2022年高二英語(yǔ) Unit 6 Module 8 說(shuō)課稿 冀教版

2022年高二英語(yǔ) Unit 6 Module 8 說(shuō)課稿 冀教版Today my topic is Reflections of an Exchange Teacher taken from section 1 of unit 6 in Module 8. Its made up of five parts. Part1. Understanding of the teaching material    Status and functionThis section is a long passage as the theme text of unit 6, so it plays the leading role in the English teaching of the whole unit. The topic of this unit is Manners, Customs and Cultures and this section is titled Reflections of an Exchange Teacher. It is helpful for the students to improve their ability of getting the main idea and some useful information from long stories.This section is looking at cultural differences from a Westerners point of view, so it also can help them to deepen their understanding of cultural difference and might help the students to think about Chinese language, customs, traditions and practices in parison with those in the Englishspeaking countries.In fact, I consider this series of units on culture topic almost in every module are the most important for our students English study. They can help the students believe that only by studying the culture can we learn a foreign language really well.    Teaching aims and demands1. Knowledge objectives: mastery words and phrasesrepresentative, starve, take away from, terrify, go about, casual, cushion, melt away, uncertain, in somebodys shoes2. Ability objectives: help the students learn to summarize a long story;train them with some effective learning methods to optimize their learning results.3. Moral objectives: enable the students to realize the cultural differences and similarities; encourage them to discuss intercultural experiences; help them to respect and also face different cultures.4. Cultural awareness: Help the students to be aware that culture differs from nation to nation. We should know other cultures and also love our own.    Teaching key points1.       prehend the passage as a whole and get the main idea of the passage.2.       Get some detailed information.3. Master the usage of words and phrases: reflection, though, remind, melt away, be supposed to do    Teaching difficult points1.       Attributive clauses and appositive clauses2.       Absolute constructionsPart2. Something about the students1.                The students have been exposed to different aspects and levels of cultural differences.2.                They have learned attributive clauses and appositive clauses, but maybe still mix them up.Part 3. Teaching Methods, Studying Ways and AidsHigh School English Teaching Syllabuses and High School English Curriculum Standards demand the students should be able to:1.                understand biography, story, narrative and so on with less than 3% new words in it at the speed of 70-80 words per minute.2.                grasp the main idea, main facts, main clues and the order of time and space with basic reading skills.3.                figure out the writers attitude and opinionand so on.So, according to the theory of “making the students the real masters in class while the teacher himself acts as the director”, I will follow the “double activities teaching method” and “question-and-answer activity teaching method” using different levels of exercises to help them to be a logical thinker.As students differ, I will choose right questions for right students to answer in class. In this way, students of different level will be respected and they also can gain self confidence, which will arouse their enthusiasm.Teaching aids: 1. multimedia 2. a tape recorder 3. blackboard Part4. Teaching proceduresStep1. RevisionShow some pictures of food and celebrating the festivals from different parts of the world. Review the definition of culture and present the illustration of its ponents on the blackboard. (As Unrau said, graphic organizers help students to organize information and see more clearly the links between the center and the branches.)Activity: group work to discuss the ponents of culture. (slide 1)Purpose: Flashback something about culture they have learned.Step2. Lead-in  Ask the students some questions and let them talk about their personal experience.Activity: question-and-answer activity (slide 2)Purpose: Arouse the students interest and lead to the text.Step3. Fast readingLeave about 4 minutes for the Ss to read the passage in silence as quickly as they can. Then e to the put-in-order exercise and the T or F questions on the screen. ( slides 3 & 4)Activity: Fast reading in silence and brief questions.Purpose: Help the Ss to get the main idea of the passage.Step4. Intensive readingGuide the Ss to read each part carefully and try to get some information in details. Check in the form of questions and multiple choices. (slides 5&6 )Activity: Depth reading and exercises for detailed information.Purpose: Help the Ss further understand the text to get some details and find out some difficult sentences.Step5. prehension and focus Explanation to some words (slide 7)1. reflections of an exchange teacherreflection n. deep thought2. Sometimes, though, I thoughtthough adv.3. I reminded myself that remind sb. of / about sth.remind sb. to do sth.4. seemed to melt away.melt away: disappear gradually5. what a typical Japanese classroom was supposed to look like.be supposed to do: should Ask the Ss to find out the attributive and appositive clauses and tell the difference. I write down the clauses on the blackboard. Point out the sentence which has absolute constructions in it and explain.one dressed in jeans and the other one a female teacher like me wearing cotton pants and a light blouse. (slide 8)Activity: Explain the usage of important words and structures.Purpose: Train the Ss ability of understanding and using language.Step6. Listening and mimicActivity: Play the tape and ask the Ss to mimic.Purpose: Review the story as a whole and correct the Ss pronunciation and intonation.Step7. ConsolidationActivity: Ask the Ss to close the books and finish the cloze test on the screen. (slide 9)Then find four sentences that show how the exchange teacher views culture and cultural differences.Purpose: 1.To see if the Ss understand the whole story and remember some information.2. To see if they can figure out the writers attitude and opinion.Step8. Further readingActivity: Present a picture of a Chinese student winning an award in the USA and ask the Ss to read a short paragraph written by him about his feelings when he first arrived there. (slide 10)Purpose: 1.To expand the reading about cultural differences2. to encourage the Ss to face the difference3. lead to more experiences in section 4 in this unit.Step9. Assignment     Discussion on P.65 in the book.     Choose one of the following to make some ments  from the perspective of cultural differences: (slide 11)1.       Liu Yiting in Harvard (book) 哈佛女孩劉亦婷2.       Growing pains (situation edy) 成長(zhǎng)的煩惱3.       Modern family (sit) 摩登家庭4.       Pekinger in New York (sit) 北京人在紐約Purpose: 1. Further understand the text.2. Give the Ss a chance to learn to analyze the literature works from the perspective of cultural differences:Part 5. Blackboard designUnit 6 Section 1 Reflections of an Exchange Teacher Brainstorming of the words about  culture:     discipline, Family structure, food, religion,  health, time and space, Traditions, celebrations,     holidays, history etc.  clauses:1) attributive clauses                          2) appositive clause1. _                      1. _ 2._                       2. _3._                       3. _4._                      4. _5._                      5. _6._7._8._