SEFC B1A Unit 4 Reading全英文说课稿

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Lesson Plan Interpretation

SEFC B1A Unit 4 Reading

Good afternoon, ladies and gentlemen. It’s my great pleasure to talk my lesson plan here. My lesson plan is about SEFC B1A Unit 4 Reading The Rescue. As for this lesson, I aim at 4 aspects of the curriculum aims: 1.Emotion & Attitude & Morality; 2.Learning Strategies; 3.Language Skills; 4.Language Points. All of these help to improve the students’ integrated ability of applying English.

In order to achieve my goals, I’m going to do it in 6 ways. Here are they.

I. The Analysis of the Teaching Material

1. Main Idea & Emphasis

The text is mainly about how Jeff and Flora escaped from the flood. As for the Chinese students, their reading difficulties comes from the reading material and the reader himself, such as bad reading habits, lack of English language, background information, and cognitive strategy, as wells as emotional setbacks, and so on, so during the course, much attention will be paid to the reading comprehension and the reading skills.

2. Teaching Important Points

According to the national curriculum of English and language learning theory, the students will learn to guess the word meaning and grasp the central idea and check the details as well, through predicting, skimming, scanning and task-oriented reading. They will also summarize a text in a logical order.

3. Teaching difficult points

The students lack the independent reading ability, so it’s an important task for me to help them get the logical order of the text and the main idea of each paragraph. Moreover, useful words and expressions will be taught as language points. The attributive clause will be reviewed.

II. Teaching Aims

1. Language Ability

My class is learner-centered; the students are the real masters. Activities like questioning, discussion, summarizing and retelling will help to improve the students’ listening, speaking, reading and writing abilities. Since the main aim of the reading course is to improve the students’ reading ability, I’ll train their ability of identifying the general idea and supporting details in Fast Reading. And in Intensive Reading, their reading ability of information gathering and summarizing is developed. In a word, the students’ basic skills like predicting, scanning, skimming and guessing are developed.

2. Emotion & Attitude & Morality

Unforgettable experience is the main topic of this unit. It’s unforgettable not only because of destructiveness of the natural disasters, but also because of the people who help each other. The students’ motivation will be made full use of by talking about the natural disasters. When a natural disaster happens, the students should learn to think of others as well as themselves. Cooperation is highly valued from the beginning to the end.

III. Learning strategies & the Theory Basis

Task-oriented reading comes first. In the top-down model, one’s background knowledge plays a more important role, so the teacher will try to activate the students’ old knowledge store. It comes from the Schema Theory. Along with distinguishing, predicting, skimming, scanning, questions will be adopted through. In this way, thorough understanding will be achieved; the atmosphere will be achieved.

IV. Teaching Aids

1. A recorder;

A Projector & Some Slides

4. A computer;

5. The blackboard.

V. Teaching Procedure

It includes 3 steps.

Step 1. Lead-in (7 mins)

I’ll greet the class as usually. Because the students are too familiar with the natural disasters, maybe it is a boring topic to a degree. Therefore, I’ll act as a weatherman of CCTV-9 to report the weather summary, and interview the students to guide them to talk about the natural disaster --- typhoon. Then I’ll play the video of natural disasters as a brief introduction. Therefore, the emotion and the interest will be stimulated and their knowledge will be activated.

Step 2. Reading

Here I adopt the top-down model. Students are asked to get the general idea first, then down to some details. The step can be divided into 3 parts: Pre-reading, While-reading and Post-reading.

Part 1. Pre-reading (5 mins)

In this part, an open-ended question like “ What should one do if an earthquake happens? will be asked. The students will have a discussion about it. The interactivities can help to activate the atmosphere.

Part 2. While-reading

We have Fast Reading and Intensive Reading.

(1) Fast Reading (5 mins)

It is task-oriented reading. In the top-down model, the students have to bear several questions in mind, and then the time-limited reading begins. The students not only have to read quickly but also to learn how to grasp the main idea. And the words and the expressions on the slide can help them understand the text better.

(2) Intensive Reading (18 mins)

<1> Listen to the tape and put the pictures in the right order. Then, I’ll help the students divide the text into 4 parts according to the different places. I’ll give some hints and guide them to tell the places because it may be difficult for them. Here, the pictures can do lots of help.

<2> The students read the text carefully and answer the questions of the 4 sections. All of these questions are about the flood, the people’s reaction and feeling. When the questions are answered, I can use the information to fill in the table. Then I can guide them to tell the people’s feeling in the 4 situations with the help of the pictures and tell the reason. Finally, I’ll summarize each section to help them understand the text better. And this can serve as an example for the retelling in Post Reading.

The complete table appears. The logical order “First, next, then, finally” can go with the different places. This can help the students retell the text.

Here, I want to mention that all the language and grammatical points appear in the text will be dealt in different ways. As for simple ones, I’ll talk about them directly. As for the difficult ones, I’ll talk about them in Vocabulary Study, or in the exercise.

Part 3. Post-reading

1. Retelling (9 mins)

In this step, I’ll ask one or two students to retell the text according to the pictures and the table. The table can provide the key words of the text. Then they can organize the idea with “first, next, then, finally”. This can help the students have a better and clearer understanding of the text, and they can use the words and expressions mentioned in the text. And it’s also a good to practice oral English.

VI. Homework (1 min)

1.Underline the attributive clause in The Rescue with “who, whom, which, that”. This is not only revision of the text, but also good prevision of Grammar learning.

2. Finish Exercise 1 in Post Reading on P 25, Word Study on p26, Vocabulary on p104 of the workbook. It is used to check the language points the students have learned in the text and also good revision.

3.Write down the outline of your　unforgettable experience. It is used to prepare for the writing part.

VII. Blackboard Work

The Rescue

Pic.1--- A 1. Para.1-4

Pic.2---D Section 2. Para.5-7

Pic.3---C 3. Para.8-9

Pic.4---B 4. Para.10-11

	Places	Flood	Reaction	Feeling	Summary
First	in the garden	roar, wall, advance sweep, swallow	Shout, run, fight	Surprised, frightened
Next	on the way to the house	strike, move up	climb	Frightened (cry)
Then	inside the house	destroy		Frightened, Anxious (eager to find the chimney)
Finally	next to the chimney			relieved

In the first part, the left part is the order of the pictures; the right part is the division of the text. The second part is the table of the text.

VIII. Self Comment

Finally, I’d like to make a chief self comment. My class is a learner-centered, quality-oriented lesson. Interactivities and cooperation is highly valued. The schema theory is adopted through the input and output process. However, I still have some shortcomings, I hope you can help me to improve.

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