說(shuō)課稿（ReadingpartinUnit2EnvironmentfromAdvancewithEnglishModule5）.doc

Good morning, ladies and gentlemen. I wanna say that, its such a delight to stand here and share with you some of my teaching ideas. My topic today is a reading material taken from Unit 2 Environment in Advance with English, Module 5. And all those things Im gonna say and present will involve two Theseparts mainly, and they are, part 1, teaching material analasyes and part 2 Teachnig procedures. Now, Ill begin with part 1, teaching material analasyes. This material taken from the text book is a debate on TV about the relations economic development and the environment. And the two speakers have brought their viewpoints on this theme to the readers and perhaps the viewers before TVs So, dear judegers, I think I have this need to tell you in a brief way, what Im thinking about teaching goals. And they are, no. 1 to help the students fully understand the text, and then no. 2, to help them develop their own views on the relations between the environment and the econmy. To meet these two goals, I suppose, there gotta be some difficult and critical points to overcome. And as I see it, they are as the following: 1st, to make the meaning of the new terms and phraces known to the students. And no.2 to help the students understand the reading strategy of this unit and use it while reading the material. By doing this and to meet the goals, Ill let the students listen to the massge, read thru it, and try to think about and discuss it. This is roguthly how Im gonna teach the reading of this material. And some teaching aids will be needed for this unit. The multi-media, the blackbord and a recorder. These are necessary.Now lets walk into part 2, teaching procedures. The first step of this part is leading in. In this step, Ill show the students some more pictures about the environment and the econmoy on the screen and ask them: Hi, little ladies and gentlement, can you tell us what these pictures have reminded you? You please? Oh.yes, and you? Yes! Perfect. Youve done very well, and yes, today, were going to talk about the environment and the economy. Here in this text book, unit 2, theres a passge about this, and dont open the book now, Ha ha, lets try something interesting! This leading-in is designed to establish communications with the students and raise their interests in this unit. And then we come to step two. Listening. Sure the the class enters this step and the textbooks of the students will be closed and Ill play the reading material to the students and ask them to listen to it. And when they finish listening, Ill just ask them to try and share with us what they have heard. And if they could get enough information, Ill just let them speak out their minds and show us what they think about what they have heard. This is designed to train the listening abilites of the students and get them more prepared for the reading part. After this, we have come to the most crical part of the whole teaching. And its the reading part, namely step 3. This step will be devided into 2 parts, and they are part 1, fast reading, and part 2 careful reading. During the fast reading, Ill ask the students to skan the passge at page 22 and 23 and answer the questions in reading part A, which will also be shown on the screen. And Ill let all students to answer these questions together as I wanna know how much they have all understood the text after scanning it. Then, in the careful reading part, Ill read the passge together with the students and help them take care of the language points contained so that they can learn new expressions while trying to understand the text better. Then after this, Ill ask the students to try and figure out the main views of the two speakers. By going thru part C1 and C2 at page 24. And then give them some minutes and let them think about how they feel about the text, asking them questions like these: (1) Whose opinion seems to be more reasonable to you? And why? (2) And what do you think about the environment and the economy? These two parts of the step are there to serve the purpose of helping the students learn the new expressions and futhure understand better the who text. After this, there will come the consodilation, step 4. In this step, Ill read with the students the material again and remind them of the new words, terms and sentences, especially those identifying the main differences in the views of the two speakers. This is designed to help the students have a more clearer piture of what the text is trying to show us and master those languge points. After reading and considilation, there will follow the extention part, I wanna say to you, dear judgers. The students in this step will be given a topic, say, if you are asked by your local government to give suggestions on the protection of the environment while developing the economy, what do you think you wanna say to it? After the discussion, Ill collect the suggestions and conclude the discussion. This extentions step is here to help the students think more about the relations between the economy and the enviroment, and creative ideas will be welcomed! Summary is the last but second step I design, just before homework. In this step, Ill try to share with what I think about the economy and design. And here, Im not telling them to remeber anything, I just want to make my viewpionts known to them. This is designed for two purposes, 1 is to help them form their unuderstanding and veiws about the two Es, economy and the environment, and 2 let them know that, they are all independent readers. They dont just receive what a says, they have the right to think and make judements about it.When all the above is done, Ill give the