优秀高中英语全英文说课稿.docx
优秀高中英语全英文说课稿Lesson PI an Presentat i onReading Part in NSEFC ModuIe 1 Unitl Fr iendshipAnne' s Best Fr i endHello, everyone. I ' m I' m very glad to be here to present my I esson p I an. The I esson I ' m goi ng to ta I k about i s the read ing in NSEFC modu I e 1 Unitl Fr i endsh i p. The title of the read i ng mater i a I i s Anne' s Best Fr i end. I wiI I present how to teach it and the reasons for doing so in the fol lowing aspects: the ana Iyses of teaching mater ia I and learning condition, teaching objectives, the important and difficult points, teaching method, teaching procedures and bI ackboard notes.Fi rst of a I I, I ' d I i ke to ana I yze the teachi ng mater i a L The text is about the story of a Jewish girl who treated her d i ary as her best fr i end when she was hiding away from the Nazi dur ing the Second WorId War. It mainly consi sts of two parts; the first part is the introduction of Anne and her d iary named Kitty. The second part i s a d iary entry wr itten by Anne i n the form of Ietter addressed to Kitty. The text is a bit Iong and there are a lot of new words and express ions i n it, espec i a I Iy i n the Ietter.Now, let' s move on to the ana lysis of I earn i ngconditions. The students are i n gradel i n the sen i or schoo I, they have ach i eved certa i n Eng I i sh I eve I so they have no prob I em i n comprehend i ng the text and get the bas i c i dea. They have I earned the Second WorId War so the i r prev i ous knowledge about it can Iessen thei r difficulty of comprehension. But most of them maybe are not very fami I iar with the suffer ings of the Jewish peopIe dur ing the war. I wi I I i introduce the re I ated i nformat i on r i ght I y i n the begi nn i ng of the I esson so as to prepare the students for the deep study of the text.Based on the ana Iyses of the teaching mater ia I and the I earn i ng condition, I' d like to propose the teach i ng objectives and the important and difficult points.(1) Ianguage ski I ISs wi I I improve thei r read i ng skills by tra i n i ng some of the reading skills, such as skimming, scanning. It is the important point of thi s Iesson.Ss wi I I improve thei r writing skills by writing a Ietter to thei r fr iend. 11 is the difficult point of this I esson.(2) Ianguage knowledgeSs wi I I master most of the new words and expressions in the text. Thi s i s the important point of thi s Iesson.Ss wiI I know the d i rect speech and i nd i rect speech.(3) Affect ive object ivesSs wi I I have a deeper understand i ng of the f r iendsh ip so they wi I I cher i sh the i r f r i ends more than ever before. Ss wi I I reaI ize the crueIty of the war and the importance of the peace.(4) Culture awarenessSs wi I I know more about the Second Wor Id War, especial ly the persecution Jewish peopIe suffered from the Naz i.(5) Learning strategySs wi I I cultivate the i r ab i I i ty of i nd i v i dua I I earn i ng and cooperat i ve I earn i ng.As for the teach i ng methods, I mainly adopt audio-visual teaching method in the lead-in. Dur ing the reading process, I fol low the top down moda I to he Ip the Ss to I earn the text.Now, here comes the most important part of my presentat i onteach i ng procedures. I' I I finish the I esson in 4 steps within 45 minutes. They are:Stepl: Lead-in.Step2:Pre-read i ngStep3: While reading.Step 4: Post-reading.At the end of the Iesson, I wi I I present the homework.Now, I et me i introduce them step by step i n deta i I s.The f i rst step is Iead-in. It wi I I cost 7minutes. At the begi nn i ng of the I esson, I wi I I p I ay a short video c I ip which i s about the suffer ings of the Jewish peopIe dur ing the Second Wor Id War. From it, Ss wi I I know that many Jewish peop I e were caught and killed by Naz i i n the camps, so others had to hide away. Then I wi I I ask Ss what they needed most when in hiding. Ss may come up with the food, cIothes and so on. I wi I I give them some hi nt and they wi I I rea I i ze that f r iends are a I so very important for them. Then i t wi I I be very natura I for me to tel I them than there was a gi r I cal led Anne who had a very good fr iend dur ing the hard time. I n th i s process, I wi I I i ntroduce them three new words, they are: German, Nether Iands, go through. In this step, I adopt audio-visual teaching method, because the pictures and sounds serves better to activate the Ss. So I use the video to attract the Ss ' attent ion. What ' s more, the introduct ion of Jewi sh people' s suffer ing by thi s video clip provides them with the background information of this text.Then I wi I I move on to the second steppre-reading.It will on I y cost 3 minutes. The Ss are requ i red to guess who Anne' s best fr i end i s and what happened to them by looking at the title and the pictures. Then I wiI I ask severa I Ss to say thei r predictions but I wi I I not te I I them the answer d i rect I y i n th i s step. Although not a I I the Ss can get the r ight answer, thei r mind can get cIoser to the theme of the text by predicting. So, Iater, when they read the passage they wi I I concentrate more on it to check thei r pred i ct i ons.After pre-read i ng, we wi I I move on to the wh i I e-read i ng step which costs 22 minutes i n tota I. There are 5 activities, the f i rst three of which dea I s with the f i rst two paragraphs of the text wh i ch i s a I so the first part of the text. And the Iast two activities deaI with the second part.The first activity is skimming. Ss are expected to skim the first part of text to work out the main idea. But as there is no topic sentence in this part, it is a bit difficult for students to teI I the main idea with thei r own words. So I wi I I present a multiple choice which covers the ma i n i dea of the text for them to choose from. Th i s reduces the difficulty of the task as we I I as the Ss' anx i ety.After getting the main idea, we will do another act i v i ty, name Iy, scann i ng. Ss are expected to scan the text to find some specific i nformat i on, such as the p I ace and the time of the story, etc. Ss can deve I op the ability of i nformat i on gather i ng and i ndependent I earn i ng.After skimming and scanning, we wi I I do the thi rd activity of th i s stepclose read i ng. I wi I I help Ss I earnthe passage paragraph by paragraph. For the f i rst paragraph, I wi I I ask some questions I ike uAccording to Anne, what k i nd of person shou I d a true f r i end be? ” The answer to these quest i ons cannot be taken d i rectIy from the text. Ss need to reorganize the sentences. If they can answer these quest ions, it means they have understood thi s paragraph. Then we wi I I I earn the second paragraph. For th i s one, I wi I I ask one question “What did Anne say about her diary?” Ss may answer it by the original words said by Anne, I wi I I catch this opportunity to teI I them they change the di rect speech i nto the i nd i rect speech. But I wi I I not go deeper, because they wi I I I earn th i s Ianguage point next per iod, so a simple i ntroduct i on i s ok.Th i s i s a I I for the f i rst part of the text. Then we wi I I start to I earn the I etter. There are two activities for this part. The first one i s skimming, they shou I d skim the I etter for the ma i n i dea first and I wi I I present a multiple choice for them to choose from. Them we will I earn the I etter i n detai I in the next activity. For the first paragraph of the Ietter, I wi I I ask them to f ind out the changing of Anne' s attitudes toward nature. Ss can find out that before hiding away, she paid no attention to the nature while she grew crazy about it when hiding. Then I wi I I ask them to find out the reason. As for the second paragraph, Anne narrates two exper iences of longing to get close to nature. So f i rst Iy, I wi I I ask them to pick out the time of the exper i ence and then we wi I I study her fee I i ngs i n the process. Of cause, we will I earn some new word here, such as on purpose, at dusk and so on.After the wh i I e-read i ng, comes the post-read i ng step. It will cost 12 minutes. I n this step, I wi I I firstly ask Ss i f they have to go i nto hiding I i ke Anne and her fami I y, what they wou I d like to say to the i r f r i ends. Ss wi I I ta I k in groups of four and share thei r ideas with each other.Dur i ng the d i scuss ion, the Ss wi I I be st imu I ated and a I so know the importance of fr iendship. It servers to make theSs be prepared for the next activitywriting. After thed i scuss i on, the Ss shaI I wr ite a Ietter to the i r fr i ends i nd i v i dua I I y. As they have ta I ked about what they want to say to the i r fr i ends, the difficulty of the writing i s I owe red because they have someth i ng to say. Ss are expected to write just a draft, for the time is I imited.Last I y, I wi I I give Ss the homework. It wi I I on I y cost one minute. Ss shouId not on Iy review the new words and expressions of the text, but also pol ish thei r letter after c I ass.That' sail for the teaching procedure. And here is my b I ackboard note. On the r i ght s i de, there are the words and express ions. I n the middle, there are some poi nts of the comprehension of the text.That a I I for my Iesson pI an presentat i on thanks for your attent i on.BI ackboard notes:Unit 1. Anne' s Best Fr iend幻灯片 投影布 Before: paid no attention to itreasonsWhi Ie: go crazy about itGermanNether I andGo throughSet downA ser i es of
