高中英語(yǔ)模塊二第一單元reading部分完整說(shuō)課稿牛津版

1、譯林牛津英語(yǔ)模塊二第一單元reading部分完整說(shuō)課稿Good morning, dear professors. My name is Zhang Qingqing, a postgraduate student in Nanjing normal university. It s my great honor to have the chance to share my understanding about how to teach reading. According to the New Curriculum Standards, reading is an important se

2、ction where ss can contact English language and cultural knowledge on the largest scale and improve their ability to solve problems in daily life. So in the reading process, I will focus on students* long-term development and help them use proper reading skills and strategies. In other words, ss are

3、 guided to read efficiently and independently. Next I will briefly introduce my lesson from seven parts, they are analysis of the teaching material, target students, teaching aims and learning objectives, teaching focus and learning difficulties, teaching and learning methods, teaching procedures an

4、d blackboard design.The first part is my analysis of the teaching material. The selected material is the boy missing, police puzzledM taken from the reading section of Module2 Unit 1 of Advance with English for senior school ss. The article is a newspaper article about a boy called Justin Foster is

5、missing and people wonder if he is taken away by UFO. After reading this article, ss cannot only improve their language competence and acquire more cultural knowledge, but also can become more confident and advance their personalities. That is they can develop their Integrated Language Capability wh

6、ich is the core of the New Curriculum Standards.Then is my analysis of target ss. For senior high school ss, they have learned English for several years and have acquired some basis knowledge of English. Their cognitive schema and abstract thinking will be developing a lot in their age, which enable

7、s them to learn English more systematically and develop their Integrated Language Capability.Based on my analysis of the teaching material and target ss, I set the following teaching aims and learning objectives： By the end of the lesson, ss will be able to grasp the key words, such as ；catch the ma

8、in idea of the article and have a better understanding of it; learn how to read a newspaper article; enhance their fast reading skills and word guessing skills; discuss their own experience related to the topic; advance their cooperative spirits and their spirit of exploration; build their confidenc

9、e in learning. The establishment of these teaching aims and learning objectives includes ss cognition, skills and emotion which are to develop their Integrated Language Capability.According to teaching aims and learning objectives, I decided the teaching focus and learning difficulties as follows： h

10、elp ss improve their reading abilities through classroom activities, and learn how to read a newspaper article, encourage ss to express their own experience.Then I want to introduce teaching methods, learning methods and teaching aids. I chose following teaching methods; task-based approach to help

11、ss learn from dong to get and analyze information and solve problems; situational approach to enable ss learn English in specific context; communicative approach to develop their communicative skills and cooperative spirit; my teaching will follow three-stage model to present a clear teaching proces

12、s. I strongly believe that with the help of these teaching methods, ss will learn how to construct their own knowledge and develop their autonomous & inquiry-based learning method. Besides, I chose PPI and blackboard as my teaching aids to give clear instruction and consolidate new knowledge.Next is

13、 my teaching procedure and I divided this lesson into 4 steps.The 1st Step is Pre-Reading always known as warm-up. 1st I 11 show a video about UFO; then show more pictures, photos about other unexplained things through PPT. Ask ss “what can you see in these pictures? Do you believe in them? What oth

14、er unexplained things do you know about?M they are encouraged to express their own opinion on these Qs. /2nd I will introduce the title of this lesson. Let ss predict the content but don t give answer to develop their prediction ability. /3rd I will List some key words on the blackboard. I 11 choose

15、 those that will hinder ss comprehension and can not be easy to guess their meanings in the context. Ss will not feel so hard in reading comprehension.Purpose of this step： This step is to present background information of the text and solve some possible vocabulary problems, which aims to stimulate

16、 ss existing knowledge, activate their cognitive schema and arouse their interests. It enables ss to make preparation for the following reading.The 2nd Step is While-Reading. I prepare 4 tasks. The 1st task： ask ss to go through the passage as quickly as possible and find answers to Qs in part A. Pu

17、rpose is to develop ss fast-reading skills-skimming & scanning and get the general idea about the article. I * 11 ask ss to check in pairs to develop their peer assessment ability. /The 2nd task： I 11 let ss reread and finish exercises C1C2 individually. Cl is to check ss ability to read and locate

18、specific information. C2 serves as a strengthening activity for ss comprehension. After they finished, I 11 conduct a feedback activity. /The 3rd task: I 11 Let Ss reread the article. I 11 provide a chart for them to fill in through PPT to check ss comprehension. Let ss work in pairs to develop thei

19、r collaboration and build their confidence. I * 11 give feedback. The chart can also be used to analyze and highlight the main structural organization of the text/part of the text, which shows ss how the structure relates to meaning. Purpose： ss can have a clear understanding of the article as a who

20、le and comprehend it in the discourse level, which is easier for them to understand the reading strategies. /The 4th task: ask ss to complete D & F individually and then check the answers as a class. Part D is to develop ss comprehension of words from the context and match them with the correct defi

21、nitions. Part E is a specific situation which requires ss first understand it and fill in blanks with proper words.The 3rd Step is Post-Reading. I will introduce some more words related to the topic to enlarge their vocabulary and are also helpful for the following discussion. For example, Then I se

22、t a situation for ss to discuss that is uwhat do you opinion about this article? Do you believe that the boy is taken by UFO? Why or why not? Can you think about some other possible reason related to our daily life? ” I will ask ss first discuss these questions in group of four and share their opini

23、ons in the class. This task is employed to build ss language communicative competence and ss can relate to their daily life. It can strengthen their comprehension and develop their imagination. Since these Qs are interesting for ss to discuss, they will be active and more confident in expressing the

24、ir opinions.The 4th Step is summary and homework. Make a summery about what ss have learned in this lesson and check ss as a whole with the help of the blackboard and PPT. And I 11 leave ss some time to ask Qs and give in-time feedback. Ask ss to do parts A1A2 in workbook and find more information about unexplained things through internet