中班说课稿范文(通用十九篇)

中班说课稿范文(通用十九篇)5中班说课稿范文(篇一)Goodafternoon,everyone.I’mZhouYan.I’manEnglishteacherExperimentalSchoolofSuqian.NowI’llsaySampleAofLessonSixinBookOne.I’llpreparetosaythelessonfromfourparts.PartOneAnalysisoftheTeachingMaterial（一）STATUSANDFUNCTIONisanimportantlessoninBookOne.Fromthislesson,itstartsaskingtheSstograspcontentsofeachSample.Toattain"fourskills"requestoflistening,speaking,readingandwriting.Tolisting"WordBank"andtelltheSstorememberthenewwords.TostartaskingtheSstowritetheEnglishsentenceswell.Thereforethislessonisintheimportantpositionoftheteachingmaterial.lessonisthefirstoneofUnitiftheSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunit.atopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenEnglish.（二）ANALYSISOFTHESTUDENTSTheSshaslearnedEnglishforaboutonemonthsofar.Theycanunderstandsomewordsandsomesimplesentences.TheSshavetakengreatinterestinEnglishnow.（三）TEACHINGAIMSANDDEMANDSTheteachingaimsbasisisestablishedaccordingtoJuniorSchoolEnglishsyllabusprovision.objectsTomaketheSsknowhowtousetheaffirmativesentenceis...."andthenegativesentence"Thisisnot…"Everydayexpressionsfor"Apologies""Imsorry""Thatsallright".Tostudythenewwords"six,hey,sorry,it’s,that’s",bylearningthedialogueofthislesson.Tofinishsomeexercises.objectsTodeveloptheSs’abilitiesoflistening,speaking,andwriting.TotraintheSs’abilityofworkinginpairs.TodeveloptheSs’abilitiesofcommunicationbylearningusefulstructures.objectsToenabletheSstobepoliteandlovelife.ToenabletheSstolookaftertheirthingswell.（四）TEACHINGKEYANDDIFFICULTPOINTSTheteachingkeyanddifficultpoints’basisisestablishedaccordingtoSampleAofLessonSixintheteachingmaterialspositionandfunction.points:。TohelptheSstocommunicatewitheachother.。ToenabletheSstostudyingroupsandco-operateskillfully.。TodeveloptheSs’interestinpoints:Howtomakedialoguesandactthemout.Howtowritetherightwholesentences.（五）TEACHINGxxxMulti-mediacomputer,Taperecorder,Software:PowerpointorAuthorware,schoolthingsandsoon.Theywillbeneededinthislesson.PartTwoTheTeachingMethodsCommunicativeteachingmethodAudio-visualteachingmethodTask-based"teachingmethodAsweallknow:themaininstructionalaimsoflearningEnglishintheMiddleSchoolistocultivatestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.SointhislessonI’llmainlyuse"Communicative"method,"Audio-visual"teachingmethodand"Task-based"teachingmethod.Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthedialogue.I’llgivethesometasksandarrangefivekindsofactivities:talking,guessinggames,watchingCAI,actingoutSampleAandhavingacompetition.TeachingspecialfeaturesTousethesemethodsarehelpfultodeveloptheSs’thought.PartThreeSTUDYINGWAYStheSshowtobesuccessfullanguagelearners.theSspass"Observation—Imitation—Practice"tostudylanguage.theSshowtomasterdialoguesandhowtocommunicatewithothers.Teachingspecialfeatures:LettheSscommunicatewitheachotherandadoptcompetitionmethodstodeveloptheSs’keeninterestinEnglish.PartFourTeachingProcedureI’llfinishthislessoninfoursteps.FirstI’lldividetheSsintofourgroupsandbringacompetitionintotheclass.Atlastlet’sseewhichgroupisthewinner.Step1Warm-up1.FreetalkbetweenTandSs.Suchas:Hi,I’m....What’syourname?Thisis…Howdoyoudo?Whoishe/she?Howareyou?Whocancountfrom1to5?What’sthisinEnglish?etc.game:AsktheSstogiveTsomeschoolthings.Forexample:T:Givemeyourbook.（ruler,box,pen,table,knife,etc.）T:Thisisyourbook.Thisisnotmybook.It’syourbook.etc.InthiscourseI’llaskthemtomakeadialoguegroupbygroupwithoutrepetition.Findoutwhichgroupwillmakethemostdialogues.Purposeofmydesigning:IthinkitisimportanttoformabetterEnglishlearningsurroundingfortheSsbyimitatingandatthesametimeitisnecessarytoprovidesituationstoreviewlearnedknowledge.Step2.PresentationThiscourseisveryimportant.I’llmainlytalkaboutthisstep.I’lluseCAItopresentthewholedialogue.ArrangesomesituationstohelpSsunderstandSampleA.Firstscene:Thereisabagonthefloor.Bispickingitupandgetreadytoleave.NowAistalkingwithB.A:Hi,B.Howareyoutoday?B:I’mfine,thankyou.Andyou?A:I’mfine,too.Oh,thisismybag.B:No,thisisnotyourbag.It’smybag.A:（Lookclosely）Oh,I’msorry.B:That’sallright.（Atthesametime,CisrunningupandhittingA.）C:Oh,I’msorry.A:That’sOK.I’llwritethekeypointsontheBbwhiletheyarewatching.Afterwatching,I’llteachthemtoreadthewordsandsentencesontheBb.Makesuretheycanreadthemwell.Purposeofmydesigning:TopresentSampleAbyCAIismucheasierfortheSstolearnandgraspthemeanings.CAIcanprovidearealsituationwithitssoundandpictureanditmakestherelationshipsbetweentheSsbetter.Firstplaythetaperecorder.LettheSslistenandimitatethedialogue.Payattentiontotheirpronunciationandintonation.InthissteptheSsarerequiredtopractisetheSampleinpairsbyreadingthedialoguealoud.ThisstepisemployedtomaketheSsgrasptheSample.AtlastI’llasktheSstothinkhardandactitoutwithapartneraccordingtoSampleA.Thenfindoutwhichgroupwillactitoutwell.I’llgivethemredstars.Purposeofmydesigning:ThisstepisemployedtomaketheSsgetthegeneralideaofthedialogueasawholeone.AtthesametimelettheSshaveachancetopractisetheirlisteningandspokenability.InthisstepI’llgivetheSsafreespacetoshowtheirabilities.Secondscene:TheSsarehavingapicnic.It’shotandtheytakeofftheircoatsandputthemtogether.Theyaresinginganddancing,laughingandchatting.Afterthepicnic,theybegintolookfortheircoats.DandEaretalking.FandGaretalking.etc.Afterwatching,I’llgivetheSssometaskstomakesimilardialogueswithoutrepetitionandfindoutwhichgroupwillmakemoredialogues.Purposeofmydesigning:"Task-based"teachingmethodisusedheredeveloptheSs’abilityofcommunicationandalsotheirabilityofco-operationwillbewelltrained.TelltheSsweshouldbepoliteandtakegoodcareofourthings.Weshouldloveourlife.IthinkpropercompetitioncanarousetheSs’interestinEnglishlearning.IftheSscanfinishthistaskwell,theywillbenefitalotinspokenEnglish.1Model1.I’llaskfourSsofthegroupstowritethesesentencesontheBbinthefourlines.Thenchecktheirhandwriting,correcttheirmistakes.Findoutwhowillwritewellandwhosehandingisthebest.theSs’workbook.Purposeofmydesigning:TochecktheknowledgeSshavelearnedinthislesson.:Recitethewordsasmanyaspossibleafterclass.MakeadialogueaccordingtoSampleAandwriteitinexercisebook.Purposeofmydesigning:IthinkhomeworkissoimportantthattheSsshouldspeakEnglishasmuchastheycaninclassorafterclass.ItisnecessaryfortheSstodosomeextensiveexercisesafterclasstoconsolidatetheknowledgetheylearned.BlackboardDesignLessonSixSampleASixThisismy…heyThisisnotyour sorryIt’smy....Pictureit’s=itisOh,I’m’s=thatisThat’sallright/OK.中班说课稿范文(篇二)Goodafternoon,everyone.I’mZhouYan.I’manEnglishteacherExperimentalSchoolofSuqian.NowI’llsaySampleAofLessonSixinBookOne.I’llpreparetosaythelessonfromfourparts.PartOneAnalysisoftheTeachingMaterial（一）STATUSANDFUNCTIONisanimportantlessoninBookOne.Fromthislesson,itstartsaskingtheSstograspcontentsofeachSample.Toattain"fourskills"requestoflistening,speaking,readingandwriting.Tolisting"WordBank"andtelltheSstorememberthenewwords.TostartaskingtheSstowritetheEnglishsentenceswell.Thereforethislessonisintheimportantpositionoftheteachingmaterial.lessonisthefirstoneofUnitiftheSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunit.atopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenEnglish.（二）ANALYSISOFTHESTUDENTSTheSshaslearnedEnglishforaboutonemonthsofar.Theycanunderstandsomewordsandsomesimplesentences.TheSshavetakengreatinterestinEnglishnow.（三）TEACHINGAIMSANDDEMANDSTheteachingaim'sbasisisestablishedaccordingtoJuniorSchoolEnglishsyllabus'provision.objectsTomaketheSsknowhowtousetheaffirmativesentenceis...."andthenegativesentence"Thisisnot…"Everydayexpressionsfor"Apologies""I'msorry""That'sallright".Tostudythenewwords"six,hey,sorry,it’s,that’s",bylearningthedialogueofthislesson.Tofinishsomeexercises.objectsTodeveloptheSs’abilitiesoflistening,speaking,andwriting.TotraintheSs’abilityofworkinginpairs.TodeveloptheSs’abilitiesofcommunicationbylearningusefulstructures.objectsToenabletheSstobepoliteandlovelife.ToenabletheSstolookaftertheirthingswell.（四）TEACHINGKEYANDDIFFICULTPOINTSTheteachingkeyanddifficultpoints’basisisestablishedaccordingtoSampleAofLessonSixintheteachingmaterial'spositionandfunction.points:。TohelptheSstocommunicatewitheachother.。ToenabletheSstostudyingroupsandco-operateskillfully.。TodeveloptheSs’interestinpoints:Howtomakedialoguesandactthemout.Howtowritetherightwholesentences.（五）TEACHINGxxxMulti-mediacomputer,Taperecorder,Software:PowerpointorAuthorware,schoolthingsandsoon.Theywillbeneededinthislesson.PartTwoTheTeachingMethodsCommunicativeteachingmethodAudio-visualteachingmethodTask-based"teachingmethodAsweallknow:themaininstructionalaimsoflearningEnglishintheMiddleSchoolistocultivatestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.SointhislessonI’llmainlyuse"Communicative"method,"Audio-visual"teachingmethodand"Task-based"teachingmethod.Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthedialogue.I’llgivethesometasksandarrangefivekindsofactivities:talking,guessinggames,watchingCAI,actingoutSampleAandhavingacompetition.TeachingspecialfeaturesTousethesemethodsarehelpfultodeveloptheSs’thought.PartThreeSTUDYINGWAYStheSshowtobesuccessfullanguagelearners.theSspass"Observation—Imitation—Practice"tostudylanguage.theSshowtomasterdialoguesandhowtocommunicatewithothers.Teachingspecialfeatures:LettheSscommunicatewitheachotherandadoptcompetitionmethodstodeveloptheSs’keeninterestinEnglish.PartFourTeachingProcedureI’llfinishthislessoninfoursteps.FirstI’lldividetheSsintofourgroupsandbringacompetitionintotheclass.Atlastlet’sseewhichgroupisthewinner.Step1Warm-up1.FreetalkbetweenTandSs.Suchas:Hi,I’m....What’syourThisis…Howdoyoudo?Whoishe/she?HowareWhocancountfrom1to5?What’sthisinEnglish?etc.game:AsktheSstogiveTsomeschoolthings.Forexample:T:Givemeyourbook.（ruler,box,pen,table,knife,etc.）T:Thisisyourbook.Thisisnotmybook.It’syourbook.etc.InthiscourseI’llaskthemtomakeadialoguegroupbygroupwithoutrepetition.Findoutwhichgroupwillmakethemostdialogues.Purposeofmydesigning:IthinkitisimportanttoformabetterEnglishlearningsurroundingfortheSsbyimitatingandatthesametimeitisnecessarytoprovidesituationstoreviewlearnedknowledge.Step2.PresentationThiscourseisveryimportant.I’llmainlytalkaboutthisstep.I’lluseCAItopresentthewholedialogue.ArrangesomesituationstohelpSsunderstandSampleA.Firstscene:Thereisabagonthefloor.Bispickingitupandgetreadytoleave.NowAistalkingwithB.A:Hi,B.Howareyoutoday?B:I’mfine,thankyou.Andyou?A:I’mfine,too.Oh,thisismybag.B:No,thisisnotyourbag.It’smybag.A:（Lookclosely）Oh,I’msorry.B:That’sallright.（Atthesametime,CisrunningupandhittingA.）C:Oh,I’msorry.A:That’sOK.I’llwritethekeypointsontheBbwhiletheyarewatching.Afterwatching,I’llteachthemtoreadthewordsandsentencesontheBb.Makesuretheycanreadthemwell.Purposeofmydesigning:TopresentSampleAbyCAIismucheasierfortheSstolearnandgraspthemeanings.CAIcanprovidearealsituationwithitssoundandpictureanditmakestherelationshipsbetweentheSsbetter.Firstplaythetaperecorder.LettheSslistenandimitatethedialogue.Payattentiontotheirpronunciationandintonation.InthissteptheSsarerequiredtopractisetheSampleinpairsbyreadingthedialoguealoud.ThisstepisemployedtomaketheSsgrasptheSample.AtlastI’llasktheSstothinkhardandactitoutwithapartneraccordingtoSampleA.Thenfindoutwhichgroupwillactitoutwell.I’llgivethemredstars.Purposeofmydesigning:ThisstepisemployedtomaketheSsgetthegeneralideaofthedialogueasawholeone.AtthesametimelettheSshaveachancetopractisetheirlisteningandspokenability.InthisstepI’llgivetheSsafreespacetoshowtheirabilities.Secondscene:TheSsarehavingapicnic.It’shotandtheytakeofftheircoatsandputthemtogether.Theyaresinginganddancing,laughingandchatting.Afterthepicnic,theybegintolookfortheircoats.DandEaretalking.FandGaretalking.etc.Afterwatching,I’llgivetheSssometaskstomakesimilardialogueswithoutrepetitionandfindoutwhichgroupwillmakemoredialogues.Purposeofmydesigning:"Task-based"teachingmethodisusedheredeveloptheSs’abilityofcommunicationandalsotheirabilityofco-operationwillbewelltrained.TelltheSsweshouldbepoliteandtakegoodcareofourthings.Weshouldloveourlife.IthinkpropercompetitioncanarousetheSs’interestinEnglishlearning.IftheSscanfinishthistaskwell,theywillbenefitalotinspokenEnglish.1Model1.I’llaskfourSsofthegroupstowritethesesentencesontheBbinthefourlines.Thenchecktheirhandwriting,correcttheirmistakes.Findoutwhowillwritewellandwhosehandingisthebest.theSs’workbook.Purposeofmydesigning:TochecktheknowledgeSshavelearnedinthislesson.:Recitethewordsasmanyaspossibleafterclass.MakeadialogueaccordingtoSampleAandwriteitinexercisebook.Purposeofmydesigning:IthinkhomeworkissoimportantthattheSsshouldspeakEnglishasmuchastheycaninclassorafterclass.ItisnecessaryfortheSstodosomeextensiveexercisesafterclasstoconsolidatetheknowledgetheylearned.BlackboardDesignLessonSixSampleASixThisismy…heyThisisnotyour sorryIt’smy....Pictureit’s=itisOh,I’m’s=thatisThat’sallright/OK.中班说课稿范文(篇三)11月18日星期五这一周，我被调整到了中班实习，这里的小朋友大了不少，但是每个小朋友个性的问题也更突出了，在这里，会遇到各种问题，比如有的小朋友会在午休的时候不睡觉，不仅他不睡，还要打扰别人等等，各种千奇百怪的问题。在中班中，我参与了特色活动区的设计和布置，也讲了一次公开课，虽然之前已经给小朋友们上过几次课了，但是公开课上，还是非常紧张，尤其是当看到后面坐着好多老师的时候，越紧张，就越怕出错，越怕，就越容易忘记自己接下来要说什么，实习不仅是对自己学习过的知识体会与实践的机会，更是对我自己的一种历练和经验上的提高，实习对我们来说真的是一个很好的机会，不仅可以看清楚自己的能力，更可以找到和书本上完全不一样的知识面。古人常说：听不如看，看不如做。人可以发展到如此强大，当然不是由想象而来，没有一步步的做，又何来一步步的发展。中班说课稿范文(篇四)一、说教材龄特点的，丰富多彩的，引导幼儿在良好的物质环境和轻松愉快的心理氛围才能获得较大、较快的发展，使幼儿真正成为活动的主人。二、说目标1、通过活动，幼儿学习按某一特征有规律的间隔排列。2、在探索寻找活动中，选择不同的方法尝试有规律排列；并培养幼儿有初步的推理能力，发展幼儿创造力。三、说重点四、说难点2—3五、说教法整个活动中，我运用了游戏法、观察法、操作法、尝试法等几种方法，动静交替，使幼儿在看看、想想、说说、做做等活动中，边玩边学。还为幼儿创设了一个能够使其自由探索、发现、生动活泼的环境，让幼儿在快乐愉悦的氛围中学习知识，提高能力。六、说活动流程试自由排列。大大的提高。第二部分是通过观察，引导幼儿思考，发现、感知各种物体排列的规律，学习按颜色、几何图形、图案间隔排列的方法，这是活动中的重点。活动中让幼儿动手操作，找出物体的规律，并将规律补完整，以加深巩固有规律的间隔排列的方法，培养幼儿初步的推理能力。由于每一个幼儿都不在同一发展的起跑线上，所以在补规2—3能力弱的有一种规律，再根据幼儿自身特点和发展进行个别指导，使每一个幼儿都成为主动活动的主人，在原有的不同水平上获得发展。第三部分是让幼儿尝试自由排列的活动。这是活动中的难点，让幼儿尝试在有2—3中班说课稿范文(篇五)Goodmorning,ladiesandgentlemen.It’smygreathonorandpleasuretobeheresharingmylessonwithyou.Ihavebeenreadytobeginthisrepresentationwithfiveparts.Analysisoftheteachingmaterial,theteachingaims,theimportantanddifficultpoints,thestudyingmethods,andtheteachingprocedure.Part1TeachingMaterialThecontentofmylessonisNewSeniorEnglishforChinaBook Unit .Thisunitisabout (topics).Bystudyingofthisunit,we’llenablestudentstoknow anddeveloptheinterestin .Atthesametime,letthestudentslearnhowto (functionalitems).Fromthislesson,itstarts (structures).(Asweallknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.)Therefore,thislessonisintheimportantpositionofunit.IftheSscanmasteritwell,itwillbehelpfulforthemtolearntherestofthisunit.Part2TeachingAimsAccordingtothenewstandardcurriculumandthesyllabus,andafterstudyingtheteachingmaterial,theteachingaimsarethefollowings:objectsTheSscanmastertheusageoftheimportantwordsandexpressions.TheSscanusethe (grammar)inthesituation.TheSscanunderstandthecontentofthelesson,talkabout (information)andgettheirownideaabout objectsTodeveloptheSs’abilitiesoflistening,speaking,readingwritingToguideSstosetupeffectivestudyingstrategies.Toimprovethestudent’sreadingability,especiallyskimmingandscanningability.TotraintheSs’abilitiesofstudyingbythemselvescooperating.ormoralobjectsBycompletingthetask,theSsincreasetheirinterestin andsetupself-confidencein .TeachtheSs ,putthemoraleducationthelanguagestudy.Part3theImportantandDifficultPointsBasedontherequirementofthesyllabus.Theimportantpointsare suchas .Thedifficultpointsare example .Part4TeachingMethodsAsisknowntousall,agoodteachingmethodrequiresthattheteachershouldhelpSsdevelopgoodsenseoftheEnglishForachievingtheseteachingaims,(aftertheanalysisoftheteachingmaterialandteachingaims,)Iwillusethefollowingmethodsaccordingtothemodernsocialcommunicationteachingtheories.ApproachLanguageTeachingLanguageTeachingSituationalActiona“scene—activity”teachingmethod,itestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.Atthesametime,CAIcanprovidearealsituationwithitssoundandpicture,itcandeveloptheSscreativityinlearningEnglish.Part5TeachingProcedureStep1.Lead-in.( Purposeofmydesign:(1)tocatchSs’attentionabouttheclass/topic/passage.(2)Tosetupsuspense/developinterestin .Step2.Pre-readingTask1.(Individualwork,pairwork,groupwork,classwork; LetSs Task2.(Individualwork,pairwork,groupwork,classwork; min)Now,let’sseewhathappenedtothe /let’swhetheritisrightornot.Purposeofmydesign:(1)togettoknowsomethingaboutthe .(2)Tohaveabetterunderstandingabouttheimportanceof .Step3.Task1.(Individualwork,pairwork,groupwork,classwork; min)Skimming:Ssshouldreadthematerialfasttofindoutthemainidea/topicsentenceforeachparagraph.Para1 Para2 Para3 Task2.(Individualwork,pairwork,groupwork,classwork; min)Scanning:Listentothetapepartbyparttofinish .Task3.(Individualwork,pairwork,groupwork,classwork; min)Scanning:GuideSstoreadthematerialcarefullyandtakesomeimportantnotes,thenanswerthefollowingquestions.Task4.(Individualwork,pairwork,groupwork,classwork; min)Scanning:AskSstoreadthematerialcarefullyandfindoutthecorrectanswerstofinishthefollowingchart.Purposeofmydesign:Enablestudentstounderstandthegivenmaterialbetterbyusingdifferentreadingskills.AndpropercompetitioncanarousetheSs’interestinEnglishlearning.based”teachingmethodisusedheretodeveloptheSs’abilityofcommunicationandalsotheirabilityofco-operationwillbewelltrained.Step4.Post-readingTask1.(Individualwork,pairwork,groupwork,classwork; min)(task1)AskSstoclosebooksandfinishthesummaryaccordingtheirnotes.(task2)Retellthestory/SumupthepassageinSs’ownwordsaccordingtothechart.Task2.(Individualwork,pairwork,groupwork,classwork; min)Discuss withgroupmembersandthenchooseareportertosharetheiropinionsabout withthewholeclass.Purposeofmydesign:IthinkIftheSscanfinishthistaskwell,theywillbenefitalotintheirspokenEnglish.MostSscantaketheirpartsintheactivities,especiallyfortheSswhohaveinEnglishstudy.Step5.HomeworkPurposeofmydesign:Homeworkissoimportantandnecessaryfortomastertheknowledgetheylearnedafterclass.ItwillcheckwhethertheSsachievetheteachingaims.中班说课稿范文(篇六)Goodafternoon,teachers.It’smygreatpleasuretobeheresharingmylessonwithyou.ThecontentofmylessonisthesecondreadingofUnit10,BookI.I’llbereadytobeginwiththislessonfromsixparts:Analysisofthestudents,analysisoftheteachingmaterial,theteachingaims,theteaching&learningmethods,theteachingaidsandtheteachingprocedures.First,letmetalkaboutmystudents.PartIAnalysisofssMystudentsarefromGradeOneinvocationalschools.Theyhaveapoorvocabulary,littlemotivationtolearninitiallyandnoconfidenceinexpressingthemselves.Therearedistinctindividualamongthem.Theyarequickinthinkingandlongforvictory.Theymayraiseinterestinthetopicbecauseofitsfamiliarity,andareeagertoknowthesedifferences.Inmyclass,sswillbegivenapreviewplantounderstandthereading,progressivetasksincompetitiontoensureoverallparticipation.PartIIAnalysisoftheteachingmaterialOurtextbookistakenfromEnglishBookIforvocationalschools.Itemphasizesoninterestandutility.Sincesomeinformationaboutculturaldifferenceshasbeenmentionedinpreviousunits,thisunitwillfocusonintroducingindividualdifferencesandbuildingthesenseofcross-culturalcommunication.ReadingIIwilldemonstrateculturaldifferencesfurtherandoccupiesanimportantposition.Itwilltakeuptwoperiods,andI’lldealwiththesecondperiodforreadingcomprehension,andconcentrateonss’abilitiesofreadingandusingEnglishfluently.PartIIITeachingaimsTeachingaimsAfterstudyingtheteachingmaterialandanalyzingss’presentsituations,Ithinktheteachingaimsarethefollowings:KnowledgeaimsTomastersomekeywordsandexpressions:awkward,direct,misunderstand,assoonas,keepdoingsth,etc..Tounderstandthegistofthereading,workouttheopinionsafterreading,andcompleterelevanttasks.Toretellthereadingandtrytotalkwithpartnersaboutdifferencesintablemannerswiththepurposeofusingthefluently.AbilityaimsTobetterreadingstrategiestopromotereadingabilitywithhelpofskimming,scanningandotherreadingtechniques.ToimproveabilityofusingEnglishfluentlyaswellasthinkingafterdealingwithtasks.Tofostertheabilityofcooperationingroupactivities.Emotionaims1)Tohaveageneralknowledgeofdifferencesintablemanners,esp.betweenChineseandAmericancultures,andfosterthesenseofcross-culturalcommunication.key&difficultpointsKeyPointsTogettheinformationfromthereading;Tocommunicatewithpartnersfluently.DifficultPointsHowtoimprovethereadingabilitiesbecausemystudentsareinEnglish,esp.inreadingstrategies.Howtohelpssputtheirlearningintopracticewithreferences.PartIVTeaching&LearningmethodsAgoodmethodrequiresthattheteacheractasaguidewhilessastherealmastersinclass.Inmyclass,ssaremainlyguidedbyprogressively.Soaccordingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingmethods.Task-basedlanguageteachingActivityteachingDelaminationteachingQuestion-and-AnsweractivityteachingThelearningmethodsarethefollowings:CooperativelearningAutonomousPartVTeachingaidsMulti-mediaNon-testingevaluation1).Apieceofpapertoevaluatethemselves.PartVITeachingprocedures.Asfortheconcreteprocedures,itincludes5parts.TaskII:checkingwords&answeringquestions.Sswillhaveamatchingforwordsandmeaningstocheckwordsandthentheymayposeanyquestionstheymetinpreview.Ssfinishitbeforeclassandpresentkeysontheblackboard.SomemusicwillbeplayedtocalmssdownandcreateasituationtolearnEnglish.Purposes:Theeasyitemmayhelpthembuildconfidence.TaskII:Lead-in.Ssmaywatchavideoaboutculturaldifferences,andthenfinishthesentencewithbrainstorming.Thisitemisopenanswers.Asfarasstudentsgettothepoint,theirgroupmaygetmarks.Purposes:Brainstormingmayactivatessandcatchtheirattentionquickly.Atthesametime,itmayactasaforeshadowingforthereading.TaskIII:Presentationwithtasks.Itincludestwoitems.ItemI:(skimming)Sslookthroughthereadingin2minutes,andthenfinishthemultiplechoicesontheirown.Purposes:Thistaskwilltrainsstogetquickinformationandfosteragoodreadinghabit.ItemII:(carefulreading)Inordertocopewiththereadingtherearethreeportions.PortionAisforPara1.Itisaboutthewriter’sexperienceinChina,andthentherearesomequestions.PortionBisforPara2.ItisaboutaChinesestayinginAmerica,thentherearesomemultiplechoices.PortionCisforPara3.Itisaboutsolutions,andthenssrectifythetable.Similarly,theyreadindividually,andthendiscussingroupstogetanagreedanswer.Representativeswillbesenttothebbtopresentkeys.Purposes:Thethreeportionswillhelpssworkoutthewriter’sopinionsclearly.Cooperativelearningwillhelpthemovercomedifficultwordsorsentencesandfindthefeelingofsuccesswhentheycangetkeyswithouttoomuchguidefromtheteacher.Andgoesfirstnomatterhowtheydo.Tillnow,ssmayrealizeculturaldifferencesfurther.TaskIV:Consolidationintime.Itincludes3items:Fivestatementsforsstochecktheirunderstandingaboutthereading,adialoguetocheckhowtheycantransferinputtooutputandashortpassagetotellthemwhethertheyhavemadeprogressinreading.Similarly,ssdothemontheirown,andthendiscussproblemsingroups.Purposes:Thethreeitemswillgiveaclearreflectiontoss.Lasttask,Iwillmakeac