Unit 1 Festivals and Celebrations Reading and Thinking 说课稿-2024-2025学年高中英语人教版必修第三册

主题语境下促核心素养落地

说课稿

Book3Unit1 Festivals and celebrations

Type: Reading and thinking              Duration: 40 minutes

Good morning, esteemed judges. Today, it’s my honor to have a chance to not only elaborate my ideas about how to teach reading and thinking, but also explore with your ladies and gentlemen about how we teachers can better empower our students to grasp more in our class. My teaching design will cover 7 parts:

1. Guiding theory
2. Analysis of teaching materials and students
3. Teaching objectives
4. Teaching approaches
5. Teaching procedures
6. Blackboard design
7. Teaching reflection

Part 1  Guiding theory

 I should say that my teaching design is profoundly influenced by the General English High School Curriculum Standards, particularly the Activity-based Approach to English learning. As it gives me directions as well as inspires me to take multifaceted activities. Besides, the Constructive Learning Theories have been very instrumental, which

reminds me that learning is an active, not passive process. Also, it requires us to provide the necessary scaffolding for students to facilitate effective learning. Both theories lay the foundation for my teaching.

Part 2  Analysis of teaching materials and students

The content of my lesson is Version of PEP Book 3Unit 1 Festivals and celebrations. The theme context of this unit belongs to human and society. Students will learn not just how people in different countries celebrate festivals, and the reasons for such celebrations. This knowledge is cultivated by having students describe and talk about festivals both in China and around the world. Special focus is placed on having students do research on tradition celebrations held by minorities in China. It is hoped that students can use the information in this unit to gain a better knowledge and respect of other cultures as well as learn a better appreciation of their own culture and traditions.

     Students of my lesson are from senior one. Although they develop an interest and awareness in exploring, potential difficulties may also occur because the students are lacking the ability to understand the gist, main information and intention of multi-modal discourse. So the teacher needs to design proper activities to clear obstacles in the learning process.

Combining the teaching materials and the students situation, I set different levels of objectives for my lesson, working on facilitating students’ comprehension, application and innovation.

Part 3 Teaching Objectives

1. Language competence:

extract the general idea of the text, obtain factual information and sort out the structure;

✸have a good command of topic–related sentence building structure

2. Thinking quality:

promote the students’ creative and critical thinking.

✸evoke the students’ reflection about human and society according to reading comprehension.

3. Learning ability:

improve the students’ independent and cooperative learning based on reading circle activity.

4. Cultural awareness:

experience different values about festivals and celebrations

    To better achieve in this process, I am fully aware that the key point will lie in how to stimulate students to understand the material thoroughly. How to cultivate students to output with the appropriate language will be a very difficult challenge.

Part 4 Teaching approaches

In order to achieve the teaching objectives mentioned above, I decide to employ the following teaching methods:

1. activity-based reading