| （人教新课标）必修4 Unit 1-5 Reading说课简案(新课标版高一英语必修四说课) |
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New Senior English For China Student’s Book4 (Reading Part) P2 Unit1 Women of achievement (Period 1 Warming up and Reading) Step I. warming up Warming up by describing Good morning, class. Today we are going to read about A Student of African Wildlife. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Song Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world? Warming up by reading aloud and translating Nice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption? （Key: 伊丽莎白•弗赖伊是一位教友派信徒。她帮助改善了监禁条件，向囚犯提供工作和教育机会。 她的工作帮助教友派赢得了1947年度的诺贝尔和平奖。） Well done! Next let’s have --- do the second one. Step II. Pre-reading Looking and saying Work in pairs. Look at the photos and the title A Student of African Wildlife and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions. (Key: From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. ) Talking and sharing Work in groups of four. Tell your groupmates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class. (Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special places set up for them. ) Step III. Reading Reading aloud to the recording Now please listen and read aloud to the recording of the text A Student of African Wildlife. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph. Paragraph1 : Our group are all going to visit the chimps in the forest. Paragraph 2 : Nobody before has fully understood chimp behaviour. Paragraph 3 : For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. Paragraph 4：Jane’s achievements. Reading and transferring information Read the text again to complete the table, which list what Jane does to protect African wildlife. IV. Closing down Closing down by doing exercises To end the lesson you are to do the comprehending exercises No. 1 and 2. Closing down by having a discussion What do you think is the best way to protect wildlife? (Key: I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective) P9 Unit2 Working the land (Period 1 Warming up and Reading) I. Warming up Warming up by questioning Hello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it? (For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.) Has anyone of you ever been to the countryside? What did you do there? Warming up by seeing and listening Boys and girls, I shall show you some photos of farming first. Look at this one. What are these people doing in the fields? II. Pre-reading Questioning and answering Rice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat? If you had the chance to do one thing to help end hunger in the world, what would you do? Giving background information about Professor Yuan Longping Have you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him? III. Reading Reading aloud to the recording Comprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 10 and read aloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud. Reading and underlining Read the text again and underline all the collocations in the passage. You are asked to copy them to your notebook after class as homework. Reading, identifying and summarizing Attention, please! It is time to skim the text one more time and identify the topic sentence of each paragraph. (Minutes later) ---, would you read to the class the four topic sentences you identified? What about the main idea of the passage? Who will volunteer to give the class his summary of the main idea? ---, you’d like to say something? Go ahead! Understanding difficult sentences In groups of four, analyze the structure of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me. Reading and transferring In pairs, read the text, find information to complete the following form. Facts about Yuan Longping Facts about Yuan’s super hybrid rice age capacity education application major contribution hobby overseas ideal future IV. Closing down Closing down by doing exercises In the last five minutes let’s do the comprehension exercises on page 10. Check your answers against your neighbour’s when you have finished. (Periods 1-2 Warming up and reading) Step 1: Warming up Task 1:Questions What is “Humour”? Does any one of you know anything about humour? Then ask the Ss to look at the sreen and read the definition of Humour from the Internet. Task 2. Brain-storming Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize. Types of humor Example of English humor Chinese humor Nonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利 Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山 Verbal jokes Play on words, usually Cross talk 马季， 姜昆 Funny stories Two lines Jokes Funny poems Edward Lear Doggerel（打油诗） Step 2. Pre-reading Questions: (1) What do you like to laugh at? (2 ) What does humor mean? Is humor always kind? Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse. Step 3. Reading The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on. Task 1. Divide the text into several parts according to the meaning. Part One: the first and the second paragraph Part Two: the third and the fourth paragraph Part Three: the last paragraph Task 2. Give the main idea of each part 1)The main idea of part one: It tells us that there are two kinds of humor. One is bad, while the other can inspire people. 2)The main idea of part two: It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining. 3)The main idea of part three: It gives us a short biography about Charlie Chaplin. Task 3. Discussion Let students have a discussion about the text, then answer some questions. Questions: (1) What is behind fun? (2 ) Why did people like Little Tramp? (3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why? Step 4 Practice Finish the exercises on page 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen. Step 5 Homework Preview grammar by finishing Exercises 3, 4 on page 21. P25 Unit 4 Body Language (Period 1 Warming up and Reading) I. Warming up Warming up by acting Look at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side. Warming up by defining—What is body language? The gestures, poses, movements, and expressions that a person uses to communicate. Body language is a broad term for several forms of communication using body movements or gestures, instead of, or as a complement to, sounds, verbal language, or other forms of communication. In turn, it is one category of paralanguage, which describes all forms of human communication that are not language. II. Pre-reading Looking and saying Look at the man in the picture below. What does he say to you by his body language? Talking and sharing Body language is the quiet, secret and most powerful language of all! According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%. Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize. Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birth III. Reading Reading aloud to the recording Now please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. Reading to identify the topic sentence of each paragraph Next you are to skim the text to identify the topic sentence of each paragraph. Reading and transferring information Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time? Name Description Body language To whom Tony Garcia Man from Colombia Kiss on the cheek everyone Julia Smith Woman from Britain No touching Everyone Akira Nagata Man from Japan Bowing everyone George Cook Man from Canada Shaking hands everyone Ahmed Aziz Man from Jordan Shaking hands nodding To men and women Darlene Coulon Woman from France Shake hands and kiss twice on each cheek People she knows Reading and understanding difficult sentences As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher. Reading and translating Now it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to do it? IV. Closing down Closing down by doing the comprehending exercises on page 27. P33 Unit 5 Theme parks (Period 1 Warming up and Reading) I. Warming up Warming up by discussing Good morning, class. Today we are going to visit theme parks. But first what do you think a theme park is? With a classmate discuss what you might do in a theme park. Warming up by watching and listening Hi, every one. Today we are going to visit Theme parks. Look at the screen and listen to me telling you about them. II. Pre-reading 1. Looking and saying Work in pairs. Look at the photos and theme parks and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions. (For reference: From the photos and title I guess that the text tells about Theme parks where you can joy yourselves and have fun with various activities… 2. Talking and sharing Work in groups of four. Tell your groupmates what you know about theme parks. Then the group leader is to stand up and share your group idea with the class. III. Reading Reading aloud to the recording Reading and underlining Reading to identify the topic sentence of each paragraph Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph. Reading and transferring information Read the text again to complete the table. Park Name Theme Example of Activities Disneyland Fairy tale stories Travel through space, visit a pirate ship, meet fairy tale characters, ride a swinging ship, go on a free-fall drop. Dollywood Culture of the southeastern USA Listen to American country music, see traditional craftsmen and their work, try some traditional candy, ride on an old steam engine, see bald eagles, ride on Thunderhead and other rides. Camelot Ancient English history and stories Watch magic shows, see fighting with swords or on horseback, visit farm section , learn about farms in ancient England. IV. Closing down Closing down by doing exercises To end the lesson you are to do the comprehending exercises 3 and 4 on page 35. Suggested answers to Exercise 4: 1. The purpose of Dollywood is to show and celebrate America’s traditional southeastern culture. Probably a lot of Americans will visit this park. 2-4 Students will give their own answers. Closing down by defining a theme park What is a theme park? Define it in your own words. (For reference: How do theme parks differ from ordinary amusement parks? National Amusement Park History Association defines a theme park as "an amusement park in which the rides, attractions, shows and buildings revolve around a central theme or group of themes. Examples include the Disney parks, the Six Flags Parks and the Paramount parks." An amusement park, according to NAPHA, is "an entertainment facility featuring rides, games, food and sometimes shows." The World of Coasters’ glossary defines a theme park as "an amusement park which has one or more "themed" areas, with rides and attractions keyed to the theme of their location within the park. Disneyland, Knotts Berry Farm, and Busch Gardens Williamsburg are examples of theme parks." ) |
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