Unit3-Travel-Journal-Reading教學說課稿3頁

1、Unit 3 Travel JournalReadingGood evening, ladies & gentlemen! Its an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from Senior English for China Book 1 Unit 3 Travel Journal. Ill explain how to teach and why do so from the following six aspects: Teac

2、hing aims and demands; Teaching aims and demands; Teaching key points and difficult points; Teaching methods and aids; Teaching procedures; Blackboard design.Part 1 Analysis of teaching materials & the studentsJourney down the Mekong is a piece of travel journal written by Wang Kun. Its mainly about

3、 Wang Kun and his sisters dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal. Our stude

4、nts are in senior 1, they have known something about travelling, but they are still lack of geography knowledge and the cultural background of those foreign countries. As senior students, they have a certain ability to read. And the beautiful places are most attractive and easily arouse students lea

5、rning emotion. As a result, I adopt the task-based approach. I will design a few activities to help them understand this passage and its structure quickly.Part 2 Teaching aims and demandsKnowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of

6、 the text. Then Ss will grasp some useful words and expressions such as determined, make up ones mind, give in, be fond of , care about, stubborn, etc. Ability objectivesSs should to develop their reading skills as scanning, skimming, information gathering, summarizing and guessing the new words fro

7、m the text.Enable the students to learn how to use the words and phrases in this text to express their travel plans.Moral objectivesLet the students know there are so many beautiful places in China and the whole word. We should love our country, love the whole word and love nature.Ss should have the

8、 awareness of protecting the river and protecting our environment.Part 3 Teaching key points and difficult pointsI think the key point of this lesson is how to understand the text better. However, there are two difficult points: The first one is how to use their own words to retell the text and how

9、to understand some difficult sentences in the passage. And the second one is that the students can know more about how to prepare for the travel journal both on physical and material aspects. According to the national curriculum of English and language learning theory, when teaching reading, we shou

10、ld encourage the Ss to do speed reading for the first time, thats to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp t

11、he 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. Part 4 Teaching methods & aids Generally speaking, I adopt task-based language teaching and communicativ

12、e 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.Part 5 Teaching procedures Here comes the most important part, the teaching procedure. It includes 4 steps: Step I: Lead-in and pre-r

13、eading, Step II: While-reading, Step III: Post-reading, Step IV: Homework.Step I: Lead-in and pre-reading (7mins) Now lets come to the first step. There are three activities in this step and I will spend 7mins on them. In activity one, I will ask Ss two questions Do you know some great rivers in Chi

14、na? and Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity-brainstorming. In activity two, I will ask the Ss to discuss in pairs and answer the question

15、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 Ss a picture of the Mekong River and ask them to list the countries that it flows

16、through. This activity leads in the while-reading.Step II: 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 to predict what wi

17、ll talk in the text according to the title. It can exert the Ss imagination.1) Fast reading During fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but th

18、is text is not. So 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 Para., I will deal with the details Para. by Para. In paragraph one, I will ask the Ss to read

19、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 information of the first paragraph in a short time and can deepen the Ss understanding of the first paragraph. In paragraph two, I will ask Ss one question “Is it a difficult

20、 journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss cant answer the question briefly, I will encourage them to find the key sentences and try to join them together. And in the last paragraph, I will ask Ss two questions “How does the water o

21、f Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss impression on the new

22、 words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.Step III: Post-reading (10mins)Thats all for the while-reading. Now lets move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them. The first activity is fill

23、ing in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It 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 discuss in groups of four and try to u