高中英語(yǔ)UNIT 12 Harry Potter說(shuō)課稿

高中英語(yǔ)UNIT12HarryPotter說(shuō)課稿LessonPlanInterpretationSEFCB00K1Goodmorning!Everyone!IamgladtointerpretmyIessonhere,theIessonpIanIamgoingtotalkaboutisfromSeniorEngIishForChina,Book1,TheReadingPeriod,HarryPotterfromUNIT12Art&Literature.IwiIIexplainhowtoteachandthereasonfordoingthisfromfollowingaspects.IAnalysisofteachingmateriaI.IITheoreticalbasis.IIITeachingmethodsandstudyingways.Teachingprocedure.Blackboardwork.IAnalysisofteachingmateriaI.ThetopicofthisIessonisHarrypotter.ThetextbrieflyiintroducesthewriterJ.K.RowIing,anditmainlytellsaboutsomedetaiIsofHarrypotter'Iife.Asweknow,thereareaseriesofHarrypotterbooksandfiIms.OurstudentsmayhaveaIreadyknownsomebackgroundknowledgeaboutharrypotter'sIife.Sothetextisnotdifficulttounderstand.InordertoheIpmystudentstogetfurtherunderstandingofthetextandimprovetheirreadingabiIities.Isetfollowingaims.KnowledgeaimsThefirstisknowledgeaims.StudentsshouIdgetageneraIimpressiononthewriterJ.K.RowIing,andstudentsshouldknowmoreaboutharrypotter'sstudy,charactersandbeIief.Also,studentswiIImastersomeusefuIwordsandexpressionsafterthiscIass.AbilityaimsThenextisabiIityaims.Inthislesson,IwiIIfocusondevelopingmystudentsabilityofsummarizingasweIIasskimming,scanningandtaskreading.What'smore,IwiIIencouragemystudentstomakefuIIuseofinternet.Youknow,internetissopopuIarandimportantinourdailyIife.MoraIaimsThemoraIaimsofthisIessonistocultivatemystudents'self-confidenceandencouragethemtobearthebeIiefthatanydifficultycanbeovercome.That'stheteachingaims.Thekeypointsofthislessonistoimprovemystudentsreadingspeedandreadingcomprehension.Whilethedifficultpointsofthislessonissummarizing.IITheoreticalbasis.Therefore,Iadoptschematheoryasmytheoreticalbasis.SummarizingneedsfuIIcomprehensionofthetext,whilereadingcomprehensionisaninteractiveprocessbetweenthereader*sbackgroundknowledgeandthetext.Soasateacher,IwiIItrytoactivatemystudentsoldknowledgestoreandaddmorereIevantinformationbeforeIgetstudentstoreadthetext.IIITeachingmethodsandstudyingways.Inthisreadingperiod,IwiIIadopttop-downapproch,thatistosay,backgroundknowledgeismoreemphasizedinthiscIass.Asforteachingaids,IwiIIusepowerpoint,somulti-mediaisnecessary.WhenitcomestoIearning,studentswiIIlearnthroughindependentreading,discussionandpractising.IVTeachingprocedure.Now,let'sseemyteachingprocedure.Theteachingprocedureiscomposedoffoursteps:StepIPresentation,StepIIReadingcomprehension,StepIIIPractising,StepIVAssignment.StepIPresentation,PresentationincIudesgreetingandlead-inactivity.IntheIead-inactivity,firstofall,Iwillshowtwophotosonpowerpoint.OneisofthewriterJ.K.RowIing,andanotherisofHarrypotter.IwiIIaskmystudents“whoarethey?”tocatchtheirattentionandarousetheirinterests.ThenIwiIIintroduceJ.K.RowIingandherHarrypotterbooks.Atthesametime,therewiIIbeawebsiteonthescreen(/harrypotter/j.k.rowIing).ThisoffersmystudentsawaytofindmoreinformationaboutJ.K.RowIingandHarrypotter.Inthisway,mystudents'awarenessofusinginternetasstudyingtooIcanbestimuIated.Afterthat,IwiIIgivemystudentstwoquestionstodiscuss.ThesequestionsareaboutmagicaIpower.OneisthatthinkoutthreemagicaIpowersthatyou'dIiketohave,anotherisIfyouhavemagicalpower,whatdoyouwanttodo?ThiscanencouragemystudentstospeakEnglish.SomestudentswiIIbeaskedtotelltheiropinionsinEnglish.anyIanguagepointsandgoodexpressionstheyhavementionedwiIIbewrittenonthebIackboard.PresentationisaimedtoarousemystudentsinterestsinthetextandgetmystudentsmentaIIyprepareforreading.StepIIReadingcomprehension,ReadingcomprehensioncontainsfastreadingandcarefuIreading,.Beforefastreading,firstly,IwiIIpresentnewwordsofthetextonthescreenandexplainsomeofthem.Then,Iwillgivemystudentsamultiplechoice:whatdoesthetextteIIabout?Studentsareaskedtoreadthetextwithinthreeminuteswiththischoice.Thiscantrainthestudents?readingstrategy:taskreading.Afterfinishingreading,IwiIIchecktheanswerthatthetexttellsaboutmagicandstrangeadventuresandatthesametime,IwiIIexplainhowtodeaIwithskimming,scanningandtaskreading.duringcarefuIreading,first,IwiIIasksomestudentstoreadeachparagraghandotherstogivethemainidea.ThisactivitycantrainmystudentsabilityofgeneraIizationandcanmakemystudentsfurtherunderstandthetext.Aftermainideasarechecked,trueorfaIsestatementsarepresentedforstudentstoidentify.Then,IwiIIaskmystudentstoreadthetextagainwithfollowingfourquestions1.WhyisHarrypotter'sIifemiserabIebeforehegoestoHogwarts?2.WhatdoesHarrypotterIeardabouthimselfatHogwarts?WhatdoesthewriterwanttoteIIus?DoyouthinkthatwecanlearnaboutthereaIworIdbyreadingnoveIs?Whyorwhynot?ThesefourquestionsareaIIconcernedwiththetext.MystudentscanfindthefirstthreequestiondirectIyfromthetext,whiletheIastoneisanopenquestion,studentscangivefreeanswers.ThisisaimedtoencouragemystudentstospeakEnglish.Thisquestioncanhavedifferentanswers.Throughthesequestions,studentsmayusesomenewwordsandexpressionsothattheycanmasterthem.StepIIIPracticePracticeisastepthatcanconsoIidatewhathaveIearnedinthiscIass.Inthisstep,studentsbecomereaImasterofthecIass.FirstIy,Iwillgivemystudentsthreeminutestopreparetosummarizethetext.Atthesametime,somekeywordsandexpressionsofthetextwiIIbeIistedonthebIackboard.Then1or2studentswiIIbeaskedtogivetheirsummaryoraIIy,andIwiIImakesomecomments.Atthesametime,IwiIIpresentthesummaryofthistextonthepowerpointasarefenrence,andIwiIIexplainhowtosummarize.Afterthat,IwiIIgivefoursituationsforstudentstomakesituationaldialoguesingroupsof3of4.(Foursituations)HarrypotteristreatedbadIybythefamiIyheisIivingwithHarrypottergetsthenewsabouttheschooIHogwartsHarryarrivesatHogwarts,whathappensoneoftheadventuresofHarrypotter'sThesesituationsareaboutHarrypotter'sexperience.Iftimeispermitted,IwiIIask1or2groupstoperform.Thisstepmaytrainstudents'abilityof