全英文高中英语说课稿 Unit 15 The necklace (reading) 说课稿

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Unit 15 The necklace (reading) 说课稿
Good morning, ladies and gentlemen,
I’m very pleased to have the opportunity to speak here. Today my topic is The necklace. I’ll interpret my teaching design in five parts.
Part 1
Understanding of the teaching material
1 Status and function
In this unit, the topic is the necklace. It refers to making up stories, acting the stories out, reading the play and how to write the play. The purpose is to lead the students to the arts---- the world of the play, and let the students have a rough idea of the theatre, try to appreciate, write and act the play, In the syllabus, we’re required to foster the students ability of studying on their own and the ability of reading comprehension. This is a reading passage. It is very helpful for the students to improve their reading skill. The play tells us that one of the most important themes of this play involves the dangers of human vanity. All of us are vain , or too proud of ourselves, in some way or another. In this short play, a woman discovers that her great desire to look her finest at the ball cost her best years of life.
2 Important and difficult points
The important and difficult points are established according to the syllabus and the teaching material.
In this period, the important points are to help the students to learn some keys words and expressions, to train the students’ skimming, scanning and intensive reading skills and to get the general ideas of each scene.
The difficult points are how to let each student to take part in the class activity and how to understand if life is like theatre, each role we play is very important.
3 Teaching aims
The teaching aims are based on the syllabus and the teaching material. This is a short play. By teaching it, I’ll reach three goals. They are knowledge goals, ability goals and emotion goals. In this period, knowledge goals are to learn some useful words and expression, to get a general idea of the text and grasp the important goals and to carry out the reading training effectively. Ability goals are to train the students logical thinking and quick reaction capability, to develop the students’ ability of creative thinking and cooperative study and to train the students skill of guessing the new words according to the context. Emotion goals are to strive constantly for self-improvement, to be confident and not to be so vain.
Part 2
Analysis of teaching and learning
First I’ll say something about the students. They’re interested in the topics that are familiar to them and are eager to express their ideas with others or share their ideas
with others. But they come from different schools and have different levels. Some have high reading ability and can communicate with others in English fluently, but some are lacking in vocabulary and some aren’t active in class because they’re afraid of making mistakes. Therefore, in the teaching process, in order to make the class lively and interesting, to bring the students’ leading role into full play and to make the teacher a director, with the aid of the blackboard, a tape-recorder and the multimedia, I’ll try my best to do the following:
1 To use task-based and assessment teaching methods all through the process to help the students understand the text better;
2 To use the multimedia to stimulate the students’ various senses and to arouse the students’ interest and discovery learning by audiovisual pictures;
3 To teach the text as a whole and to encourage the students of different levels to take part in all kinds of activities;
4 To create an active atmosphere in class by situational teaching method accompanied by the students’ cooperative learning method.
5 To do a series of exercises in order to train the students’ creativity ability, thinking ability and imagination using heuristic approach.
We all know the students are the main body of learning. So I’ll stick to the principle of “taking the students as the host” and “the teacher subordinate”. Also, practice plays an important part in English study, so the students will be encouraged to take part in all kinds of linguistic activities, such as asking and answering questions, gap filling, true of false judgement, retelling and discussing, for the linguistic acquisition is built on the basis of practice.
Part 3
Teaching procedures
This part is made up of 8 steps. They are:
Step 1 Duty report and revision 5’
Duty report and revision as usual. Then ask the students to answer the teacher’s situational question: Suppose you have a chance to act in a play, do you want to act? Why/ Why not?
In this way, the students can practice their speaking skill and build up their knowledge by solving problems.
Step 2 Leading in 6’
Show visual pictures of some famous plays the students are familiar with. They may be funny plays, serious plays or sad plays. The teacher talks about them and then encourages the students to talk freely about the questions of Pre-reading.
By brainstorming and audiovisual show the students may begin to show some interest in the topic of the text and they’re now eager to know more about it. This is a good way to draw the students attention to study.
Step 3 Skimming 4’
Ask the students to guess what has happened to the necklace and read the text quickly to get the answer, especially paying attention to the sentences referring to the necklace. After skimming, ask a good student to answer it.
Step 4 Scanning 6’
Divide the students into 8 groups. Each pays special attention to one scene. After scanning, ask the students to report the main idea of each scene.
By skimming and scanning, the students can cultivate their ability to find out key words and choose the main information. They also obtain a general understanding of the whole text.
Step 5 Intensive reading 9’
First listen to the tape of the passage, pay attention to the pronunciation and intonation and then do some true or false exercises, using multimedia. After they have done, check the answers with the students and ask the students to assess which group is the best. Second ask the students to read the text again and fill in the blanks on the screen. After a while, ask the students of different levels to give their answers and check with the students.
By doing so, the students can get further information about the reading. Meanwhile it can train the students’ intensive reading skill and cultivate the students’ analysis and discovery abilities.
Step 6 Dealing with some language points 7’
The contents are shown on the blackboard. I’ll explain them in detail later in Blackboard design.
Teach the language points using some examples and explanations so that the students can understand them clearly and improver their ability of practical application of English. At last, deal with any problems the students raise.
Step 7 Discussion and retelling 7’
First let the students look at the key words on the blackboard. They may give the students a clue. Next the students will discuss with their classmates in the same group. Then ask different groups to try to retell the play in different persons. At last, I’ll sum up what we have learnt in the period.
By this means, the active atmosphere in class can be created, the spirit of the students cooperation can be reached. Also, the students can practice their spoken English and summarize the whole text.
Step 8 Homework 1’
1) Review the text
2) Write a short play to continue the play.
By receiving the text, the students can find out what they can’t understand in class. The students can form a good learning habit, too. Writing a short play can improve the students’ writing skill as well as the students imagination.
Part 4
Blackboard design
Unit 15 The necklace (reading)
1 recognize 5 call on
2 diamond 6 bring back
3 debt 7 pay off
4 precious
Part 5
Assessment and reflection
Teachers should employ proper teaching methods and techniques to satisfy their needs. The students are in great need of instructions on how to be successful learners. Teachers should train them with some effective strategies.
My teaching design is based on the basic of these principles. In this period, I’ve tried my best to use task-based and assessment teaching methods all through the process to let the students know more about the play and I’ve taught some good learning ways to help them lay a solid foundation for their future study. Also, I’ve tried every means to let every student be the main body of learning and to make the class lively and interesting.
That’s all for my teaching design. Thanks for listening.