搜索
WORD格式-专业学习资料-可编辑学习资料分享2015下半年ClassType:ReadingclassTeachingTopic:SkiingTeachingContents:Thislessonisfromseniorhighschool,anditisanarrativestoryofwriter’sfirstskiingexperienceonChristmasvacation.Thislessonwillenlargestudents’vocabularyofnaturalphenomenonandskiingandhelpstudentslearnthestructuralorganizationofnarrativeandhowtoexpressthepastactions.Teachingobjectives:Knowledgeobjectives:1.Afterlearningthispassage,Sscanunderstandthefollowingwordsandexpressionsandapplytheminsuitablecontext.Scrambleoutof…OverlookSlopeFloodlight:illuminate(abuildingoroutdoorarea)withsuchlightsSkisuit,bootsandskisSidewaysPointIncase(that)FalloverNeverthelessWORD格式-专业学习资料-可编辑学习资料分享2.Sscanidentifythetransitionalphrasesandwordsinthetextandappreciatetheirfunctionsunderteachers’guidance3.Sscanmasterthebasicelementsandsequenceinnarrativewritingbyrecognizingwhat,when,how,where,whoandre-constructthetextbytimeorder.Abilityobjectives:1.Studentscanimprovetheirskimming,scanningandsummarizingskillsbygivingasuitabletitleforthepassage,identifyingthemainideaineachparagraphandwritingasummaryoflessthan40wordsforthispassage.2.Scanidentifytherhetoric/figureofspeechsuchasexaggerationandsimileinthetextandappreciatetheeffectsofusingthem.3.Scanusepasttenseproperlytodescribetheirunforgettable(skiing)experiences.Affectiveobjectives:1.Studentscanbeinspiredtoimaginethebeautifulscenerydescribedinthetextandhaveanempatheticfeelingwiththewriterduringthefirstskiingexperience.2.Studentscanfostertheirconfidenceinthegroupdiscussionandcooperationskillintherole-playactivity.WORD格式-专业学习资料-可编辑学习资料分享TeachingKeyPoints:1.Understandsomeusefulwordsandexpressionsinthisarticleandsomedifficultsentence.2.Understandthewholepassageandappreciatethewaysthewritedescribes/presentsthestoryTeachingDifficultPoints:1.Paraphrasethefollowingwordsandexpressionsaccordingtothecontext.2.Understandthefollowingsentencesbyparaphrasing,demonstratingorillustrating.3.Understandthestructuralorganizationofthetextandreconstructthepassagingbysummarizingandactingoutthestory.TeachingMethod:Thecommunicativeapproach;Theinteractive-compensatoryapproach;SituationalTeachingmethod(roleplay)Majorstepsandtimeallocation(40mins)1.Pre-reading(8mins)(1)BrainstormingandgroupdiscussionTaskssthefollowingquestions,theydiscussandsharetheiranswersingroupsof4.Haveyougonetoaskitrip?Wheredidyougoforskiing?Whatcouldyoudoandseeinskitrip?Howdoyouski?Howdoyoufeelaboutskiing?Doyouthinkskiingisadangeroussport?)WORD格式-专业学习资料-可编辑学习资料分享(Justification:Brainstormingcanarousestudentinterestaboutthetopicandactivatetheirpriorrelatedknowledge.GroupdiscussioncanprovideagoodchanceforStosharetheir(ski)experienceswithothersbyusingpasttenseandimprovetheiroralEnglishskill)2.While-reading(22mins)(1)TeacherletSskimthefirst2paragraphsandasksswhywewouldgoonaskiholidayandwhatthispassagewilltalkabout.(Justification:thisactivityhelpsspredictthefollowingtext.AnditalsohelpssgettheWhyinnarrativewriting.)(2)TeacherletsSscanthe3rdparagraphandasksswhatthisparagraphmainlytalksabout.Writeshortphrasesintimeordertopresentwhattheydid;FlewtoSeoulTookashuttlebustoMujuResortArrivedattheresortPlayedwiththesnowCheckedinhotelwatchedpeopleskiingUnderlinethetransitionalwords,andexplaintheeffectofusingthem.So;andthen;asadverbialclause;atlast;nevertheless;althoughWORD格式-专业学习资料-可编辑学习资料分享Identifythefigureofspeechesofthefollowing2sentencesandanalyzetheeffectsofthem.Iwasdyingtogetout.Wewerealllikelittlechildren.(3)Teacherletssscanthe4thand5thparagraphsandasksswhattheseparagraphsmainlytalkabout.Writeshortphrasesintimeordertopresentwhattheydid.WerentedourskigearsandwentoutsideontothesnowInstructorshowedussomebasicskillsIkeptonfallingdownTasksquestions:‘Suddenlyyoufindyoucan’tevenwalk’Whyyoucan’twalk?Whatarethetipsinskiing?Demonstratethemwithwordexplanationtogetheringroupsof4.(Justification:listtheeventsinordercanhelpstudentsgraspthestructuralorganizationofthetextbyscanningandsummarizingskill.Theabovequestionscanhelpsimprovetheirdeepunderstandingofthetextbyinferringskillsandappreciatingthefigureofspeech)(4)TeacherletSscanthelast2paragraphsandaskssquestions.WORD格式-专业学习资料-可编辑学习资料分享Whathappenedtomeafterwards?HowdidIfeelaboutmyself?Howdidthewriterthinkaboutthisskiingtrip?Whathasthewriterdoneaftertheskitrip?(Justification:scanningandidentifyingdetailedinformationcanhelpstudentgetabetterunderstandingofthetextandwriter’sattitudeandfeeling)Post-reading(10mins)1.Giveasuitabletileforthispassage2.Roleplay:Ingroupsof4,studentsactoutthereadingmaterialbytakingtherolesofwriter,parents,instructor,andsoon.Theycanaddmoresubtitlestoexpresstheirfeelingaboutthistrip,thesceneryandtheskilessons,buttheirattitudesshouldbeconsistentwithonesreflectedintheoriginaltext.(Justification:Role-playactivityprovidesagoodwayforstudentsreconstructthetextinanimitatedsituation.Itcanenhancetheircooperationskillsandpresentationskills.Itcanalsohelpteacherscheckstudentsunderstandingofthetext)WORD格式-专业学习资料-可编辑学习资料分享2015年上半年ClassType:ReadingclassTeachingTopic:HealthyservingsperdayTeachingContents:Thislessonisfrom