人教版高一英语 Unit 3 Travel journal全英说课稿
文档属性
| 名称 | 人教版高一英语 Unit 3 Travel journal全英说课稿 |  | |
| 格式 | zip | ||
| 文件大小 | 17.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2013-11-30 11:23:33 | ||
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文档简介
Lesson Plan Interpretation
NSEFC (New Senior English for China) Book 1 Unit 3 Travel Journal
Hello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from New Senior English for China Book 1 Unit 3 ：Travel Journal. I’ll explain how to teach and why to do so from the following 6 aspects: The 1st part is the theoretical basic, The 2nd part is understanding of the teaching material, The 3rd part is teaching methods. The 4th part is teaching procedure and studying ways, The 5th part is blackboard design The 6th part is teaching evaluation.
Ⅰ. The theoretical basis
First, I’d like to show my theoretical basis—schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text, or between the new information and the old knowledge store. So in order to improve the student’s reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come to the details.
Ⅱ.Understanding of the teaching material
My understanding of the teaching material includes 3 parts: the first part: the second part: the status and the fun_ction, teaching objectives, the third part: the important and difficult point.
At the beginning, let’s focus on the first part:
Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I’ll explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences.
That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objective: Knowledge objectives, Ability objectives and Moral objectives.
Knowledge objectives
By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of…, care about…, stubborn, ect.
Ability objectives
Actually students should be encouraged to do speed reading in the first period of reading lesson. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of information-gathering and summarizing. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, and guessing the new words from the text.
Moral objectives
Though Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.
Well, so much for the reaching objectives, let’s come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, I’ll encourage the Ss to do speed reading for the first time, that is to say, we should encourage our Ss to read as far as they can when whey do the first reading. The important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.
That’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.
Ⅲ. Teaching methods and studying ways
Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.
I will use computer and blackboard as my teaching aids.
Ⅳ.Teaching procedure
Here comes the most important part, the teaching procedure. It includes 5 steps: Step1: Lead-in and pre-reading, Step2: While-reading, Step3: Consolidation, Step4: Post-reading, Step5: Homework.
Step1: Lead-in and pre-reading (7mins)
Now let’s come to the first step. There are three activities in this step and will spend 7mins on them.
In activity one, I will ask Ss two questions Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China.
In activity two, I will ask the Ss discuss in pairs and answer the question “How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss’ awareness of protecting the rivers.
In the last activity, I will show the Sea picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.
Step2: While-reading (21mins)
While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss predict what will talk in the text according to the title. It can exert the Ss’ imagination.
Fast reading
During fast reading, I will ask the Ss reading the whole passage quickly and get the main idea of each paragraph. The main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.
2）Careful reading
After getting the general idea of each paragraph, I will deal with the details Paragraph.
In paragraph 1, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key understanding of the first paragraph.
In paragraph 2, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing.
And in the last paragraph, I will ask the Ss two questions. In order to lower the difficult of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words and help the Ss gain a deeper understanding on the Mekong River.
Step 3: Consolidation (6mins)
After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt.
Step 4: Post-reading (10mins)
That is all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10mins on them.
The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of the trip. I can help the Ss train their ability of information-gathering and expression.
The second activity is thinking. In this activity, I will ask the Ss to do discuss in groups of four. It can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperation.
Step 5: Homework
Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This step is for them to consolidate what they’ve learnt and make preparation for the next lesson---Learning about the Language.
Ⅴ. Blackboard Design and Teaching evaluation
On the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.
Ⅵ. Teaching evaluation
While teaching, I will walk around the classroom and keep an eye on each student and praise their excellent performance. Self-examination will help me to improve the teaching quality and the relationship between the teacher and students.
That’s all for my interpretation. Thank you.
NSEFC (New Senior English for China) Book 1 Unit 3 Travel Journal
Hello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from New Senior English for China Book 1 Unit 3 ：Travel Journal. I’ll explain how to teach and why to do so from the following 6 aspects: The 1st part is the theoretical basic, The 2nd part is understanding of the teaching material, The 3rd part is teaching methods. The 4th part is teaching procedure and studying ways, The 5th part is blackboard design The 6th part is teaching evaluation.
Ⅰ. The theoretical basis
First, I’d like to show my theoretical basis—schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text, or between the new information and the old knowledge store. So in order to improve the student’s reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come to the details.
Ⅱ.Understanding of the teaching material
My understanding of the teaching material includes 3 parts: the first part: the second part: the status and the fun_ction, teaching objectives, the third part: the important and difficult point.
At the beginning, let’s focus on the first part:
Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I’ll explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences.
That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objective: Knowledge objectives, Ability objectives and Moral objectives.
Knowledge objectives
By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of…, care about…, stubborn, ect.
Ability objectives
Actually students should be encouraged to do speed reading in the first period of reading lesson. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of information-gathering and summarizing. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, and guessing the new words from the text.
Moral objectives
Though Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.
Well, so much for the reaching objectives, let’s come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, I’ll encourage the Ss to do speed reading for the first time, that is to say, we should encourage our Ss to read as far as they can when whey do the first reading. The important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.
That’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.
Ⅲ. Teaching methods and studying ways
Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.
I will use computer and blackboard as my teaching aids.
Ⅳ.Teaching procedure
Here comes the most important part, the teaching procedure. It includes 5 steps: Step1: Lead-in and pre-reading, Step2: While-reading, Step3: Consolidation, Step4: Post-reading, Step5: Homework.
Step1: Lead-in and pre-reading (7mins)
Now let’s come to the first step. There are three activities in this step and will spend 7mins on them.
In activity one, I will ask Ss two questions Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China.
In activity two, I will ask the Ss discuss in pairs and answer the question “How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss’ awareness of protecting the rivers.
In the last activity, I will show the Sea picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.
Step2: While-reading (21mins)
While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss predict what will talk in the text according to the title. It can exert the Ss’ imagination.
Fast reading
During fast reading, I will ask the Ss reading the whole passage quickly and get the main idea of each paragraph. The main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.
2）Careful reading
After getting the general idea of each paragraph, I will deal with the details Paragraph.
In paragraph 1, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key understanding of the first paragraph.
In paragraph 2, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing.
And in the last paragraph, I will ask the Ss two questions. In order to lower the difficult of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words and help the Ss gain a deeper understanding on the Mekong River.
Step 3: Consolidation (6mins)
After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt.
Step 4: Post-reading (10mins)
That is all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10mins on them.
The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of the trip. I can help the Ss train their ability of information-gathering and expression.
The second activity is thinking. In this activity, I will ask the Ss to do discuss in groups of four. It can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperation.
Step 5: Homework
Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This step is for them to consolidate what they’ve learnt and make preparation for the next lesson---Learning about the Language.
Ⅴ. Blackboard Design and Teaching evaluation
On the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.
Ⅵ. Teaching evaluation
While teaching, I will walk around the classroom and keep an eye on each student and praise their excellent performance. Self-examination will help me to improve the teaching quality and the relationship between the teacher and students.
That’s all for my interpretation. Thank you.