全英文高二英语说课稿unit4Reading.doc

全英文高二英语说课稿unit4Reading全英文高二说课稿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,w