上课导学案Module1_Unit3

1、Unit 3 Looking good, feeling goodReading Dying to be thinPart 1 Analysis of the teaching material（教材分析）The text is taken from Advance with English, Students Book 1A, originally published by Oxford University Press. This book consists of 3 units. In each unit, there are 7 parts: Welcome to the unit,

2、Reading, Word power, Grammar and usage, Task, Project, Self-assessment. The class we have today is the first period of the Reading, which is made up of a passage and a reading strategy.Part 2 Status and Function（地位与作用）Nowadays, more and more people become caring about their figure (shape), especiall

3、y girls, but the ways they choose to lose weight sometimes even damage their health. The topic of this class is just about the relationship between health and appearance. The functions of this period are as follows:1. The passage “Dying to be thin”is the development of Welcome to the Unit.2. It aims

4、 to give the students a better understanding of the topic of Unit 3 “Looking good, feeling good”.3. After this period, Students can have a clear idea of the passage, knowing how to be healthy.Part 3 Teaching objectives (教学目标)As for teaching objectives, there are three ones. (The first one is the sec

5、ond one isand the third one is)1. Moral objective（情感目标）: To make the students aware of the importance of health, and thus to form a right attitude towards “looking good”2. Knowledge objective（知识目标）: To enable students to understand the differences between “however” and “but”3. Ability objective（能力目标

6、）: To develop the students reading ability, especially the skills of skimming and detailed reading.Part 4 Teaching important and difficult points (教学重难点)1. Teaching important points（教学重点）: To get the main ideas about the three emails.2. Teaching difficult points（教学难点）: How to enable the students to

7、identify the main topic of each email and understand sentences with “however” and “but”.Part 5 Teaching methods and facilities (教学方法及手段)1. Teaching methods (Task-based teaching method, pair work and discussion)a) According to the modern cognitive theories, I adopt the TBLT method in my reading teach

8、ing, namely Task-based Language Teaching, which offers students an opportunity to complete the tasks in which students use language to achieve a specific outcome. The activity reflects real lives and authentic situations and learners can focus on meaning. They are free to use any language they want.

9、b) Pair work and discussion is a kind of class activity which is often used in language class. Carrying pair work and discussion, two or more students often work together. In this way, they can communicate with each other to develop communicative competence.2. Teaching facilities(A computer, a black

10、board and a tape-recorder)a) Both traditional and modern teaching facilities have been used in my class. Its known to us that the multimedia is very effective in language teaching and courseware can offer us a visual representation of information.b) A blackboard can be easily available. In order to

11、give students a deeper understanding and clearer picture of this lesson, some important points have been presented on the Bb.Part 6 Teaching procedure (教学过程）Stage 1 Pre-reading(读前活动)Activity 1 QuestionsLook at pictures, and discuss: Suppose you are a bit over-weight, how would you lose weight? Why d

12、o you choose such a way？(Questions can get Ss involved in thinking. In this way, Ss thinking ability can be developed and cultivated. “How to lose weight” is a very hot topic nowadays, especially among youngsters, so it will surely activate students interest and encourage them to voice their opinion

13、s.)Activity 2 DiscussionTalk about the advantages and disadvantages of various ways to lose weight.(I will pay a special attention to the weight-lose pills as the text is concerned with the character of Amy after her taking of the weight-lose pills. After the discussion, we will come naturally to th

14、e text.)Stage 2 While reading(读时活动)Task 1 Fast-reading Let students read the title of the passage “Dying to be thin” on page 42, and then ask the question: What does the title mean in this passage?(I will get students to skim the passage quickly and try to catch the general idea of the whole passage

15、. According reading theories, reading ability can be achieved by fast reading.)Task 2 Careful readingActivity 1: Play the tape for the Ss to listen. Ask students to pay attention to some details. Then, choose T & F.Activity 2: Ask students to read the three e-mails again, and make multiple choic

16、es. Allow the Ss a few moments to carry out the task and then check the answers. (These two activities are done mainly to help the students to get the details of the three e-mails which they may not pay much attention to when doing reading.)Activity 3: Discuss the main point of each letter (This act

17、ivity is designed to help students to develop the skill to summarize the text. That is, to give the main idea of each e-mail with concise words.)Stage 3 Post-reading(读后活动) (The three points are important teaching objectives. Therefore, it is quite necessary for the teacher to write them on the Bb to

18、 help Ss to have more understanding of the three emails, also giving their cerebral cortexes more reinforcement. )Part 8 Teaching refection (教学反思）1. Through my careful observation, I find that some of the students seem to be slow in reading. In order to change this situation and enhance their reading speed, some pieces of easy and interesting reading materials will be selected for them to arouse their interest and dev