthoughIcan’tski,IcanstillenjoymyselfinKitzbuhel.7.AwalkaroundKitzbuhelisafeastforeyes.8.ThefinestandmostchallengingplaceforskiingisRioDeJaneiroStep5pair-workChooseonesituationtomakeupadialogue.Situation1:Thesummerholidayiscoming.Yourfamilyplanstogoonafamilytravelbuthasnotdecidedthedestination.PersuadeyourfatherormothertogotoRiodeJaneiro.Situation2:Thewinterholidayiscoming.Yourfamilyplanstogoonafamilytravelbuthasnotdecidedthedestination.PersuadeyourfatherormothertogotoKitzbuhel.P:fatherormotherIP:Thesummer(winter)holidayiscoming,wherearewegoingto?I:______isagoodplace,Ithink.P:whereisit?30 I……P:whatisitfamousfor?I…..P:whatcanwedothere?When?Step6Postreading1.Kitzbuhelisaparadiseforskiers.ItmeansthatKitzbuhelisawonderfulplaceforpeoplewhoski.2.Awalkthroughdowntownisahistorylesson.WalkingthroughdowntowncanhelptolearnaboutthehistoryofRiofromwhatyousee.3.…afeastfortheeyes.Alivelymixofoldvillagecultureandexcitementofaninternationaltouristarea.4.Shouldyouhaveenoughenergyleft,…Ifyoushouldhaveenoughenergyleft,…HOWdoyouunderstandthefollowingsentences?1.Leavenothingbehindyoubutyourfootprints;Takenothingawaywithyoubutyourgoodmemories!2.Theworldislikeabook,ifyoustayathomeinsteadoftraveling,itmeansthatyoujuststareatonepageofabook.Step7Homework:1、Rereadthepassage2、SupposeyouareaguideofatourismagencyinTaizhou,introduceTaizhoutothevisitorsfromallovertheworldandlettheworldknowsomethingaboutTaizhouandletTaizhoutraveltotheworld.TheDesignoftheWritingontheBlackboardItemsRiodeJaneiroKitzbuhelCountryBrazilAustriaLocationOnthecoastofAtlanticOceanInsouthernAustriaPeopleBigheartsandfriendlinessFriendliness30 AttractionsDowntownRio,Copacabana,CarnivalWorld-classskiresort,oldVillagecultureBesttimetovisitJuneorJulywinterAppendixD:StudensnamelistsClass7刘佳伟豆超刘亚林王佩刘阳发苏州徐瑞丽能文涛宋书杰张鹏石亚楠窦海帆范静波朱俊丽王康王冬冬袁娟王瑞杨鹏飞李东尚程杨可可周飞龙孙海妮豆盈王阳华董秀丽李伟刚马永强蔡自强王青春李银科王明娟姜华付旭张辉石文静徐洋洋刘瑞李文婷孙凤妮杨伟康赵爱强朱斌袁文强陈华华李云云Class8杨鹏席亚涛孟雯雯董跃斌杜天佑雷榜博何志勇董菲菲李文婷魏爱璐权亚红贾佩歌付晓东贾磊郑伟刚王举昭刘盼望朱娜娜付飞飞马海涛雷国辉徐伟刚王伟王龙龙赵普乐梁雅静郑刚赵良赵媛欣王亚瑞张乐李啸王敏鹏陈飞车宏伟赵杰张思华马敏惠文芳惠璐娜董丽婷孙丹丹付云云付百升马永涛赵康乐刘涛刘鹏鹏米亚妮张启王欢30 30'