1、 3. Activity-based teaching （individual work; pair work; group work; class work） III Teaching Aids： 1. a projector 2. a multi-media computer system They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.IV Teaching ProcedureStep 1. Warming-up & lead-
2、inActivities 1 Free talk （class work） I will invite Ss to answer the following Qs. Q1： Who do you think looks coolest in our class? Q2： Do you like him/her? Q3： If so, why? If not, why?Activity 2 Picture-talking /Music-talking （individual work） Download some pictures/music from the Internet. Guiding
3、 Qs may be： Whos she/he? Q4： Do you think he/she is perfect? Goal： To lead up to the topic, get Ss to warm up and arouse their interest in the topic.Step 2. Pre-readingActivity1 Look and guess （class work） In this activity, Ss are required to look at the title/subtitle and guess what they will read.
4、Activity2 Brain-storming （class work） In this activity, Ss are encouraged to think of as many words as possible to describe the picture/ To develop Ss reading skill-predicting and present some new words in the passage such as Step 3. ReadingActivity 1 Skimming （class work） Ss are required to go thro
5、ugh the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article （or the first sentence or the last sentence of each Para.） To develop Ss reading skill - skimming, that is, how can we get the general idea of a passage as quickly as possible.Act
6、ivity 2 Scanning （group work） Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form： Title Part/Para.Main ideaDetailed information 1 a. topic sentences/introduction b. examples/supporting ideas c.
7、conclusion 2 a. b. c.Goal： To develop Ss reading skill-scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.Activity 3 Report （class work） Invite some group members to report their work to the whole class. To overcome Ss shyness and stimulate Ss to spea
8、k in public.Activity 4 Further understanding and word study （pair work） Encourage Ss to discuss the following Qs in pairs （A PowerPoint will be used here to present some blank-filling exercises and multiple choices.） What does the word “this” in the last Para. but 3 refer to?A. sjkdfkjdk B. klklklkl
9、 C. opieporiwp D. jdlkjflkd What is the Chinese equivalent for the phrase “investing in loss”?A. B. C. D. The word “flawless” in Line 5 of Para.2 can be replaced by _ Which of the following statements is true or not true? To help Ss to guess the meaning of certain unknown words and understand the pa
10、ssage exactly.Step 4. Post-readingActivity1 Role-play（pair work） Suppose one student is a and the other . Ss are encouraged to put themselves in the situation and make a face-to-face interview.Activity2 Discussion （Group work） Topics may be ： Do u want to be perfect? Do u think there is anyone in th
11、e world that is perfect? Look at the subtitle/title “Remind yourself”, remind yourself of what?Activity3 Poster-designing/Cartoon-designing/（group work） These post-reading activities are intended to develop Ss creative thinking and get them to know the importance of Step 5. HomeworkTask 1 Write a su
12、mmary of the passage （about 100 words） （Individual work） To spur Ss to consolidate what they have learned.Task 2 Look up some more information about （Individual work）Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. To encou
13、rage Ss to study English spontaneously and independently after class, arouse Ss interest in traditional Chinese culture and develop Ss culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, Id like to give a brief introduction. Title Here is the
14、 form Here are some new words for Ss So much for my presentation. Thank u very much. Bye-b高一人教课标必修1 Unit 3 说课稿 Lesson Plan Interpretation NSEFC Book1 Unit3 Travel Journal Hello, everyone. Its an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEF
15、C Book 1 Unit 3 Travel Journal. Ill explain how to teach and why do so from the following 5 aspects： the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design. The theoretical basisFirst, Id like to show my theoretical ba
16、sis-schema theory and top-down model （Goodman, 1971）. Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the readers background knowledge and the text （Carrel and Eisterhold, 1983）, or between the new information and the o
17、ld knowledge store （Anderson and Pearson, 1984）. So in order to improve the students reading speed and reading comprehension, language teachers should try to activate the Ss old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down
18、 model, general idea of the text will be got first, and then come the details.II. Understanding of the teaching material My understanding of the teaching material includes 3 parts： the status and the function, teaching objectives, the important and difficult points. At the beginning, lets focus on t
19、he first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. Its mainly about Wang Kun and his sisters dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult
20、for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases,
21、 and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal. Thats all for the first part, now lets move to the second part. According to the teaching material and the ne
22、w curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives：a） Knowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such
23、 as determined, make up ones mind, give in, be fond of , care about, stubborn, etc. b） Ability objectives Actually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, I will enco
24、urage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss reading ability, Ill train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gat
25、hering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c） Moral objectives Though Journey down the Mekong is mainly about the trip down the river, it also ta
26、lks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment. Well, so much for the teaching objectives, lets come to deal wit
27、h the third part： the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, thats to say, we should encourage our Ss to read as fast as they ca
28、n when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing.
29、As to the difficult points, they are the same as the important ones. III. Teaching methods and studying ways Thats all for my understanding of the teaching material. Now lets focus on the ways of teaching and learning. Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for l
