Teaching Plan of Reading

Teaching Plan of ReadingReading ComprehensionIntroductionI. Schedule of the course teachingTeaching content: 18 units of the textbook plus some extra materials related to text Problem: one week, one unit, what to do with the rest of the 2 unitsSolution: read them after classSuggestions:a. Do not restrict yourselves to the textbook only, read more extensively;b. Read original English novels, at least 3 or 4 novels a term, altogether 16-20 in all;c. Read English magazines or newspaper, for fun and for accumulating knowledge related to English culture and the present time.II. How to deal with the materials in the textbook.Sections of each unit:Letter perception and word perception: to train to be attentive, fast, alert in reading Word protest: a preview and preparation for the text reading in Section AText-reading: Demonstration of the use of the reading skill introduce in the beginning part of a set of units, e.g. skimming for Unit 1 to Unit 6V ocabulary Building: vocabulary expansion and practiceCloze: A practice to test an English learner’s comprehension of a short reading material: his ability to understand it as a whole, his ability to make the given material coherent by filling the blanks with appropriate fillers, his ability to make choice based on his understanding of contexts.Section D: Writing and Speaking TaskOne writing task related to the theme of the present unit will be given to Ss each week. Ten Ss will be asked to hand in their writing homework, three or four Ss will be asked to come to the lectern to make a public speech based on the writing task. This will be counted as one important part of a student’s classroom performa nce which accounts for 20% of the final grading of a student. Ss who fail to finish the writing or speaking task will have to answer for the consequence of losing 5 points of the 20, which means one S who fails 4 times will get nothing in his classroom performance.Unit 1Reading Strategies◇Title of Lesson: Reading Strategy◇Time Needed：Two periods（45 minutes per period）◇Teaching Objectives：To enhance students’ reading skills by doing reading practice and analyzing the structure of the materials to be read;To enlarge students’ vocabulary;To get Ss to realize the common false stereotype of reading and form the right concept of reading, thus improving their reading efficiency.◇Key Teaching Points：◇ 1. Word expansion;◇ 2. Reading skill analysis;◇ 3. False statements about reading.◇Difficult Teaching Points:Understanding of some difficult complex sentences; skill of deduction◇Teaching Contents:I. Word Protestfigure out: work outplod along: read slowlyHe plodded away all night at the accounts but didn’t finish it in time.The truck plodded along on the muddy road as if it was trapped in mud. eyestrain: pain in the eyesa sail strained by the wind:The sail of the boat was strained by the wind and the boat was going at its full speed. He stained his ears to catch the sound in the darkness. (尽力使用，竭尽…的全力) Reaching at the top of the mountain, he had strained all his strength, out of breath and exhausted.Liu Xiang strained (扭伤、拉伤) his muscle in the race before the Olympic Games2008 and had to quit the game, but now he has come back, reaching his second climax of his athlete life.I did not mean to hurt her, but she just strained (歪曲、曲解to strain the facts)what I said to her just now—she misunderstood me, I mean.Look, Liu Xiang is now running at full speed just like a little boat pushed by a sail strained by the wind. He has strained all his strength to run and is now leading all the other competitors, but, all of a sudden, he slowed down and lagged behind. Oh, my God, the Brazilian athlete Robles hits him on his left arm and Liu’s left foot h it the hurdle and has his muscle strained. This is cheating! This is unfair! But Liu Xiang didn’t complain. He is a real man, a real athlete. If you think he is pretending, you must have strained him.cling to: stick toalert: attentivenotion: ideapotential: hidden abilitysavor: appreciate, enjoyShe savored every moment she stayed with her boyfriend, for it’s been over a year since they last got together.writing clinic: workshopII. Text 1 Why Read FasterSome false ideas of reading fast:1) Fast readers understand and remember less than slow readers.2) Only very bright people can read fast.3) Rapid reading is satisfactory for only easy or unimportant material.4) Rapid readers cannot relax and enjoy their reading. They cannot savor the words and the style.5) Perhaps rapid reading is valuable, but it will take years to retrain a slow reader. III. Ask Ss to read the text and analyze the five false statements above and discuss how reading can be improved.IV. V ocabulary buildingworth: worthy, worthwhile; be worth doing, be worthy of doing be worthwhile to do sthvarious, variety, vary, a variety ofIV. Cloze Test: Get Ss to do it first and check and explain the answers.V. Homework: Finish Section B and Section C after class.VI: Writing and speaking task:To be a fast reader (2 minutes, around 250 words only)Specific purpose: To persuade my audience to be a fast readerCentral idea: It’s important to be a fast reader. Fast reading can save us more time. Fast reading can be more efficient. Fast reading can be trained. Everybody with ordinary intelligence can be fast reader.Main points: I. Fast reading can save us more time for other pleasant tasks.II. A faster read can usually understand more and better about the material read.III. Everybody can be trained to be a fast reader and it won’t take too long a time.Unit 2EducationWord protestBeatniks(比特尼克, 披头族):垮掉的一代；奇装异服言行乖僻的人“摇滚乐”被创造的同时，出现了BEATNIK（比特尼克）一词，它指的是50年代末出现的一批年青人，行为乖僻、着装怪异，以此公然反抗当时的道德，藉以表现自我，被称为垮掉的一代。