------------------------------------------------------------------------高中英語優(yōu)秀說課稿大集合高中英語優(yōu)秀說課稿大集合Goodafternoon,teachers！It’smygreatpleasuretobeheresharingmylessonwithyou.ThecontentofmylessonisSeniorEnglishBook4Unit1（Astudentofafricanwildlife/Whynotcarryonthegoodwork）I’llbereadytobeginthislessonfromfiveparts.Analysisoftheteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedure,andBlackboarddesign.First,letmetalkabouttheteachingmaterial.Part1TeachingMaterial:Thisunitisabout（GreatwomenandtheirachievementsImportantpeople,historyandmethodsofagricultureDifferenttypesofEnglishhumourCulturedifferencesandintercurituralcommuncationDifferenttypesofthemepark）Bystudyingofthisunit,we’llenablethestudentstoknowsomegreatwomenandtheirachievementandwhatmakesthegreatwomensuccessfulTheknowledgeoffarmingandDrYuanLongping’achivevmentAndchemicalfarmingandorganicfarming.CharlieChaplinandhisfunnyandencourageinghumourPeoplefromdifferentareahavedifferertbodylanguageandusetherightbodylanguagetoshowingourfeelings.Themeparknotonlyprovidfunbutalsoprovidvariousknowledegandexcitingexperience.thislessonnotonlyteachthestudentstolearntherelatedmatreialabout(1)thegoodcharactertobeasuccessfulperson(2)Yuanlongping’sscientificresearchspiritandattitudestowardlifeThedisadvantageofusingchemicalfrtilizersandhowtoincreaseproductioninorganicfarming.(3)CharlieChaplinandhishumourEnglishjokes(4)Differentbodylanguageandthesimilarutuesinbodylanguagewhichmaketheothersunderstandourfeelings.(5)ThemeparkbutalsolearningabilityinEnglish.A：IfSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunitwell.B：Itprovidesall-aroundpracticeaboutlistening,speaking,readingandwritingrevolvearoundthetopic,itistheexpansionofthisunitandgiveSsaspacetousethelanguage.SoitplaysanimportantpartintheEnglishteachinginthisunit.（Asweknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.）Accordingtothenewstandardcurriculumandthesyllabus(新課程標準和教學大綱),afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Ithinktheteachingaimsarethefollowings:1.Knowledgeobjects:Knowledgeobjectsofthissectionare來源：(/s/blog_65f6cb1f0100idyw.html)-高中英語說課稿模板_清風無塵_新(1)thesutdentscanhear,read,andusethemainsentencepatterns.(2)thestudentscanunderstandthecontentofthelesson:(3)thestudentscanusethepatternstoexpresstheirthoughesinpropersituationandlearnhowtodescribepeoplewithadjective.Abilityobjects:Abilityobjectsofthissectionare(1)TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting.Especiallyspeakingandwritingability.(2)TotraintheSs’abilityofworkinginpairs.(4)ToimprovetheSs’readingabilities,especiallytheirskimmingandscanningability.3.Emotionobjects:ByreadingAStudentofAfricanwlidlife/whynotcarryonthegoodwork,studentscanlearnfrom(1)janeGoodallinatleasttwoaspects:oneiswhatisthehumanwaytostudyanimal;theotheristhatitwashergreatpersonality-universalloveandmercythatmadehersuccessful.LinQiaozhiinatleasttwoaspects:oneiswhatisthehumanwaytohelppoorpatients;theotheristhatitwashergreatpersonality-universalloveandmercythatmadehersuccessful.(2)DrYuanLongpinghisscientificresearchspiritandattitudestowardlifeThispassagewhatischemicalandorganicfarmingandtheiradvantageanddisadvantage.(3)CharlieChaplintobeoptimistictofacethelife’shardshipsandfindoutthecovertfunnyofourlife.thispassagejokesanditsgreateffecttomakepeoplelaugh.(4)thispassagetheimportanceandnecessityofbodylanguageAanditsdifferencesbetweendifferentcultures.Bandhowtousebodylanguagetoshowpeople’sfeeling.(5)thispassagelearningknowledgehavemanyways,wecanlearnknowledgeandplayaswellinthethemeparkorotherspecialsituation.Whatisthemostdifficultinteachingprocess?Canyouguess?Isayoneoftheteachingdifficultishowtoenablethestudentstousenewwordsandphrasesinpropersituationallthroughtheirdailylife.Thestudentsalsofinditdifficulttodescribetheirexperiencewiththebuildlogicandwellorganizedlanguage(andlearnfromGreatwomentheirgoodqualities.)Well,howtoachievetheteachingobjectsbetter,howtostresstheimportantpointsandbreakthroughthedifficultpoints?Accordingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingmethods.Part2TeachingMethods:“Communicative”Approach(交際教學法),“Wholelanguageteaching”(整體語言教學法)and“Task-based”languageteaching(任務教學法).Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthedialogue.Accordingtothemodernsocialcommunicationteachingtheories(現(xiàn)代社會交際教學理論),IadopttheSitutionalLanguageTeachingmethod(情景教學)Task-BasedLanguageTeachingmethod(語言任務教學)inmyteaching.Part3StudyingMethods:Studentsofthisstagearequickinthoughtandtheyareeagertoshowwhattheyknowandtheyhaveacertainabilitytoread.Buttheyarelackofgeographyknowledge,theculturalbackgroundofthoseforeigncountriesandthecouragetoexpresstheyideas.Therefore,Accessfulleadershouldcarefortheirlearningstrategy，inthislesson，Iwillteachmystudentstomasterthefollowingstrategy；1）Basiclearningstrategy；Thestudentscangetthemeaningofthewordsandphrase2）Practicestrategy；Practicecanhelpthestudentsgetthegeneralideaandhaveabetterunderstangingofthelanguage.AndCommunicationstrategyInaward,I’ll1.Teachthestudentshowtobesuccessfullanguagelearners2.Letthestudentspass“Observation—Imitation—Prasctice”strategytostudylanguage.Part4TeachingProcedureNewEnglishproverbsaidsthatthestudentsarerealmaster.InthislessontheyareEnglishlearnersandrealmaster.Soteachershouldactasaguider,anorganizerandadirectorwhoplayarolewhennecessaryinteachingprocedure.Step1Lead-in.Ithinkthemostusefulmethodtoleadthestudentstolearnisintereststimulatinganddiscussionbythemselves.1.AtbeginningIwillletSstodiscuss:afteraglanceofthetitleandthepicturesofthispassage,whatdoyouthinkthepassageisabout?(2.AtbeginningIwillaskSswhichplacetheylikemostandwhatisitfamousfor.Thenwewilldothelisteningparttogetsomeinformationandthendothefollowingexercise)(1)AndletthemtoknowsomethingaboutthestoryofJanegoodall/linqiaoyinandherfullloveactivity.(2)AndaskthefollowingquestionsAWhatwouldyoudoiftherewasnoricetoeattomorrow?Whodoyouthinkisthegreastestheroforhungrypeopleintheworld.?BWhatdoyouknowaboutfarming?Whatwillyoudotoincreasethecropproduction.?(3)aAndwritedownyouideainonesenrence,thenskimthepassagetoseeifyouareright.BAndtelltheSsafunnyjoke.(4)aIwillaskonestudenttomakeagestureandletanotherstudenttoguesswhatitsmeaning.BIwillaskonestudenttousebodylanguagetoexpresshisfeelingandletanotherstudenttoguesswhatitsmeaning.(5)awhatdoyouthinkathemeparkis?Withaclassmatediscusswhatyoumightdoinathemepark.BWhatexcitingexperiencedoyouwanttohave?Step2Reading1)canning:ThenstudSentsaregoingtoreadthepassageasquicklyastheycantofindoutthemainideaandanswerthefollowing(/tureorfalse)questions(1)aWhoisthestudent?Whatanimalswereobserved?BWhoisthemaincharacterinthistext?Whatwasherjob?Whowashersmallbookintendedfor?(2)awhenandwhobecomethefirstagriculturalpioneerintheworldtogrowricethathasahighoutput?WhatdidYuanLongpinginvent?BWhyarechemicalfertilizerssopopularinfarmingtoday?Whatisorganicfarming?(3)a1)humorisalwayskind.F2)charliechaplinwasborninarichfamilyF3)hesolvedasadsituationbyusingnonverbalhumorT4)heatetheshoesbacausehethoughtthatwasveryfunnyF5)charliechaplindevotedhiswholelifetomakingfilmsTBThenIwillletstudentsworkinpairstoreadthejokesinpartone.payingattentiontotherhythmandintonation(4)awhatdidIdototheairportdidthoseinternationalstudentshavethesamebodylanguage?Ifnot,giveanexample.BAndperformthefeelingsyoucanfindoutinthispassagetoourclassmates..(5)aWhatdoesdollywoodmainlyshowandcelebrates?Andinengland’sCamelotparkwhatcanyouexperience?BWhatthemeparkismentionedinthispassageandwhatisthethemepark’smaincontent2)ThenwewillcometotheClosereadingpart:Asweknow,audio-visualmethodmakethestudentshavebettterunderstandingofthepassage,soIplaywillthetapepartbyparttoletmystudentstofindoutthethegeneralideaofeachparagraphandpickuptheirhandtogivetheanswer.3)ThenIwillletstudentshaveadissussionaboutthetext,thenanswersomequestionsindetial.(1)a(Whatwasthewriterdoingintheforest?WhatdidshediscoveraboutchimpsHowdidjanetrytoprotectthelivesofchimpsintheirnaturehabitat?)anddoexercisethree.BAndwritedownthreeofLinQiaozhi’sachievementsthengivetheanswer.(2)a(whoisYuanLongping?Howmuchdoyouknowabouthim?Whatishisjob?Whatarehisachievement?Whatdoyouthinkwecanlearnfromhim?Why?)BWhataresomeoftheproblemscausedbuchemicalfertilizers.Howtokeepthesoilfertileinorganicfarming.(3)a1)whatisbehindfun?2)WhypeoplelikelittleTramp?3)Doyouthinkcharliechaplin’seatingboiledshoesfunny?why?BThendoexercise.changethestoryintoadialogueandactitingroupsofthree—liming,wangfeiandanarrator.payspecialattentiontotherhythmandintonationofwhatyousayandtrytobingoutthehumour.(4)aWhatpeoplefromcolombiausuallydowhentheymeetpeople?Whatisthefrancecustomwhenadultsmeetpeopletheyknow?BWhatdoessmilingmeanstomostpeople?HowtoshowthatIambored?(5)awhatactivetiesyoucandointhesethreediffenentthemepark?BWhatarethreetimesandthreeplacesyoucanvisitatFuturoscope?Andthis(willmakethestudentspaymoreattentiontothemselvesandpeoplearoundthemand)checktheS’sscanningwhichmaybeanimportantreadingfieldsThelastreadingistoemphasizeandconsolidatethenewlanguageofthesection.Iwillplaythetapeandstudentsaregoingtoreadthepassageastomakethestudentstoimitatethepronouncatinandintonation.Afterreadingthestudentswillhaveadiscussioninpairs/Askandanswerthefollowingquestions(1)aaboutwhatmakejanegoodallandtheotherfemalesgreatwomen.B1.ForwhomandforwhichpurposedidLinQiaozhiwritealittlebookabouthowtolookafterbabies?Whydoyouthinkitwasnessary?2.Whydoyouthinkthewritechosetostudyatmedicalcollege?(2)aWhatadvantageanddisadvantagedoyouseeinYuanLongping’slife?Wouldyouliketohavealifelikehis?Why?BIfyouareafarmerwhichmethodwouldyouchoose?Why?(3)aWhydoyouthinkcharliechaplinwassosuccessful?BWhatistheeffortofjokesinourdailylife?(4)aAndfindouteverycountrythewritermentionedwiththeaccordingculturewhenpeoplegreeteachother.BWhyshouldwebucarefulwithourbodylanguage?Whyisitimportanttowatchaswellaslistentoothers?(5)aIfyouhaveachancetooneofthesethreeparks,whichwouldyouvisit?Why?BAndtrytoretellthefirstparagraph.Thispartcanenablestudentstounderstandthegivenmaterialbetter,tomakethestudentsgrasptheusefulphrases,grammarandsentencespatternformakingsuggestionsandreplyingonthebaseofreadingthedialoguefluently.Step3LearningaboutlanguageAfterreading,Iwillteachthestudentsthepassageindetialsaboutvocabularyandgrammar.11)newwords:behaveshadeobserverespectarguesupportintenddeliver2)phrase:humanbeingleada…lifecrowdinbychancecarryonlookdownuponForexampledevoteoneself/sthtosb/sthItmeanstogiveone’stime,energytosb/sth;dedicateHedevotedhislifetothepromotionofworldpeace.3)grammar:Subject-verbagreementTherearetwosentencesinthislesson…ourgroupareallgoingtovisitthemintheforest….ourgroupisgoingtobeverytiredanddirtybytheafternoonWecanseefromthesentencesthattheprojcetesarethesamebutthepredicatesaredifferent.why?Becausetheformergroupmeansallofus,itpresentsmanypeople,thelatergroupmeansthegroupasawhole,itisjustonegroup.2.newwords:struggleexpandridthereforeexportregretfocusreducecommentphrase:thankstoridofbesatisfiedwithwouldratherleadtofouceonkeep…freefrom/ofstructures:mainlyaboutpersuasionI’drather…It’sbetterto…I’dprefer…because….Thisisgoodvaluebecause…AGrammar:the–ingformasthesubjectandobjectBeusedassubject,wecanfindsomesentencesinthispassage,forexanple:Sincethen,findingwaystogrowmorericehasbeenhislifegoalSpendingmoneyonhimselforleadingacomfortablelifealsomeansverylittletohimJustdreamingforthings,however,costsnothingBeusedasobject,forexanple:Asayoungman,hesawthegreatneedforincreasingthericeoutput.Dryuanawokefromhisdreamwiththehopeofproducingakindofricethatcouldfeedmorepeople.BGrammer:Overthepasthalfcentury,usingchemicalfertilizershasbecomeverycommoninfarming.TheydemagethelandbykillingthehelpfulbacteriaandpestsaswellastheharmfulonesOrganicfarmers,therefore,oftenpreferusingnaturewastefromanimalsasfertilizer.3.newwords:entertainovercomedirectslidwhisperreactphrase:uptonowbadlyoffpickoutstarinpickoffcutupcutdowncutoffstructures:thestructurestoexpressone’semotions,suchasHowwonderful!Itsurprisesmethat….Icouldn’tlaughingwhen…Idon’tthinkthat’tfunnyatall.Grammar:the–ingformasthepredicative,attribute,attributeandobjectcomplement.wecanfindsomesentencesinthispassage,forexanple:1.作表語asthepredicativeTheactingissoconvincingthatitmakesyoubelievethatitisoneofthebestmealshehasevertasted!2.作定語astheattribute,Hegrewmoreandmorepopularashischarmingcharacter,thelittletramp,becameknownthroughouttheworld.3.作賓語補足語astheattributeandobjectcomplementHowdidthelittletrampmakeasadsituationentertaining?4.newwords:representapproachdefendlikelyeasephrase:defendagainstbelikelytoingeneralaieaselosefaceturnone’sbacktostructures:aboutprohibition,warningsandobligation,suchasdonot…keepawayfrom…becarefulwhen…youmust…youwillneedto….Grammar:the–ingformastheattributeandadverbial.wecanfindsomesentencesinthispassage,forexanple:3.作定語astheattributeer…Isawseveralyoungpeopleenterthewaitingarea….4.作語astheadverbialIstoodforaminutewatchingthemandthenwenttogreetthem.5.newwords:themeswingpreserveadvancephrase:befamousfornowanderbemoddelledafterinadvancegetclosetocometolifestructures:aboutaskingthewayandgivingdirecionswhereisthe…?Canyoushowmewhere….?HowcanIgetto…?Onthenorth/south/east/westsideoftheparkFollowthepathto…..Grammar:wewilllearnthreekindsofdifferentvocabulartheyarewordformation,derivation,conversionforexanple:indooroutdoorsoutheastenhorsebacksupermarketdisagreeenlargeamusementcarefulwater(n&v)don’twatertheplantswithdirtywatermind(n&v)hemazinghasanamindIdon’tmindhavingdoginthehouse,ifitisclean.BInthepassagetherewillbesomevocabularyandstructuresthataredifferenttoguesstheirmeaningandmakecompenhencenofthispassagedifficulttoSs.SoIwillgivethewordsintheblackboardandlettheSstofillintheblacksofsentencestoexpresstheirprecisemeaningandusage.Thenthestudentswilldoapairworkrevolvearoundthevocabularyandgrammarwhichtheyhavejustlearnedandmakeshortdialogueswiththem.Iwillgivethemsomeminutesandasksomepairstoacttheirdialogueoutinfrontofthewholeclass.Thenwewilldealwithsomeexerisesintheworkbooktoemphasizethenewknowledge.Suchasfillingthemissingwordsintheblanks.Andretellthestoryintheirownwords.Ofcourse,studentswillmakesomemistakesinretelling,Iwillcorrcetthemintime.Step4Post-readingPracticeIsaytolearnistouse.Afterthereading,studentswillhavesomepractices.Itwillbethemostinterestingparttostudents.why?BecauseIwillleavestudentstimetotalktogether.1.aThestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.StudentAwillactasanordinarypersonandsaywhatmakesitdifficulttosuccess.StudentBwillactasagreatwomenwhohasthegoodcharacter.StudentCwillactasainterviewerwhoaskStudentBwhatmakeshersuccess.StudentDwillhaveasummarze.BTheSswillhaveaworkingroupsoffourtodescrebeLinQiaozhi’scharacterandquality.Suchaskindhelpfuldevotedhard-working2.aThestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.StudentAwillactasapersonwhocomefromAfricawho’scountryislackoffood.StudentBwillactasagreatscientistwhohasbeenworkingoncrop.StudentCwillactasainterviewerwhoaskStudentBhowtosolvetheproblem.StudentDwillhaveasummarze.BThestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.StudentAwillactasachemicalfarmerwhotellushowtogrowcropinchemicalmethod.StudentBwillactasagreatscientisttellusthedisadvantageofthismethod.StudentCwillactasaorganicfarmerwhotelluethewaysolvetheproblem.StudentDwillhaveasummarze.3.aWorkingroupsoffour.Iwillgivethestudentsamaterialofhumourandletstudentsperformancetheminfrontoftheclassroom.4.bThestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.IwillshowStudentAapictureandletthestudenttoperformanitsmeaningtostudentB.ThenStudentBwillguessitsmeaningandthenperformanwhatheguesstoStudentC.StudentCwilldoexpressthatheguessbyusingbodylanguagetoStudentD.atlast,StudentDwillguessandgivetheanswer.5.Workingroupsoffour.Discusswhatisthepurposeofthemepark?whatkindofpeopledoyouthinkwillvisitthisthemepark?Moststudentscantaketheirpartsinthisactivities,especiallyfortheSswhohavetroubleinEnglish,.Inthegroupactivities,theycanspeakalittleEnglish.Withoutdoubt,thiswillencouragethemtospeakEnglish.Infact,itisakindofdemandofhumanbeing.Afamouseducatorsays:”Inone’smind,thereisalwaysakindofdeeplyrooteddemand,thisisthehopetofeeloneselfafinderandexplorer.Instudent’sspirits,suchdemandisspeciallystrong.”SoIwillgiveeverystudentachancetospeskEnglishinourclassroom.Thispartalsoleadstotheemotionobjectiveofthislesson,thatistohavemoraleducationinthisstep.YoucanseethatthewayIteachreadingistofollowthebottomupteachingmethod.Iwillintroducethevocabularyfirstandthensentences,structuresandlastthelanguagefocus.Step6HomeworkThenSswillSummarizethewholelesson,andarrangethehomework.1.Dotheremainingexerisesintheworkbook.Checkthemasteringofknowledgeofthislesson.2a(1)writeashortpassagetodescribeawomenyouadmiremost.bwriteashortpassagetodescribeawomenyouadmiremost.(2)aDesignaplacardfocusonworldfooddayin2010BDoexercise3towriteasummaryofthispassagefollowingtheprocedure;1.wirtethemainideainyouownword2.rewritetopicsentenceofeachparagraphwritethesummary.(3)Askeschstudenttogiveajokeandpresentitinclassnextperiod.(4)Writeashortpassageabouttheexperienceyoumisundestandone’sbodylanguageorabodylanguageyoulikemost,why?(5)Writeashortpassagetointroduceathemepark.Purposeofmydesign:IthinkhomeworkissoimportantthatthestudentsshoulduseEnglishasmuchastheycaninclassandafterclass.Itisnecessaryforthestudentstomastertheknowledgetheylearned.Thiscontentsisanextensionofthepreviouslesson,tomeettheneedofincressingcommunicatingandwritingdemandsofsomestudentsandbringtheirpersonalityintoplay.Part5blackboardDesignBlackboarddesignshouldbethinkforathingthatattractthestudent’sattentionandletthemtowritedowntheimportantteachingpoints.Iwilldividetheblackboardintotwoparts.Theleftpartwillbeusedtowritetheimportantvocabularyandgrammarandtheirusage.Itwillbereservedforthewholeclass.Therightpartwillbepreciousexplanation,Iwillwritesomesentenceofthewords,phrasesandstructurestoexplantheirmeaning.Nomatterwhichstepsistaken,thepurposeistoprovideteacherandstudendswithinformationandinternaldemandtoimproveteachingskillandlearningquality.strategyandapproachwillhelpstudentsbecomemoreindependentandthesuccessfullearner.That’sall.Thankyou.ITeachingAims:1.TodevelopSs’basicskillsoflistening,speaking,readingandwriting.Readingisthefocusinthislesson.ReadingskillsforSsinclude(predicting,skimming,scanninganddigesting.)2.ToencourageSstopractice,participate,andco-operateintheclassroomactivities.3.TogetSstoknowsomethingabout…andhaveabetterunderstandingoftheimportanceof….Asforteachingapproaches,Ithink…IITeachingApproaches CommunicativeapproachandComputer-AssistedInstructionaretobeusedinthecourseofthislesson.AndIwilltrymybesttolimitTTT,thatis,limitTeacherTalkingTimeandincreaseSTT(StudentTalkingTime).Soduringthislesson,emphasesaretobelaidon:1.

Student-centeredteaching2.

Task-basedlearning3.

Activity-basedteaching(individualwork;pairwork;groupwork;classwork)IIITeachingAids:1.

aprojector2.

amulti-mediacomputersystemTheyareforshowingSssomepictures,someaudiofiles,somevisualfiles,sometopicsorreadingtasks.IVTeachingProcedure Step1Warming-up&lead-in Activity1Freetalk(classwork)IwillinviteSstoanswerthefollowingQs. Q1:Whodoyouthinklookscoolestinourclass? Q2:Doyoulikehim/her? Q3:Ifso,why?Ifnot,why? … Activity2Picture-talking/Music-talking(individualwork)Downloadsomepictures/musicfromtheInternet.GuidingQsmaybe: Q1:Who’sshe/he? Q2:Doyoulikehim/her? Q3:Ifso,why?Ifnot,why? Q4:Doyouthinkhe/sheisperfect? … Goal:Toleaduptothetopic,getSstowarmupandarousetheirinterestinthetopic. Step2Pre-reading Activity1Lookandguess(classwork) Inthisactivity,Ssarerequiredtolookatthetitle/subtitleandguesswhattheywillread.Activity2Brain-storming(classwork)Inthisactivity,Ssareencouragedtothinkofasmanywordsaspossibletodescribethepicture/… Goal:TodevelopSs’readingskill---predictingandpresentsomenewwordsinthepassagesuchas… Step3Reading Activity1Skimming(classwork) SsarerequiredtogothroughthewholepassagequicklytogetthegeneralideaandpayspecialattentiontothefirstorlastParaofthearticle(orthefirstsentenceorthelastsentenceofeachPara.) Goal:TodevelopSs’readingskill---skimming,thatis,howcanwegetthegeneralideaofapassageasquicklyaspossible. Activity2Scanning(groupwork) EncourageSstoreadthepassageagain,exchangetheirunderstandingofthepassagewiththeirgroupmembersandworktogethertofillinthefollowingform:TitlePart/Para.MainideaDetailedinformation1a.topicsentences/introduction

b.examples/supportingideasc.conclusion Goal:TodevelopSs’readingskill---scanning,thatis,howtofindouttheclueofastoryandmotivateSstocooperatewitheachother. Activity3Report(classwork) Invitesomegroupmemberstoreporttheirworktothewholeclass. Goal:ToovercomeSs’shynessandstimulateSstospeakinpublic. Activity4Furtherunderstandingandwordstudy(pairwork) EncourageSstodiscussthefollowingQsinpairs(APowerPointwillbeusedheretopresentsomeblank-fillingexercisesandmultiplechoices.) Q1:Whatdoestheword“this”inthelastPara.but3referto? A.B. C. D. Q2:WhatistheChineseequivalentforthephrase“investinginloss”? A. B. C. D. Q3:Theword“flawless”inLine5ofPara.2canbereplacedby___ Q4:Whichofthefollowingstatementsistrueornottrue? … Goal:TohelpSstoguessthemeaningofcertainunknownwordsandunderstandthepassageexactly. Step4Post-reading Activity1Role-play(pairwork) Supposeonestudentisa…andtheother….Ssareencouragedtoputthemselvesinthesituationandmakeaface-to-faceinterview. Activity2Discussion(Groupwork) Topicsmaybe: Q1: Douwanttobeperfect? Q2:Douthinkthereisanyoneintheworldthatisperfect? Q3:Lookatthesubtitle/title“Remindyourself”,remindyourselfofwhat? … Activity3Poster-designing/Cartoon-designing/…(groupwork) Goal:Thesepost-readingactivitiesareintendedtodevelopSs’creativethinkingandgetthemtoknowtheimportanceof… Step5Homework Task1Writeasummaryofthepassage(about100words)(Individualwork)Goal:TospurSstoconsolidatewhattheyhavelearned. Task2Lookupsomemoreinformationabout…(Individualwork) EncourageSstogototheschoollibraryorgetontheInternetifpossibletoconsultrelatedEnglishwebsitesonthetopic. Goal:ToencourageSstostudyEnglishspontaneouslyandindependentlyafterclass,arouseSs’interestintraditionalChinesecultureanddevelopSs’cultureawarenessandcross-culturecommunicativeskills. Asformyblackboard-design,sincetimeislimited,I’dliketogiveabriefintroduction.Title Hereistheform HerearesomenewwordsforSs Somuchformypresentation.Thankyouverymuch.Bye-bye.牛津高中英語說課稿評優(yōu)課一等獎說課稿Goodmorni