Module 8 Unit 6 冀教版高中英语全英文说课稿

Content: Section 1, Unit 6, Module 8  （冀教版）

Today my topic is Reflections of an Exchange Teacher taken from section 1 of unit 6 in Module 8. It’s made up of five parts.

Part1. Understanding of the teaching material

㈠    Status and function

This section is a long passage as the theme text of unit 6, so it plays the leading role in the English teaching of the whole unit. The topic of this unit is Manners, Customs and Cultures and this section is titled Reflections of an Exchange Teacher. It is helpful for the students to improve their ability of getting the main idea and some useful information from long stories.

This section is looking at cultural differences from a Westerner’s point of view, so it also can help them to deepen their understanding of cultural difference and might help the students to think about Chinese language, customs, traditions and practices in comparison with those in the English—speaking countries.

In fact, I consider this series of units on culture topic almost in every module are the most important for our students’ English study. They can help the students believe that only by studying the culture can we learn a foreign language really well.

㈡    Teaching aims and demands

1. Knowledge objectives: mastery words and phrases

representative, starve, take away from, terrify, go about, casual, cushion, melt away, uncertain, in somebody’s shoes

2. Ability objectives: help the students learn to summarize a long story;

train them with some effective learning methods to optimize their learning results.

3. Moral objectives: enable the students to realize the cultural differences and similarities; encourage them to discuss intercultural experiences;

 help them to respect and also face different cultures.

4. Cultural awareness: Help the students to be aware that culture differs from nation to nation. We should know other cultures and also love our own.

㈢    Teaching key points

1.       Comprehend the passage as a whole and get the main idea of the passage.

2.       Get some detailed information.

3. Master the usage of words and phrases: reflection, though, remind, melt away, be supposed to do

㈣    Teaching difficult points

1.       Attributive clauses and appositive clauses

2.       Absolute constructions

Part2. Something about the students

1.                The students have been exposed to different aspects and levels of cultural differences.

2.                They have learned attributive clauses and appositive clauses, but maybe still mix them up.

Part 3. Teaching Methods, Studying Ways and Aids

㈠High School English Teaching Syllabuses and High School English Curriculum Standards demand the students should be able to:

1.                understand biography, story, narrative and so on with less than 3% new words in it at the speed of 70-80 words per minute.

2.                grasp the main idea, main facts, main clues and the order of time and space with basic reading skills.

3.                figure out the writer’s attitude and opinion

and so on.

So, according to the theory of “making the students the real masters in class while the teacher himself acts as the director”, I will follow the “double activities teaching method” and “question-and-answer activity teaching method” using different levels of exercises to help them to be a logical thinker.

As students differ, I will choose right questions for right students to answer in class. In this way, students of different level will be respected and they also can gain self confidence, which will arouse their enthusiasm.

㈡Teaching aids: 1. multimedia 2. a tape recorder 3. blackboard

Part4. Teaching procedures

Step1. Revision

Show some pictures of food and celebrating the festivals from different parts of the world. Review the definition of culture and present the illustration of its components on the blackboard. (As Unrau said, graphic organizers help students to organize information and see more clearly the links between the center and the branches.)

Activity: group work to discuss the components of culture. (slide 1)

Purpose: Flashback something about culture they have learned.

Step2. Lead-in

 Ask the students some questions and let them talk about their personal experience.

Activity: question-and-answer activity (slide 2)

Purpose: Arouse the students’ interest and lead to the text.

Step3. Fast reading

Leave about 4 minutes for the Ss to read the passage in silence as quickly as they can. Then come to the put-in-order exercise and the T or F questions on the screen. ( slides 3 & 4)

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