崇明县第三轮骨干教师2008年度课堂教学

崇明县第三轮骨干教师2008年度课堂教学姓名沈春泉职称中学高级骨干类别学科带头人学科英语工作单位上海市崇明中学公开课专题Morereading:Neithertoolittle,nortoomuch时间2007/12/20范围县级TeachingplanModule3FoodforthoughtUnit5ThinkbeforeyoueatMorereading:Neithertoolittle,nortoomuchChongmingShenChunquan（沈春泉）Class3,SeniorIDece20,2007*ThisperiodmainlydealswiththelastsectionofUnit5--“Morereading”.Theprevioussectionsinclude:Reading(Veryvegetarian),Grammar,SkillsTeachingAims:TohavethestudentsGetaclearunderstandingofthefollowingvocabulary:source,energy,variety,increase,intelligent,decideonandtellAfromB;Beawareofthemaininformationpresentedinthetextbylisteningandretelling/readingthetextandansweringthequestionsObtainaclearideaofhowthepassageproceedsbyfurtherreadingthepassage;Learntoexpressone’sopinionsbyimitatingthestyleofthetextTeachingstrategyfocus:TobuildmotivationforreadingTeachingprocedures:I.Beforereading:①skimmingandscanning;②Wordstudy:source,energy,variety,increase,intelligent,decideonandtellAfromBII.Whilereading:③Understandingofthetext④Structureanalysis;⑤AmodelwritingofthiskindIII.Afterreading:⑥Oralspeechesonrelatedtopics;⑦ConclusionIV.Assignment:Youarerequiredtowriteapassagebasedonthetitle“Breakfastisessentialforpeople’shealth”inabout100words.Payattentiontothestructureandorganizationofyourwriting.TeachingproceduresStepsTime(Suggestedtimeallocation)ActivitiesPurposeTeacher’sStudents’Step1:Skimmingandscanning3IntroducethetitleofthepassageandaskthemtoguesswhatthepassageisaboutAskthestudentstobrainstormrelatedvocabularyGuessthemainideafromthetitleBrainstormsomewordsrelatedtothetopic(booksclosed)Focusthestudents’attentiononthetopicanddoabitofwarming-upsforthefollowingstepsStep2:Vocabulary7Givethepresentationofthefollowingvocabulary:source/energy/variety/cheeseburger/milkshake/increase/decideon/tell…from...Listen,takenotesandinteractwiththeteacher(includinggettingfamiliarwiththenewwords/understandingtheexamples/translatingtheshortChinesephrases)(booksopen)LetthestudentsknowthemeaningsofthevocabularyandthebasicusagesinordertoclearawaythebarrierswhenitcomestounderstandingofthetextStep3:Understandingofthetext15OrganizealisteningactivityRaise4questionsaccordingtothetextAssigntheretellingtaskofthetexttothestudentsListentothethreeparas.ofthetextrespectivelyandfillintheblankswiththeinfor.theyhearScanthetextandanswerthe4questionsRetellthethreeparas.basedontheinfor.theyhaveobtainedsofar(booksclosed–open)Havethestudentsfullyunderstandwhatthepassagetellsthem,duringwhichtimetheyhavemoreideaofhowthevocabularyisused,howthekeypointsarepresentedandhowtoretellthepassageintheirownwordsStep4:Developingskillsoriginatingfromthetext13AskthestudentstothinkabouthowthepassageproceedsandfinishthetableBrieflysummarizethestyleofthiskindbygivinganexampleHavethestudentsexpresstheirviewsonthegiventopicsReadthetableandfinishitbydiscussingwiththeirpartnersTogetherwiththeteacher,summarizethestyleofthiskindbyreadingtheexampleAccordinglylearntoexpresstheirpointsbyusingtheinformationtheyhaveobtainedandimitatingthewaythepassageproceeds(booksopen)Withtheaboveseveralreadingsandinteractiveactivities,thestudentsaregettingmoreinvolvedwiththetextandthisstepisspeciallydesignedforthemtousewhattheyhavelearnedinthisperiodtoexpressthemselvesStep5:ConclusionandAssignments2Summarizethemainactivitiesinthisperiodandemphasizeagaintheimportanceofhavingabalanceddiet,e.g.“Neithertoolittlenortoomuch”GivetheassignmentSharethemaininformationwiththeteacherandtheirviewsarereinforcedthatth