高二英语说课稿全集

［精品］高二英语说课稿全集

Module4SandstormsinAsia1

Module4Book3SandstormsinAsia4

Module2Book6FantasyLiterature7

ModuleThreeBodyLanguageandNon-verb17

Content:Section1,Unit6,Module19

Unit12MainlyRevisionLesson4528

unit15(readingthefirstperiod)35

Unit5FirstAidforBums说课稿42

Unit6Lifeinthefuture(说课稿)47

I'mmoreoutingthanmysister51

高二英语说课稿Frankenstein5story53

英语说课案卡通人物米老鼠55

Module2Writing说课稿62

高二英语Unit20,reading说课稿66

FreedomFightersIHaveaDream.说课稿71

高二英语选修8Unit2阅读说课稿72

第一单元Makingadifference说课稿80

Module4SandstormsinAsia83

人教版Unit7BomDying说课87

高二英语Unit17Disabilities说课材•料88

Unit1JohnSnowdefeatsKingCholera90

ReportbyJohnSnow92

JohnSnowDefeatsKingCholera94

UNIT7LIVINGWITHDISEASE说课教去94

Unit6Lifeinthefuture说课教案100

人教Unit4Agardenofpoems107

［精品］高二英语说课稿全集

Module4SandstormsinAsia

一、说教材

（一）教材内容及分析

我说课的内容是外研版《英语》（新标准）高中第三册（必修3）Module4Sandstorms

inAsia本模块介绍了亚洲（主要是中国）沙尘暴的情况，并引入了与沙尘暴和环保有关

的词汇。要求学生了解沙尘暴方面的知识并掌握相关词汇，培养学生用英语谈论沙尘暴及

环保的语言技能。

Introduction部分为此模块的warmingup,介绍与“沙尘暴"有关的词汇,并设计了三

个练习活动。通过教材设计的这三个活动，可以让学生初步熟悉这些词的意义，为以后的

各项学习活动做好准备。ReadingandVocabulary该部分介绍了“亚洲的沙尘暴”。围绕

着课文，编者设计了五个与课文内容和词汇有关的练习。通过这些练习，学生可以增进对沙

尘暴危害性的了解，熟悉有关沙尘暴的词汇。

（-）教学目标

根据《新课标》总目标的描述，结合本课的内容，我把本节课的教学目标系统化，分

别是：语言知识，能力目标，情感目标，文化意识，和学习策略。

1.语言知识目标

掌握并能运用下列词汇：

与沙尘暴有关：disaster,dune,citizen,dust,desertification,forecast,strength,

cycle,mask

与环保有关：process,mass,campaign

句子：

Tohavebeencaughtinasandstormwasaterribleexperience.

Therewasnothingtobedone.

Tobecyclinginasandstormisfrightening.

2.语言技能目标：

理论依据：高中英语课程标准强调用英语获取和处理信息的能力

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1).能从文章中获取主要信息并摘录要点

2).能理解文章主旨、作者意图

3).能提取、筛选和重组文章中的信息

4).能利用上下文猜测新词汇

3.学习策略目标

词汇归类

在阅读、英语互动、完成任务过程中进行有效自我调控

通过各种途径获取相关信息，辨别并运用有效资源

3.文化意识和情感态度目标

了解亚洲沙尘暴的状况

增强环保意识

4.重点与难点

重点：

了解沙尘暴；阅读微技能训练

难点：

运用所学词汇和短评，围绕主题进行讨论及写作

二、说学情

在教学过程中，对学情的了解是教师因材施教的关键。高中的学生注意力有一定的稳

定性，观察能力很强，具有一定的目的性，系统性和全面性，已经初步实现从具体思维向抽

象思维的过渡。他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。同时，自我意识增强,

拥有强烈的主观能动性。他们更是拥有很强烈的自我展现意识与欲望，不但在乎别人对自己

的评价，更渴望得到别人的关注和赞赏。他们己具有了一定的自主合作和探究的能力，具有

了一定的英语语言知识和英语应用的能力，具备了基本的英语思考和英语表达的基本技能。

因此，设计这节课时，我充分考虑到学生的主体性，把自己作为与学生一起探讨的一

员，以亦师亦友的身份走进他们，以基础的语言启发他们，以轻松的话题开始，以愉快的交

流展开合作，充分创造机会让同学们都拥有成功的喜悦，在和谐的氛围中探究并完成教学任

务。

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__说教学方法

（新课程提倡运用任务型教学途径，围绕核心问题，设定小任务；围绕文章内容，尽可能提

供训练学生技能的机会；开展自主性学习的课堂活动，强调合作探究与独立思考相结合。任

务型教学：任务型教学强调语言学习应该是在“做中学”“用中学”。任务设计应该贴近学

习者的生活，才能激发学习者的背景知识，激发他们的学习的兴趣，语言才能在经意中习得

（incidentalacquisition）.

这节课本人主要采用任务型教学法和活动教学法，借助多媒体展开教学活动。通过运用阅读

技巧，如查读等方式提高阅读能力，从而使学生掌握阅读策略，同时围绕文章设计多种语言

活动，以自主合作等多种形式，引导学生根据不同的学习任务尝试使用不同的学习策略，使

良好的学习习惯得以培养，自主学习和合作得以发展，交际能力和综合运用能力得以提高。）

四、说学法

通过本课教学，我将主要培养学生掌握以下学习方法：

1.参与式学习法：培养他们从练中学，在学中用，通过设置符合学生知识水平的活动让学

生参与、体验、实践，并从中品味在活动中的乐趣。

2.知识迁移法：培养学生善于运用所学知识来分析和解决问题的能力。

3.合作学习法：通过小组形式完成多种活动，培养探究和合作意识与能力。

五、教学反思

本课在阅读训练方面旨在：1）培养学生在阅读中的推测词义的能力。2）指导学生运用阅读

技巧，诸如Skimming（扫读）、Scanning（细读）等培养其快速阅读的能力。在课程导入

时，我选用部分图片展示，引发了学生浓厚的学习兴趣，为下一步的阅读做好了铺垫。在介

绍亚洲沙尘暴文章的同时，我设置了不同水平的练习题以弥补教材中练习单一的不足，调动

了不同程度学生的学习积极性。在循序渐进的讨论活动中，学生们既对沙尘暴的认识有所提

高，又获得了听、说、读、写几方面知识能力的提高。倘若时间充裕，我会进一步加强推测

词义的训练。

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Module4Book3SandstormsinAsia

教学过程

Wang

授课2008.12.

课题Module4Book3SandstormsinAsia主备人Lian

时间8

ying

课型ReadingandVocabulary

学生活动内容、方

教师活动内容、方式教学目的

式

步骤一回答老师的问题，

引入话题：

老师问学生关于天气的情况的问题并播放关于灾难并看一些视频感受

SandstormsinAsia

性天气灾难性天气

步骤二

1.为后面正式开

1.在阅读课文前，老师设置了一个开放性话题

1.学生根据自己的

始阅读作了很

Haveyoueverbeeninasandstorm?Ifyes,实际情况回答问

好的铺垫。

题，可以和同学讨

describeittous.Ifnot,pleaseimaginewhatit2.教师顺势抛砖

论

弓|玉：Doyou

willbelike.2.学生猜测哪一个

wanttolearn

是沙尘暴

2.老师给出6幅灾难性天气的画面moreabout

sandstorms?

步骤三读课文

1.快速阅读：老师设计了一些问题并播放录音1学生一边听录音

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然后做书上练习2O一边找问题答案1培养学生用英语

2.仔细阅读：老师设置3个任务

思维的习惯

1)Trueorfalseexercise2.学生仔细阅读课

2)猜测词义3)选一段课文挖空。文完成练习2培养学生阅读策

略

小组讨论，每个成

步骤四员都应该回答问题将所学的知

识与现实生活联

进一步讨论：：并写出关键词和句

系起来，渗透德育

Whatmeasuresshouldwetaketopreventsandstorms子教育的理念，以帮

coming?助学生树立正确

的人生观，增强社

会责任感，全面提

高人文素养。

步骤五：加深学生对课文

强调总结老师用英语简单概括整篇文章内容的整体印象

步骤六：作业布置帮助学生巩固课

上所学知识

BOOKIVModule3BodyLanguageandNon-verbalCommunication

第一部分：教学分析

(-)教材内容：本模块介绍了各个国家不同的表示问候的肢体语言，并列出了表示各种

动作的词汇。

(~)教学目标与能力要求：

1、教学目标：熟练掌握表达问候的各种动作及语言表达方式，了解各国的文化差异。

2、教学重点难点：(1)学习与动作相关的词汇：agressive,gesture,bow,spread

等等。

(2)条件状语从句；让步状语从句。

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（三）教学方法:

1、反复操练法：对生词进行反复操练，反复诵读，以至熟练。

2、整体教学法：通过利用多媒体，在有限的时间内达到充分利用，听说读

写，从点到面，形成完整的•个学习系统。

第二部分：教学过程

（一）Warmingup（导入）：

1、师生互动：通过多媒体展示各国人们不同动作的图片，并提问：Whatarethey

doing?Whatdotheymean?学生可以讨论、猜测并发言。

2、小组活动：要求学生做出日常的各种肢体动作，其他同学说出含义。

（-）生词：使用与词汇意义相关的图片导入生词：

agressive,bend,bow,clap,gesture,spread,

palm,forehead,引导学生猜出词意，并反复朗读，以至熟悉。

（三）快速阅读：

1,听录音,回答问题："What'sthebesttitle?*

2、通过读课文，完成填空练习：

（InDifferentCountries）（BodyLanguages）

Europeans&Americans：

InancientChina：________________________

Muslims：______________________________

Hindus：______________________________

Americanyouths：________________________

（四）精读课文：

1、仔细阅读课文，要求学生做P23第2题TorF,并对错误的句子进行改正。

2、重点阅读二、三、四段，并请同学上讲台分别做出欧美人、古代中国人、穆斯

林、印度人及美国年轻人不同的表示问候的动作。

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3、复述课文：

把文章改编成填空，要求学生填读并能复述，使课文的主要内容集中体现，并

练习了学生的口头表达能力。

4、完成课本课后第三题，进一步巩固对生词的记忆。

5、讲解课文中出现的一些语言点：

（1）条件句的省略

（2）vary与介词的搭配及其它词性的同源词

（3）involve的用法

（4）总结课文中出现的其它短语

（五）Summary（总结）：

复习本课出现的与动作有关的词汇以及重要的句型及搭配,并体会世界各国不同

的文化及表达。

（六）布置作业：1、复习课上所学的内容

2、继续搜集其它国家不同的肢体语言的范例

3、预习Grammar

<Theend>

Module2Book6FantasyLiterature

GoodmorningladiesandGentlemen.Pmverygladtobeherepresentingsomeofmyteaching

ideas.Thecontentofmylessonis

Module2Fantasyliterature,SeniorBook6inNewStandardEnglishbyForeignTeachingand

ResearchPress.Myteachingdesignconsistsoffiveparts.

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Part1.Analyzingthetextbook

NewStandardEnglishgivesusalotofspacetocarryoutthelesson.Itisflexible,whichenables

metoorganizethelessonfreelyaccordingtotheteachingcontentandstudents.SointhislessonI

putListening,Vocabulary,EverydayEnglishandWritingtogether.Theyalltalkaboutmakingup

afantasystory.ItplaysaveryimportantpartintheEnglishteachingofthismodule.Makingupa

fantasystorycanarousethestudents*interestinEnglish,exploitthestudents*personalexperience

andhelpthemunderstandfantasyliteraturewell.It'salsoaneffectivewayfortheteacherto

achievethepurposeoftrainingthestudents*listening,reading,communicatingandwriting

abilities.

Therefore,accordingto"TheNewEnglishSyllabus11and"NewLessonStandard",whichlaysthe

emphasisondevelopingtheSs'ability,cooperationandcompetence,Imadethefollowing

teachingaims.

1.Emotionaim:

Bycompletingthetask,thestudentscanincreasetheirinterestandbuildupself-confidencein

languagestudy.Itcanalsobroadentheirhorizons,cultivatetheirmindandarousetheirawareness

ofcooperation.

2.Knowledgeaim:

a.Mastersomekeywordsandphrasestowriteafantasystory.

b.Learnhowtousethev-ingformastheadverbialclause.

3.Abilityaim:

Thestudentscanunderstandandwriteafantasystory.

Keypoints:

a.ToimprovetheSs'abilitiesinlistening,speakingandwriting.

b.TeachtheSshowtostudyindependentlyaswellasbycooperation.

Teachingdifficultpoints:

TheSscanusewordsandphrasestomakeupandwriteafantasystory.

Part2.Analyzingthestudents

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Inmyclass,mostofthestudentsareboys.Theyvaluecooperationandteamspirit.Theylove

sportsandsubjectsofscienceandmostofthemwilllikefantasystory,buttheyignorethestudyof

arts.TheirEnglishlevelisnotveryhigh.Sotheymayhavedifficultyunderstandingfantasy

literatureorwritingafantasystoryforlackofvocabularyandreadingskills.Consideringallthe

above,Iwillusevariouswaystomaketheclassinterestingandlivelyandcultivatetheir

motivationandabilityforlearning.

Part3.Thedesignoftheteachingmethodsandlearningmethods

Accordingtothemodemperceptiontheoriesandsocialintercourseteachingtheories,Iadoptthe

TSAmethodandTBLTmethodinmyteaching,namelyTotalSituationalActionandTask-based

languageTeaching.Iusethemethodsofinteraction,Questionandanswer,watchandlisten

activity,freediscussion,pairworkandindividualwork.

Fildomybesttogetmystudentsinvolvedintheclassactivitiesusingpictures,multimedia,tape

recorder,diagram,andbodylanguagetocreateapracticalandagreeableatmosphere.Duringthe

courseoftheteaching,Iencouragethestudentstocarryoutlotsofinputandoutputactivitiesby

meansofseeing,discussing,analyzing,readingandspeaking,inpairsorindividually.

Part4.Theprocessofteaching

Inordertorealizetheteachingprocessefficiently,undertheprincipleof"regardSsasthecorpus,

theteacherinspiresforpredominance",Idividetheteachingprocessintofivesteps.

StepOneLead-in&prcparation10mins

Task1..Createasituation:Weoftenfeelatalossinbothourlifeandourstudies.Idreamof

becomingasuperwomanandhavesomemagicpower.Buthow?Imustbe...Ss:honest,

brave...Areyouabravestudent?Ss-Yes

Doagame——tryyourfortuneandchallengeyourself(勇士I闾关)

(individualandgroupwork)

Eg:No.lWhentwogroupsofpeoplefighteachother.(gotowar)

No.2takerevengeNo.3.kingNo.4witch

No.5putaspellonNo.6marryNo.7frog

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Imakesenvenquestions.First,Iusethemultimediatoshowit.Theyjustseethenumber.They

don*tknowthequestion.eg:chooseNo1.Whentwogroupsofpeoplefighteachother.(goto

war).SoithelpsSstobuilduptheirquickresponse,checktheirhomework-previewandreview

thewordsandphrasesandlayafoundationfortask2.

Task2.lettheSsmakeafantasystoryaccordingtothesevenwordsandphrases.(Group

Competition)

Boysandgirlswillhaveacompetition.Thefirstonechoosesonewordandthenextonegoeson

withthestorybyusinganotheroneword.Thefifthstudentwillhavetofinishthestory.Those

whomakeupthebetterstorywillwinthegame.

IdesignthisparttoleadinmylessonanddealwiththeVocabularyinListening.Iusetwo

gamestofinishlisteningActivity3&4onPl9-20.Gamesareintendedtomakepreparationsfor

listeningortoeliminatelisteningobstacles.ItcanarousetheSs*performancedesire,participation

desire,teamspirit,andcreateagoodEnglishstudyingatmosphere.

Step2.Listening-vocabulary&EverydayEnglish-7mins

ThelisteningmaterialisnotveryhardfortheSstounderstand.EverydayEnglishisaboutthe

readingmaterial.SoIputthetwopartstogether.Amongtheeightquestions,!justchoose3

questionsforthemtoansewer.LetSspaycloseattentionto"what,when,why,who..."when

writingastory.

Listentothetapeandthenanswer4questions.

Showthefourquestionsonthescreen.

Eg:Q4.What'smeaningofthephraseTmstruck”？EverydayEnglish

Thequestionsraisedinlisteningarcintendedforthefollowingtaskofwritingastory.Witha

combinationofsometypical"what,why,when..."questionsandeverydayEnglish,listening

activitiescanbemoreeffectivelyperformed.Hearingafantasystorycaninspirethestudentsto

createtheirownstoriesandlayafoundationforthewritingtask.

Step3.Feedbacktask-12mins

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Readanotherfantasystory.Usethewordsandphrasestofillintheblankstocompletethestory.

TheycanconsolidatetheuseofthewordsandphrasesthatwehavejustlearntandreviewV-ing

formandthendiscusshowtowriteafantasystory.

1.Introduction(what,when,who,where...)

2.Body—(plot)—(why&how)

3.Conclusion■—(theending)

Anoutline1.keypoints2.material3.tense4.characters

Writingskills:

Read-summarymakesentences-―joinupthesentencesrevise——examine――copy

Thenusethisstoryasanexampletoanalyzeitandteachthemtoknowhowtowriteafantasy

story.(Under!inetheelements...andv-ingform)

Step4.Writing-14mins

UseapopsingertointroducethetopicandarousetheSs'interest.

ZhangShaohanusedher"invisiblewings"torealizeherdreams.Nowifyouhadaringwith

magicpower,whatwouldhappen?

Askthestudentstoreadthestartofafantasystorytogetherandthinkabout4questions,paying

attetiontothewritingskills

Allthetasksthatwehavedonearepreparedforwriting.Inthislesson,weputemphasison

teachingSshowtowriteandthetimeislimitedinclass,soIjustwanttheSstowrite"Whatdoes

theyoungmandowiththering?1*inclass.

Thestudentswillformsmallgroupstocontinuewritingthestory,firsttheyshouldwriteanoutline

bythemsevlesandthenworkinpairs,tryingtousethepasttensesandthe-ingfonnoftheverbs.

Andthenareporterwilltellthestory.Throughgroupdiscussion,differentcreativeideasare

collectedandtheelementsofwringastoryaresummarized

Step5.Consolidationandextension.-2mins

Summarizethewholeclass,findoutthewinnerandassignthehomework-writetheendofthe

storyafterclass.Theyshouldfirstwritethestorybythemselves,andthencorrectthemistakesin

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groups.Finally,handintheirhomework.

Part5.BlackboardDesign

gotowarHowtowriteafantasystoryGroupcompetition

takerevengeIntroduction1.2.3.4.

kingBody-plot

witchConclusion

putaspellon

marry

frog

Anyway,theteachingofthislessonaimstodevelopnotonlytheSs*languagetechnicalabilities,

butalsothediverseintelligencebyintegratedteachingmethods.

Asateacher,tomakeourEnglishclassroomsshinewithvitality,weareloadedwith

aheavyburden,andwestillhavealongwaytogo.Ireallyappreciateyouradviceaboutmy

teachingdesign.Thankyou!

Appendix

1.StepOneGame

No.lwhentwogroupsofpeoplefighteachother.(gotowar)

No.2todosthinordertohurtorpunishsomeone(takerevenge)

No.3amanwhorulesacountryandbelonstotherulingfamily(king)

No.4awomanwhoisbelievedtohavemagicapower,especiallytodoevilthings

(witch)

No.5tousemagicpowers,especiallyevilones(putaspellon)

No.6takeasahusbandorwife(marry)

No.7smallcold-bloodedtaillessjumpinganimallivinginwaterandonland(frog)

2.SteptwoListeningandVocabulary

QIWhendoesthewitchputaspellontheking?

Q2.WhatdoesFerdinanddecidetodo?

Q3.Whydosefeerdimandfeelterrible?

Q4.What'smeaningofthephrase"I*mstruck**?-EverydayEnglish

3.StepthreeFeedbacktask

OnceuponatimetherelivedaprettygirlnamedMaryinasmallcottagebyalakewithher

brother.Oneday,onthebankofthelake,waitingforherbrother,whohad,

Marysawmanybeautifulflowersaroundit.Sheheldoutherhandtopickone,butshewasso

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carelessthatshefellintothelake.Shesomeonetohelpher,shouting,nHelp!Help!**At

themoment,anoldladyturnedupandMary,andthenthelakewasfrozen.Meanwhile,

justfromthewarfront,herbrotherdidn*tfindhersisterandlookforsistereverywhere.

Tohissurprise,anoldlady,seatedonthelake,lookingafterMary,"Iwilltheoldlady

formysister,HHeshoutedtotheoldlady.HisshouthissisterandMaryaskedher

brothertohisgun.Seeinghissisterwassafeandsound,Mary'sbrotherbentdownhis

head.Ontheirwayhomethesunlightherhappyface.

4.Stepfourwriting

(Whatdoestheyoungmandowiththering?Doesheuseittogetsomethingthathewants?Does

hehaveproblemsbecauseofthering?Howdoesthestoryend?)

Module4Unit1WomenofAchievement(reading)

I'mverygladtobeheretotalkaboutmyteachingplanaboutAStudentof

AfricanWildlifetakenfromUnitlinNewSeniorEnglishforChinaModule4.My

presentationismadeupof4parts:theanalysisofteachingmaterial,teachingmethods,

learningmethodsandteachingprocedures.

I.TheAnalysisoftheTeachingMaterial:

1.StatusandFunction:

Itisareadingpassage,whichplaysaveryimportantpartintheEnglishteaching

ofthisunit.ThispassagetalksaboutJaneGoodalfsworkingexperienceinAfrican

forestfromseveralaspects,suchasherresearch,thedifficultiesshemet,her

achievementsandsoon.Itnotonlyembodiesthethemeofthewholeunit,butcovers

theimportantwordsandsentencestructuresofthisunit.TheformerpartWarming-up

isthepreviewofthispartandthelatterpartsaretheenlargementandextension.That

istosay,thispartisaconnectinglinkbetweentheprecedingandthefollowing.

2.Teachingaims:

1).Knowledgeaims:ToletSsgraspthemeaningofthemasterywordsand

phrases.CatchthemainideaofthepassageandgetsomedetailedinformationofJane

Goodall.

2).Abilityaims:TodevelopSs'basicskillsoflistening,speaking,readingand

writing.Ofcoursereadingisthecentreofthislesson.FilfosterSs'abilitiestocollect

informationanddealwithinformation.Encouragethemtoexpresstheirownopinions

usingthelanguagelearnedinclassandatthesametimecultivatetheirabilityto

cooperatewitheachother.

3).Emotionalaims:TounderstandtheimportanceofJaneGoodairsresearchand

arouseSs'senseofunderstanding,respectingandprotectinganimals.Learnthe

heroine'soptimisticattitudetolifesuchasnevergivingupinfaceofdifficulty,

solvingproblemsindependently,havingthecouragetoadventureandexplorethe

natureandsoon.HelptheSsunderstandtherolethatwomenplayinoursociallife

andcultivatetheirconfidenceinthemselves,especiallythegirls'.Meanwhile,

cultivateSs'teamworkspirit.

3.Keypoints&difficultpointsinteaching:

1).DevelopSs'skillsinreading,suchasscanning,skimminganddetailedreading

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2).Learnsomemasterywordsandexpressionsaccordingtocontext

3).Retellthetext&lettheSsexpresstheirthoughtsusingthewordslearnedinthe

passage.

ILAboutteachingmethods:

Accordingtothecharacteristicsofhighschoolstudentsandthethemeofthisunit,

Iwilladoptteachingasawholemethod,task-basedmethod,andSs-centeredmethod.

ThelinguistEdioWilliamshassaid,“Asarule,readingworkshouldbeginwitha

generalunderstandingofthetext,andthenmovetosmallerunitssuchasparagraphs,

sentencesandwords."Sointheteachingprocedure,IwillfollowtherulesofSs'

recognition,conducttheSstobeginwiththetitleandthencometothegeneralidea

andthedetailedinfonnationofthewholepassage.AtlastrilleadtheSsbacktothe

themeofthepassage.Meanwhile,they'regiventaskstofinish.Intheprocessof

finishingthetasks,lettheSsbetherealmasterinclassandfostertheirabilityin

cooperation.Ithink,withthehelpofthecomputerandcourseware,theefficiencyof

theclasswillbegreatlyimproved.

Ill:Aboutlearningmethods:

Ssinhighschoolhavehadadegreeofrecognition.Theyhavetheirownpointsof

view.Andtheyalsowanttoobtainmoreknowledgeandinformationbywayofour

textbooks.Asisdescribedinmodemeducationaltheory,"theprocessofobtaining

knowledgeismoreimportantthanobtainingknowledgeitself9,weshouldnotonly

teachSsknowledge,butalsoleadthemtostudyautonomouslyandcooperatewith

eachother.Inourteaching,weshouldcultivateSstoexperience,practiseandexplore

bythemselves.AndpayattentiontoactivatingSs9interests,andmakethemwillingto

searchforinformation,obtaininformationanddealwithinformation.Tiltrytoarouse

theSs'potentialandmakethemobtainknowledgebywayofautonomousstudyand

cooperation,andatthesametimeformgoodlearningmethodstoimprovetheir

reading,speakingandwritingabilities.

IV.Aboutteachingprocedures:

Asweallknow,modemEnglishteachingmustfollowthetheorythatSsarethe

realmasterinclasswhiletheteacheradirectorandSs'abilityofinnovationshouldbe

fosteredtoo.Accordingtothistheory,Ihavedesignedsixsteps.

StepI:Preparation:

DividetheSsintofivegroupsandgetthemtofinishonetaskbeforeclass.

Task:SurftheInternetorrefertothebookstofindoutinformationaboutJane

Goodall,suchasherbirthplace,herexperienceasastudent,herresearch,her

achievementsandsoon.Prepareareport.

TheSshavegotsomeideaaboutwomenofachievementinWarming-uppart.

TheyhaveknownsomethingaboutJaneGoodall.SomypurposeofgivingSsthis

taskistoletthemknowmoreaboutJaneGoodallbythemselves.Bydoingthis,Ican

developSs'abilitiestocollectinformation,dealwiththeinformationandcooperate

withothers.Meanwhilewecangetpreparedfornextstep.

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StepII:Pre-reading:

PlayavideoaboutJaneGoodall.ThenSsdotheirreportsasthey'veprepared

beforeclass.

MypurposeofthisstepistogetSstothink,speakandexpressinEnglish;foster

theirabilitytogetinformationfromvisual-auditoryresources;encouragethemto

participateintheclassactivityandstimulatetheirinteresttoreadthepassage.Atthe

sametimeIcanleadinthepassage.

StepIII:While-reading:

Thereare4tasksinthisstep.

Task1:Skimmingthetitle:

Skimthetitleandguesswhattheauthorwillwriteinthepassage.

MypurposeofgivingSsthistaskistoscattertheirthoughtsandtraintheSsina

usefulreadingskill-skimming.AndalsoIcancultivatetheirwritingabil