1、說(shuō)課說(shuō)課稿Let’sexpletheMingTombs!edfromUnit6Topic2SectionCRen’aiProjectEnglishBook2.PartOneAnalysisofTeachingMaterialI.StatusFunctionThisisareadingtextaboutthetopic“Let’sexpletheMingTombs”.Itaimstoenhancestudents’readingskill

2、s.Italsoprovidessomenewlanguagepointsfthestudentstomaster.II.TeachingAimsDemsTheteachingaimsarebasedonJuniHighSchoolEnglishsyllabusprovision.1.Knowledgeobjects(1)Tohelpthestudentsmasterthenewwdsexpressions.(2)Toteachthes

3、tudentshowtousetheadverbialclausesoftime.2.AbilityobjectsMyteachingprocedureisdesignedtopromotethestudentsabilitiesofreadinglisteningspeakingwriting.3.Emotionobjects(1)Toarousethestudents’interestinclassactivities.(2)Tot

4、raintheirteamspiritbywkingingroups.(3)Toeducatethestudentstofollowthepublicrules.III.KeyPointsDifficultPointsKeypoints:(1)Tohelpthestudentstomasterthenewexpressions.(2)Toenablethestudentstocommunicatewitheachother.Diffic

5、ultpoints:(1)Howtouseadverbialclausesoftime.(2)Howtoretellthetext.PartTwoAnalysisofStudentsThestudentsofmytwoclassesareveryactive.Theyenjoytakingpartinallkindsofclassactivities.Atpresenttheycanexpresstheirownideaswithsim

6、plealEnglish.Alsowritingashtpassageisamongtheirabilitiesnow.mostofthemcanretellthetextattheendoftheclass.GraduallytheyhavetakengreatinterestinEnglish.ThirdIwillexplainthenewexpressionsaskthestudentstofillintheblankswitht

7、hem.Thisexercisewillmakethenewpointsmeimpressive.Atlastsometranslationshouldbedoneherefthestudentstopracticeme.3.GrammarFocus(10minutes)Thisisadifficultpointinthislesson.FirstIwillpickoutallthesentenceswithadverbialclaus

8、esoftimefromthetext.Iwillaskthestudentstofindoutalltheconjunctionsabouttime.SecondIwilluseexamplestohelpthestudentssummarizehowtousetheseconjunctionsbycomparison.inthiswaythestudentswillgothroughtheoldgrammarpointswithth

9、eirownthinking.Thenwewillmoveontothenewpoints.Iwillhelpthestudentstomasterthesenewpointswithexplicitillustrationwithexamples.ThirdIwillshowanabstractofthetextwithblanks.thestudentsshouldfillintheblankswiththerightconjunc

10、tions.Thisexercisecanhelpthestudentslearntomakeuseofthefmersummarytodistinguishtherightconjunctionfromtheotherones.Atlastsentencemakingisemployedhere.Sothestudentscanpracticehowtousetheadverbialclausesoftimetoconsolidate

11、whattheyhavelearnt.4.IntensiveReading(3~4minutes)Intensivereadinghelpstogetdetails.SoIdesignsomequestionsaboutdetailinfmationtocheckthestudentscomprehension.Step3OutlinetheStyInthistaskIdesigntwoactivities:Activity1.Useo

12、nesentencetosumupthemainideaofeachparagraph.Itcanhelpstudentstomasterthewholesty.itcanalsohelpthemtogothroughActivity2.Activity2.Retellthestyinyourownwds.Retellingthestydemsthestudentshigherabilitytoganizethewholepassage

13、ally.itneedstheirgoodunderstinggoodmemyaswellasgoodlanguageability.Thisactivityisachallengefthequicklearnerstoimprovethemselves.Step4DiscussionAfterthefmertaskthestudentscanmasterthewholesty.TogofurtherIdliketoenlightent

14、hestudentstothinkmeaboutthetext.thediscussionaboutthepublicruleswillhelpmetoachievetheemotionobjectsImentioned.FirstIwillask:DoyouthinkthethreeboystravelexperiencewaspleasantWhynotIfyougotravelingshouldyoudothefollowingt

15、hingsFexampleshouldyouwaitinthequeueShouldyoupushotherpeopleThestudentswilltellmeyesno.SecondIwillletthestudentsdiscussnamesomeotherpublicrules.Step5AdditionalMaterialsActivity1.ListenMe.ThisisPart2fromthislesson.Herethe