大学数学讲义模版全英

精品文档2016全新精品资料-全新公文例文-全程指导写作 –独家原创PAGE1 / NUMPAGES1 大学数学讲义模版全英 NSEFC ModuleUnit Reading In Teacher:Period：Period1 Type：ReadingDuration:5minutesTeaching ideologyThe current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types。 In the reading process, these factors interact with each other and compensate for each other。 Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies。

The three stages are pre-reading, while-reading and post-reading。Teaching material and learning conditionThe analysis of teaching materialThe teaching material is the reading part from NSEFC ModuleUnit。 The topic of this unit is 。 This passage mainly introduces The passage consists of paragraphs。 The first paragraph is a general introduction of the 。 Para。to Para。introduces 。 The last paragraph tells about 。 The topic is not new to the Ss。 But there is some new words and phases in the passage。

The analysis of learning conditionThe students are from grade1 in senior high school。 As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading。 Since they are in grade1, they are easily activated and want to air their own opinions on the topic。 They are familiar with the topic of and know some。 But they may not know before。 Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences。

Learning objectives1。 Language skills? At the beginning of the class, Ss can predict the content of the passage based on the title。 ? Ss can scan the passage and find out the specific information such as the person related with? Ss can summarize the passage with the help of the clues of the passage。2。 Language knowledge? Ss can master the key words and phrases of the passage as follows, 。 ? Ss can learn , especially3。 Affects? Ss will realize that and they will concern themselves with the issue of4。

Cultural awareness? Ss will broaden their minds by knowing something about5。 Learning strategies? Ss will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups。? Ss will communicate with each other in English while doing the group work。Language difficultiesfocuses and anticipatedLanguage focusesThis is a reading period so the focus is to cultivate the students’ reading skills。 The many activities are designed to help Ss to train their reading skills, such as predicting, skimming, scanning and summarizing。

It is also important for the Ss to master the new words and phrases。Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage。 So the teacher will help them learn the new words and phrases。Ss may did not heard before, so the teacher will tell them some background knowledge about it。Teaching methodThree-stage model: Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies。

The three stages are pre-reading, while-reading and post-reading。Teaching aidsMultimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom。Teaching proceduresStep1。 Lead-inActivity1。 Greetings and Free-talkingT Leads into the topic by asking Ss some they know。 Ss tell the name of the they know freely。T: Hello boys and girls。T: When we say , what appears in your minds? T: What are the ?Activity2。

Picture-talkingT shows some pictures about the in China and abroad。 After seeing the pictures, Ss are expected to tell the similarities of them。T: Just now, you talk about some in China。 Now, let’s see some pictures of some 。T: What do the have in common？For example, they are very precious。 What are your opinions?[Aims]? In this step, T first leads in the topic by talking with the Ss freely about the whichis familiar to them and then Ss see some pictures and tell the characteristics。 These two activities aim to arouse the Ss’ interests in the topic and activate their old knowledge of 。

Then Ss will be mentally prepared for the reading comprehension。 What’s more,when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the issue of 。Step2。 Pre-readingActivity1。 Knowing something aboutT gives a brief introduction of the。 Ss will know the T: Today, we are going to learn 。 It is 。 Do you know what is?Activity2。 PredictingT asks Ss to read the title of the passage and then ask them some questions。 Ss will predict the content of the passage with the help of the title。