UNIT 5 DEVELOPING IDEAS-COAST TO COAST说课稿

Good morning, distinguished judges, dear teachers. It's my great honor to

be here, sharing my lesson with you, with the following 6 aspects.

Part 1 Theories

Bloom's Taxonomy of educational objectives has been widely recognized in the

field of education. From the perspective of cognition, it can be divided into Six levels.

In 2001, an improved model was proposed.

from lower order thinking.

to higher order thinking.

both of the 2 models provide a reference for teachers to design multi-level

thinking activities in class.

Based on the thoeries, The activity-based approach to English learning

advocates that students undergo the learning process of perceiving and

understanding, applying and practicing, transferring and creating.

During these activities, students make progress in language competence, deepen

their cultural consciousness, develop thinking quality and learning ability.

Thus, Their core competences get improved.

Part 2 Analysis of the Material

The thematic context of unit 5 is "Man and nature".

and The content is about understanding the world through travel and appreciating

the diversity of cultures.

The process of studying, developing and practice will make students think deeply

about the meaning of travel from different perspectives and approaches.

The starting out part arouses students' interest of travel, then Ss Experience the

different scenery, Master travel skills And understand the meaning of travel.

After that, Ss can present their ideas. In this part, they spread Chinese culture and

strengthen cultural confidence.

During the trip of unit 5, Ss Get harmonious view of nature, positive attitude of

life and are more inclusive to diverse culture .

Today, I’ll focus on The first Part of Developing ideas——coast to coast.

The Text is an E-mail. According to the curriculum standard, email is one of the

compulsory types of text.

I'll analyze the text from three aspects what why and how.

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What:

In the email, Eva tells Amy about her trip across North America with her family.

By reading the text, Ss will Learn the expression of travelogue, understand the

geographical knowledge and local customs of Canada, cultivate cross-cultural

awareness, Preparing for the following parts.

Also, they can deeply understand the theme on the road from another

perspective.

It’s the outline of the text.

How:

The Description of problems they faced and things they enjoyed reflects the

challenges and the harvest of journey, which leads us to think about that life is like a

journey, and we are always on the road.

By showing the emotional attitude of the characters, students are encouraged to

connect with their own reality and form a correct value of family and life.

Why:

The text develops in the order of time and space with a clear structure. There are

also some colorful illustrations, directly showing the Canadian landscape. The author

uses a large number of pronouns to make the article more fluent, and a lot of vivid

Questions and Exclamations to reflect characters' emotions and situation.

Part3 the analysis of the students

Well, as senior 1 Ss in the 2nd semester, they have mastered some useful words

and expressions, also some reading strategies.

After learning the understanding ideas part , blogging Australia、book 1 unit 5

and 6, they have been familiar with the topic, travel, and The Thematic context man

and nature.

They are interested in this topic and Have a strong willingness to further study

and think.

Part4 Learning objectives.

Based on the theories I mentioned, analysis of the material and the students. I set

the following Learning objectives.

By the end of the class, the students are expected to:

✓ Identify the feature of an Email and get familiar with the structure of describing

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travel experience.

✓ Obtain a good understanding of the whole text and some geographical knowledge

and local customs of Canada.

✓ Analyze the author's feelings and explore the value of travel and life.

✓ Describe their travel experience by using what they have learned.

According to these objectives, I have set some key points and difficult points.

The key points are:

Students can analyse the emotion and attitude of characters.

Students can form a correct family value and outlook on life.

The difficult points are:

Students can talk about their own travel experience by using what they have

learned.

Students can explore the value of travel and life.

Part5 teaching procedure.

These are steps and time arrangement.

Step 1 lead-in

I’ll give Ss some clues and let them guess which country it is.

The purpose is to arouse their interest. Students obtain general knowledge of

Canada, preparing for the following activities.

Step 2 pre-reading

I ask Ss What is the type of the text?

The purpose is to help Ss figure out the type of the text from pictures or other

information

Step 3 prediction

Ss predict what the text is about.

The purpose is to Stimulate Ss’ thinking and arouse their curiosity about the text.

Step 4 fast-reading

Students go through the passage quickly and find out when,where,who,how,

what of the travel.

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The purpose: By obtaining 4W1H and summarizing the content, Ss master the

macro-structure of the text.

Then, Ss write the places on the map by skimming and scanning.

The purpose: Ss obtain the travel route, to prepare for the detailed reading.

Step 5 Read for details

Students go through the passage again to find out “What happened in each place”

according to the time and space order.

then, I’ll choose some Ss to answer what happened

at the same time, I write down on the Bb

things they enjoyed above the time line

and problems they faced under the line.

After that, I lead Ss to summarize and divide things that happened into 2 aspects:

They can summarize them into : things they enjoyed and problems they faced.

After finishing the story line, Ss are asked to draw an emotion line.

finally, Ss will be aware that the emotion line also represents ups and downs in

the life.

The purpose:

1. After the activities, Ss construct structured knowledge and pave the way for

the transfer and application in the new context.

2. Guide students to form a correct value of family and life.

Step 6 think and share

I’ll ASK 2 questions

Q1 What do you think was the most memorable moment of their trip?

The purpose is to Guide Ss to think about the gains, losses and significance of

Eva’s travel and cultivate their thinking quality.

Q2 What does travel bring us？

The purpose is to lead Ss think deeply about the meaning of travel from different

perspectives.

Step 7 post-reading

Ss give a talk about their travel experience,including who, where, when, how and

what, especially things they enjoyed and problems they faced.

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The purpose:

Through internalization, application and transfer, students describe a trip based

on what they have learned and their own experiences, which will deepen their

understanding of the thematic meaning.

last, I’ll draw the conclusion and sublimate the theme: on the road

(The purpose:)

,which help Ss form an optimistic attitude of this world and their life.

Step 8 homework

The purpose:

It will Deepen students' understanding of the content and cultivate students' high-level

thinking ability.

During the whole class, Ss go through a process of perceiving and

understanding, applying and practicing, transferring and creating. and their core

competences get developed.

Part 6 Bb design

This is my blackboard design

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