全英文高二英语说课稿unit4Reading

全英文高二英语说课稿unit4Reading

全英文高二英语说课稿Goodafternoon,ladiesandgentlemen.It’smygreatpleasuretotalkmylessonplanhere.MylessonplanisaboutSEFCB1AUnit4ReadingTheRescue.Asforthislesson,Iaimat4aspectsofthecurriculumaims:1.Emotion&Attitude&Morality;2.LearningStrategies;3.LanguageSkills;4.LanguagePoints.Allofthesehelptoimprovethestudents’integratedabilityofapplyingEnglish.

Inordertoachievemygoals,I’mgoingtodoitin6ways.Herearethey.I.TheAnalysisoftheTeachingMaterial1.MainIdea&EmphasisThetextismainlyabouthowJeffandFloraescapedfromtheflood.AsfortheChinesestudents,theirreadingdifficultiescomesfromthereadingmaterialandthereaderhimself,suchasbadreadinghabits,lackofEnglishlanguage,backgroundinformation,andcognitivestrategy,aswellsasemotionalsetbacks,andsoon,soduringthecourse,muchattentionwillbepaidtothereadingcomprehensionandthereadingskills.2.TeachingImportantPointsAccordingtothenationalcurriculumofEnglishandlanguagelearningtheory,thestudentswilllearntoguessthewordmeaningandgraspthecentralideaandcheckthedetailsaswell,throughpredicting,skimming,scanningandtask-orientedreading.Theywillalsosummarizeatextinalogicalorder.3.TeachingdifficultpointsThestudentslacktheindependentreadingability,soit’sanimportanttaskformetohelpthemgetthelogicalorderofthetextandthemainideaofeachparagraph.Moreover,usefulwordsandexpressionswillbetaughtaslanguagepoints.Theattributiveclausewillbereviewed.II.TeachingAims1.LanguageAbilityMyclassislearner-centered;thestudentsaretherealmasters.Activitieslikequestioning,discussion,summarizingandretellingwillhelptoimprovethestudents’listening,speaking,readingandwritingabilities.Sincethemainaimofthereadingcourseistoimprovethestudents’readingability,I’lltraintheirabilityofidentifyingthegeneralideaandsupportingdetailsinFastReading.AndinIntensiveReading,theirreadingabilityofinformationgatheringandsummarizingisdeveloped.Inaword,thestudents’basicskillslikepredicting,scanning,skimmingandguessingaredeveloped.2.Emotion&Attitude&MoralityUnforgettableexperienceisthemaintopicofthisunit.It’sunforgettablenotonlybecauseofdestructivenessofthenaturaldisasters,butalsobecauseofthepeoplewhohelpeachother.Thestudents’motivationwillbemadefulluseofbytalkingaboutthenaturaldisasters.Whenanaturaldisasterhappens,thestudentsshouldlearntothinkofothersaswellasthemselves.Cooperationishighlyvaluedfromthebeginningtotheend.III.Learningstrategies&theTheoryBasisTask-orientedreadingcomesfirst.Inthetop-downmodel,one’sbackgroundknowledgeplaysamoreimportantrole,sotheteacherwilltrytoactivatethestudents’oldknowledgestore.ItcomesfromtheSchemaTheory.Alongwithdistinguishing,predicting,skimming,scanning,questionswillbeadoptedthrough.Inthisway,thoroughunderstandingwillbeachieved;theatmospherewillbeachieved.IV.TeachingAids1.Arecorder;AProjector&SomeSlides3.4.Acomputer;5.Theblackboard.V.TeachingProcedureItincludes3steps.Step1.Lead-in(7mins)I’llgreettheclassasusually.Becausethestudentsaretoofamiliarwiththenaturaldisasters,maybeitisaboringtopictoadegree.Therefore,I’llactasaweathermanofCCTV-9toreporttheweathersummary,andinterviewthestudentstoguidethemtotalkaboutthenaturaldisaster---typhoon.ThenI’llplaythevideoofnaturaldisastersasabriefintroduction.Therefore,theemotionandtheinterestwillbestimulatedandtheirknowledgewillbeactivated.Step2.ReadingHereIadoptthetop-downmodel.Studentsareaskedtogetthegeneralideafirst,thendowntosomedetails.Thestepcanbedividedinto3parts:Pre-reading,While-readingandPost-reading.Part1.Pre-reading(5mins)Inthispart,anopen-endedquestionlike“Whatshouldonedoifanearthquakehappens?willbeasked.Thestudentswillhaveadiscussionaboutit.Theinteractivitiescanhelptoactivatetheatmosphere.Part2.While-readingWehaveFastReadingandIntensiveReading.(1)FastReading(5mins)Itistask-orientedreading.Inthetop-downmodel,thestudentshavetobearseveralquestionsinmind,andthenthetime-limitedreadingbegins.Thestudentsnotonlyhavetoreadquicklybutalsotolearnhowtograspthemainidea.Andthewordsandtheexpressionsontheslidecanhelpthemunderstandthetextbetter.(2)IntensiveReading(18mins)<1>Listentothetapeandputthepicturesintherightorder.Then,I’llhelpthestudentsdividethetextinto4partsaccordingtothedifferentplaces.I’llgivesomehintsandguidethemtotelltheplacesbecauseitmaybedifficultforthem.Here,thepicturescandolotsofhelp.<2>Thestudentsreadthetextcarefullyandanswerthequestionsofthe4sections.Allofthesequestionsareabouttheflood,thepeople’sreactionandfeeling.Whenthequestionsareanswered,Icanusetheinformationtofillinthetable.ThenIcanguidethemtotellthepeople’sfeelinginthe4situationswiththehelpofthepicturesandtellthereason.Finally,I’llsummarizeeachsectiontohelpthemunderstandthetextbetter.AndthiscanserveasanexamplefortheretellinginPostReading.Thecompletetableappears.Thelogicalorder“First,next,then,finally”cangowiththedifferentplaces.Thiscanhelpthestudentsretellthetext.Here,Iwanttomentionthatallthelanguageandgrammaticalpointsappearinthetextwillbedealtindifferentways.Asforsimpleones,I’lltalkaboutthemdirectly.Asforthedifficultones,I’lltalkabouttheminVocabularyStudy,orintheexercise.Part3.Post-reading1.Retelling(9mins)Inthisstep,I’llaskoneortwostudentstoretellthetextaccordingtothepicturesandthetable.Thetablecanprovidethekeywordsofthetext.Thentheycanorganizetheideawith“first,next,then,finally”.Thiscanhelpthestudentshaveabetterandclearerunderstandingofthetext,andtheycanusethewordsandexpressionsmentionedinthetext.Andit’salsoagoodtopracticeoralEnglish.VI.Homework(1min)1.UnderlinetheattributiveclauseinTheRescuewith“who,whom,which,that”.Thisisnotonlyrevisionofthetext,butalsogoodprevisionofGrammarlearning.2.FinishExercise1inPostReadingonP25,WordStudyonp26,Vocabularyonp104oftheworkbook.Itisusedtocheckthelanguagepointsthestudentshavelearnedinthetextandalsogoodrevision.3.Writedowntheoutlineofyour　unforgettableexperience.Itisusedtoprepareforthewritingpart.VII.BlackboardWorkTheRescuePic.1---A1.Para.1-4Pic.2---DSection2.Para.5-7Pic.3---C3.Para.8-9Pic.4---B4.Para.10-11PlacesFloodReactionFeelingSummaryFirstinthegardenroar,wall,advancesweep,swallowShout,run,fightSurprised,frightenedNextonthewaytothehousestrike,moveupclimbFrightened(cry)TheninsidethehousedestroyFrightened,Anxious(eagertofindthechimney)FinallynexttothechimneyrelievedInthefirstpart,theleftpartistheorderofthepictures;therightpartisthedivisionofthetext.Thesecondpartisthetableofthetext.VIII.SelfCommentFinally,I’dliketomakeachiefselfcomment.Myclassisalearner-centered,quality-orientedlesson.Interactivitiesandcooperationishighlyvalued.Theschematheoryisadoptedthroughtheinputandoutputprocess.However,Istillhavesomeshortcomings,Ihopeyoucanhelpmetoimprove.

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