Teaching Contents: An article about who invented tea.
Teaching Objectives:
(1) Knowledge objective
Students can know the source of tea.
(2) Ability objectives
Students can use the two reading strategies--skimming and scanning to get the information from the passage.
Meanwhile, they can describe the source or history of something in their writing by using the words and phrases in thepassage, such as invent by, bring to, according to, discover, produce.
(3) Emotional objectives
Students will have more interest in Chinese tea culture. Through group work, their cooperative awareness will beimproved.
Teaching Key and Difficult Points:
Students will improve their skimming and scanning skills and know bow to write an article about inventions infive aspects--"What" "Who" "Where" "When" "How".
Major Steps:
Step 1 Pre-reading (2 minutes)
The teacher shows the picture about the story of tea on the textbook which shows that a person sits on the chairwatching a glass of water and lets students guess what happens and predict the content about the reading material.
(Justification: Guessing part will focus students' attention on the main topic of the reading passage.)
Step 2 While-reading (9 minutes)
(l) Fast reading
The teacher asks students to read the short passage quickly and conclude the main idea. Then the teacher givessome feedback on students' ideas.
(Justification: This step trains students' skimming skills.)
(2) Careful reading
The teacher asks students to read the passage carefully and answer the following questions:
① When was tea brought to western world
②According to an ancient Chinese legend, who invented tea
③ How was tea invented
Then the teacher gives them positive feedback on their answers and tells them how to locate specific informationin reading.
(Justification: In the process of reading for the detailed information, students can have a better understanding ofthe passage.)
Step 3 Post-reading (9 minutes)
(1) Retelling
The teacher provides key words and phrases and students retell the passage according to these words. If studentshave some difficulties in the process of retelling, the teacher gives them some hints or encouragement.
(2) Writing
Students are divided into several groups of four. The teacher asks students to talk about the great inventions theyknow in five aspects-- "What" "Who" "Where" "When" "How" and write an article by using the phrases and wordsin the box.
A fter students finish their writing, one student in each group shares his/her work to the class and the teacher givessome evaluation on their writings.
(Justification: Retelling can help students strengthen what they have learned during the lesson. After retelling,writing in groups can help students to express their ideas in another form, which can develop their writing abilities andcooperative awareness.)
