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牛津高中英语第9模块第4单元Reading说课稿


牛津高中英语第 9 模块第 4 单元 Reading 说课稿 江苏省邗江中学 袁 蕾 Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading. In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to readefficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures. Section 1 Analysis of the teaching material The selected teaching material is an Internet article taken from the Reading section of Module 9, Unit 4 of Biblical idioms in English. The article is about idioms from the Bible that are used in English.After analyzing it carefully,I find the article can make the students have a clear knowledge of idioms, especially idioms from the Bible and interested in them. Section 2 Indentifying the teaching aims Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson: The 1st aim: Students gain some knowledge about idioms especially the Biblical idioms. The 2nd aim: Students are encouraged to figure out the implied meaning of some idioms and use them properly. rd The 3 aim: Students are expected to practice and reinforce their reading comprehension and improve their overall abilities. Section 3 Teaching procedures In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-BasedTeaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include five parts : Lead-in ; Reading ; Post-reading activities ; Consolidation and Homework. Part 1. Lead-in Task: Picture-presenting and Brainstorming. Show some vivid pictures to students and tell students that they can use idioms to describe the pictures to make our language more colorful and interesting. After it, give them the chance to brainstorm idioms they have known, as many as possible. (With the task, I inspire students’ former knowledge and imagination about idioms and excite students’ desire to know more about idioms, which can draw their attention to the theme of the reading material and get them ready for the following reading. ) Part 2. Reading: Focusing on main facts This part includes four tasks: Task 1: First and fast reading. Tell the students to pay attention to the main idea and main structure of the whole passage. After the instructions, I play the tape of the passage and get students to complete the following table.

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Paragraph(s) Part 1 Part 2 Part 3 Para. 1 Paras. 2 - 5 Para. 6

Main idea _________ and _______ of the idioms Some examples of _____ _____ in English the ________________of learning idioms

(With the task, I get students to listen to the passage as well as reading it, thus reducing the amount of reading time .Meanwhile, students can master the main idea and main structure of the whole passage quickly with the help of the table) Task 2: Second reading. During this task, I get students to scan the passage. Then they are required to answer some questions with a second reading. Questions of this kind are not very difficult and they can be answered directly from the text. (With the task, students learn to understand the basic meaning of the text and gather the main facts about the passage by answering some questions.) Task 3: Detailed reading. In this task, students are required to scan for a detail. Try to find the changes in meaning of some idioms.
Examples 1. _________ 3. _________ the salt of the earth 6. _________ Original Meanings Immediately Part of an image in the dream of a king Something precious and important in preserving things King David, who was expected to be taken care of by God like his child. Meanings in modern English 2. __________ 4. __________ 5. __________ 7. __________

(With the task, students are expected to know the changes in meaning of some idioms and learn to grasp the detailed information of the text.) Task 4: Summary. In this task, students are required to make a summary of the idioms they have learned today in the passage. And they are supposed to use them properly. So I move on to design a practice to check whether they have mastered the idioms well. (The task serves as a summary to the passage. With the task, students are expected to revise what idioms they have learned today and how to use them properly.) Part 3. Post-reading Activities In this part, under the guidance of reading strategy ( understanding analogies),I will guide the students how to find the hidden meaning of the idioms. Give students an example at first (“kill a fatted calf”) to make them know it is helpful to consider the use of analogy when they try to understand idioms. That is , Create an image in your mind and compare it to something that is similar. Then I will provide some idioms for the students, giving them a chance to practice how to
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use reading strategy. (Examples: feel like a fish out of water; shake a leg; pull one’s leg; turn someone off; keep it under your hat; have to face the music; go bananas; just around the corner…) (The part is designed to help students learn and use reading strategy to understand analogies. The part gets students to develop more interest in learning idioms and meanwhile they can broaden their mind .) Part 4. Consolidation The part consists of two tasks. Task 1: Fill in the blanks with proper words according to the reading material. An idiom is a group of words or an _________whose meaning often cannot be understood by looking at the meanings of the _______words in it. In ______words, its meaning can be completely ________ from the meanings of its ____________. Idioms often use a number of words to ________a single object, person or concept, ________other things, and unless you ________when an idiom is being used, you easily ________what you read or hear spoken. There are many ______used in English and quite a few of them come from the ______. The Bible was first written in Hebrew and then ________into Greek, both of which use many idioms. This means that since the Bible was translated into ______ centuries ago, many Hebrew or Greek idioms have become ______of the English language. Biblical idioms ________had _________and clear meanings because they were often meant to ____the moral of a story and to give audiences an _______to help them understand the story better. (The task is aimed at making students revise and more familiar with the main idea of the passage. At the same time, students can practice some key words and expressions. Students should be encouraged to finish this task individually.) Task 2: Activity——Role-play In this task, all the students are divided into several groups of eight. Each group chooses an idiom to act out. (The task aims to consolidate the information they have learnt and also improve their skills of acting and speaking .Also, it can raise students’ awareness of cooperation.) Part 5. Homework ·Ask students to read the text again after class and underline the expressions or sentences which are not clear about. ·Encourage students to find more idioms or Biblical idioms with the help of library or Internet. (This last part is meant to go over what they have learnt after class and make good preparations for the next class. Meanwhile, strengthen students’ ability to self-study and self-research.) OK, so much for my teaching plan. Thanks for your attention.

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