Teaching programme for extracurricular reading practice

I. Teaching materials
The teaching materials is from one certain newspaper. The theme of the article is that through a pleasant trip,both father and daughter will eventually lead to mutual communication and mutual understanding, embodying the current relationship between father and daughter.

II. Teaching objectives
1. Teachers guide students to use skimming, scanning and other reading techniques to understand the passage extracting important details and facts.

2. Accumulate useful words, phrases and sentence structures, and improve their language ability and the habits of thinking in English.

III. Teaching focus and difficulty
1. Teaching majors
Guide students to use reading strategies to develop reading ability, and can apply to their language knowledge to express their ideas.

2. Teaching difficulty
Skillfully use the phrases and sentence structures in the passage.

IV. Teaching design ideas
Through the use of the design task of teaching, fully embodies “student-centered" philosophy of teaching to enable students to participate, and experience.

V. Teaching aids
Multimedia courseware

VI. Teaching process
Step One: Reading
Teachers directly show students the reading passage and enable them to read through the whole passage by skimming and scanning to catch the main idea and relevant specific information to complete the following questions within the limited time.

Give students a hint about the reading skills: According to the different requests of each question, you can easily find the main idea by skimming and if you want to find out some specific information, you can ignore some unimportant information by scanning and catch key information, so it is very easy for you to get what you want in a very short time to speed up your reading skills.

Step Two: Understanding
1. Students are allowed to finish the questions below all by themselves first and then can have a discussion in groups to check that they are right. And then ask some of them to share their answers with the whole class and meanwhile enable them to give their reasons or find their supporting information to let their choices make sense.

During this process, any student who has different opinions can give out their own ones to debate with others to support his own point of view.

After the right answers are showed then, students can continue to share their understanding with others about the answers whether they are right or not.

2. Students are asked to fill in the following blanks according to the text:
Rose goes on a road _______ with her friends as her first step toward _____________. Considering her _______, her father, James, joins them. After many comic situations, James finally _____________ her daughter and realizes that Rose is _________ up and every kid should be on his own way to growth and success.

Through this process, students can further understand the reading passage and further grasp the theme of the passage, and meanwhile it’s an effective way of checking that students really understand the passage, and also benefit their later writing.

3. Focus on the outlook of the passage
Part1 Para. ________ don’t agree with each other
Part2 Para. ______ go on a college road trip
Part3 Para. ______ the great significance(意义) of the trip

Students are allowed to finish the blanks with paragraphs according to the hints of main idea given of each part. And it’s easy for students to complete it.

With the passage organization in students’ mind, they will have a much better understanding of the ideas and structure of the passage.

Step Three: Enjoyment
1. Paragraph enjoyment: ask students to find out one or two paragraphs full of as many words and expressions as possible. Give students several minutes to find and underline what they think are useful, colorful and joyful, and during this process they also can do in groups and exchange their notes.

And then show out the paragraph and check that students find enough of it, and add some of them to his own that are left out by him.

Next, ask some of students to share their enjoyments one by one: First point out the wonderful words or expressions and explain how to use them correctly and freely. And then some of
students can give some complements or some changes if necessary.

Although this process is a little difficult, it can make the classroom atmosphere lovely and meanwhile fully mobilize the enthusiasm and autonomy of the students’ learning and participation.

2. Sentence enjoyment: first ask students to find out and then exchange what they have found and make a summary of them. And then show four of them to the whole class to enjoy and analyze, and meanwhile ask students to translate them fluently to all the class.

Step Four: Reading aloud with memory
Students are all allowed to have several minutes to read aloud the beautiful and colorful words and expressions and sentences over and over again so that they even recite them. And then in groups they can have a good review of their reading aloud.

Step Five: Employing
Drill One: Choosing …
Drill Two: After following …

Two of the very useful sentence structures are picked out of the passage. Students are allowed to have several minutes to make at least two sentences, which will fully train students’ ability to use language communication to express themselves. First teachers give an example for them to follow and ask two of them to come to the front to finish this task and finally check together with the whole class.

Step Six: More expressions
Accoring to the topic of this passage, present students some expressions of agreement and disagreement
1. Agreement
I’ll say. There’s no doubt about it. That’s the idea. I can’t agree more. You’re saying that! Now you are talking. That’s more like it. That makes two of us.

2. Disagreement
Of course not. I really don’t think so. I’m afraid not. Nothing doing. That I can’t say. Not that I know. Not on your life.

Step Seven: Another extensive reading
Present another reading material to further train the reading skills and ability of students. Students are asked to finish reading in a very short time to strengthen students’ ability to read and capture relevant information.

And then ask students to do as they have done with the first passage to enjoy this one.

VII. Homework
Students are all asked to write a short passage with new words , expressions and sentence structures they have learned in this lesson to strengthen what they have learned.

VIII. Teaching reflections
1. The teaching process fully embodies the "student-centered" philosophy of teaching. Under the guidance of teachers, students learn to think, learn to analyze, learn to find and learn to express, and students really play the main role in teaching and learning as well as the leading role of teachers to comprehensively improve the reading ability of students

2. Teachers should also continue to strengthen methods of learning to better improve the quality of teaching.