外研版必修一Module3MyFirstRideonaTrainreading(说课稿)

1、My First Ride on a Train （说课稿）Good afternoon, dear judges and teachers! My name is Jiao Xinghua, from Da Qing Shiyan High school, Heilongjiang province. I am very glad to have the chance to be here. The lesson I am going to share with you is the reading period from Module 3 Book 1, My First Ride on

2、a Train. I am going to present the lesson from the following aspects,that is, Designing Principle, Background Analysis, Objectives, Teaching Procedures and Designing Features. I am going to explain them one by one.Part I Designing Principle:The teaching design is strictly based on English Curriculum

3、, according to which teaching reading in senior high school has these three aims. These are the main principle of this class.Part II Background Analysis1. First I am going to talk about Learning MaterialThe text is a travel note, in which the writer tells the place he went to, the scenery he enjoyed

4、, the things he did and the history of the train he took. There are altogether 353 words in the passage and the language is not difficult.2. LearnersBackgroundAs senior one students, they are familiar with Chinese travel notes and have got some knowledge about Australia. However, they know little ab

5、out an English travel note and know nothing about the Ghan train. In strategies, students have learned some reading strategies, such as predicting, skimming, scanning and inferring. However, they have not fully mastered them and still need more practice to train them.According to the background anal

6、ysis, I set the following objectives for my class.Part III Objectives ：1.By skimming and scanning, students will be able to get some factual information, such asthe writer personal information, what the writer saw and did during the ride and thehistory of the Ghan train. ( the learning focus of this

7、 period)2.By intensive reading and inferring, students will be able to grasp the writer s feeling of theride. (the difficult point)3. By concluding, students will be able to get the structure of the text(the. difficult point)4. Students will be able to talk about their own first ride experiences.The

8、 first one is the learning focus and the second and the third one are difficult points.In order to achieve these objectives, I design the following teaching procedures.1Part IV Teaching Procedures：The teaching process is divided into three parts, pre-reading, while-reading and post-reading. In pre-r

9、eading, I use a free talk and prediction to lead in the topic and prepare them for the reading; in while-reading, I follow the “general-specific-general”pattern. First read the whole passage and get the general ideas. Then, read each part in detail and get the specific information and the writer s f

10、eeling. And at last, summarize the structure of the whole text. In post-reading, there are two activities: one is consolidation and the other is a presentation of their own experience. Now, I would explain each procedure in detail.In Pre-reading part:1. First I use a free talk to lead in the topic a

11、nd activate their acquired knowledge to support the further study.2. And then let students predict which of the topics may be mentioned in the text. This will get studentsmind closer to the content of the text and make reading more purposeful.In While-reading part ：1. First read the whole passage an

12、d check their predictions and at the same time they can get a general idea of the text.And then comes the detailed reading.2. Read paragraph 1(1). Answer the following questions: The aim is to get the background information of the ride. （放视频） When answering the third question, I let students draw th

13、e starting and ending pointon the map so that they can have a clear understanding about the route of the ride.(2). And then let students conclude the main idea of this paragraph based on these factual questions they have answered. This activity also prepares students for concluding the structure of

14、the whole text. After reading each part, there will be a similar task of conclusion. They all share the same purpose.3. Read paragraph 2Put the three pictures in the same order as the writer saw them and find the words to describe the pictures. This activity will help students catch the key words to

15、 describe the scenery. The three pictures here visualize what students read in the text.After answering the question comes the conclusion part again.4. Read para3Answer the two questions: The first question is to catch the key words of this paragraph. The second question is about the writer s feelin

16、g, which is more difficult. Therefore, I guide students to find evidence in the text （放视频） and after they answered the questions, I concluded the learning tips about how to grasp the writers feeling in reading comprehension.2After that comes the conclusion part again.5. Read para4-6I design a timeli

17、ne to help students have a clear understanding of the famous Ghan train s history.After that comes the conclusion part again.And then I design an open question to encourage studentscritical thinking.6. After the detailed reading, I ask students to summarize the structure based on the conclusion they

18、 have made. I have written them on the blackboard.This activity also prepares them for the presentation of their own experience in post-reading.Then comes the Post-reading part1. Consolidation: The author writes the sentence“ what a ride” in paragraphletstudents1. Iaddone adjective before the word“

19、ride ” , and giveThis reasonshelpsstudents. consolidate the acquiredinformation from the text, and helps them grasp the writer s attitude and feeling conveyed in the text. Students gave a wonderful performance. They add a lot of adjectives according to the text andtheir own knowledge. （放视频）2. Presen

20、tation: The last activity is a presentation. Let them talk about their own first ride experience following the structure of the text.HomeworkWrite an article about your first ride on a train, a bus or a plane.Part V Designing features1. The teacher uses transition devices to facilitate studentsunder

21、standing of the text.A transition device is a way to transfer information from one form to another. Information presented in plain text form is not easy to process. When it can be transferred to another form, especially a visual form, readers can have a better understanding of the text. During stude

22、nts reading process, the teacher designs some transition devices in the tasks, such as pointing out the route of the train on the map, providing pictures of the scenery and the timeline of the Ghan trains history, all of which facilitate studentsunderstanding of the text.2. The teacher provides prop

23、er scaffolds in the process of leaning.According to the Background Analysis of this class, I design the tasks from easy to hard and during the learning process provides proper scaffolds in each procedure. For example, before letting students summarize the main idea of each part, I designed some fact

24、ual questions so that students can catch the key words in this part, which makes the summary of the main idea more easily. Meanwhile, the summary of each part also helps students get the whole structure of the text. After knowing the structure, they can follow it to talk about their own experience.

25、Thats the introduction of my class. Thank you for your attention.3所谓说课是教师在备课的基础上，面对评委、同行、系统地口头表述自己的教学设计及其理论依据，然后由听者评说，达到相互交流，共同提高的目的的一种教学研究形式。说课的基本步骤一、说教材1、教材的地位：从地位上、结构上、内容上、教育意义上等方面论述本节教材在本课本书中的地位和作用。2、教学目标：根据新课程标准的要求、学生年龄特点、生活经验、认识问题的层次、程度、学生发展的需要等方面制定出三维学习目标。3、教学重点、难点：从教学内容、课标要求、学生实际、理论层次、对学生的作用

26、等方面找出确立重点难点的依据并确定教学的重点和难点。二、说教法依据纲要、课标的四性、新理念、新教法等理论具体说明将在课堂设计中运用那些方法。这里可以从大的方面， 从宏观上来说一下， 具体详细可以放在下一个教学程序里说明。如：1、参与式 2 、讨论式 3 、互动式 4 、体验式 5 、研究性学习6、谈话、对话、辩论、调查、情景模拟、亲历体验、小活动等三、说学法依据新的教学理念、学习方式的转变，说出所倡导自主、合作、探究等方式方法。达到体验中感悟情感、态度、价值观；活动中归纳知识；参与中培养能力；合作中学会学习。四、说教学程序主体部分：说出教学的基本环节、 知识点的处理、 运用的方法、教学手段、开展的活动、运用的教具、设计的练习、学法的指导等。并说出你这样设计的依据是什么。五、说板书一般正规的说课如果时间允许的情况下，是要在说教学程序的过程中写出板书提纲的。如果时间很紧张，你可以提前写在一张大纸上，张贴在黑板上也可以。能够配合讲解适时出示，达到调控学生、吸引注意、使师生思路合拍共振的