二Reading 说课稿 高中英语 模块二

译林牛津英语模块二第一单元reading部分完整说课稿Good morning, dear professors. My name is Zhang Qingqing, a postgraduate student in Nanjing normal university. It’s my great honor to have the chance to share my understanding about how to teach reading. According to the New Curriculum Standards, reading is an important section where ss can contact English language and cultural knowledge on the largest scale and improve their ability to solve problems in daily life. So in the reading process, I will focus on students’ long-term development and help them use proper reading skills and strategies. In other words, ss are guided to read efficiently and independently. Next I will briefly introduce my lesson from seven parts, they are analysis of the teaching material, target students, teaching aims and learning objectives, teaching focus and learning difficulties, teaching and learning methods, teaching procedures and blackboard design.The first part is my analysis of the teaching material. The selected material is “the boy missing, police puzzled” taken from the reading section of Module2 Unit 1 of Advance with English for senior school ss. The article is a newspaper article about a boy called Justin Foster is missing and people wonder if he is taken away by UFO. After reading this article, ss cannot only improve their language competence and acquire more cultural knowledge, but also can become more confident and advance their personalities. That is they can develop their Integrated Language Capability which is the core of the New Curriculum Standards.Then is my analysis of target ss. For senior high school ss, they have learned English for several years and have acquired some basis knowledge of English. Their cognitive schema and abstract thinking will be developing alot in their age, which enables them to learn English more systematically and develop their Integrated Language Capability.Based on my analysis of the teaching material and target ss, I set the following teaching aims and learning objectives: By the end of the lesson, ss will be able to grasp the key words, such as …; catch the main idea of the article and have a better understanding of it; learn how to read a newspaper article; enhance their fast reading skills and word guessing skills; discuss their own experience related to the topic; advance their cooperative spirits and their spirit of exploration; build their confidence in learning. The establishment of these teaching aims and learning objectives includes ss’ cognition, skills and emotion which are to develop their Integrated Language Capability.According to teaching aims and learning objectives, I decided the teaching focus and learning difficulties as follows: help ss improve their reading abilities through classroom activities, and learn how to read a newspaper article, encourage ss to express their own experience.Then I want to introduce teaching methods, learning methods and teaching aids. I chose following teaching methods; task-based approach to help ss learn from dong to get and analyze information and solve problems; situational approach to enable ss learn English in specific context; communicative approach to develop their communicative skills and cooperative spirit; my teaching will follow three-stage model to present a clear teaching process. I strongly believe that with the help of these teaching methods, ss will learn how to construct their own knowledge and develop their autonomous & inquiry-based learning method. Besides, I chose PPT and blackboard as my teaching aids to give clear instruction and consolidate new knowledge.Next is my teaching procedure and I divided this lesson into 4 steps.The 1st Step is Pre-Reading always known as warm-up. 1st I’ll show a video about UFO; then show more pictures, photos about other unexplained things through PPT. Ask ss “what can you see in these pictures? Do you believe in them? What other unexplained things do you know about?”they are encouraged to express their own opinion on these Qs. ///2nd I will introduce the title of this lesson. Let ss predict the content but don’t give answer to develop their prediction ability.///3rd I will List some key words on the blackboard. I’ll choose those that will hinder ss’ comprehension and can not be easy to guess their meanings in the context. Ss will not feel so hard in reading comprehension.Purpose of this step: This step is to present background information of the text and solve some possible vocabulary problems, which aims to stimulate ss’ existing knowledge, activate their cognitive schema and arouse their interests. It enables ss to make preparation for the following reading.The 2nd Step is While-Reading. I prepare 4 tasks. The 1st task: ask ss to go through the passage as quickly as possible and find answers to Qs in part A. Purpose is to develop ss’ fast-reading skills-skimming & scanning and get the general idea about the article. I’ll ask ss to check in pairs to develop their peer assessment ability. ///The 2nd task: I’ll let ss reread and finish exercises C1C2 individually. C1 is to check ss’ ability to read and locate specific information. C2 serves as a strengthening activity for ss’comprehension. After they finished, I’ll conduct a feedback activity. ///The 3rd task: I’ll Let Ss reread the article. I’ll provide a chart for them to fill in through PPT to check ss’comprehension. Let ss work in pairs to develop their collaboration and build their confidence. I’ll give feedback. The chart can also be used to analyze and highlight the mainstructural organization of the text/part of the text, which shows ss how the structure relates to meaning. Purpose: ss can have a clear understanding of the article as a whole and comprehend it in the discourse level, which is easier for them to understand the reading strategies.///The 4th task: ask ss to complete D & F individually and then check the answers as a class. Part D is to develop ss’ comprehension of words from the context and match them with the correct definitions. Part E is a specific situation which requires ss first understand it and fill in blanks with proper words.The 3rd Step is Post-Reading. I will introduce some more words related to the topic to enlarge their vocabulary and are also helpful for the following discussion. For example,…Then I set a situation for ss to discuss that is “what do you opinion about this article? Do you believe that the boy is taken by UFO? Why or why not? Can you think about some other possible reason related to our daily life? ” I will ask ss first discuss these questions in group of four and share their opinions in the class. This task is employed to build ss’language communicative competence and ss can relate to their daily life. It can strengthen their comprehension and develop their imagination. Since these Qs are interesting for ss to discuss, they will be active and more confident in expressing their opinions.The 4th Step is summary and homework. Make a summery about what ss have learned in this lesson and check ss as a whole with the help of the blackboard and PPT. And I’ll leave ss some time to ask Qs and give in-time feedback. Ask ss to do parts A1A2 in workbook and find more information about unexplained things through internet or magazines and share them in the next class. Homework is arranged to consolidate what they have learned and develop ss’ learning abilities after class such as automatic learning.The last section is my blackboard design. A good blackboard design is just like a tiny teaching plan. My purpose in using blackboard is to clearly transfer the essence of the lesson to ss in order to help them grasp the main points they have learned in this lesson. So I designed it as follows: By now, I have explained my teaching plan from analysis of teaching material, target ss, teaching aims and learning objectives, teaching focus and learning difficulties, teaching and learning methods, teaching procedures and blackboard design. And I hope my ss will enjoy the whole class. That’s all, thank you for your attention.。

1. How did Euler find a problem?
When he walked around the town and over the bridges of Konigsberg, he was surprised to find that he could cross six of the bridges without going over any of them twice or going back on himself, but he couldn’t cross all seven.
• The topic of the video is about _sp_a_c_e_a_n_d__u_n_iv_e_r_se_______.
• Do you know any famous person in this field?
Zhang Heng Ptolemy
Stephen hawking
Sun
earth
Sun
earth
Reading-II----detailed reading (2m)
Read the text and answer the following question.
1. What conclusion did Copernicus’ mathematical calculations lead to?
2. Why couldn’t he tell anyone about the theory?
Because the powerful Christian Church would have punished him for even suggesting such an idea.

Unit 2 Reading: He used to cause a lot of trouble. (Period 1) Hello, everyone ，Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is Reading (period 1) in Unit 2. It is made up of six parts.1. Analysis textbook(教材分析)2. The teaching methods(教学方法)3. The learning methods(说学法)4. Analysis the students(说学情)5. The procedures of the teaching(教学步骤)6. Self evaluation. (自评)Part 1 The analysis of the teaching material:This lesson is to tell the students to compare the things they used to do and they do now. Then teach the students to use learning strategy to guess the meaning of the new words and phrases. Finally let students understand how much your parents had given to them.1. Teaching objects1. Review “used to do“2. Compare the things in the past and now.3. After you learn the passage, maybe you will understand how much your parentshad given to you.2. Teaching Key Pointst he usage of “used to “3. Teaching DifficultiesThe structure of “used to “in every sent ence pattern.Part 2. The teaching methodsTask-based teaching; Cooperative learningPart 3. The learning methods1). Set up six steps It’s new words studying---5tasks2). Ask the students to take part in class actively and develop their cooperation in theactivities .Part 4. Analysis the studentsStudents have learned “used to”, so we continue to review its usage. Then students should understand how much their parents had given to them and they should love their parents more.Part 5. The procedures of the teachingStep I Study new words and phrases:death himself cause patient in the end decision make a decision head teacher t o one’s surprise even though no longer take pride in pay attention to afford recent fortunately boarding schoolStep II Task 1:Put these sentences into the correct places in the reading.StepIII Task 2: Read the passage again and talk about the main idea.Maybe it talks about Martin’s lif e. He used to cause a lot of trouble, but now he has changed a lot with the help of his mother.StepIV Task3: Read the statements below. Circle “TRUE”, “FALSE” or “DON’T KNOW” according to the reading.1. Martin is still a bad boy. （F）2. There wasn’t enough money for the family. (T)3. Martin finally understood what his problem was. (T)4. Martin’s father didn’t use to help him. (Don’t know)5. What his mother said didn’t change Martin’s mind. (F)StepV Task4: Choose the best answers according to the passage.1. How was their life after Martin's father died? (C)A. Happy.B. Rich.C. Hard.D. Boring.2. Why did Martin make a lot of trouble after his father died? (B)A. Because he missed his father.B. Because he wanted to make his mother pay more attention to him.C. Because his mother wasn't strict with him.D. Because he didn't have enough food to eat.3. What changed Martin's life at last? (A)A. His mother's love.B. His teacher's speech.C. His friend's help.D. The police's advice.4. How is Martin at school now? (D)A. He is working hard.B. He is a top student in his class.C. He is often late for school.D. A and B.5. Which of the following is TRUE according to the passage? (C)A. Martin Murray was 15 years old when his father died.B. Martin's mother used to dislike him.C. Martin might be a good boy before his father's death.D. Martin was interested in doing his homework after his father's deathIn order to make the students the real masters in class while the teacher herself acts as director. I designed some tasks to arouse the s tudents’ interest of studying .The students can learn the language goals easily .Also, by these activities, I’ve cultivated the students’ spirit of cooperating, Help the students to form a positive attitude towards life and understand more about their parents .Thanks for listening.。

（二）新知讲授
在新知讲授阶段，我将遵循由浅入深的顺序来呈现知识点。首先，通过展示颜色卡片，引导学生学习和复习颜色词汇。接着，我会使用多媒体工具播放一段简短的视频，内容涵盖各种颜色的物体，让学生在真实的语境中学习一般现在时态的运用。随后，我会逐步引入课文的阅读，引导学生通过图片和上下文理解文章内容。在讲解过程中，我会注重引导学生思考，如提问：“这篇文章主要讲述了什么？作者对颜色的看法是什么？”通过这样的方式，帮助学生深入理解知识点。
（二）学习障碍
学生在学习本节课之前，已经接触过基本的颜色词汇和一些简单的英语句型。然而，他们可能对一些颜色词汇的发音和使用还不够熟练，也可能对一般现在时态的运用存在误解。学习障碍可能包括：
1.对颜色词汇的理解和记忆；
2.准确运用一般现在时态描述物体的颜色；
3.从图片和上下文中获取信息的能力；
4.对文化差异和颜色象征意义的理解。
（三）互动方式
我计划设计以下师生互动和生生互动的环节来促进学生的参与和合作：
1.师生互动：课堂开始时，通过提问和讨论引导学生回顾已学的颜色词汇，为新课的学习打下基础。在阅读理解环节，教师提问并引导学生分享对文章内容的理解和疑问。
2.生生互动：在小组讨论环节，学生将合作完成任务，如根据图片描述物体的颜色，或讨论不同颜色在文化中的含义。在角色扮演活动中，学生将模拟真实场景，练习使用目标语言进行交流。
主要知识点包括：
1.颜色词汇：red, yellow, blue, green, white, black等；
2.句型：What colour is it? It's...；
3.语法：一般现在时态的运用；
4.阅读技巧：通过图片和上下文理解文章内容；
5.文化背景：了解不同颜色在不同文化中的象征意义。