Warming up、Pre-reading、Reading、Comprehending优秀公开课教案

Unit 1 Nothing ventured, nothing gained Reading教学设计

Teaching goals 教学目标

1．

Target language 目标语言

a. 重点词汇和短语

venture, suffering, unbearable, cosy, anyhow, perseverance, advocate, freezing, delay, discourage, grasp, bored, admirable, be inspired to continue fighting, plot to do, strengthen one’s determination, achieve success in life, unbearable, block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, remain optimistic, recover one’s health, feel low and discouraged, fall into a regular pattern, give off, suffer from b. 重点句子

So it was with great excitement one morning in July 1914 that I read this advertisement. P3 His perseverance won our complete faith in him. P3 This team-spirit contributed to the morale of the crew and saved our lives. P3

2. Ability goals 能力目标

Enable the students to learn the heroes’ perseverance and strengthen their determination to achieve success in life from reading the story. 3. Learning ability goals 学能目标

Enable the students to be strong-minded and face difficulties in life calmly and bravely so that they can find solutions to the problems. Teaching important points 教学重点

Help them learn to describe people’s characters from their behavior.

Develop their ability to make correct judgments and decisions when facing a difficult situation. Teaching difficult points 教学难点

Help the students to judge and describe people’s characters.

Develop their ability to analyze the situation and make decisions to solve the problem.

Teaching methods 教学方法

Reading comprehension, group discussion. Teaching aids 教具准备

A tape recorder, multi-media equipment (a projector and a computer) and a dictionary. Teaching procedures && ways 教学过程与方式

Step I Leading-in T: Everyone enjoys interesting and moving stories. I believe some of you are even good storytellers. Today we’ll read some really impressive good stories and I hope you will enjoy them and tell them to others. Step II Warming up First the teacher asks the students to look at the three pictures and asks them what stories the pictures show. Then check the answers by fasting reading.

Then come to Question 2. The students can have a quick discussion in groups. Q1: Do you think the characters above have something in common? Q2: What do you think helped them to achieve success in life? T: After reading these stories, now we will come to another that is more impressive and moving. Yes. It is a story of people of great determination. Step III Pre-reading Group discussion: Have the students discuss Question 1 in groups. These questions will help them think of their own experience, which makes good preparations for the reading of the story. Question 1: What is the hardest experience you have ever had? What is the greatest challenge you have ever faced? How did you go through it? What lessons have you learned from it? Several minutes later one student in a group is supposed to report their discussion. For Question 2, the teacher, together with the students, can go through it very quickly. It just leads us to the setting of the story — Antarctica. Step IV Reading Reading skills: how to read a story When reading a story, ask yourself questions as follows:

WHAT (What happened?)

WHO(Who is/are the hero/heroine or characters in the story?) WHEN (Time or date: When did the story happen?) WHERE (Where did the story happen?) WHY (Why did it take place?) HOW (Beginning, development, climax and ending: How did the story develop?) In total five Ws and an H. Practice: Take this story as an example. Ask the students to find answers to these five questions.

Skimming & Scanning Help the students practice fast reading skills. T: Read the story very quickly and answer the questions. To read fast, try to read silently. Show the questions on the PowerPoint. 1. What does the title A Successful Failure mean? 2. Who kept the diary? How did he join this expedition? 3. Who is Sir Earnest Shackleton? 4. What happened during their expedition to Antarctica? 5. When were they stuck in pack ice? 6. Why would Sir Earnest Shackleton go to South Georgia? 7. How many people were left on Elephant Island? 8. What were the people who remained on the island to do? T: OK. Stop here. Now let’s come to the answers. Volunteer?

First let the students give their answers and then show the suggested answers on the PowerPoint. Play the tape. While tape playing, ask the students to think how many parts it can be divided into. Then they will be asked to discuss and tell the main idea of each part. After listening, the students will think carefully and then they will discuss in groups. Later some spokesmen will report their discussion and tell the main idea of each part.

Show the suggested answers on the PowerPoint. Step V Explanation During this procedure the teacher plays the tape again or asks the Ss to read the text one by one. While listening or reading, deal with some language points very briefly.

Before explaining the language point, Ss should read the notes to the texts on Page 91-92. Show the phrases and some of the explanations on the PowerPoint. Phrases: block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, set out the framework for our life, the booming waves Step VI Comprehending The three questions in the first part help the Ss comprehend the story. Also they help check whether they understand the text well. T: My class, now we turn to Page 4 and answer the three questions in Ex. 1. Who can tell the answers? Hands up! Check the answers with the students. T: Good! You have a good understanding of the text. For Part 2 the Ss are supposed to make up a dialogue between Shackleton and three of his men about what to leave, what to take and why. They will role-play it in fours. This will help them a lot to have a better understanding of the story and they will realize what a dangerous and desperate situation Shackleton and his men faced when the ship sank. Step VIII Homework 1. Read the story aloud after class and try to retell it to others. 2. Try to finish the exercises in Learning about language on Page 5-7.