江西教师资格高中英语人教版说课稿

新教材第一模块Unit2Writing说课稿厦门一中集美分校王碧文

一、说课标高中英语课程的总目标是使学生在义务教育阶段英语学习基础上，进一步明确英语学习目的，发展自主学习和合作学习的能力；形成有效的英语学习策略，培养学生的综合语言运用能力，使他们在学习过程中，促进心智、情感态度，学习策略，文化意识的发展，形成正确的人生观和价值观，提高人文素养

二、指导思想与理论依据新课标要求高一学生能有效地使用口头或书面语言描述个人经历，能初步对学习过程和结果进行自我评价，调整学习目标和策略在教学活动中，依据新课标和建构主义理论，以及克拉申语言“习得”理论，设定“情景创设”、“相互协作”、“会话商讨”、“意义建构”、“相互评价”等环节，通过“脚手架”的支撑作用，为学生构建发展平台，充分发挥学生的主动性、积极性，使学生在学习过程中不断体验成功，增加自信心

三、教学背景分析

（一）教材地位及知识结构关系本单元的话题是“世界英语”，介绍了英语语言的起源、发展变化形成原因，它的发展趋势，及英语在不同国家产生的差异，使学生感受语言的多文化、多层次、多元性，要求学生根据自己的亲身体验完成“MyExperienceofLearningEnglish”的主题写作任务，这是一个贴近学生生活和语言水平、可挖掘性的主题

（二）教学重点和难点教学重点写作过程中指导学生进行讨论、规划文章结构，列出提纲，培养写作技能教学难点指导学生对自己作品、同伴的作品进行评价

（三）学情分析所教的学生由于择校生较多，学生英语水平总体不高，程度参差不齐通过生生互动来克服语言表达上的障碍

四、说教学目标

（一）知识目标学会表达对某东西的喜欢与不喜欢，及做某事有困难如Idon’tlike…I’mfondof…I’minterestedin…I’mcrazyabout…I’mpoorin/notgoodat…Ihavesometroublewith…Ihavesomedifficultyin…Ifind…difficult/hardtolearn.

（二）能力目标能根据主题规划文章结构，列出提纲，整理思路，连句成文

（三）情感目标让学生通过发散思维，倾听、讨论、合作、分享等过程，使学生保持积极的学习态度，树立较强的自信心，培养合作精神；同时根据学生亲身体验，对学习过程中遇到的困惑通过交流得以解决，引导学生采用正确方法学习英语，正确认识英语学习的意义

五、说教法

（一）任务型教学法斐斯泰·洛奇说过“技巧和能力惟有通过实际运用才能发展”学生口语中句型结构和表达方式往往是他们学习写作的基础学生丰富的口头表达经验对写作起重要作用所以在设计本课教学活动中，相当部分时间用在设计任务同桌对话与小组活动练习上，这种交流活动加大语言的输入，为写作的输出搭好“脚手架”，为知识的构建搭好平台

（二）多媒体辅助教学采用多个评价表格等教学手段让学生对学习过程和结果进行自我评价，调整学习策略

六、说学法通过pairworkgroupwork等活动形式，培养学生的学习策略

1、认知策略通过Brainstorming发散学生思维，借助联想建立相关知识之间的联系

2、调控策略通过同桌对话“DoyoulikeEnglishWhy”学生学会与同学交流学习英语的体会和经验通过小组讨论“HowIcanimprovemyEnglish”学生学会评价自己的学习效果，总结有效的学习方法，调整学习策略

3、交际策略通过同桌、小组的讨论，利用各种机会用英语进行真实交际

4、资源策略让学生了解广播、电视、图书馆、报刊杂志、互联网、英语角等资源一样是学好英语的重要途径

七、教学过程I.Leadin4minutes⑴ListentoanEnglishsong.2minutes⑵Brainstorming2minutes目的让学生听一首英文歌曲，激发学生的兴趣，接着以Brainstorming形式问学生“DoyoulikeEnglish？Why”来激活学生有关学习英语的体验，建立相关知识之间的联系widelyusedDoyoulikeEnglishWhyII.Pre-writing

1.Pair-work5minutes组织学生同桌讨论ThereasonwhyIlikeEnglish和ThereasonwhyIdon’tlikelearningEnglishMyproblemsinlearningEnglish话题，并引导学生将表达对某东西的喜欢与不喜欢的句型、词组运用到对话中目的使学生在完成任务的同时，学会用英语交流学习英语的体会和经验

2.Groupwork9minutes把学生分成4人一组，讨论改善英语学习方法HowIcanimprovemyEnglish同学间针对listeningspeakingreadingwriting学习过程中出现的困难提供建议，并把做某事有困难的词组用到对话中，如Ihavesometroubleindoingsth./Ihavesometroublewith…/I’mnotgoodat…/Ifind…difficulttolearn.MyproblemsIdeasforimprovementlisteningspeakingreadingwriting目的这个活动把课堂教学与学生的实际学习生活结合起来，让学生在真实的语境中进行交流，并在这过程中让学生抓住重点，做好笔记，对同伴所说的内容进行整理和归纳，反思自己的学习效果，总结学习方法，调整自己的学习策略通过交流、讨论不仅能运用所学语言，而且还有助于学生共同分享学习经验，解决听、说、读、写中的一些实际问题III.While-writing（20minutes）根据要求初步完成80-100词的书面表达“MyExperienceoflearningEnglish”.Paragraph1:MyprobleminlearningEnglish.Paragraph2:HowIcanimprovemyEnglish.Paragraph3:WhatIlikeaboutlearningEnglish.Paragraph4:HowIhopetomakeuseofmyEnglishMyproblemsIdeasforimprovementWhyIlikeEnglishMyfuturewithEnglish目的让学生根据主题规划文章结构，列出提纲，用所学的内容，用自己的语言重新组织对所学知识意义建构IV.Post-writing:assessment6minutes学生在完成写作之后，引导学生根据教师制定评价表格自我评价，自我修改，接着同伴相互修改，最后教师将学生的作文放在幻灯上点评目的让学生在评价中不断反思，学会欣赏，感受进步，体验成功班级姓名座号等级标准内容ABCD自评小组评师评拼写是否正确完全正确有少许错误有一些错误很多错误语法、词汇运用是否正确应用了较多的语法结构和高级词汇能应用一些语法结构和词汇语法结构单调、词汇项目有限，不影响理解文章语法错误较多，词汇很有限，影响理解内容是否完整有思想有意义有意义，观点不明确内容一般内容过于平淡逻辑性是否强有效地使用了语句间的连接成分，使全文结构紧凑应用简单的语句间的连接成分，使全文结构紧凑较少使用语句间的连接成分，内容缺少连贯性语句断续，行文不流畅创造性有创造性，表现力强较有创造性，简要，完整创意不够，较完整没有创意，内容不完整小组综合评价（groupassessment）评价内容文章佳词、佳句文章的不足和病句的修正综合评价（ABCD）教师综合评价teacher’sassessment评价内容等级（ABCD）写作效果修改效果评价效果激励性评语Homework1minute

1.Revisethecompositionandhanditintomorrow.

2.Reviewthisunitandprepareforatest.板书设计Pre-writing:

1.ThereasonwhyIlikelearningEnglishWhyIlikeEnglish

2.ThereasonwhyIdon’tlikelearningEnglishMyproblemsinlearningEnglishUsefulExpressionIdon’tlike…I’mfondof…/I’minterestedin…I’mcrazyabout…/I’mpoorin/notgoodatlistening…/Ihavesometroublewith…Ihavesomedifficultyin…./Ifind…difficult/hardtolearn…

3.MyproblemsIdeasforimprovementlisteningspeakingreadingwritingWhile-WritingWriteapassageon“MyExperienceoflearningEnglish”.Paragraph1:MyprobleminlearningEnglish.Paragraph2:HowIcanimprovemyEnglish.Paragraph3:WhatIlikeaboutlearningEnglish.Paragraph4:HowIhopetomakeuseofmyEnglishMyproblemsIdeasforimprovementWhyIlikeEnglishMyfuturewithEnglishLessonPlanInterpretationTeachingmaterial:NSEFCBook1Unit4EarthquakeHello!Ladiesandgentlemen.TodaymytopicisUnit4reading.Nowallowmetointroducethefirstpart:Ⅰ.Analysisoftheteachingmaterials:

1.TheimportanceofthislessonThislessonisareadingpassage.ItplaysaveryimportantroleinEnglishteachingofthisunitbecauseweshouldlayparticularemphasisonthestudents’readingabilityinseniorEnglishteaching.

1.Whattoteach－teachingcontents

1.getsomebasicknowledgeaboutTangshanearthquake

1.getthestudentstocomprehendthepassagebetter

1.dosomelisteningspeakingandwriting

1.moraleducationInthispassageweshouldhelpthestudentsgetsomeknowledgeabouttheTangshanearthquake.Atthesametimeweoughttogetthestudenttocomprehendthepassagebetter.Thestudentsshoulddosomelisteningspeakingandwritingtoo.Ofcoursethestudentsshouldreceivesomemoraleducation.

1.Theimportantanddifficultpointsinthislesson:Importantpoints:

1.someknowledgeaboutearthquakes

1.toimprovethestudentsreadingabilityDifficultpoints:usingthelearnedphrasesandsentencepatternstoexpressone’sideasⅡ.Teachingaims:Myteachingaimsincludes3parts:knowledgeaimabilityaimsandmoraleducationaims

1.Knowledgeaim:bytheendofthelessonstudentswillhaveabetterunderstandingofthemeaningandstructureofthetext.

1.Abilityaims:

1.usewhatwehavelearnedtodescribewhatwouldhappenbefore–during–aftertheearthquake

1.improvethereadingskillanduseEnglishtoexpressone’sideas

1.Moraleducationaims:learnthebraveryoffacingthenaturalcalamityfrompeopleinTangshanandweshouldalwaysholdanoptimisticattitudeⅢ.Analysisoftheteachingtheoriesandmethods:That’sallformyteachingaims.Nowlet’sfocusonthethirdpartAnalysisoftheteachingtheoriesandmethods.WhenIdealwiththislesson.I’lldomybesttocarryoutsometeachingtheoriesofthenewcurriculum:takingthestudentsasthehostandtheteachersubordinate.Carryouttask-basedlearningandcooperativelearning.LetthestudentsreceivesomemoraleducationwhiletheyarelearningtheEnglishlanguage.

1.Teachingtheories:Thenewcurriculum“takingthestudentsasthehostandtheteachersubordinate”“Cooperativelearning”“Take-basedlearning”“Communicativelearning”

1.Teachingmethods:“CommunicativeLanguageTeaching”“Take-basedActivity”

1.Learningmethods:“Discoveringlearning”“Cooperativelearning

1.Teachingaids:AtaperecordertheblackboardandPPTSinceitisareadingpassageitisveryimportanttodevelopthestudents’readingability.I’llusesomereadingmethodssuchaspreparationforreadinglead-inscanningskimmingandintensivereadingin-depthreadingorstudyreading.InclassI’lltrytouseencouragingandpoliteremarkssuchas“Doyouwantago”“volunteers”“Welldone!”“Youdidagoodjob!”“Thanks!”andsoon.I’llgetthestudentstohaveacompetitiontodeveloptheirquickresponse.I’llmakefulluseofmodernequipmentsuchasthemulti-mediaandtaperecordertomaketheclassmorelivelyandinteresting.Ⅳ.Analysisofthestudents:ThestudentsareinGrade

1.Theyarestillatanagethatwouldliketohavecompetitionwithothers.Theyhaveknownsomethingabouttheearthquakes.Somelongsentencesaredifficultforthemtounderstand.SoIwillhelpthestudentsindifferentlevelstolearnEnglish.Ⅴ.Analysisoftheteachingprocess:NowcametothemostimportantpartStep

1.Lead-in:

1.showsomepicturesofTangshanbeforetheearthquake

1.letthestudentstoimaginewhatwouldhappenaftertheearthquakeasksomestudentstospeakouttheirideasMypurposehereistolettheSsknowwhatwearegoingtolookatStep

2.Whilereading:inthisstepIwillletthestudentsreadthetexttwice

1.fastreading:scanningskimming

1.firsttellthestudentsthispassagecanbedividedintothreepartsandtellthemtheclueofthestory:timeordertellthemtopayattentiontothefirstsentencesofeachpara.

1.readsilentlytogetthestructureafterseveralminsIwilldiscussthestructurewiththestudentsPart1para1StrangethingswerehappeningbeforetheearthquakebotnoonetookanynoticeofthemPart2para2-3TheearthquakedestroyedthecityofTangshanandshockedthepeopleverymuchPart3para4Thearmycametohelpthesurvivorsbringinghopeforanewlife

1.carefulreading:intensivereadingdotheexerciseinstudents’bookinP2712acompetition:dividetheSsintofourgroupandthentheonewhostandupfastandgivetherightanswercangettenmarksforhisgroupthegroupwhichgetsthehighestmarkwillgetapresentStep

3.Consolidation:

1.listentothetapeandreadthepassagealoudPlaythetapeofthepassageforthestudentstolistenandthenaskthemtoreaditaloud.Tellthemtopayattentiontothepronunciationstressandintonationwhilelistening.AtthesametimetheycanenjoythebeautyoftheEnglishlanguage.Anditcanpreparethestudentsfortheretellinginnextstep.

1.fillintheblankwithproperwords

1.retellthestoryinyourwordsSincethestudentsintheclassareindifferentlevelssofirstIwillletthemtofillintheblanktogetanexpressionofthegeneralideaofthetextStep

4.Postreading－discussion

1.ashortvideoaboutthe5·12Wenchuanearthquake

1.picturesofTangshanandWenchuanonthescreen

1.discuss:WhatcanwedofortherebuildingofWenchuanandhowcanweprotectourselvesifanearthquakehappens

1.volunteersoptional:showthemsomepicturesofWenchuanpeopleandtelltheSs:WherethereisalifethereishopeStep

5.Homework

1.readthetextagainafterclassandfigureoutthemeaningofthefollowingcomplexsentencessotheseinclassiftimeallow

1.writeashortparagraphtodescribewhathadhappenedbefore–during–aftertheearthquakeusingyourownwords

1.surftheInternettolearnmoreabouthowtoprotectyourselfandpeopleifanearthquakehappenⅥ.ContentsontheblackboardUnit4EarthquakeANighttheEarthdidn’tSleepStructureofthewholepassage:Clueofthestory:TimeorderBefore–during–aftertheearthquakePart1para1StrangethingswerehappeningbeforetheearthquakebutnoonetookanynoticeofthemPart2para2-3TheearthquakedestroyedthecityofTangshanandshockedthepeopleverymuchPart3para4ThearmycametohelpthesurvivorsbringinghopeforanewlifeHomeworkfortoday:Ⅶ.MyteachingdailyInthislessonIleadthestudentsunderstandthepassagestepbystepandhelpthemtoretellthestoryandholdadiscussion.ButtherearesomenewlanguagepointsinthepassagesoIwillexplainthemforthestudentsnextperiod.Okthat’sallformyinterpretation.Forthetimeislimitedtheremustbesomemistakesinmyinterpretation;Ihopeyoucangivemesomesuggestions.LessonPlanInterpretation NSEFCBook1Unit3TravelJournal   Helloeveryone.It’sanhonorformetostandhereandinterpretmylesson.ThelessonplanIamgoingtotalkaboutisfromNSEFCBook1Unit3TravelJournal.I’llexplainhowtoteachandwhydosofromthefollowing5aspects:thetheoreticalbasisunderstandingoftheteachingmaterialteachingmethodsandstudyingwaysteachingprocedureblackboarddesign. Ⅰ.ThetheoreticalbasisFirstI’dliketoshowmytheoreticalbasis--schematheoryandtop-downmodelGoodman

1971.JourneydowntheMekongisareadingcourse.Accordingtoschematheoryreadingcomprehensionisaninteractiveprocessbetweenthereader’sbackgroundknowledgeandthetextCarrelandEisterhold1983orbetweenthenewinformationandtheoldknowledgestoreAndersonandPearson

1984.Soinordertoimprovethestudents’readingspeedandreadingcomprehensionlanguageteachersshouldtrytoactivatetheSs’oldknowledgestoreandaddmorerelevantbackgroundknowledgebeforetheygetthestudentstoread.Accordingtothetop-downmodelgeneralideaofthetextwillbegotfirstandthencomethedetails. II. Understandingoftheteachingmaterial  Myunderstandingoftheteachingmaterialincludes3parts:thestatusandthefunctionteachingobjectivestheimportantanddifficultpoints.Atthebeginninglet’sfocusonthefirstpart.JourneydowntheMekongisapieceoftraveljournalwrittenbyWangKun.It’smainlyaboutWangKunandhissister’sdreamoftakingagreatbiketripdowntheMekongRivertheirpreparationforthetripandsomemoredetailsoftheMekongRiver.Generalspeakingitisnotdifficultforthestudentstounderstandthetextbuttherearesomenewphrasesandsentencesthatmaybealittlebitdifficult.Sobeforethestudents’firstreadingIwillexplainthenewwordsandphrasesbrieflyandafterreadingthewholepassageIwillembodytheusageofthenewswordsandphrasesandgetthestudentunderstandthedifficultsentences.Asitisapieceofjournalbesideslearningthenewwordsandphrasesstudentscangetthegeneralideaofhowtowriteajournal.That’sallforthefirstpartnowlet’smovetothesecondpart.AccordingtotheteachingmaterialandthenewcurriculumofEnglishinordertofulfillthelearningtaskofthislessonIestablishthefollowingobjectives:aKnowledgeobjectivesBytheendofthelessonSswillhaveabetterunderstandingofthemeaningandstructureofthetext.ThenSswillgraspsomeusefulwordsandexpressionssuchasdeterminedmakeupone’smindgiveinbefondof…careabout…stubbornetc.bAbilityobjectives   Actuallystudentsshouldbeencouragedtodospeedreadinginthefirstperiodofreadinglesson.Butthestudentsinmyclassarelackofindependentreadingability.InthisclassIwillencourageandhelpthemtoreadthinkandfindoutinformationbythemselvesmosttime.SincethemainobjectiveofreadingcourseistoimprovetheSs’readingabilityI’lltraintheirabilityofidentifyingthegeneralideainthefastreading.Andinintensivereadingtheirabilityofinformation-gatheringandsummarizingisdeveloped.AndthewholeclassisforSstodeveloptheirreadingskillsasscanningskimminginformation-gatheringsummarizingandguessingthenewwordsfromthetext.cMoralobjectives  ThoughJourneydowntheMekongismainlyaboutthetripdowntheriveritalsotalksaboutthesceneryandlifealongtheriver.Sobeforelearningthetextwewillhaveashortdiscussionabouttheimportanceoftheriver.IwanttheSstohavetheawarenessofprotectingtheriverandprotectingourenvironment.  Wellsomuchfortheteachingobjectivesletscometodealwiththethirdpart:theimportantpointsandthedifficultpoints.AccordingtothenationalcurriculumofEnglishandlanguagelearningtheorywhenteachingreadingweshouldencouragetheSstodospeedreadingforthefirsttimethat’stosayweshouldencourageourSstoreadasfastastheycanwhentheydothefirstreading.Somuchemphasisshouldbeputonreadingskillsandreadingcomprehensionaswell.SotheimportantpointsarethathowtomakeSsgraspthenewwordsandphrasesandhowtoimprovetheirreadingskillsasscanningskimminginformation-gatheringandsummarizing.Astothedifficultpointstheyarethesameastheimportantones. III.Teachingmethodsandstudyingways  That’sallformyunderstandingoftheteachingmaterial.Nowlet’sfocusonthewaysofteachingandlearning.  GenerallyspeakingIadopttask-basedlanguageteachingandcommunicativeapproachinmyclass.AsforlearningSswilllearnthroughindependentreadingdiscussingandcooperating.  Iwillusecomputerandblackboardasmyteachingaids. Ⅳ.Teachingprocedure  Herecomesthemostimportantparttheteachingprocedure.Itincludes5steps:StepI:Lead-inandpre-readingStepII:While-readingStepIII:ConsolidationStepIV:Post-readingStepV:Homework.StepI:Lead-inandpre-reading7mins Nowlet’scometothefirststep.TherearethreeactivitiesinthisstepandIwillspend7minsonthem. InactivityoneIwillaskSstwoquestionsDoyouknowsomegreatriversinChinaandWhytheyaregreat”HereastheSsgetfamiliarwiththeChinesegreatriversIchoosetoaskthemsomegreatriversinChina.Andtheanswertothesecondquestioncanleadinthenextactivity--brainstorming. InactivitytwoIwillasktheSstodiscussinpairsandanswerthequestionHowdopeoplewholivealongariveruseit”MypurposeofthisactivityistoremindtheSstheimportanceoftheriverthusstimulatetheSsawarenessofprotectingtherivers.  InthelastactivityIwillshowtheSsapictureoftheMekongRiverandaskthemtolistthecountriesthatitflowsthrough.Thisactivityleadsinthewhile-reading.StepII:While-reading21mins While-readingisthemainpartanditwilltake21mins.HereIadoptthetop-downreadingmodel.Thisstepisdividedinto2parts:fastreadingandcarefulreading.BeforereadingIwillasktheSstopredictwhatwilltalkinthetextaccordingtothetitle.ItcanexerttheSsimagination.1Fastreading DuringfastreadingIwillasktheSstoreadingthewholepassagequicklyandgetthemainideaofeachparagraph.Usuallythemainideaofeachparagraphisthefirstsentenceorthelastsentencebutthistextisnot.SothemainideaofeachparagraphwillbematchedbecausetheSsarelackoftheskillofsummarizingthemainideabythemselves.2Carefulreading AftergettingthegeneralideaofeachPara.IwilldealwiththedetailsPara.byPara.. InparagraphoneIwillasktheSstoreadquicklyanddotheexercisesTorF.AndifitisFIwillaskthemtocorrectit.ThisexercisecanhelptheSsgetthekeyinformationofthefirstparagraphinashorttimeandcandeepentheSs’understandingofthefirstparagraph. InparagraphtwoIwillaskSsonequestion“IsitadifficultjourneytocyclealongtheMekongWhy”ThiscanhelptheSsdeveloptheirabilityofsummarizing.IftheSscan’tanswerthequestionbrieflyIwillencouragethemtofindthekeysentencesandtrytojointhemtogether. AndinthelastparagraphIwillaskSstwoquestions“HowdoesthewaterofMekongRiverchange”and“WhatcanyouseewhenyoutravelalongtheMekongRiver”Bothquestionsarerequiredtoanswerinkeysword.InordertolowerthedifficultyofthequestionsIwillshowthemtheexamples.AfterthatIwillpresentsomepicturestodeepentheSs’impressiononthenewwords.AndthesetwoquestionscanhelptheSsgainadeeperunderstandingontheMekongRiver.StepIII:Consolidation6mins  AfterdealingwiththedetailedinformationofeachparagraphIwillasktheSstoreadthewholepassageagainandanswertwoquestionstoconsolidatewhatthey’velearnt.Itwilltake6minutes.Thetwoquestionsare“WhereisthesourceoftheMekongRiverandwhichseadoesitenter”and“HowdoWangKunandWangWeiprepareforthetrip”ItiseasyfortheSstofindtheanswertothefirstquestioninthetext.AstothesecondquestionitmaybealittledifficultsoIwilllistsometipsfortheSstofindtheanswermoreeasily.StepIV:Post-reading10mins  That’sallforthewhile-reading.Nowlet’smovetothefourthstep.InthisstepIwilldesigntwoactivitiesandIwillspend10minutesonthem.Thefirstactivityisfillingintheblanks.InthisactivitySsarerequiredtofindthedifferentattitudesofWangKunandWangWeitothetripandthentheteacherwillexpressherattitudetothistrip.AfterdemonstratingSsareencouragedtoexpresstheirattitudes.ItcanhelptheSstraintheirabilityofinformation-gatheringandexpression.Thesecondactivityisthinking.InthisactivityIwillasktheSstodiscussingroupsoffourandtrytousesomewordstodescribethecharacteristicsofWangKunandWangWeiaccordingtotheirattitudes.ItisreallydifficultbutitcannotonlytraintheirabilityofanalysisandcomprehensionbutalsocultivatetheirspiritofcooperationStepV: Homework1min  Finallyitcomestothehomework.Ssarerequiredtoreviewthelearntlessonandunderlinetheusefulwordsandphrasesinthetext.Thisoneisforthemtoconsolidatewhatthey’velearntandmakepreparationforthenextlesson—LearningabouttheLanguage.. Ⅴ.Blackboarddesign  Onthetopthereisthetitleofthislesson.Ontheleftitlistssomeimportantrolesthattheriverplays.Ontherighttherearesomeusefulwordsandexpressions. That’sallformyinterpretation.Thankyouforyourattention.说课稿单元Unit22Aworldoffun作者卢晓建

一、教材分析

1、教材内容分析在一定意义上，主题公园作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可深度挖掘的教学主题本单元围绕aworldoffun这一主题开展听、说、读、写多种教学活动单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园内容，具有典型的时代气息，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，有利于培养积极的生活态度Warmingup以图片形式引入本单元的话题之一amusementparks；并通过情景对话，让学生了解并交流个体在文中所列出5类活动方面的体验、喜好及理由，以期扩展到其他活动内容Listening提供一个会议事例在我城市建一个主题公园的招标大会上，FunFunProductionsandMerryRidesLimited两个不同特色公司的代表人发表演说表达各自优势以争取承建权在听音之前需要作恰当的导入，听时做课文

1、2部分，听后独立思考，再作小组讨论选择哪一家公司作为承建商及相应的理由这一话题很具有社会化特点，可适当对发展性观点画龙点睛Speaking紧紧围绕“问路与指路”话题课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践Post-speaking内容扩展至生活实际情况Reading是一篇介绍主题公园的说明文它包括主题公园的定义、特点，描述theWorldParkofChinatheOceanParkofHongKongDisneylandinCalifornia等主题公园；同时也引导学生了解和比较不同主题公园的特色，激发学生联想主题公园的未来发展，鼓励学生自行设计公园的主题活动，鼓励学生积极想象、培养创新能力Languagestudy要求学生掌握和运用相应的词汇；了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构Integratingskills阅读部分以rides为主题内容，鼓励学生创造、现象写作部分主要引导学生写好对事物的描述材料学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力；并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养

2、教学重点、难点1）重点话题:Talkingaboutamusementparks.功能:Waysofgivingdirections.Designingnewthings.词汇:themecreateattractattractionsleadtohavesth.incommonthrillsandentertainmentbebasedonmoreadvancedstepintoexperiencesth.riskinjurygivesb.athrillscreamone’sway…raceagainstimaginationdesignlivetoride表达用语:Excuseme.AmIgoingintherightdirectionExcuseme.Doesthisroadleadto…Gotit.Thankyou.句型:ThereistheFunFunParkwherewewillhaveridesandentertainment.WhatreasondoeshegiveforchoosinghisparkEnteringoneoftheattractionsatUniversalStudiosislikesteepingintotheworldofyourfavouritefilm.Itseemedlikepeoplejustcannotgetenoughofscaryridesandexcitingadventures.Youcanfeelwhatitisliketoliveinspace…语法:The–ingformusedasanadverbial.eg.Manypeoplecometothethemeparkslookingforthrillsandentertainment.Visitorsleaveknowingmoreabouttheideabehindthepark.HavingenjoyedtheridesattheHeadlandvisitorscantaketheshuttletotheLowland.2难点a.针对Reading的语篇分析b.动词-ing结构作状语的运用c.针对事物特点描述的写作

二、语篇分析单元Reading的ThemeParks是一篇介绍主题公园的说明文它一共由4段组成，包括主题公园的定义、特点，针对theWorldParkofChinatheOceanParkofHongKongDisneylandinCalifornia等主题公园的描述和对未来新兴主题公园的展望；让学生体会、概括主题公园为何如此受人们喜爱的事实理由

1、编者意图引导学生了解主题公园及其他相关户外活动，理解其主题内涵；激发学生热爱生活，积极进取，合作创新

2、文章结构思路如下1）Whatisathemepark→2）Knowabout3greatthemeparks:TheWorldpark---Peoplecanhavefunandexperiencesthdifferent.TheOceanParkinHongKong---Peoplecomeforthrillsandentertainmentandknowmoreabouttheideabehindthepark.DisneylandinCalifornia---ThethemeistheworldofWaltDisneyandhischaracters.→3）Newthemeparksarebeingbuilt.

3、篇章结构图示WhatisathemeparkExamples:ThreeparksWhatdopeopleThemesattractionsexperienceandlearnThemeparksinthefuture

4、课文线索内容复述如下Whenyoucometoawonderfulthemeparkyouaresuretoenjoyyourself.Youcanfindacollectionofridesexhibitionsandotherattractions.Theyarebasedonacommontheme.Ononehandpeoplecanhavefunthrillsandentertainment.Ontheotherthemeparksaredesignedtoteachpeoplesomething.Thosewhocomeforthrillswillalsoknowmoreaboutacertainsubjectsuchaslifeintheoceanthediscoveryoftheancientworldandlifeinthefuture.What’smoreyoumayimaginemuchnewthingsifyouthinkyoucannotgetenoughofscaryridesandexcitingadventures.Thentherewillbenewdesignsandnewthemeparkswillbecoming.

5、德育渗透*AllworkandnoplaymakesJackadullboy.工作而无娱乐使人愚钝*Nevershouldamanstayinaclosed-doorroom.Youshouldexploretheuniversetoseehowmenarecopingwiththeeventsofchanging.任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展*Nevergototheforestifyouareafraidofthewolf.Lenin大胆的探索和体验源自你的勇气（列宁）

6、写作技巧如何描写事物？关键抓住事物特征Askourselvesquestionsasfollows:WhatisitWhatistheuseofitWhatdoesitlooklikeHowlargeisitWhatdoesitsound/feel/smell/tastelikeHowdoesitworkWhatdopeopledotoitWhatdopeoplethinkofitWhydosomepeopleloveitWhatisyouropiniontowardsit

三、课时安排Period1Warmingup、ListeningPeriod2SpeakingPeriod3Reading、Post-readingPeriod4LanguageStudyPeriod5IntegratingSkills

四、教学计划Period1Warming-upListeningGoals:

1.Talkaboutamusementparksandourexperiences.

2.Learntoexpresslikesanddislikesabouttheamusingactivities.

3.Beabletolistenforinformationandunderstanding.TeachingProcedures:Step1Warming-upTaskoneListenandguessStudentslistentothetape-recorderwhichisaboutarollercoastercomingdownsharply.Question

1.Wherearethepeople

2.WhatishappeningUsingthesentencestructure:Theyareonarollercoasteradvancingfast.

3.HowdidtheyfeelTaskTwoTalkaboutourownexperiences

1.Makealistofatleastfourthingsingroups.

2.Reporttotheclass.Questions:HaveyoueverbeentoanamusementparkWhatdidyouseeHaveyouevertriedsittinginarollercoasterHowdidyoufeelDoyoulikeitWhyTaskThreeWatchpicturesandpractice

1.Lookatthepicturesandfillintheblanks.IndividualworkDoyouliketheseactivitiesWhy/Whynot

2.Doaninterviewtofindothers’ideas.StudentsmaygoaroundPairwork:Thedialoguecanbelikethis:StudentA:Hello....HaveyoueverbeentoanamusementparkStudentB:Ohyes.Ihavetried…StudentA:DoyoulikeitStudentB:Sure.Ilikeitbecauseit’sreallyexcitingand…

3.Somestudentstellabouttheirinterviews.IndividualworkTaskFourTalkaboutotheramusementactivitiesfoundinfunfairs.Studentstellaboutotheractivitiessuchasrock-climbingraftingskiingsurfingskydivingandsoon.Theycandrawsimplepicturestodescribetheactivities.ClassworkSummary:Everyonemayexperiencethethingsinthepicturesinourdailylife.Ihopeallofyoucandowhatyoulike!Step2ListeningPre-TaskTalkaboutathemeparkLead-in:Athemeparkmusthaveaspecialtheme.Pre-listening:GooverthequestionsorsentencesthathavesomethingtodowiththelisteningmaterialsatP.64andP65andguessinpairsifpossible.While-listening:

1.Listenforthefirsttimewiththebookclosed

2.ListenagainwiththebookopenandindividuallyanswerthequestionsandcompletethesentencesatP.64andP.

65.

3.Checktheanswersinpairs.

4.Fillinthefollowingform.WhichoftheparksdoyouthinkisbetterNameThemeYourreasonandideasPost-listeningquestions:HasanythingsimilarthathappenedtoyouWhatwasthesituationHowdidyoudealwithitInwhatwayStep3Summary

1.Summary:T:Inthisperiodwehavetalkedandheardalotaboutamusementparks.Youmayrealizewhatamusingactivitiesmeantopeople.Talksofamusementparksshouldaccompanyyouallthewayinlifenotjustlimitedinclass.Doyouthinkso

2.Homeworka.Recallallthenewwordsandexpressionsthatoccurinthisperiod.b.FinishtheexerciseTalkontheworkbook.c.Writeaboutyourownexperiencesinathemepark.Period2SpeakingGoals:

1.Practisegivingdirections.

2.Enlargeexpressionsofaskingthewayandanswering.Step1RevisionWarming-upTaskReportaboutexperiencesActivityOneTelltheexperiencesIndividualandClassworkWhichamusementparkhaveyoueverbeentoHowdidyoufeel/WhatmakesitunforgettableActivityTwoTellabouthowtogettotheparkIndividualworkHowcanwegetthereStep2ListeningTaskListenandanswerListento2dialoguesandanswerthefollowing:Whereisshe/hegoingHowtogetthereThispartistakenfromatesttape.Suchas:A:ExcusemebutcanyoutellmehowtogettothezooB:SorryI’mastrangerhere.Question:WhatdoestheconversationmeanA:ExcusemehowcanIgettotherailwaystationB:JustwalkonemoreblockandyouwillseeaNo.15busstop.Waitthereforthebustotakeyouover.Questions:WhereisshegoingHowtogetthereStep3SpeakingTaskWatchthemapandfindthewayPre-speakingT:Supposeweareatthemainentranceofthisthemeparkandwewanttogotosomeplaces:theOceanworldtheHistoryLandtheBungeeJumping…Pleasewriteabouthowwecangetthereaccordingtopage

65.While-speakingActivityOneOnetellstheclasshowtogettotheplaces.ActivityTwoMakeupdialoguesusingtheinformationabove.ActivityThreeMakeupdialoguestalkingabouttheirowndestinations.T:Talkaboutwhereyouplantogoandthereasonabouthowtogetthere…Post-speakingTaskHaveaFreeDiscussionT:SupposeyouareatthemainentranceandyouwanttogototheBigTowerforafreefallrideinthemorning.Whichwaywillyouprefertochoose:TakethedirectionoftheAnimalParkandtheRollerCoaster;TakethedirectionoftheDinosaurParkandtheTomorrowLand.WhydoyoupreferthatDiscussthesituationsingroup.GroupworkStep4PracticeTaskWatchthemapandsay设计意图贴近生活，充满幻想T:SupposeyouareattheOceanParkofHongKongnow.WhichpartwillyoutryTellaboutyourreasonandtheway.（Teachersdesignamapforthetalkorcopyasimilaronefromtheinternet）Step5HomeworkT:SurftheInternetandfindsomeinformationaboutthemeparkstheOceanParkofHongKongWaltDisneyandDisneylandandsoon.Thenwriteafewsentencesaboutwhatyou’vegot.Makeacopyof10wonderfulpicturesthatyoufindaboutthemeparksandyourcopieswillbeshowntoothersbeforethefollowinglesson.Period3ReadingGoals:

1.Learnsomeexpressionsaboutthemeparks.

2.Readthroughthematerialandhaveagoodunderstandingofthemeparks.Step1Pre-readingTaskWatchanddiscussActivities:Checkthestudents’homeworkandshowthefinestcopiesoftheirstothewholeclass.Aftertheclasswatchthenicepicturesonthescreentheteachergetsstudentstodiscussthefollowing:

1.Whatdoyouthinkyoucanseeinathemepark

2.Whatdoyouthinkaboutadventuresports

3.DoyourtownorcityhaveanamusementparkWhatcanyoudothere

4.IsathemeparkdifferentfromatraditionalparkWhyStep2ReadingTheMainTaskStudentslearnaboutthemeparks.Lead-in:T:WhatisathemeparkSs:Asweallknowathemeparkisawonderfulpark.Ithasitsowntheme.Ithasacollectionofridesexhibitionsandotherattractions.T:WhataretheactivitiesbasedonSs:Theactivitiesarebasedonacommontheme.Task1SkimmingQuestion

1.HowmanythemeparksdoesthewritertellusWhataretheyWherearetheyQuestion

2.WhatarethethemesaboutTask2ScanningQuestion:WhatattractpeopleinthesethemeparksIndividualWorkReadthroughthefirstthreeparagraphs.Thenfillintheformbelow.TitlePar.ParksThemesAttractions1234GroupWorkT:Exchangeyourideasandpreparetoreport.Suggestedanswers:TitleThemeParksPeoplecanhavefunandexperiencesth.different.Par.ParksThemesAttractions1TheWorldParkToteachvisitorssth…tohelpexperiencesthBuildingscastlesstatuescustomsofChineseminoritiescartooncharactersanimals2TheOceanParkTogetvisitorstoknowmoreabouttheidea..tohelppeopletoexplorethepast.Thrillsandentertainment;Ridesopportunitiestolearnaboutlifeintheoceanaconversationcenterthedinosaurexhibitionthetwogiantpandas…3DisneylandWaltDisneyandhischaracters.Cartooncharactersridesgamesexhibitions;Universal4Newthemeparksarebeingbuilt.Notes:Aboutthenewphraseswordsandsentences.EnteringoneoftheattractionsatUniversalStudiosislikesteepingintotheworldofyourfavoritefilm.Itseemedlikepeoplejustcannotgetenoughofscaryridesandexcitingadventures.Theparksarebecomingmoreadvancedandnewtechnologyallowustoexperiencealmostanythingwithoutactuallybeingindangerorriskinginjury.Askcertainquestionstocheckstudents’understandingtothesesentences.Task3DiscussingThinkwriteandthendiscuss.

1.WhichofthethemeparksmentionedinthetextwillyouvisitWhy

2.Whyarethemeparkssopopularthroughouttheworld这是一个大话题，可集思广益Step3DesigningTaskDesignathemeparkandexchangeideasinclassbyinterviewing.Activity:Studentsthinkupideasaboutbuildingacertainthemeparkwriteandreportthedesigntheplacethebuildingtimethereasonhope...NameThemeAttractionsOthers’IdeasForThisParkAttention:Oneformisforyourideaswhiletherestisforothers’.Step4Homework

1.Finishthereadingpartoftheworkbook.

2.Getonlinetosearchtheinformationofacertainthemeparkthatoneisinterestedinandwriteashortdescriptionaboutthat.

3.Listideasforan“English-SpeakingWorldPark”usingtheformofPage

67.Period4LanguageStudyGoals:

1.Revisethewords.

2.Learntousethe–ingform:usedasanadverbial.Step1RevisionActivity1:SupposeyouarethemanageroftheWorldParkofBeijingtheOceanParkofHongKongorDisneylandinCalifornia.Pleasetellaboutyourattractionstothevisitors.Activity2:Checkthehomework.Studentsformgroupstodiscusstheirideasforan“English-SpeakingWorldPark”thengetseveralstudentstoreporttheirs.Step2WordStudyActivity

1.Writethefollowingwordsontheblackboard:statueentertainmentminoritycollectionattractionadvancedrocketamusementancientexploreAskthestudentstowriteabouttheirmeaningsandthenonetellstheclass.Activity

2.T:Fillintheblankswiththecorrectformofthewords.FinishthepartofPage

68.Checking:

1.statue

2.explore

3.collection

4.rocket

5.amusement

6.advanced

7.attractions

8.ancient

9.entertainment

10.minoritiesActivity

3.Fillintheblanksofthefollowingsuggestedanswers:Whenyoucometoawonderfulthemeparkyouaresuretoenjoyyourself.Youcanfindacollectionofridesexhibitionsandotherattractions.Theyarebasedonacommontheme.Ononehandpeoplecanhavefun/thrillsandentertainment.Ontheotherthemeparksaredesignedtoteachpeoplesomething.Thosewhocomeforthrillswillalsoknowmoreaboutacertainsubjectsuchaslifeintheoceanthediscoveryoftheancientworldandlifeinthefuture.What’smoreyoumayimaginemuchnewthingsifyouthinkyoucannotgetenoughofscaryridesandexcitingadventures.Thentherewillbenewdesignsandnewthemeparkswillbecoming.Step3GrammarTaskLearntheuseof–ingformasanadverbial.Activity

1.Studytheexample:Hewasillanddidn’tattendthemeeting.→Beingillhedidn’tattendthemeeting.Activity

2.Comparewithanotherexample:AftertheyenjoytheridesattheHeadlandvisitorscantakeacablecartotheLowland.→HavingenjoyedtheridesattheHeadlandvisitorscantakeacablecartotheLowland.Summary:ThisHavingenjoyed…meansthesubjecthasfinishedanactionbeforehedoesanother.Theformisusedtoemphasizetwoactionsthathappenindifferenttimes.Suggestedanswersforpart1:

1.Hearingasoundthebabystoppedcrying.

2.Livingfarfromschoolheisoftenlate.

3.Havingbeentoldthatherdaughtergotsickshehurriedtotheschooltotakeherhome.

4.Cuttingofftheelectricityquicklyhepreventedanaccident.

5.Havinglivedinthecountryformanyyearssheknowshowtogrowvegetables.

6.Nothavingreceivedanynewsfromhomeforalongtimesheisbecomingmoreandmorehomesick.

7.Havingfoundthatherhandbagwasmissingshewenttothepoliceforhelp.

8.Havingwonthegameallofthemsanganddancedallnight.Suggestedanswersforpart2:Notes:The–ingformisusedtotellabouttheresultoraimofthemaincharacter.

1.JackandJanehavejustreturnedfromtheirtriptoWaltDisneyworldsayingthattheyhadawonderfultime.

2.Kidshavegreatfuninthisworld-famousthemeparkdiscoveringmanycartooncharactersseenonTV.

3.Heonlypaidhalfofthepricefortheseven-daytickethavingmuchsaved.

4.Havingworkedasaguideinherparttimefor2monthsSandyhasmadeenoughmoneytobuyafive-daytickettothreewaterparks.asinPart

15.TheywenttovisitDisney’sAnimalKingdomThemeParkrightafterbreakfastarrivingat9:

00.

6.HavingheardtherewouldbeamagicshowJimdecidedtovisittheWorldofMagicThemeParkinsteadofUniversal.asinPart1Step4HomeworkFinishthewordstudyandgrammarpartontheworkbook.Readmorepassagesaboutthemeparks.Period5IntegratingSkillsGoals:

1.Readthroughthetextlivetoride.

2.Understand“livetoride”.

3.Learntowriteadescription.Step1WarmingupTask1Reportaboutthepassagesfoundthedaybefore.T:Yesterdaywehavethework---tofindandreadafewpassagesaboutthemeparks.Sonowpleasedescribethethingyouhavegotinhand.Studentsmaytalkmoreaboutridesskiingraftingsurfingskydivingadventuretravelsorotheradventureactivities.Task2Readtheinformationbelowandmakeupadialogue.Notice:ThisistakenfromawebsiteoftheU.S.It’saboutakindofrollercoaster.Studentswillfindmuchdetailinit.设计意图以生活实际例子为引导，可操作性强AntFarmExpressType: Steel-MineTrainHeight: 41FeetTrainType: 30PassengersDesigner: ArrowDynamicsDrop: 32Feet#ofTrains: 3YearBuilt: 1971TopSpeed: 37MPHElements:  RideTime: 3MinutesLength: 2350Feet#ofInversions:  0Color:  yellowG-Force:  Other: Comments: OperatedatDollywood1989-1998astheThunderExpress.AlsooperatedasoneoftwominetraintrackscalledtheRiverKingMineTrainatSixFlagsSt.Louisfrom1971to

1988.Relocatedherein

2002.Photos: ……Studentsmayraisequestionsasfollows:What’sthenameWhenwasitbuiltHowmanypassengerscanittakeatatimeWhatisthelengthHowhighcanitgoWhataboutthetopspeedArethereanycommentsaboutit……Step2ReadingTask1SkimmingQuestion:Whatattractioncanbefoundimportantinthemeparks→Ridesthe“thrillride”…Task2ScanningQuestions:

1.Howdopeopleriderollercoastersnowadays

2.WhatisathrillridelikeAnswers:

1.Ridesarewiderandscarierthanever.Thecarsrunfasterthetracksarehigherandpeoplegothroughtwistsloopsanddrops.Someletpeopleraceagainsttheirfriends.Someridethroughdarknessinsideamountainandabuilding.

2.Veryexcitingandscary.Thrillridesusespeedmotionandspecialeffectstogiveyouathrill.Someletyoufeelwhatitisliketofallthroughtheair.Someridessendyouthroughcavesandevenrivers.Thrillridescanalsosendyouintospaceordeepdownintheocean.Task3DiscussingGroupWorkQuestion:WhatelsecanwedoinathrillrideS1:Wecandashthroughthesnowduringtheride.S2:Wewillridetogetherwithsomeanimals.S3:Thecarridesinadesert.……Summary:Wecanimaginesomanywaysbutit’sstillnotenough.Theonlylimittothefunistheimaginationofthedesignersofthethrillrides.Itseemstobeendless.Quote:Thegreatprogressinsciencerootsincompletelynewandbraveimaginationsofthehumanbeings.-----Dewey“科学的伟大进步源自于崭新与大胆的想象力”-----杜威Step3DesigningActivity1:Designthescariestandmostexcitingrideintheworld.Tips:WhatshouldyourridelooklikeHowlargeisitWhatisthelengthHowmanypeoplecanittakeHowfastshoulditbeHowwouldyoudesigntheloopscorkscrewsandotherfeaturesHowmuchshoulditcostWhatabouttheticketforeach…Activity2:Designanewthemepark.WhatisthenameofyourparkWhatisthethemeoftheparkAnyattractionsWhatdoyouwanttoshowvisitorsgivevisitorsandteachvisitorsHowmuchwillitcosttovisittheparkT:Writedownyourideasandthentalkwithyourpartners.Activity3:Somestudentsdescribetheirsandthenothersmayraisequestionsafterthat.Thereporterstrytogettheirdesignsmuchmorewonderful.Step4TipsTaskLearnhowtodescribethethingoneiswritingabout.Usethequestionswhenthinking.

1.WhatdoesitlooklikeHowbigisitWhatcolorisit

2.Whatdoesitsoundlike

3.Whatdoesitfeellike

4.Whatdoesitsmelllike

5.Whatdoesittastelike

6.HowdoesitworkStep5CheckpointActivity:StudentsgothroughtheCheckpointanddotheexercise.The–ingformcanbeusedtomodifyverbs.Exercises:

1.Theoldmansmokesagreatdealonlyhishealthworse.

2.thehostintothemeetingroomwefoundmanynewfaces.

3.theFilmJurassicParkIIIwewalkedoutofthecinema.

4.intheheavyrainthepupilsgotallwetthrough.

5.Visitorsleavethemuseummoreaboutnature.

6.DrWurepliedtotheinvitation.Step6AssessmentStudentsdoindividualworkforself-assessment.Step7HomeworkWriteaboutanunforgettableplace.Gooverthewholeunitandrevisethewordsandexpressions…说课稿Goodmorningteachers!it’smypleasuretobeheresharingmylessonwithyou.ThecontentofthelessonisnewseniorEnglishforchinastudent’sbook1unit3:traveljournal.Firstletmeintroducetheteachingmaterial.Thisunitistointroducethetravellingtous.Thereadingpassageisthecenterofthisunit.Itisthemostimportantteachingmaterialinthislessonwhichcontainsmostofthevocabulariesandgrammarpointsthatstudentsshouldlearn.SecondlyIwanttotellsomethingaboutthestudents.AlthoughthestudentshavethebasicabilitiesoflearningspeakingreadingandwritingTheystillneedmanyopportunitiestopracticewhattheyhavelearnedandtodeveloptheirautonomouslearningabilityandcooperativelearningability.ThereforeafteranalyzingtheteachingmaterialandstudentsIputforwardtheteachingaims.AccordingtotheEnglishsyllabusandnewlessonstandardIwilltalkaboutthemfromknowledgeaimabilityaimandemotionalaim.Theknowledgeaimistohelpstudentsunderstandandmasterthenewwordsphrasesandsentencepatterns.Theabilityaimistograspsomereadingabilitysuchasguessingskimmingscanningandsoon.Theemotionalaimistomakestudentsloveourcountryandnature.Fourthlytheimportantanddifficultpoints.BasedontherequirementofthesyllabusTheimportantpointistohelpstudentsunderstandthewholepassageandbeabletalkaboutthetravelinEnglishThedifficultpointisthenewwordsexpressionsandgrammarrules.FifthlyteachingprocedureInordertorealizetheteachingprocesssystematicallyIdividetheteachingprocessintosixsteps.Steponelead-in“Interestisthebestteacher”thereforeattheverybeginningoftheclassIshouldsparkthestudents’mindtofocusonthecentraltopic“travelling”.Iwillshowthephotosofsomebeautifulplacesonpowerpointthenaskstudents doyouliketravelwhydoyouliketravelAfteransweringthequestionsthestudentswillbeeagertoknowsomethingaboutthepassageandthisistheverytimetonaturallyleadtheclassintostep

2.Step2readforinformation:skimmingandscanningInthisstepIwillusetask-basedlanguageteachingmethodwhichcangivestudentsaclearandspecificpurposewhileskimmingandscanningthepassage.Taskone:generalideaThestudentswillbeaskedtojustglanceatthetitleandthenguesswhatwillreadinthetext.They’llbedividedintofourgroupstohaveadiscussion.ThepurposeofthistaskistodevelopstudentsreadingskillbymakingpredictionandencouragestudentstoexpresstheirthoughtsinEnglish.Tasktwo:mainideaofeachparagraphCooperativelearningcanraisestudents’interestandcreatanatmosphereofachievement.BasedonthistheoryIdividethewholeclassintofourgroupsletthemskimthewholetextanddiscussthemainideaofeachparagraphwithothergroupmembers.Thenchooseareportertosharetheiropinionswiththewholeclass.StepthreereadforcomprehensionThepurposeofreadingistogetthecorrectandusefulinformation.Studentsshouldnotonlyhaveahighspeedofreadingbutalsohaveacorrectunderstandingofdetails.Thereforethefollowingpracticecanhelpcheckthesituation.WhatwasWangKunandWangWei’sideaofagoodtripWhoplannedthetriptotheMekongWhereisthesourceoftheMekongandwhichseadoesitenterStep4solvingdifficultlanguageproblemsIt’simportantforEnglishlearnerstolearnimportantgrammarrulesandusetheserulestosolveproblemsinreality.Intheprocessofreadingthestudentsmustcomeacrosssomedifficultlanguageobstacles.soit’snecessaryforustodiscussandexplainthem.Thisperiodoftimebelongstothestudents.Theycanaskanyquestionstheycomeacross.I’llexplainthequestions.Thepurposeofthisstepistoimprovethestudents’“questioningspirit’’Step5consolidationLanguageislearnedbycommunicating.It’smyjobtocreatanatmosphereforstudentstousethelanguage.HereIdesigntwoactivities.ActivityoneretellingIwillaskfourstudentstoretellthepassage.Ithinkit’sagoodwaytoreviewwhattheyhavelearned.ActivitytworoleplayWorkinpairs.OnestudentisWangKunandanotherisWangWeichooseaparagraphfromthepassageandusetheinformationtomakeadialogue.Step6homework

1.readthepassageasfrequentlyasyoucan

2.findoutsomewordsandsentencesyouthinkarebeautifulandrecitethem.Sixlyblackboarddesignimportant…interestingusefulThemeParks。