高中英语阅读课说课案例

高中英语单元说课 (NSEFC Module 2 Unit 1 Cultural relics) Lesson Plan Presentation Period 1 Reading Good morning, everyone. My name is … from … I’m glad to share may lesson plan with you. Let’s begin with the analysis of the teaching material. I. Analysis of the teaching material and learners You see, the teaching material is from Unit 1, Module 2, PEP NSEFC. The topic of this unit is Cultural relics. And the title of this reading passage is In Search of the Amber Room. It mainly tells us the history of the Amber Room, focusing on its building, losing and rebuilding. This is the first period of the unit and most of my students know little about the Amber Room, so the lack of background knowledge will increase the difficulty of their understanding. Luckily, they have some general knowledge of cultural relics and are familiar with some famous cultural relics such as the Great Wall, Mogao Caves and so on. So I will star the topic from what they are familiar with and enable them to connect what they’ve known with the unknown so as to make sure they can read the passage smoothly. Based on the learning condition of my students, I rearrange the teaching material to make the reading activity a natural cognitive process. I mainly adapt the pre-reading and comprehension questions as well as some other activities. For example, in the pre-reading part, the second question requires students to predict what the passage is about according to the title and the pictures. Instead, I will make students guess what happened to the room by paying attention to the phrase “in search of”. This adaptation can make the task more specific and easier. In the comprehending part, the first question will be adapted to be more thought-provoking specific information about them as well as the history of the Amber Room. As for Question 3, It will be changed into “How to protect the cultural relics?” Meanwhile, the second comprehension question will be deleted and some other questions will be added, thus contributing to students’ better understanding of the passage. II. Learning objectives Based on the analysis of the teaching material and the students, I set the following learning objectives. The first objective is the language skill. Students can predict the content according to the title and its key words. They can find out some specific information of the people who are involved in the change of the Amber Room by scanning. As this is a reading period, the predicting and scanning skill will surely be the language focus. Secondly, language knowledge. Students not only know the meaning of some new words, phrases and a structure, but also use them when retelling the story. This objective involves not only the understanding but also the focus of this lesson. Thirdly, students realize the value of cultural relics and develop a strong desire to protect them. Besides, the students also develop their learning strategy. And by getting involved in the activities, most of the students can achieve the objectives I set before the class. I’m happy that they can learn something from this lesson. That’s all. Thank you very much. III. Teaching procedure The lesson is divided into 3 stages: pre-reading, while-reading and post reading. In pre-reading stage, there are two activities. Activity 1 is talking. Students will watch a short video clip “Winter Palace” at the beginning of the class and try to guess what is today’s topic. Audio-video method is used to bring in the topic and arouse the students’ interest. The classroom atmosphere can also be activated by guessing. Then I will show the students some pictures of cultural relics at home and abroad, and students will choose some proper words form the vocabulary pool to describe the pictures. This activity can help students recall some words and expressions to talk about cultural relics and know the definition of “cultural relics”. Activity 2 is predicting. I will ask students to guess the meaning of “in search of” in the title. They will choose about what happened to the Amber Room from two choices. Thus, students’ reading strategy of prediction form the title is improved in this way. In while-reading stage, I design five activities. Since students have known the Amber Room was missing after predicting, they will be eager to know how the Amber Room disappeared. Son in Activity 1, students are required to find out which paragraph talks about the losing of the Amber Room. They will find it out in Paragraph 4. This activity will satisfy the students’ curiosity to find how the Amber Room got lost. Scanning skill is also practice in this activity, which is related to the next activity. In Activity 2, the students are required to read paragraph 4 carefully and answer the following