高中英語(yǔ)優(yōu)秀說(shuō)課稿大集合

./高中英語(yǔ)優(yōu)秀說(shuō)課稿大集合Goodafternoon,teachers！It’smygreatpleasuretobeheresharingmylessonwithyou.ThecontentofmylessonisSeniorEnglishBook4Unit1〔Astudentofafricanwildlife/WhynotcarryonthegoodworkI’llbereadytobeginthislessonfromfiveparts.Analysisoftheteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedure,andBlackboarddesign.First,letmetalkabouttheteachingmaterial.Part1TeachingMaterial:Thisunitisabout〔GreatwomenandtheirachievementsImportantpeople,historyandmethodsofagricultureDifferenttypesofEnglishhumourCulturedifferencesandintercurituralcommuncationDifferenttypesofthemeparkBystudyingofthisunit,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(biāo)準(zhǔn)和教學(xué)大綱>,afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Ithinktheteachingaimsarethefollowings:1.Knowledgeobjects:Knowledgeobjectsofthissectionare來(lái)源：65f6cb1f0100idyw.html>-高中英語(yǔ)說(shuō)課稿模板_清風(fēng)無(wú)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(xué)法>,"Wholelanguageteaching"<整體語(yǔ)言教學(xué)法>and"Task-based"languageteaching<任務(wù)教學(xué)法>.Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthedialogue.Accordingtothemodernsocialcommunicationteachingtheories<現(xiàn)代社會(huì)交際教學(xué)理論>,IadopttheSitutionalLanguageTeachingmethod<情景教學(xué)>Task-BasedLanguageTeachingmethod<語(yǔ)言任務(wù)教學(xué)>inmyteaching.Part3StudyingMethods:Studentsofthisstagearequickinthoughtandtheyareeagertoshowwhattheyknowandtheyhaveacertainabilitytoread.Buttheyarelackofgeographyknowledge,theculturalbackgroundofthoseforeigncountriesandthecouragetoexpresstheyideas.Therefore,Accessfulleadershouldcarefortheirlearningstrategy,inthislesson,Iwillteachmystudentstomasterthefollowingstrategy；1Basiclearningstrategy；Thestudentscangetthemeaningofthewordsandphrase2Practicestrategy；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(yǔ)asthepredicativeTheactingissoconvincingthatitmakesyoubelievethatitisoneofthebestmealshehasevertasted!2.作定語(yǔ)astheattribute,Hegrewmoreandmorepopularashischarmingcharacter,thelittletramp,becameknownthroughouttheworld.3.作賓語(yǔ)補(bǔ)足語(yǔ)astheattributeandobjectcomplementHowdidthelittletrampmakeasadsituationentertaining?4.newwords:representapproachdefendlikelyeasephrase:defendagainstbelikelytoingeneralaieaselosefaceturnone’sbacktostructures:aboutprohibition,warningsandobligation,suchasdonot…keepawayfrom…becarefulwhen…youmust…youwillneedto….Grammar:the–ingformastheattributeandadverbial.wecanfindsomesentencesinthispassage,forexanple:3.作定語(yǔ)astheattributeer…Isawseveralyoungpeopleenterthewaitingarea….4.作語(yǔ)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’readingskillpredictingandpresentsomenewwordsinthepassagesuchas… Step3Reading Activity1Skimming<classwork> SsarerequiredtogothroughthewholepassagequicklytogetthegeneralideaandpayspecialattentiontothefirstorlastParaofthearticle<orthefirstsentenceorthelastsentenceofeachPara.> Goal:TodevelopSs’readingskillskimming,thatis,howcanwegetthegeneralideaofapassageasquicklyaspossible. Activity2Scanning<groupwork> EncourageSstoreadthepassageagain,exchangetheirunderstandingofthepassagewiththeirgroupmembersandworktogethertofillinthefollowingform:TitlePart/Para.MainideaDetailedinformation1a.topicsentences/introduction

b.examples/supportingideasc.conclusion Goal:TodevelopSs’readingskillscanning,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(yǔ)說(shuō)課稿評(píng)優(yōu)課一等獎(jiǎng)?wù)f課稿Goodmorning,ladiesandgentlemanToday,IfeelhonoredtohavethechancetosharemyideasabouthowtoteachreadingI