the crown

《Unit1Wimeninhistory》

Period1Gettingready&Reading

----------Archimedesandthegoldencrown

教学设计

【Textbookversion】

ShanghaiOxfordeditionofjuniormiddleschoolEnglish,Grade9,Module1----Genius,

Unit1《Wimeninhistory》,Period1Reading“Archimedesandthegoldencrown”.

【Analysisoftheteachingmaterial】

ThereadingmaterialistakenfromShanghaiOxfordedition,it

ingup,the

eadingpart,itmainlytellsArchimedeshowtoidentify

chershouldarouthecuriosityofthestudentstoexploreand

studytheteachingmaterial.

【Teachingdemands】

lary：

golden,crown,displace,pot,doubt,real,truth,em,solve,fill,bowl,less,metal,certain,prison,etc.

sandexpressions：(be)happywith,fill…with…,runover,nd…toprison，etc

ons：

1）Askingforagreement：

-----It’sraining,isn’tit?↘

-----Itsureis!I’veneverenitrainthishardbefore!

2）Askingforconfirmation：

----It’sraining,isn’tit?↗

----No,itisn’t..

r：Questiontags

【Designthewayofthinking】

AccordingtotheNationalEnglishCurriculum(NEC),theultimategoaloflanguageteaching

istoachievelearners’catesquality-oriented

vitiesinmyclassaredesignedonthe

principleofstudents-centerednesstofullyinvolvestudents’participation.

【Analysisofthestudents’situation】

Asforthelearners,the

studentsarefromthecounty,whohavegoodfoundationinEnglish,butafewstudents’English

thepressureof

theniorhighschoolentranceexamination,teachersshouldteachstudentsthroughlively

activitiesandmotivatestudents’cessaryandimportanttotell

herstakeallthingsabove

intoconsiderationwhenpreparinglessons,andexplainbasicallyandsimply,mostSswilldevelop

ynotbeso

heyarevisuallearners,thescaffoldingteachingmethodof

introducingArchimedeswithavideoisudinpre-reading.

【Teachingcontent】

GettingreadyandReading“Archimedesandthegoldencrown”

【Teachingobjectives】

Languageknowledgeaims:

studentstolearntheufulnewwordsandexpressionsinthispassage.

studentstoknowthecontentofthereadingpassage.

studentstoretellthestoryaboutArchimedesandthegoldencrown.

Languageskillaims:

pthestudentsreadingabilityandletthemlearndifferentreadingskills.

estudentslearnhowtotalkaboutwimeninhistorytoimprovetheirspeaking

ability.

hemeaningsofthenewwordsaccordingtothetitleandpictures.

Emotionalattitudeaims:

studentstoappreciatethewisdomofArchimedes.

studentstolovescience.

【Teachingimportantpoints】

lopthestudents’readingabilityandusomereadingstrategiessuchasguessing,

scanning,skimmingandsoon.

hestudentstograspthemainideaofthepassage.

【Teachingdifficultpoints】

psomeufulwordsandexpressionsinthispassage.

nthewritingstyleofthispassage.

【Teachingmethod】

-badteachingandlearning

ativelearning

ompetition

sion

-Playing

【Teachingaids】

Themulti-media,PPTdocument,mobilephoneandothernormalteachingtools.

【Teachingtimearrangement】

Alesson(40minutes)

【Teachingprocedures】

on

T:Let’sreviewthenewwordswhichwehavelearntinthelastlesson.

Lookatthecartoonandanswerthequestions.

1)T:Whatcanyoueinthispicture?

Ss:globe,robot,broom,box,computer,bookshelf…

2)T:Whatisrobotdoing?

Ss:Heisusingabroomtoliftaglobe.

3)T:Whomdotheboy’swordsmakeyouthinkof?

Ss:Archimedes.

4)T:Archimedesoncesaid,“Givemeaplacetostandon,Iwillmovetheearth.”-----The

principleofthelever.

Designpurpo:Uthepicturetoattractstudents’intereststoleadtoArchimedes.

Teachingfeedback:Allofthestudentscanobrvethispicturecarefullyandtrytoanswerthe

questionstoleadinthereadingpassage.

gup

nggame

Trytoguessthenameofthepersonaccordingtothedescription.

T:Canyouguesswhoheis?Whatdotheydo?

Ss:athematician,physicist,engineer,inventorand

educator,

ecreatorofAesop’sFables.

Designpurpo:TostimulateSs’learningenthusiasmandlearnmoreaboutthegreatman.

Reviewsomewords,suchasphysicist,scientistandsoon.

Teachingfeedback:ts

canarchfortheinformationofsomegreatmenontheInternetbeforetheclass.

sion.

Q1:WhichoftheancientcountriesisinEurope?

Q2:WhichofthepeoplelivedinancientGreece?

Q3:WhatwasArchimedes?

Designpurpo:TolearnmoreaboutArchimedes.

Teachingfeedback:thestudentscananswerthe

questionscorrectly.

-reading

answer.

T:What’sthetitleinthereadingpassage?

Ss:Archimedesandthegoldencrown.

Designpurpo:Learntopredictthecontentofthereadingpassagebyreadingthetitle.

Teachingfeedback:Mostofthestudentscanpredictthecontentofthereadingpassage.

2Freetalk.(Lookatthefollowingtwopictures.)

1)T:Whowasthecrownprobablymadefor?

Ss:Itwasprobablymadefortheking.

2)T:WhatisArchimedesdoinginthefirstpicture?

Ss:Heishaving/takingabath/bathing.

3)T:WhyisArchimedessoexcited?

Ss:Becauheprobablyhasagoodidea.

4)T:Whatisintherightpotinthecondpicture?

Ss:Thecrown.

Designpurpo:Totalkaboutthemainideatopracticetheirspeakingaccordingtothepictures.

Teachingfeedback:nswersshowthattheyare

imaginative.

video

LetstudentnjoyavideoaboutArchimedesandgoldencrowninChine.

T:Whatinformationhaveyougot?Checkyouranswerifyouareright.

Designpurpo:Leadthestudentscometoknowmoreaboutthestory.

Teachingfeedback:Studentsareinterestedinwatchingthevideo.

ading

Pleareadthetextquicklyanddividethetextintothreepartsaccordingtothemainideas.

Part1:Paragraph（1—2）TheKingHierodoubtedthatthecrownwasarealgoldencrownand

wantedArchimedestofindoutthetruth.

Part2:Paragraph（3—5）Archimedesknewhowtosolvetheking’sproblemwhenhegotinto

thebath.

Part3:Paragraph（6—8）crownmaker

wasnttoprison.

Designpurpo:Individualwork,studentscangettheoutlineofthepassagebyreadingthe

materialquickly.

Teachingfeedback:Thestudentsarenotfamiliarwiththisstoryandcannotdividetheparts

way,theyshouldpracticemoreandobrvecarefullytodiscoverthemainidea.

Meanwhile,studentsarenotconfident.

iveReading

mpletetheflowchartaboutthebeginningofthestory.

KingHieroaskedacrownmakertomakehimagoldencrown..

↓

Hewasveryhappywithit.

↓

Hebegantodoubtthatitwasarealgoldencrown.

↓

HentthecrowntoArchimedesandaskedhimtofindoutthetruth.

Designpurpo:ToimproveSs’readingskillsusingtheflowchart.

Teachingfeedback:Sscanfindthecorrectanswerquicklyandgetimportantinformation.

ragraphs3to5andanswerthequestions

Q1:WhatdidArchimedesthinkwhenhereceivedthecrownfromKingHiero?

Ss:Hethoughtitwasdifficulttosolvetheproblem.

Q2:WhathappenedwhenArchimedesgotintohebath?

Ss:Somewaterranoutofthebath/ranover.

Q3:WhywasArchimedessoexcited?

Ss:Becauhethoughtthathecouldsolvetheking’sproblem.

Designpurpo:TrytohelpSsgraspdetailsfromtheparagraphasilyaccordingtothe

questions.

Teachingfeedback:MostofSscangivecorrectanswers.

ragraphs6to8andcompletetheflowchart.

wasputintowater

somegoldofthe

sameweight

somewaterwas

displaced

wasputintowater

evenmorewaterwas

displaced

thecrown

thecrownwasnotcompletelymadeof

gold

Designpurpo:ToletSsfurtherunderstandthatArchimedeshowtofindoutthetruthusing

water.

Teachingfeedback:Eventhoughthequestionsareaboutdeepunderstanding,mostofstudents

canfigurethemoutusingkeypointsandthenhaveabetterunderstandingofthetext.

-reading

ty

Fourstudentsagrouptodiscussthefollowingquestions.

T:WhydidKingHierondthecrowntoArchimedes?

Ss:BecauhedoubtedthatthecrownwasarealgoldencrownandhewantedArchimedesto

findoutthetruth.

T:WhathappenedwhenArchimedesgotintothebath?

Ss:Somewaterranover/wasdisplaced.

T:Whatdidthecrownmakerdotothecrown?

Ss:Heputanothermetalintothecrown.

T:Whatwasthecrownmaker’sfinalfate?

Ss:Hewasnttoprison.

Designpurpo:TrytoletSxpresstheirideasinEnglish.

Teachingfeedback:Mostofthestudentswouldliketovoicetheirownopinions,buttheyjust

eelitisdifficulttoopentheirmouthandfeelshybecauofless

practiceandfewerbasicwords.

me.

ellthestoryanddoroleplaying

Ssinto2groupsandletthem

hoothewinner.

Retellthestoryaccordingtothefollowingpictures.

Designpurpo:Topracticespeakingandcultivatestudents’comprehensiveability.

Teachingfeedback:Byspeaking,nehand,

therhand,theyaremoreinterestedinlearning

ile,Role-playingmakesthestudentsstillactiveandtheclasslively.

rk

ttheufulwordsandexpressionsinthetext.

ingtothecartoon,trytoretellthestoryandshowus.

storyaboutwimeninhistory.

Designpurpo：work,Sscanconsolidateand

digesttheknowledgewhichtheyhavelearnedandpracticewriting.

Teachingfeedback:Role-playingishelpfulwhichwillbenefitthemthewholelife.

【Blackboarddesign】

【Teachingreflection】

一、教学成功之处：

1.教学环节，学习任务的设计环环相扣，贴近学情。课堂导入自然新颖，以课文的卡通

图片开始引入话题，对历史人物进行猜谜，活跃学生思维，激发了学生学习英语的兴趣。

2.课文阅读分为三部分：读前，阅读，读后。读前让学生观看关于阿基米德的Video，

练习了英语听力。让学生根据课文的标题和图片来预测课文内容，以学生为主体，激发学生

的好奇心理，调动了学生的学习主动性和积极性。阅读设计略读和细读逐步让学生了解文章

内容，提高阅读技能。读后任务型分组讨论做练习，提高学生的自主学习能力和口语能力。

3.最后让学生角色扮演，培养学生的综合运用英语语言的技能。提高学生的口语能力。

实现教学的输出，达到教学目标。

4.在作业的布置上，有针对性的让学生写一篇《历史上的智者》的作文，来提高学生的

写作水平，让学生们学习他们的聪明才智。全课通过听、说、读、观、演、写的全面练习，

达到教学要求。

5.通过本课的学习，学生欣赏到了阿基米德的聪明才智，而且也让学生们爱上科学。

6.教学互动多，课堂气氛活跃，采用鼓励教法（“Perfect”,“Welldone”,“Excellent”,

“Good”），点燃学生求知欲，师生关系融洽，教法新颖。热身游戏的设计，视频的欣赏和利

用，图片的展示，都充分调动了学生参与课堂的积极性，达到了新课标的多教法和“以学生

为主体，教师为主导”的理念。

二、教学遗憾之处：

对教学互动时出现的困难估计不充分。由于文章篇幅较长，词汇量大，而课堂时间有限，

没能给学生充裕的阅读时间，导致部分学习有困难的学生在完成学习任务时无法迅速做出反

应。

三、改进方法：

1.课前可以先提供一些语境学习一些词汇。

2.给学生更多的阅读时间教会他们一些阅读技巧，如：构词法，来帮助他们猜测词意。

Unit1Wimeninhistory

Archimedesandthegoldencrown

Archimedesfoundoutthetruthwhenhegotintothebath.

Thecrownmakerwasnttotheprison.

KingHierodoubtedthathiscrownwasarealgoldencrown.