高中英语Unit 3 Going Places全英文说课稿

高中英语Unit3GoingPlaces全英文说课稿LessonPIanInterpretationUnit3GoingPIaces一theFourthPeriodGoodafternoon,ladiesandgentIemen.I'mgladtoiinterpretermyIessonheretoday.TheIessonpIanI'mgoingtotaIkaboutisfromBookIUnit3GoingPIaces—thefourthperiod.I'dliketoexplainmywayofteachingandthereasonfromthefollowingfiveaspects:understandingoftheteachingmateriaI,teachingmethodandIearningstrategies,teachingprocedure,bIackboardworkandteachingassessment.UnderstandingoftheteachingmateriaIMyunderstandingoftheteachingmateriaIincIudesthreeparts:briefanalysisoftheteachingmateriaI,keypointsanddifficulties,theteachingobjectives.I'IItaIkaboutthemseparateIy.BriefanalysisoftheteachingmateriaIThecentraItopicofthisunitis“travel”—theworld'shottopicandamodernIifestyIegrowingmoreandmorepopuIar.TheunitcovesaIotaboutthistopic:meansoftransportation,eco—traveIdestinationsandtwofashionabIetraveIstyIes—adventuretraveIandecotraveI.Thefourthperiodofthisunitcontainsintegratingskillsandwriting.Integratingskills,Ithink,arethecontinuationofreadingandthepreIudeofwriting.Theshortpassageisabouteco—traveI.ThetabIebeIowgivesinformationabouttwoeco—traveIdestinations.CompIetingthetabIecanbeamini—writing.Thesecondpart一writingasksstudentstowritetraveIIetters.KeypointsanddifficultiesNewwordsandphrases,usefuIexpressionssuchas“ontheotherhand“，“asweIIas”arethekeypointsofthisperiod.Ourstudentsareusedtothetraditionalteacher一centeredteachingmethod.MostofthemareIackingintheabilityofIearningindependentIy.Therefore,inmyeye,discussingagiventopicandmakingreportsbythemseIvesarethedifficulttasksforthemtofulfiII.TeachingobjectivesAccordingtothenationaIcurricuIumofEngIishandIanguageIearningtheory,EngIishteachingshouIdenhancethefocusonreaIisticcommunication,whichisessentiaIindevelopingstudents'competenceinEnglish.Inconsiderationofthisstandard,Imakeoutthefollowingthreeteachingobjectives.Knowledgeobjective:I'dliketohelpstudentsmastersomeusefuIwordsandexpressions,aIsotoheIpthemacquireasmuchknowledgeaspossibIe.Abilityobjective:I'IImakeeffortstodeveIopstudents'abiIityofusingEngIishinacommunicativeway.MoraIobjective:IwiIImakefuIIuseofthehottopictoincreasestudents'Iearningmotivation.TrymybesttoIetthemknowthatwhileenjoyingthebeautyofnature,theyhavetheresponsibiIitiesforourenvironment.TeachingmethodandIearningstrategiesInmyopinion,inIanguageteaching,muchemphasisshouIdbelaidonsituationalism.Inmyteaching,Iadoptsituationalteachingmethod,thatis,preparesituationsforstudentsandencouragethemtoparticipateactiveIyinactivities.InordertomakethecIassmoreiinteresting,Iusedifferentteachingaids,suchasslideshow,towbeautifuIpicturesoftheRedRiverViIIageandtheSnowMountain.Learningstrategiesaremadeupofthreestrategies:cognitivestrategy,accommodativestrategyandcommunicativestrategy.I'IIadvisestudentstoexpressthemseIvesinEnglishasmuchaspossibIeanduseEnglishforareaIpurpose—communication.TeachingprocedureAsuccessfuIteachingdependsessentiaIIyonaproperarrangementofteachingprocedure.Myteachingprocedureisconsistedoffivesteps:StepIGreetingandRevision,StepIILead—in,StepIIIReadingandTalking,StepIVWriting,StepVHomework.StepIGreetingandRevision(2minutes)I'IIasktwostudentstomakeadialogueaboutwheretheywentandwhattheydidduringtheNationaIDay.ThisistherevisionforthethirdperiodandaIsotheactivityforstudentstogetmentaIIypreparedforthefourthperiod.StepIILead一in(3minutes)Here,I'dIiketosharemyowntravelexperienceswithmystudents.AfterdescribingthebeautyofYanDangMountain,I'IItellthemthatduringmytraveIIaIsofoundmanytouristsdosomethingwrong,forexampIe,smokeorIitter.Ofcourse,itisanotgoodwayoftraveI.ThenI'dIiketoiintroducethemagoodformoftraveI:eco—traveI,thetopic.SharingmyowntraveIexperienceswithstudentscanstimuIatetheiriinterestsintheIesson.StepIIIReadingandTalking(25minutes)ThispartconsistsofashortpassageandatabIe.StudentsareaskedtogetthegeneraIideaoftheshortpassagefirst,thencompIetethetabIeconcerned.Thisstepcanbedividedintothreeparts—scanning,carefuIreadinganddiscussion.ScanningFirst,I'IIgivestudentsthemeaningoftwowords一ecoIogyandecoIogist,whichwiIIheIpthemtoguessthemeaningofeco—traveI.Thenaskthemtodothescanningwithaneasyquestion“Whatisaneco—travel?”StudentsarejustrequiredtogetthegeneraIideaandanswerthequestion.CarefuI一readingI'dIiketoaskstudentstoreadtheshortpassageagainandanswerarelativelymoredifficultquestion“WhatisthedifferencebetweennormaItraveIandeco—travel?”ThenwewiIIgetdowntothesecondpart—thetabIe.Atfirst,I'IIshowstudentsthepicturesofRedRiverViIIageandSnowMountain.Afterthat,askthemtoreadtheinformationaboutthetwoeco—traveIdestinationscarefuIIyandfinishthetabIe.CarefuIreadingenabIesstudentstounderstandtheimportanceofeco—traveIandimprovetheirreadingabiIity.Here,IwanttomeritionausefuIexpression—asweIIas.I'IIwriteitonthebIackboard,explainitwithexampIesandaskstudentstomakesentenceswithit.DiscussionsInthispart,I'dIikestudentstoworkingroupoffourandofferthemasituation.Imaginethatfourofthemaregoingonaneco一traveI.TheyneedtoreadabouttheinformationcarefuIIy,discusswiththeirpartnersandthendecidewheretheyaregoingingroupoffour.EachgroupmemberhastopreparereasonsforvisitingoneofthepIaces.Afterdiscussion,I'IIaskrepresentativesoftwogroupstomakereports.Thisactivitycultivatesstudents'abiIitiesofhelpingeachother,IearningfromeachotherandtheirwiIIingnesstocooperatewithothers.StepIVWriting(14minutes)WritingpartasksstudentstowritetraveIIetterstodescribewhattheyaredoing,whattheywiIIdoandwhattheyhavedoneduringtheirtraveI.Thistime,I'IIgetstudentstowritethetwoIettersinpairs.11isadvisabIeformetomeritionthewritingtipsbeforetheystartwriting.whentheyfinishtheirwork,I'IIaskstudentstoexchangetheirexercisebookswiththeirpartnersandcheckformistakesbythemseIves.Inthisway,studentsbecomemoreactiveincIass.Iftimepermitting,I'IIaskastudenttoreadhisIettertothecIass.Throughwriting,studentscanIearnhowtowritetraveIIetters.StepVHomework(1minute)Makeareportonaneco—traveIdestinationinChina.Thistaskcultivatesstudents'abiIitiesofhuntingforinformationaftercIassandusingth