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1、2022年高二英語 Unit 6 Module 8 說課稿 冀教版 Today my topic is Reflections of an Exchange Teacher taken from section 1 of unit 6 in Module 8. It’s made up of five parts.? Part1. Understanding of the teaching material ㈠??? Status and function This section is a long passage as the theme text of unit 6, so it

2、 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

3、long stories. This section is looking at cultural differences from a Westerner’s 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 E

4、nglish—speaking 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. ㈡??? Teaching aims a

5、nd demands 1. Knowledge objectives: mastery words and phrases representative, starve, take away from, terrify, go about, casual, cushion, melt away, uncertain, in somebody’s shoes 2. Ability objectives: help the students learn to summarize a long story; train them with some effective learning me

6、thods 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 awar

7、e that culture differs from nation to nation. We should know other cultures and also love our own. ㈢??? Teaching key points 1.?????? 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,

8、though, remind, melt away, be supposed to do ㈣??? Teaching difficult points 1.?????? Attributive clauses and appositive clauses 2.?????? Absolute constructions Part2. Something about the students 1.??????????????? The students have been exposed to different aspects and levels of cultural differ

9、ences. 2.??????????????? They have learned attributive clauses and appositive clauses, but maybe still mix them up. Part 3. Teaching Methods, Studying Ways and Aids ㈠High School English Teaching Syllabuses and High School English Curriculum Standards demand the students should be able to: 1.????

10、??????????? 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 writer’s

11、attitude and opinion and 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 exercise

12、s 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. ㈡Teaching aids: 1. multimedia 2. a

13、 tape recorder 3. blackboard Part4. Teaching procedures Step1. Revision Show 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 h

14、elp 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

15、talk about their personal experience. Activity: question-and-answer activity (slide 2) Purpose: Arouse the students’ interest and lead to the text. Step3. Fast reading Leave 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

16、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 reading Guide the Ss to read each part carefully and try to get some information in details. Check in the form of

17、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 ㈠ Explanation to some words (slide 7) 1. reflecti

18、ons of an exchange teacher reflection n. deep thought 2. Sometimes, though, I thought… though adv. 3. I reminded myself that … remind sb. of / about sth. remind sb. to do sth. 4. …seemed to melt away. melt away: disappear gradually 5. …what a typical Japanese classroom was supposed to look

19、like. be supposed to do: should ㈡ Ask the Ss to find out the attributive and appositive clauses and tell the difference. I write down the clauses on the blackboard. ㈢ Point out the sentence which has absolute constructions in it and explain. …one dressed in jeans and the other one – a female tea

20、cher 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 mimic Activity: Play the tape and ask the Ss to mimic. Purpose: Review the st

21、ory as a whole and correct the Ss’ pronunciation and intonation. Step7. Consolidation Activity: 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 i

22、f the Ss understand the whole story and remember some information. 2. To see if they can figure out the writer’s attitude and opinion. Step8.?Further reading Activity: 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

23、his feelings when he first arrived there. (slide 10) Purpose: 1.To expand the reading about cultural differences 2. to encourage the Ss to face the difference 3. lead to more experiences in section 4 in this unit. Step9. Assignment ㈠???? Discussion on P.65 in the book. ㈡???? Choose one of th

24、e 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

25、 the text. 2. Give the Ss a chance to learn to analyze the literature works from the perspective of cultural differences: Part 5. Blackboard design Unit 6 Section 1 Reflections of an Exchange Teacher ㈠ Brainstorming of the words about? culture:? ??? discipline, Family structure, food, religion,

26、? health, time and space, Traditions, celebrations,???? holidays, history etc.? ㈡ clauses: 1) attributive clauses????????? ????????????????2) appositive clause 1. __________________??????? ??????????????1. ________________ 2.__________________??????? ???????????????2. _______________ 3.__________________?????????????????????? 3. ________________ 4.___________________????????????????????? 4. ________________ 5.___________________????????????????????? 5. ________________ 6.___________________ 7.____________________ 8.____________________ ??????????????