AnAdventureinAfrica说课稿.doc

M2U2 Reading: An Adventure in Africa(1)说课稿

Good morning, ladies and gentlemen. I’m Pan Qun. Today, I feel honored to have the chance to share my ideas with you. In the reading process, I will focus on students’ long–term development and enable them to use reading strategies to read efficiently and independently.
My teaching plan will include 4 sections. They’re analysis of the teaching material, teaching aims, teaching methods and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material, taken from the reading of Module 2, Unit 2, is an informal letter about Toby’s travel plan with his brother. In the letter, the writer presents a general introduction about their routs in Africa and adventure activities.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims.
The 1st aim: Train the students’ reading ability of identifying the features of an informal letter.
The 2nd aim: Learn some useful words and expressions.
The 3rd aim: Develop the students’ creative, comprehensive and consolidating abilities.
Section 3 Teaching methods and aids
1. Enjoy a short film before reading to make the students interested in what they’ll learn.
2. Fast reading to get the general idea of the text.
3. Careful reading to answer some detailed questions.
4. Multi-media.
Section 4 Teaching procedures
Part 1 Lead-in
First, show a map of Africa to students and ask them to discuss the following questions. Next, let the students watch a video of Africa to arouse the students’ interest and curiosity to read the passage.
Part 2 Reading comprehension- fast reading and careful reading
1. Reading strategy – predicting information in advance
Before asking the students to skim the passage, direct their attention to reading strategy: reading an informal letter first.
2. Skimming
Ask the students to skim the passage and try to find answers to the three questions of Part A on page 22 & order the activities according to Toby’s plan of Part C1 on page 24.
3. Reread the passage
3.1 Ask the students to reread the passage and identify whether the statements are true or false. Have the students complete the following exercises individually.
(1) Toby would spend a few weeks travelling before he goes to university. (F)
(2) Toby is worried about travelling on camels. (T)
(3) Toby feels it dangerous but exciting to go white-water rafting down the River Nile from Lake Victoria. (T)
(4) Then they are going to a trip to see wild animals in Tanzania. (F)
(5) Colin prefers a giraffe to an elephant. (T)
3.2 Ask the students to reread the letter and complete Part C2 individually. It requires students to identify and arrange the activities correctly. These tasks are also designed to test students’ analytical thinking skills.
4. Structure reading
4.1 Ask the students to divide the text into a few parts according to the general idea of each paragraph.
Topics
Toby’s (1)_________ in Africa
Details
Going to Morocco by taking a (2)_________ from London
(3)______ to visit
Activities
The Sahara Desert
1. Travelling on (4)______
2. (5)______ in tents
3. Sleeping on the ground
The River Nile
Going white-water rafting fro Lake (6)_ to travel down the River Nile
Kenya
1. Following the (7)_____ of wild life
2. Getting close to them to take photos
3. Eating and drinking (8)_____ the local villagers do
Tanzania
1. Getting enough (9)_____ after sunset
2. Climbing Mount Kilimanjaro
Going to the Himalayas after the (10) ______ in Africa
4.2 Let the students fill in the Chart.
4.3 At last, according to the Chart above, let the students make a summary of the text

Ok, So much for my teaching plan. Thank you for your careful attention!
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