7 英語說課：《Reading and Thinking：The Freshman Challenge》二等獎

Honorableanddistinguishedjudges.

Outline

Itismygreathonortopresentmyteachinginterpretationofthislessonfromthefollowingfouraspects.

Analysisoftheteachingmaterialandstudentsteachingprinciplesandobjectives,teachingmethods,teachingprocedures,andreflection.

1.Analysisoftheteachingmaterialandstudents

Firstofall,thislessonisfrompepEnglishrequiredbookone.

Thethematiccontextismanandself,specifically,schoollifeandpositiveattitudetowardlife.

Thetexttypeisnarration.

Thetopicofthisunitisteenagelifeinthisunit.

StudentswilllearnthecolorfulteenagelifeinAmericaandinChina.

AndtheywillalsocomparetheteenagelifeinAmericaandinChinaandexplorethedifferencesandsimilaritiesbetweenthem.

Thislessonisareadingandthinkingpart,whichintroducesthefreshmanChallengeofAdam,whoisAmericanseniorhighschoolstudent.

Besides,studentswillalsolearntofacethechallengespositivelyandbravely.

Whilepreparingforthislesson,Ihavegoneover.

IhavefullyintegratedandconnectedthekeyInformationhere,andGuidethestudentstoseethebigpictureofthisunit.

Asforthestudents,IhaveusedtheKWLcharttoanalyzethem.

Beforeclass,studentsarehighlymotivated.

Theyhaveageneralunderstandingofhighschoollife,andtheyhavelearnedsomekeywordsandexpressions.

Inthislesson,theywanttoknowthesimilaritiesanddifferencesofteenagelifeinAmericaandinChina.

Attheendoftheclass,studentswillsummarizewhattheyhavelearnedtodayandCompletetheKWLchart.

Whilepreparingforthislesson,IhavegoneoverthenewgeneralseniorhighschoolEnglishcurriculastandards.

Accordingtothestandards,teachersshouldhelpstudentstocultivatetheirEnglishsubjectcorecompetenceisincludinglinguisticcompetence,isculturalawareness,thinking,dispositionandlearningcapacities.

Besides,teachersshouldalsointegratethesixcomponentsinthestandardsintotheactivity-basedclass.

Teachingobjectives

Sobasedontheteachingprinciplesandanalysisofteachingmaterialandstudents,theteachingobjectiveshavebeenset.

Bytheendofthislesson,studentswillbeabletofirstextractfactualinformation,locatetopicsentencesofeachparagraph,andsummarizethegeneralideaofeachparagraphbyskimming,thenexplorethesimilaritiesanddifferencesbetweenChineseandAmericanteenagelife,understandandrespecttheculturaldifferences.

What'smoretheyanalyzeandsummarizeAdams,excellentqualitiesandpositiveattitudestowardslife.

Theycouldalsoestablishacorrectoutlookonstudyandonlife.

Amongtheteachingobjectives,thekeyistosummarizethechallengesandsolutionsofAdamandlearnfromAdamsattitude.

ThedifficultliesinhelpingstudentsexplorethesimilaritiesanddifferencesbetweentheteenagelivesinAmericaandinChina.

Teachingmethods

Sotoachievetheteachingobjectivesandbreakthedifficult.,theactivitybasedapproachandsituationalteachingapproachhavebeenadopted.

Alltheactivitiesintheclassaredesignedbasedonbloomstaxonomytohelpstudentsfromremember,tounderstand,toapplyandanalyzeandfinallytoevaluateandcreate.

Teachingprocedures

Now,let'stakeacloselookattheteachingprocedures.

Firstofall,studentsseeavideoclipfromAdam,whoisafreshmaninAmericanseniorhighschool.

AndAdamistalkingabouthisteenagelifeinAmerica.

Sostudentswillgetengagedinaclasswithauthenticsituation.

Thenstudentsreadforthemainidea.

First,theynumbertheparagraph,thentheyschemethepassage,aandamindmaptoshowthestructureofthepassage.

Andthispartistointroducethereadingstrategyandcultivatetheirabilityofgettingthegistofthepassage.

Afterthat,studentsreadforthecontentinit,theyreadapassagecarefullyandsummarizeAdamschallenges,solutions,feelings,andattitudes.

ThispartistohelpstudentsretrieveandunderstandthedetailedInformationinthetext.

What'smore.TheywillknowseesomepicturesaboutthesoupkitchenandsomeextracurricularactivitiesinAmericatohaveabetterunderstandingoftheteenagelifeinAmericaandtoacquireculturalknowledgeandtoleratevariouscultures.

Afterthat,studentswillformaWorldBankaboutthewordsandexpressionstoshowchallenges,feelings,andsolution,tohelpthemformgoodreadinghabitsandenlargetheirvocabulary.

Andbesidessomewordsandphrases,theyalsoreadsomesentenceswith,butandtheyanalyzethefunctionof,butandknowthatAdamhighlightthepointaftertheword,butandthiswillhelpstudentsgraspthedeepmeaningoflanguageandexperiencedifferentwritingtechniques.

Afterreading,studentsformintogroupsandtalkaboutwhethertheyandAdamfacethesamechallengesandwhatotherchallengesaretheyfacing?Andwhatabouttheirsolutions?

Studentshaveheateddiscussion,andsomeofthemsharetheirideaswithothers.

Thisactivityhelpsstudentsreflectontheirfreshmanlivesandmakecomparison.

Afterthat,somestudentssharetheirnoteswiththewholeclass,andotherstudentstrytomakesomecommentsonit.

Itoffersagoodchanceforthestudentsshowtheirideasandbepositivetofacetheirchallengesanddevelopthemattercognitivestrategies.

Attheendoftheclass,studentssummarizewhattheyhavelearnedinthislessonandCompletetheKWLchart,aswellasmakeanassessmentoftheirperformance,whichcouldhelpthemreflectontheirlearningintheprocessofmutualevaluation.

Asfortheassignment,studentsarerequiredtosearchformoreInformationaboutthedifferencesbetweenAmericaandChineseeducationalsystem.

SinceAdamandthestudentswillfacemoreandmorechallengesinthefuture.

SostudentswillalsothinkaboutthemandtrytowritealettertoAdamtosharesomethingwithhim,tohelpstudentsmakepreparationsforthelearningactivitiesintherestpartofthisunitandunderstandhighschoolprofoundly.

Thisistheblackboarddesign.

WecanfindthekeywordsofAdamschallengesandsolutionsontherightside.

Andontheleftside,wecanfindthekeywordsfromstudents,challengesandsolutions.

Inasummarypart,Ioutlinethemountainsandsteps,whichhelpsstudentsknowth