Warming up、Pre-reading、Reading、Comprehending公开课参赛课教案

Unit 4

Learning efficiently

教材分析：

本单元的中心话题是“语言学习策略，如何改进听、说、读、写的技能”，内容涉及“如何成为一名成功的阅读者”、

“你怎样才能学得更好”、

“适用各类人群的学习技巧”、

“讨论阅读训练的最佳方法”、

“介绍一种新的学习技巧”、

“提出建议，改进学习方法” 等。语言技能和语言知识都是围绕这一中心设计的。

热身（Warming-up）部分由两个练习组成：练习1是一张图表，

显示某学生课外学习英语时间分配情况，即用于听、说、读、写、语法、词汇的时间比例。

要求学生参照图表分组讨论三个问题：图表对该学生的学习习惯做了哪些介绍；对该学生课外英语学习的时间安排提出看法；如果对本班同学的调查是否会取得同样结果。教师应当结合这个表格引导学生反思自己学习英语学习观念是否有积极意义。练习2是两人小组活动，要求学生相互采访同伴的英语学习习惯，并将结果绘成图表。

读前部分有两个练习，，主要讨论阅读技巧。练习1是让学生先考虑一下自己阅读汉语的习惯、技巧，并列出六个方面的与此相关的问题帮助学生思考。练习2是让学生阅读“理解”部分的第一个练习

“阅读”部分的标题和图片，要求两人一组讨论课文对“阅读”这一话题会说些什么。目的是预测阅读内容，抓住阅读要

点。

阅读部分上一篇说明文，话题是“如何成为一名成功的阅读者”。

内容涉及以下方面：1）多读、多练习、熟能生巧。

2）享受阅读练习中的乐趣。

3）学会良好的阅读方法，即预测阅读内容、主动阅读、依阅读目的确定阅读方式、学会依据上下文猜测词义。

4）结论是用适当的方法通过大量的练习，我们就能提高阅读能力。

Learning Period 1

Reading I. Teaching aims: 1. Enable the students to realize that different language learning strategies are taken by individuals 2. Introduce to the students several aspects of being a successful and efficient reader II. Teaching important points:

Get the students to know

how to be a successful and efficient reader and work out a program to improve their reading III.

Teaching difficult points:

Enable the students to use the information mentioned in the reading part to evaluate their reading and work out an improvement strategic program. IV. Teaching methods: Cooperative learning, task-based learning V.

Teaching aids:

A computer, a blackboard, a tape-record VI. Teaching procedures:

StepⅠ

Lead-in 1. Greetings 2. Show them a calculation question “ 1+2+3+…+100=?” The students surely will respond immediately with an answer 5050. Ask them who first worked out the problem in the world with a much easier solution. (A ten-year-old boy C.F. Gauss worked out the problem assigned by the teacher in a few seconds.）

3．Get a conclusion: From this example, we know the significance of method.

Right methods can always help improve the efficiency of solving problems. As to our study, we can also apply certain methods or strategies to make ourselves an efficient learner.

Step II Warming-up 1.

Assign Exercise 1.

Students discuss about their answers.

Ask Ss to make a list of reasons of learning English on the blackboard.

For example: to pass an exam to get into university for further study in English to read books in English for travel purposes to get a better job 3 , . After writing the list, students go through the most popular reasons for learning English and ask what skills they will need in order to succeed. 4 . Assign Exercise 2. 5. When Ss have completed their graphs, asks them to discuss with a partner whether they consider they are giving the right amount of time to each language area according to their reasons for studying English.

Step III Reading 1.

Ask Ss to discuss in six groups of question in Exercise 1. Spend some time checking their answers and reinforcing the ideas outlined above. 2.

Discuss about Exercise 2.

StepIV

Reading 1. Ask the Ss to read the text on their own, reminding them of their reasons for reading the text and ask them to complete the first exercise in Comprehending. In order to discourage Ss from reading in more detail than they need at the end of the exercise, give them a set time to read the passage and complete Exercise 1. Advise them not to look up unknown words in their dictionary, but to underline any words they cannot work out the meaning for. 2. Ask Ss to finish Exercise 2. They may read the text again if necessary, but only once, before answering the question in Exercie2. 3. Ask Ss to read the text once more in pairs or groups according to their ability. And do Exercise 3 & 4.

Step V

Homework

1. Ask Ss to go over the text again and underline points they find difficult in the text 2. Ask Ss to evaluate their reading style and work out a program to improve their

reading or giving others suggestions how to improve reading efficiency.