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SEFC Book1A Unit4 Reading “The Rescue” 说课稿 教案


Unit 4 the resuce Hello, everyone. Today I am very glad to have the opportunity to share some of my teaching ideas. My topic is The Rescue taken from Senior English for China Book 1A Unit 4 the Reading part. My idea is made up of five parts: the analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and blackboard design. First, let me talk about the teaching material. Part 1: The analysis of the teaching material This lesson is in the Reading Part, it is about an unforgettable experience between two persons, and it plays a key role in the English teaching of this unit. By studying this part, Ss can improve their reading, speaking and listening ability and learn about the usage of attributive clause and some relative words and expressions. Learning this part well would help Ss learn the rest of this unit. As we all know, reading broadens students’ horizon and enlightens their thoughts. So it plays a very important role in learning. According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Teaching aims 1.1. Knowledge objectives: a) The Ss can understand the content of the passages. b) The Ss can hear, read, and use the main sentence patterns c)The Ss can use the patterns to express their thoughts in the proper situation

d)Then students should master the verbs and verb phrases like, advance, seize, sweep; get on one’s feet, pull oneself. 1.2. Ability objectives: (1) the student can improve their reading ability, especially their skimming and scanning ability. (2) Ss can develop their abilities of listening, speaking, reading and writing. (3) Students can learn to apply the attributive clause in their dialogues according to certain situation. 1.3.Moral objectives (1) Ss should learn to keep calm when meeting accidents or disaster. (2) Ss are encouraged to develop an optimistic emotion and readiness to help others or themselves. (3) Ss should learn to build up a relation of helping each other between classmates. now, let’s come to the Important points and the Difficult points. 1. The important point is to teach Ss to express themselves in some accidents with some special verbs. Another key point is to train them to use attributive clauses with the relative pronouns like, who, that, whom, whose. 2. The difficult point is to let Ss know how to better use the attributive clause to express some special conditions. As we all know, if we want to teach Ss well, we should apply the right teaching methods, According to the analysis of the teaching material and the students’ learning background, I will use the following methods.

Part 2. Analysis of the teaching methods In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So I’ll mainly use “Discussion” Approach and “Task-based” language teaching (任务教学法). The former can Stimulate Ss’s interest in reading the text.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English. All these would let the Ss get a better understanding of the passage. Part 3. Analysis of the Studying methods Since the ss are those who are in Grade one, it is very important to help them form a good habit of studying. In class, I’ll try my best to help them form a good habit of studying English. For example, they don’t have to refer to the dictionary the moment they encounter the new expressions. Instead, they may guess the meaning according to the context, and they should consider the text as a whole, pay attention to the main idea and the topic sentences, master the scanning skills and have the useful information acquirement ability and so on. For me, I should note the key points and useful expressions and try to use them after class. To make full use of the teaching methods, fulfill the teaching aims, stress the important points and the difficult points, I will arrange my teaching procedure as follows:

Part4 Teaching Procedures Step1: Pre-reading (lead―in) Greet the class. Talk about unforgettable experiences. List some natural disasters Natural disasters: fire; flood; draught; earthquake; typhoon Then show the students a video. Then ask : 1.Which disaster is it ? 2.What can you see in the video? water; waves; many people are swept down by the waves, struggling in the water;. They are tying to rescue themselves. 3.If you were in a flood, what should you do?and what’s your feeling?引出 各种表情的形容词(anxious, happy, nervous, worried, relaxed,etc)The studen ts can give different answers. 4.Do you want to know more information about how to rescue yourself in a flood? Today we will learn a new lesson ”The rescue” Open your books, and turn to P24. Step2: While-reading Fast-reading 1. Read fast and do the exercises “true or false” 1. When the flood came, Flora was in the house. F

2. After the second wave came, Jeff held onto a tree which grew against the wall. T 3. Flora’ s beautiful hair and dress were all wet and cold, but she still felt very happy. F 4. In the end, they didn’t find the chimney. F 2.Read again and divide the passage into three parts. Part 1(prar1 to prar2) in the garden Part 2(prar3 to prar6) on the way to the house Part 3(prar7 to prar11) inside the house Careful reading Read the passage carefully and find out what they did in each part. Part one: look around; run; wave; hear; see; shout; seize Part two: drag; sweep; pull up; hold onto; struggle; fight for; Look into; run; get to the steps; open the door Part three: climb; run up; stop ; listen to; start crying; look out of; shout; rescue; Step3. Post-reading Task 1: complete the post-reading exercise Task2: Task 1:Suppose you are Flora or Jeff. A reporter will interview you about how you rescued yourself from the flood. First: saw; running; waving; looked around; saw a wall of water…. Next: swept…down; struggled…for Then: tried to get to the house; climbed the stairs…

End: chimney; rescued… Task3 : Discussion: What should you do if a fire happened in the classroom? Show some useful words and expressions to help the students. After discussing,. show them some pictures to summarize what should be done if a fire broke out. Step4: Question time If any Ss still have some confusion about this part, he or she can ask me questions freely about that. Step5. Homework Write an article about one of your unforgettable experiences. Part 5. Blackboard arrangement Blackboard design should be thought for a thing that attracts the students’ attention and let me to write down the important teaching points. I will divide the blackboard into three parts. In the middle are the title and some important words and expressions which can be useful for Ss to talk about their experiences, on the left write down the “natural disaster” and under it write down relative disaster words. On the right are the relative questions and the relative expressions. OK, these are all my ideas. Thank you!



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