WomenofAchievementGoodmorning,ladiesandgentlemen.MytopicisWomenofAchievement,thatis,unit1,inmodule4.Thereadingpassage“AStudentofAfricanWildlife”istalkedlaterandmytalkconsistsof4parts.Part1,myunderstandingofthematerial.Part2,teachingapproaches.Part3,preparationsbeforeclass.Part4,teachingprocedure.Part1myunderstandingofthematerialFirst,letmeintroducethereadingpassage.Itisthecenterofthisunit’steachingandlearning.Itismadeupof4paragraphs,thatis,oneday’sobservingchimpswithJaneintheforest;howJanedidherresearchandherachievements;Jane’slovetowardsanimalsandhercontributionstoanimalprotection;andashortsummarytoher.Bylearningthislesson,thestudentscannotonlyunderstandwomen’sstatusinsocietyandeverydaylife,theirvaluesandcontributions,theirdifficultiesandachievements,butalsolearnhowtousesomewords,phrasesandsentencepatterns.Ofcourse,thestudentscanpractisetheirreadingskills,suchasskimming,scanningandcarefulreading.Second,Iwanttotellsomethingaboutthestudents.Althoughthestudentshavethebasicabilitiesoflistening,speaking,readingandwriting,theystillneedmanyopportunitiestoexploreandconveymeanings;toclassifyandreflectontheirthoughts,feelingsandexperiences;toexperimentandusetheirimaginations,andalsotodeveloptheirautonomouslearningability,cooperativelearningabilityandinvestigativelearningability.Third,aboutteachingaimsKnowledgeaims:Tolearnhowtousethemasterywords,phrasesandsentencepatterns;TolearnsthaboutJane’sresearch.Abilityaims:Tocultivatethestudents’autonomouslearningability,cooperativelearningabilityandinvestigativelearningability;Todevelopstudents’readingskills,suchasmakingpredictionanddrawinginferencesfromthecontext.Emotionalaims:Toencouragethestudentstoparticipateintheclassactivitiesandcultivatetheirteamworkspirit;TolearnJane’sbraveryandperseveranceinachievinghergoals;Toreinforcethesenseofwildlifeprotection.Fourth,aboutkeypointsanddifficultpointsIthinktheyaretodevelopthestudents’readingskills,suchasmakingpredictionanddrawinginferencesfromthecontext;andtolearnhowtousethemasterywords,phrasesandsentencepatterns.Part2TeachingapproachesAccordingtotheanalysisabove,I’lltrytousethefollowingtheories:tomakestudentstherealmasteroftheclasswhiletheteachermyselfthedirector;toinspirethestudents,especiallygirlstudentstochasetheirdreamswithgreatdeterminations.Therefore,task—basedteachingmethod,students—centeredteachingmethodandCAIwillbeused.Part3PreparationsbeforeclassIwillaskthestudentstosurftheInternetorgotothelibrarytofindsomeinformationaboutgreatwomenthattheyareinterestedin.Andinclass,theywillgivereportsoftheinformationtheyhaveobtained.Bydoingthisactivity,Icantraintheirautonomouslearningabilityandinvestigativelearningability,andtheirabilitiesofcollectinganddealingwithinformation.Part4TeachingprocedureIdesigned6stepstodealwiththisreadingpassage.Step1lead—inActivity:pictureappreciationandquestionansweringI’llshowthemsomebeautifulpicturesofwildanimals,suchaslions,Tibetanantelopes,monkeysandchimps.Thenonequestionwillbeasked:whichanimalhastheclosestconnectionwithhumanbeings?It’snotsodifficult.Ofcourse,chimps.Thenthestudentscanfindmoreaboutchimpsfromthereadingpassage.Thepurposeofthisactivityistostimulatethestudents’interestandnaturallyleadtothereadingpassage.Step2pre—readingActivity:lookandguessThestudentswillbeaskedtojustglanceatthetitleandthetwopicturesinthebook,andthenguesswhattheywillr...
