一、說(shuō)教材

（一）教材內(nèi)容及分析

我說(shuō)課的內(nèi)容是外研版《英語(yǔ)》（新標(biāo)準(zhǔn)）高中第三冊(cè)（必修3）Module4Sandstorms

inAsia本模塊介紹了亞洲（主要是中國(guó)）沙塵暴的情況，并引入了與沙塵暴和環(huán)保有關(guān)

的詞匯。要求學(xué)生了解沙塵暴方面的知識(shí)并掌握相關(guān)詞匯，培養(yǎng)學(xué)生用英語(yǔ)談?wù)撋硥m暴及

環(huán)保的語(yǔ)言技能。

Introduction部分為此模塊的warmingup,介紹與“沙塵暴"有關(guān)的詞匯，并設(shè)計(jì)了三

個(gè)練習(xí)活動(dòng)。通過(guò)教材設(shè)計(jì)的這三個(gè)活動(dòng)，可以讓學(xué)生初步熟悉這些詞的意義，為以后的

各項(xiàng)學(xué)習(xí)活動(dòng)做好準(zhǔn)備。ReadingandVocabulary該部分介紹了“亞洲的沙塵暴”。圍繞

著課文，編者設(shè)計(jì)了五個(gè)與課文內(nèi)容和詞匯有關(guān)的練習(xí)。通過(guò)這些練習(xí)，學(xué)生可以增進(jìn)對(duì)沙

塵暴危害性的了解，熟悉有關(guān)沙塵暴的詞匯。

（二）教學(xué)目標(biāo)

根據(jù)《新課標(biāo)》總目標(biāo)的描述，結(jié)合本課的內(nèi)容，我把本節(jié)課的教學(xué)目標(biāo)系統(tǒng)化，分

別是：語(yǔ)言知識(shí)，能力目標(biāo)，情感目標(biāo)，文化意識(shí)，和學(xué)習(xí)策略。

1.語(yǔ)言知識(shí)目標(biāo)

掌握并能運(yùn)用下列詞匯：

與沙塵暴有關(guān)：disaster,dune,citizen,dust,desertification,forecast,strength,

cycle,mask

與環(huán)保有關(guān)：process,mass,campaign

句子：

Tohavebeencaughtinasandstormwasaterribleexperience.

Therewasnothingtobedone.

Tobecyclinginasandstormisfrightening.

2.語(yǔ)言技能目標(biāo)：

理論依據(jù)：高中英語(yǔ)課程標(biāo)準(zhǔn)強(qiáng)調(diào)用英語(yǔ)獲取和處理信息的能力

1）.能從文章中獲取主要信息并摘錄要點(diǎn)

2）.能理解文章主旨、作者意圖

3）.能提取、篩選和重組文章中的信息

4).能利用上下文猜測(cè)新詞匯

3.學(xué)習(xí)策略目標(biāo)

詞匯歸類(lèi)

在閱讀、英語(yǔ)互動(dòng)、完成任務(wù)過(guò)程中進(jìn)行有效自我調(diào)控

通過(guò)各種途徑獲取相關(guān)信息，辨別并運(yùn)用有效資源

3.文化意識(shí)和情感態(tài)度目標(biāo)

了解亞洲沙塵暴的狀況

增強(qiáng)環(huán)保意識(shí)

4.重點(diǎn)與難點(diǎn)

重點(diǎn)：

了解沙塵暴：閱讀微技能訓(xùn)練

難點(diǎn)：

運(yùn)用所學(xué)詞匯和短評(píng)，圍繞主題進(jìn)行討論及寫(xiě)作

二、說(shuō)學(xué)情

在教學(xué)過(guò)程中，對(duì)學(xué)情的了解是教師因材施教的關(guān)鍵。高中的學(xué)生注意力有一定的穩(wěn)

定性，觀察能力很強(qiáng)，具有一定的目的性，系統(tǒng)性和全面性，已經(jīng)初步實(shí)現(xiàn)從具體思維向抽

象思維的過(guò)渡。他們喜歡富有個(gè)性化的教學(xué)設(shè)計(jì)，喜歡接受新鮮事物。同時(shí)，自我意識(shí)增強(qiáng),

擁有強(qiáng)烈的主觀能動(dòng)性。他們更是擁有很強(qiáng)烈的自我展現(xiàn)意識(shí)與欲望，不但在乎別人對(duì)自己

的評(píng)價(jià)，更渴望得到別人的關(guān)注和贊賞。他們己具有了一定的自主合作和探究的能力，具有

了?定的英語(yǔ)語(yǔ)言知識(shí)和英語(yǔ)應(yīng)用的能力，具備了基本的英語(yǔ)思考和英語(yǔ)表達(dá)的基本技能。

因此，設(shè)計(jì)這節(jié)課時(shí)，我充分考慮到學(xué)生的主體性，把自己作為與學(xué)生一起探討的一

員，以亦師亦友的身份走進(jìn)他們，以基礎(chǔ)的語(yǔ)言啟發(fā)他們，以輕松的話題開(kāi)始，以愉快的交

流展開(kāi)合作，充分創(chuàng)造機(jī)會(huì)讓同學(xué)們都擁有成功的喜悅，在和諧的氛圍中探究并完成教學(xué)任

務(wù)。

三、說(shuō)教學(xué)方法

(新課程提倡運(yùn)用任務(wù)型教學(xué)途徑，圍繞核心問(wèn)題，設(shè)定小任務(wù)；圍繞文章內(nèi)容，盡可能提

供訓(xùn)練學(xué)生技能的機(jī)會(huì)；開(kāi)展自主性學(xué)習(xí)的課堂活動(dòng)，強(qiáng)調(diào)合作探究與獨(dú)立思考相結(jié)合。任

務(wù)型教學(xué)：任務(wù)型教學(xué)強(qiáng)調(diào)語(yǔ)言學(xué)習(xí)應(yīng)該是在“做中學(xué)”“用中學(xué)”。任務(wù)設(shè)計(jì)應(yīng)該貼近學(xué)

習(xí)者的生活、才能激發(fā)學(xué)習(xí)者的背景知識(shí)，激發(fā)他們的學(xué)習(xí)的興趣，語(yǔ)言才能在經(jīng)意中習(xí)得

（incidentalacquisition）.

這節(jié)課本人主要采用任務(wù)型教學(xué)法和活動(dòng)教學(xué)法，借助多媒體展開(kāi)教學(xué)活動(dòng)。通過(guò)運(yùn)用閱讀

技巧，如查讀等方式提高閱讀能力，從而使學(xué)生掌握閱讀策略，同時(shí)圍繞文章設(shè)計(jì)多種語(yǔ)言

活動(dòng)，以自主合作等多種形式，引導(dǎo)學(xué)生根據(jù)不同的學(xué)習(xí)任務(wù)嘗試使用不同的學(xué)習(xí)策略，使

良好的學(xué)習(xí)習(xí)慣得以培養(yǎng)，自主學(xué)習(xí)和合作得以發(fā)展，交際能力和綜合運(yùn)用能力得以提高。）

四、說(shuō)學(xué)法

通過(guò)本課教學(xué)，我將主要培養(yǎng)學(xué)生掌握以卜學(xué)習(xí)方法：

1.參與式學(xué)習(xí)法：培養(yǎng)他們從練中學(xué)，在學(xué)中用，通過(guò)設(shè)置符合學(xué)生知識(shí)水平的活動(dòng)讓學(xué)

生參與、體驗(yàn)、實(shí)踐，并從中品味在活動(dòng)中的樂(lè)趣。

2.知識(shí)遷移法：培養(yǎng)學(xué)生善于運(yùn)用所學(xué)知識(shí)來(lái)分析和解決問(wèn)題的能力。

3.合作學(xué)習(xí)法：通過(guò)小組形式完成多種活動(dòng)，培養(yǎng)探究和合作意識(shí)與能力。

五、教學(xué)反思

本課在閱讀訓(xùn)練方面旨在：1）培養(yǎng)學(xué)生在閱讀中的推測(cè)詞義的能力。2）指導(dǎo)學(xué)生運(yùn)用閱讀

技巧，諸如Skimming（掃讀）、Scanning（細(xì)讀）等培養(yǎng)其快速閱讀的能力。在課程導(dǎo)入

時(shí)，我選用部分圖片展示，引發(fā)了學(xué)生濃厚的學(xué)習(xí)興趣，為下一步的閱讀做好了鋪墊。在介

紹亞洲沙塵暴文章的同時(shí)，我設(shè)置了不同水平的練習(xí)題以彌補(bǔ)教材中練習(xí)單一的不足，調(diào)動(dòng)

了不同程度學(xué)生的學(xué)習(xí)積極性。在循序漸進(jìn)的討論活動(dòng)中，學(xué)生們既對(duì)沙塵暴的認(rèn)識(shí)有所提

高，又獲得了聽(tīng)、說(shuō)、讀、寫(xiě)幾方面知識(shí)能力的提高。倘若時(shí)間充裕，我會(huì)進(jìn)一步加強(qiáng)推測(cè)

詞義的訓(xùn)練。

教學(xué)過(guò)程

Wang

授課2008.12.

課題Modulc4Book3SandstonnsinAsia主備人Lian

時(shí)間8

ying

課型ReadingandVocabulary

學(xué)生活動(dòng)內(nèi)容、方

教師活動(dòng)內(nèi)容、方式教學(xué)目的

式

步驟一回答老師的問(wèn)題，

引入話題：

老師問(wèn)學(xué)生關(guān)于天氣的情況的問(wèn)題并播放關(guān)于災(zāi)難并看一些視頻感受

SandstormsinAsia

性天氣災(zāi)難性天氣

步驟二

1.為后面正式開(kāi)

1.在閱讀課文前，老師設(shè)置了一個(gè)開(kāi)放性話題

1.學(xué)生根據(jù)自己的

始閱讀作了很

Haveyoueverbeeninasandstorm?Ifyes,實(shí)際情況回答問(wèn)

好的鋪墊。

題，可以和同學(xué)討

describeittous.Ifnot,pleaseimaginewhatit2.教師順勢(shì)拋破

論

弓1玉：Doyou

willbelike.2.學(xué)生猜測(cè)哪一個(gè)

wanttolearn

是沙塵暴

2.老師給出6幅災(zāi)難性天氣的畫(huà)面moreabout

sandstorms?

步驟三讀課文

1.快速閱讀：老師設(shè)計(jì)了一些問(wèn)題并播放錄音1學(xué)生一邊聽(tīng)錄音1培養(yǎng)學(xué)生用英語(yǔ)

然后做書(shū)上練習(xí)2.一邊找問(wèn)題答案

思維的習(xí)慣

2.仔細(xì)閱讀：老師設(shè)置3個(gè)任務(wù)

）2.學(xué)生仔細(xì)閱讀課

1Trueorfalseexercise2培養(yǎng)學(xué)生閱讀策

2）猜測(cè)詞義3）選一段課文挖空。文完成練習(xí)

略

小組討論，每個(gè)成將所學(xué)的知

識(shí)與現(xiàn)實(shí)生活聯(lián)

步驟四員都應(yīng)該回答問(wèn)題

系起來(lái)，滲透德育

進(jìn)一步討論：：并寫(xiě)出關(guān)鍵詞和句教育的理念，以幫

Whatmeasuresshouldwetaketopreventsandstorms子助學(xué)生樹(shù)立正確

的人生觀，增強(qiáng)社

coming?

會(huì)責(zé)任感，全面提

高人文素養(yǎng)。

步驟五：加深學(xué)生對(duì)課文

強(qiáng)調(diào)總結(jié)老師用英語(yǔ)簡(jiǎn)單概括整篇文章內(nèi)容的整體印象

步驟六：作業(yè)布置幫助學(xué)生鞏固課

上所學(xué)知識(shí)

BOOKIVModule3BodyLanguageandNon-verbalCommunication

第?部分：教學(xué)分析

（一）教材內(nèi)容：本模塊介紹了各個(gè)國(guó)家不同的表示問(wèn)候的肢體語(yǔ)言，并列出了表示各種

動(dòng)作的詞匯。

（二）教學(xué)目標(biāo)與能力要求：

1、教學(xué)目標(biāo)：熟練掌握表達(dá)問(wèn)候的各種動(dòng)作及語(yǔ)言表達(dá)方式，了解各國(guó)的文化差異。

2、教學(xué)重點(diǎn)難點(diǎn)：（1）學(xué)習(xí)與動(dòng)作相關(guān)的詞匯：agressive,gesture,bow,spread

等等。

（2）條件狀語(yǔ)從句；讓步狀語(yǔ)從句。

（三）教學(xué)方法：

1、反復(fù)操練法：對(duì)生詞進(jìn)行反復(fù)操練，反復(fù)誦讀，以至熟練。

2、整體教學(xué)法：通過(guò)利用多媒體，在有限的時(shí)間內(nèi)達(dá)到充分利用，聽(tīng)說(shuō)讀

寫(xiě)，從點(diǎn)到面，形成完整的一個(gè)學(xué)習(xí)系統(tǒng)。

第二部分：教學(xué)過(guò)程

（一）Warmingup（導(dǎo)入）：

1、師生互動(dòng)：通過(guò)多媒體展示各國(guó)人們不同動(dòng)作的圖片，并提問(wèn)：Whatarethey

doing?Whatdotheymean?學(xué)生可以討論、猜測(cè)并發(fā)言。

2、小組活動(dòng)：要求學(xué)生做出日常的各種肢體動(dòng)作，其他同學(xué)說(shuō)出含義。

（-）生詞：使用與詞匯意義相關(guān)的圖片導(dǎo)入生詞：

agressive,bend,bow,clap,gesture,spread,

palm,forehead,引導(dǎo)學(xué)生猜出詞意，并反復(fù)朗讀，以至熟悉。

（三）快速閱讀：

1、聽(tīng)錄音，回答問(wèn)題："What'sthebesttitle?zz

2、通過(guò)讀課文，完成填空練習(xí)：

（InDifferentCountries）（BodyLanguages）

Europeans&Americans：

InancientChina：________________________

Muslims：______________________________

Hindus：______________________________

Americanyouths：________________________

（四）精讀課文：

1、仔細(xì)閱讀課文，要求學(xué)生做P23第2題TorF,并對(duì)錯(cuò)誤的句子進(jìn)行改正。

2、重點(diǎn)閱讀二、三、四段，并請(qǐng)同學(xué)上講臺(tái)分別做出歐美人、古代中國(guó)人、穆斯

林、印度人及美國(guó)年輕人不同的表示問(wèn)候的動(dòng)作。

3、復(fù)述課文：

把文章改編成填空，要求學(xué)生填讀并能復(fù)述，使課文的主要內(nèi)容集中體現(xiàn)，并

練習(xí)了學(xué)生的口頭表達(dá)能力。

4、完成課本課后第三題，進(jìn)一步鞏固對(duì)生詞的記憶。

5、講解課文中出現(xiàn)的一些語(yǔ)言點(diǎn):

(1)條件句的省略

(2)vary與介詞的搭配及其它詞性的同源詞

(3)involve的用法

(4)總結(jié)課文中出現(xiàn)的其它短語(yǔ)

(五)Summary(總結(jié))：

復(fù)習(xí)本課出現(xiàn)的與動(dòng)作有關(guān)的詞匯以及重要的句型及搭配,并體會(huì)世界各國(guó)不同

的文化及表達(dá)。

(六)布置作業(yè)：1、復(fù)習(xí)課上所學(xué)的內(nèi)容

2、繼續(xù)搜集其它國(guó)家不同的肢體語(yǔ)言的范例

3、預(yù)習(xí)Grammar

<Theend>

Module2Book6Fantasy

Literature-Writing（說(shuō)課教案）

GoodmorningladiesandGentlemen.Pmverygladtobeherepresentingsomeofmyteaching

ideas.Thecontentofmylessonis

Module2Fantasyliterature,SeniorBook6inNewStandardEnglishbyForeignTeachingand

ResearchPress.Myteachingdesignconsistsoffiveparts.

Part1.Analyzingthetextbook

NewStandardEnglishgivesusalotofspacetocarryoutthelesson.Itisflexible,whichenables

metoorganizethelessonfreelyaccordingtotheteachingcontentandstudents.SointhislessonI

putListening,Vocabulary,EverydayEnglishandWritingtogether.Theyalltalkaboutmakingup

afantasystory.ItplaysaveryimportantpartintheEnglishteachingofthismodule.Makingupa

fantasystorycanarousethestudents'interestinEnglish,exploitthestudents*personalexperience

andhelpthemunderstandfantasyliteraturewell.It*salsoaneffectivewayfortheteacherto

achievethepurposeoftrainingthestudents'listening,reading,communicatingandwriting

abilities.

Therefore,accordingto"TheNewEnglishSyllabus1*and"NewLessonStandard",whichlaysthe

emphasisondevelopingtheSs'ability,cooperationandcompetence,Imadethefollowing

teachingaims.

1.Emotionaim:

Bycompletingthetask,thestudentscanincreasetheirinterestandbuildupseli-confidencein

languagestudy.Itcanalsobroadentheirhorizons,cultivatetheirmindandarousetheirawareness

ofcooperation.

2.Knowledgeaim:

a.Mastersomekeywordsandphrasestowriteafantasystory.

b.Learnhowtousethev-ingformastheadverbialclause.

3.Abilityaim:

Thestudentscanunderstandandwriteafantasystory.

Keypoints:

a.ToimprovetheSs'abilitiesinlistening,speakingandwriting.

b.TeachtheSshowtostudyindependentlyaswellasbycooperation.

Teachingdifficultpoints:

TheSscanusewordsandphrasestomakeupandwriteafantasystory.

Part2.Analyzingthestudents

Inmyclass,mostofthestudentsareboys.Theyvaluecooperationandteamspirit.Theylove

sportsandsubjectsofscienceandmostofthemwilllikefantasystory,buttheyignorethestudyof

arts.TheirEnglishlevelisnotveryhigh.Sotheymayhavedifficultyunderstandingfantasy

literatureorwritingafantasystoryforlackofvocabularyandreadingskills.Consideringallthe

above,Iwillusevariouswaystomaketheclassinterestingandlivelyandcultivatetheir

motivationandabilityforlearning.

Part3.Thedesignoftheteachingmethodsandlearningmethods

Accordingtothemodemperceptiontheoriesandsocialintercourseteachingtheories,Iadoptthe

TSAmethodandTBLTmethodinmyteaching,namelyTotalSituationalActionandTask-based

languageTeaching.Iusethemethodsofinteraction,Questionandanswer,watchandlisten

activity,freediscussion,pairworkandindividualwork.

Fildomybesttogetmystudentsinvolvedintheclassactivitiesusingpictures,multimedia,tape

recorder,diagram,andbodylanguagetocreateapracticalandagreeableatmosphere.Duringthe

courseoftheteaching,Iencouragethestudentstocarryoutlotsofinputandoutputactivitiesby

meansofseeing,discussing,analyzing,readingandspeaking,inpairsorindividually.

Part4.Theprocessofteaching

Inordertorealizetheteachingprocessefficiently,undertheprincipleof"regardSsasthecorpus,

theteacherinspiresforpredominance",Idividetheteachingprocessintofivesteps.

StepOneLead-in&preparation10mins

Task1..Createasituation:Weoftenfeelatalossinbothourlifeandourstudies.Idreamof

becomingasuperwomanandhavesomemagicpower.Buthow?Imustbe...Ss:honest,

brave...Areyouabravestudent?Ss-Yes

Doagametryyourfortuneandchallengeyourself(勇士闖關(guān))

(individualandgroupwork)

Eg:No.lWhentwogroupsofpeoplefighteachother.(gotowar)

No.2takerevengeNo.3.kingNo.4witch

No.5putaspellonNo.6marryNo.7frog

Imakesenvenquestions.First,Iusethemultimediatoshowit.Theyjustseethenumber.They

don'tknowthequestion.eg:chooseNo1.Whentwogroupsofpeoplefighteachother.(goto

war).SoithelpsSstobuilduptheirquickresponse,checktheirhomework-previewandreview

thewordsandphrasesandlayafoundationfortask2.

Task2.lettheSsmakeafantasystoryaccordingtothesevenwordsandphrases.(Group

Competition)

Boysandgirlswillhaveacompetition.Thefirstonechoosesonewordandthenextonegoeson

withthestorybyusinganotheroneword.Thefifthstudentwillhavetofinishthestory.Those

whomakeupthebetterstorywillwinthegame.

IdesignthisparttoleadinmylessonanddealwiththeVocabularyinListening.Iusetwo

gamestofinishlisteningActivity3&4onPl9-20.Gamesareintendedtomakepreparationsfor

listeningortoeliminatelisteningobstacles.ItcanarousetheSs*performancedesire,participation

desire,teamspirit,andcreateagoodEnglishstudyingatmosphere.

Step2.Listening-vocabulary&EverydayEnglish-7mins

ThelisteningmaterialisnotveryhardfortheSstounderstand.EverydayEnglishisaboutthe

readingmaterial.SoIputthetwopartstogether.Amongtheeightquestions,!justchoose3

questionsfbrthemtoansewer.LetSspaycloseattentiontonwhat,when,why,who..."when

writingastory.

Listentothetapeandthenanswer4questions.

Showthefourquestionsonthescreen.

Eg:Q4.Whafsmeaningofthephrase"I*mstruck*1?--EverydayEnglish

Thequestionsraisedinlisteningareintendedfbrthefollowingtaskofwritingastory.Witha

combinationofsometypical"what,why,when..."questionsandeverydayEnglish,listening

activitiescanbemoreeffectivelyperformed.Hearingafantasystorycaninspirethestudentsto

createtheirownstoriesandlayafoundationfbrthewritingtask.

Step3.Feedbacktask-12mins

Readanotherfantasystory.Usethewordsandphrasestofillintheblankstocompletethestory.

TheycanconsolidatetheuseofthewordsandphrasesthatwehavejustlearntandreviewV-ing

formandthendiscusshowtowriteafantasystory.

1.Introduction(what,when,who,where...)

2.Body—(plot)—(why&how)

3.Conclusion■—(theending)

Anoutline1.keypoints2.material3.tense4.characters

Writingskills:

Read-summarymakesentencesjoinupthesentences――revise——examinecopy

Thenusethisstoryasanexampletoanalyzeitandteachthemtoknowhowtowriteafantasy

story.(Under!inetheelements...andv-ingform)

Step4.Writing-14mins

UseapopsingertointroducethetopicandarousetheSs*interest.

ZhangShaohanusedher"invisiblewings”torealizeherdreams.Nowifyouhadaringwith

magicpower,whatwouldhappen?

Askthestudentstoreadthestartofafantasystorytogetherandthinkabout4questions,paying

attetiontothewritingskills

Allthetasksthatwehavedonearepreparedforwriting.Inthislesson,weputemphasison

teachingSshowtowriteandthetimeislimitedinclass,soIjustwanttheSstowrite"Whatdoes

theyoungmandowiththering?**inclass.

Thestudentswillformsmallgroupstocontinuewritingthestory,firsttheyshouldwriteanoutline

bythemsevlesandthenworkinpairs,tryingtousethepasttensesandthe-ingformoftheverbs.

Andthenareporterwilltellthestory.Throughgroupdiscussion,differentcreativeideasare

collectedandtheelementsofwringastoryaresummarized

Step5.Consolidationandextension.-2mins

Summarizethewholeclass,findoutthewinnerandassignthehomework-writetheendofthe

storyafterclass.Theyshouldfirstwritethestorybythemselves,andthencorrectthemistakesin

groups.Finally,handintheirhomework.

Part5.BlackboardDesign

gotowarHowtowriteafantasystoryGroupcompetition

takerevengeIntroduction1.2.3.4.

kingBody-plot

witchConclusion

putaspellon

marry

frog

Anyway,theteachingofthislessonaimstodevelopnotonlytheSs'languagetechnicalabilities,

butalsothediverseintelligencebyintegratedteachingmethods.

Asateacher,tomakeourEnglishclassroomsshinewithvitality,weareloadedwith

aheavyburden,andwestillhavealongwaytogo.Ireallyappreciateyouradviceaboutmy

teachingdesign.Thankyou!

Appendix

1.StepOne■一Game

No.lwhentwogroupsofpeoplefighteachother.(gotowar)

No.2todosthinordertohurtorpunishsomeone(takerevenge)

No.3amanwhorulesacountryandbelonstotherulingfamily(king)

No.4awomanwhoisbelievedtohavemagicapower,especiallytodoevilthings

(witch)

No.5tousemagicpowers,especiallyevilones(putaspellon)

No.6takeasahusbandorwife(marry)

No.7smallcold-bloodedtaillessjumpinganimallivinginwaterandonland(frog)

2.SteptwoListeningandVocabulary

QIWhendoesthewitchputaspellontheking?

Q2.WhatdoesFerdinanddecidetodo?

Q3.Whydosefeerdimandfeelterrible?

Q4.Whafsmeaningofthephrase"I'mstruckH?—EverydayEnglish

3.StepthreeFeedbacktask

OnceuponatimetherelivedaprettygirlnamedMaryinasmallcottagebyalakewithher

brother.Oneday,onthebankofthelake,waitingforherbrother,whohad,

Marysawmanybeautifulflowersaroundit.Sheheldoutherhandtopickone,butshewasso

carelessthatshefellintothelake.Shesomeonetohelpher,shouting,"Help!Help!"At

themoment,anoldladyturnedupandMary,andthenthelakewasfrozen.Meanwhile,

justfromthewarfront,herbrotherdidn'tfindhersisterandlookforsistereverywhere.

Tohissurprise,anoldlady,seatedonthelake,lookingafterMary."Iwilltheoldlady

formysister,nHeshoutedtotheoldlady.HisshouthissisterandMaryaskedher

brothertohisgun.Seeinghissisterwassafeandsound,Mary'sbrotherbentdownhis

head.Ontheirwayhomethesunlightherhappyface.

4.Stepfourwriting

(Whatdoestheyoungmandowiththering?Doesheuseittogetsomethingthathewants?Does

hehaveproblemsbecauseofthering?Howdoesthestoryend?)

Module4Unit1WomenofAchievement(reading)

I'mverygladtobeheretotalkaboutmyteachingplanaboutAStudentof

AfricanWildlifetakenfromUnitlinNewSeniorEnglishforChinaModule4.My

presentationismadeupof4parts:theanalysisofteachingmaterial,teachingmethods,

learningmethodsandteachingprocedures.

I.TheAnalysisoftheTeachingMaterial:

1.StatusandFunction:

Itisareadingpassage,whichplaysaveryimportantpartintheEnglishteaching

ofthisunit.ThispassagetalksaboutJaneGoodall'sworkingexperienceinAfrican

forestfromseveralaspects,suchasherresearch,thedifficultiesshemet,her

achievementsandsoon.Itnotonlyembodiesthethemeofthewholeunit,butcovers

theimportantwordsandsentencestructuresofthisunit.TheformerpartWarming-up

isthepreviewofthispartandthelatterpartsaretheenlargementandextension.That

istosay,thispartisaconnectinglinkbetweentheprecedingandthefollowing.

2.Teachingaims:

1).Knowledgeaims:ToletSsgraspthemeaningofthemasterywordsand

phrases.CatchthemainideaofthepassageandgetsomedetailedinformationofJane

Goodall.

2).Abilityaims:TodevelopSs'basicskillsoflistening,speaking,readingand

writing.Ofcoursereadingisthecentreofthislesson.FilfosterSs'abilitiestocollect

informationanddealwithinformation.Encouragethemtoexpresstheirownopinions

usingthelanguagelearnedinclassandatthesametimecultivatetheirabilityto

cooperatewitheachother.

3).Emotionalaims:TounderstandtheimportanceofJaneGoodalPsresearchand

arouseSs'senseofunderstanding,respectingandprotectinganimals.Learnthe

heroine'soptimisticattitudetolifesuchasnevergivingupinfaceofdifficulty,

solvingproblemsindependently,havingthecouragetoadventureandexplorethe

natureandsoon.HelptheSsunderstandtherolethatwomenplayinoursociallife

andcultivatetheirconfidenceinthemselves,especiallythegirls'.Meanwhile,

cultivateSs'teamworkspirit.

3.Keypoints&difficultpointsinteaching:

1).DevelopSs'skillsinreading,suchasscanning,skimminganddetailedreading

2).Learnsomemasterywordsandexpressionsaccordingtocontext

3).Retellthetext&lettheSsexpresstheirthoughtsusingthewordslearnedinthe

passage.

ILAboutteachingmethods:

Accordingtothecharacteristicsofhighschoolstudentsandthethemeofthisunit,

Iwilladoptteachingasawholemethod,task-basedmethod,andSs-centeredmethod.

ThelinguistEdioWilliamshassaid,“Asarule,readingworkshouldbeginwitha

generalunderstandingofthetext,andthenmovetosmallerunitssuchasparagraphs,

sentencesandwords."Sointheteachingprocedure,IwillfollowtherulesofSs'

recognition,conducttheSstobeginwiththetitleandthencometothegeneralidea

andthedetailedinformationofthewholepassage.AtlastrilleadtheSsbacktothe

themeofthepassage.Meanwhile,they'regiventaskstofinish.Intheprocessof

finishingthetasks,lettheSsbetherealmasterinclassandfostertheirabilityin

cooperation.Ithink,withthehelpofthecomputerandcourseware,theefficiencyof

theclasswillbegreatlyimproved.

Ill:Aboutlearningmethods:

Ssinhighschoolhavehadadegreeofrecognition.Theyhavetheirownpointsof

view.Andtheyalsowanttoobtainmoreknowledgeandinformationbywayofour

textbooks.Asisdescribedinmodemeducationaltheory,"theprocessofobtaining

knowledgeismoreimportantthanobtainingknowledgeitself9,weshouldnotonly

teachSsknowledge,butalsoleadthemtostudyautonomouslyandcooperatewith

eachother.Inourteaching,weshouldcultivateSstoexperience,practiseandexplore

bythemselves.AndpayattentiontoactivatingSs'interests,andmakethemwillingto

searchforinformation,obtaininformationanddealwithinformation,riltrytoarouse

theSs'potentialandmakethemobtainknowledgebywayofautonomousstudyand

cooperation,andatthesametimeformgoodlearningmethodstoimprovetheir

reading,speakingandwritingabilities.

IV.Aboutteachingprocedures:

Asweallknow,modemEnglishteachingmustfollowthetheorythatSsarethe

realmasterinclasswhiletheteacheradirectorandSs'abilityofinnovationshouldbe

fosteredtoo.Accordingtothistheory,Ihavedesignedsixsteps.

StepI:Preparation:

DividetheSsintofivegroupsandgetthemtofinishonetaskbeforeclass.

Task:SurftheInternetorrefertothebookstofindoutinformationaboutJane

Goodall,suchasherbirthplace,herexperienceasastudent,herresearch,her

achievementsandsoon.Prepareareport.

TheSshavegotsomeideaaboutwomenofachievementinWarming-uppart.

TheyhaveknownsomethingaboutJaneGoodall.SomypurposeofgivingSsthis

taskistoletthemknowmoreaboutJaneGoodallbythemselves.Bydoingthis,Ican

developSs'abilitiestocollectinformation,dealwiththeinformationandcooperate

withothers.Meanwhilewecangetpreparedfbrnextstep.

StepII:Pre-reading:

PlayavideoaboutJaneGoodall.ThenSsdotheirreportsasthey'veprepared

beforeclass.

MypurposeofthisstepistogetSstothink,speakandexpressinEnglish;foster

theirabilitytogetinformationfromvisual-auditoryresources;encouragethemto

participateintheclassactivityandstimulatetheirinteresttoreadthepassage.Atthe

sametimeIcanleadinthepassage.

StepIII:While-reading:

Thereare4tasksinthisstep.

Task1:Skiminingthetitle:

Skimthetitleandguesswhattheauthorwillwriteinthepassage.

MypurposeofgivingSsthistaskistoscattertheirthoughtsandtraintheSsina

usefulreadingskill-skimming.AndalsoIcancultivatetheirwritingability.

Task2:Scanningthepassage:

Scanthewholepassageandfindoutthetopicsentenceofeachparagraph.And

thentrytowritedownthemainideaofeachparagraphaccordingtothetopic

sentence.

Forparagraph1thetopicsentenceis:FollowingJane'swayofstudyingchimps,

ourgroupareallgoingtovisitthemintheforest.Themainideaofthispartis:How

ourgroupstudiedchimpsintheforest.

Forparagraphs2—4,thetopicsentenceisthefirstsentenceofeachparagraph.

Themainideaofeachparagraphis:

Paragraph2:WhatJanediscoveredaboutchimps

Paragraph3:WhatJaneisdoingnowtohelpchimps

Paragraph4:Jane'sachievements

MypurposeofdoingthisistofosterSs'fastreadingabilityandtheabilityto

analyzetheinformationthattheyget.

Task3:Intensivereading:

Focusonthewholetextcarefullyparagraphbyparagraph.

Forparagraph1,rilaskSstofinishadiagramaccordingtothegroup's

researchofthechimps'activities:

thewholeday:(Dwatchafamilyofchimpswakeup

②thechimpswanderintotheforest(feed,cleaneachother)

③themotherchimpandherbabiesplayinthetree

④thechimpsgotosleeptogetherintheirnest

Byfinishingthediagram,Sscanunderstandthisparagraphbetterandatthesametimebetrainedfor

theirskillsinreadingbetweenlines.

Forparagraph2,rilaskSssomequestions,forexample:

WheredidJaneGoodalldoherresearch?

Howdidshedoherresearch?

Whatdidshediscoveraboutchimps?

ThentheSscandiscussthequestionstogether.Bythistask,IcancheckiftheSs

canunderstandthisparagraphandtraintheSsfortheirabilitiestouseinformationand

theirnarrativeability.

Forparagraph3,I'llaskSstodosometrueorfalsestatements:

Shehopesthat