牛津高中英語模塊四Unit-1英文說課稿(共15頁)

1、精選優(yōu)質(zhì)文檔-傾情為你奉上Unit 1 advertisement (welcome to the unit)Hello, everyone. I am XXX from XXX college. Today I am pleased to have an opportunity to talk about some of my teaching ideas. My topic is welcome to the unit taken from Unit 1, Advertisement Module 4. My teaching plan will include three parts.

2、They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching material1.status and functionAdvertising is the theme of this unit. In welcome to the unit not only provides a chance for students to get an idea of advertisement in their daily lif

3、e, and then ask Ss identify the differences between these two types of advertisements, but also practice Sss oral English through this topic.2.Teaching aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1.To make students aware of the rol

4、e of advertising in our daily life2.To talk about the six ads and put them in two groups. Finally encourage them to tell the difference between them3.To discuss the last three questions to improve their speaking ability4.By completing this lesson, ss will gain some knowledge about advertisements, th

5、e social effectss of advertisement, and ss could distinguish the advertisement true or not in our daily life.3.Teaching important and difficult points1.To help Ss understand the role of ads 2.How to develop Ss speaking ability by expressing their opinions in the discussionPart II The teaching method

6、sDiscuss in pairs or in groupsCommunicative teaching methodAudio-visual teaching method“ Task- based” teaching methodPart III Teaching procedures I have designed the following stepsStep 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is relation to

7、English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson.Step 2 Lead-inWith the happy atmosphere in class, I will start my topic by the way. Ask them 3 questions to discuss, they are:Do you like reading or watching advertisements?What kind of ads

8、do you like best? And why?Where can you find advertisements?I will give the Ss enough time to discuss the questions in pairs or groups. Any related answers are acceptable. This step is just to arouse their interst in the topic. Step 3 SpeakingI ask Ss to open their books to Page 1, let Ss observe th

9、ese six pictures, and discuss them in groups of four and try to answer the following questions:1)What can you see in the picture?2) What can you read on it?3) What does it persuade us to do or what does it try to tell us?Through discussing in groups, my turn to conclude this step, I tell them that y

10、ou can see that advertisements are a good way to sell products or services. They are also a good way to make people aware of the needs of others and the dangers around them. Next please look at the table below and then go through the six pictures again. Later on put each of them in the correct group

11、. Which ones function is to sell a product or service? And which ones function is educate about people? Let Ss realize the difference between the two.To sell a product or serviceEducate about peopleComputer Software (2)Oxlin Airlines (3)Shine Shampoo (6)Project Hope (1)Earth Day (4)Anti-drugs (5)Ste

12、p 4 DiscussionIn this step, I set 4 questions to discuss. The purpose is encourage Ss to express their opinions and practice their oral English. The questions are:1) Have you ever bought a product or service after reading or watching an ad?2) What was it? Now do you believe that advertisements tell

13、the complete truth?3) What is/are your favorite advertisement(s) making you think about problems in society or about people who need help? Why?4) What do you think makes a good advertisement?From the above what Ive drilled in class, I think that most of Ss have knowed what an advertisement is and re

14、alize the role of them in our lives.Step 5 Homework1. Ask students to read the passage in Part B on page 95 in workbook as their homework. Teachers can check the answers in or after class 2. Let them preview the next period, especially the new words in the instructions or requirements but not includ

15、ed in the wordlist. Unit 1 advertisement (reading)Hello, everyone. I am XXX from XXX college. Today I am pleased to have an opportunity to talk about some of my teaching ideas. My topic is advertisement taken from Unit 1, Module 3. My teaching plan will include three parts. They are analysis of the

16、teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching material1.status and functionThis is the second period of this unit. The topic of this unit is advertisement. In this period, students are demanded to learn more about advertisements, need identify the diff

17、erences between commercial advertisements and public service advertisements. Because this article is an expository writing, let the Ss to learn how to read an expository writing.2.Teaching aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aim

18、s.1).To learn more about advertisements2).To learn how to read a expository writing 3).To read the passage Advertisements and complete related answers4).To improve their reading comprehension skill by fully participating in all activities3.Teaching important and difficult points1)How to improve thei

19、r reading ability through teaching activities2)How to let them gain some insight into advertisements and help them deal with advertisements in their daily life 3)The usages of some key words 4.Teaching AidsA computer and overhead projectorA blackboard and some chalkPart 2 Teaching MethodsDiscuss in

20、pairs or in groups Communicative methodAudio-visual teaching method“ Task-based” teaching methodPart III Teaching procedures and purpose of my designingI have designed the following steps to train their ability of reading.Step 1 GreetingBefore talking about advertisement, ask one student to sing a s

21、ong or anything he/she do is related to English. The purpose of What I design is under this homorous atmosphere Ss will be happy and have a very good mood to go on with this lesson.Step 2 Lead-inAsk the Ss to review what we discussed six advertisements in the last lesson and talked about their effec

22、ts on us.It stimulates the Ss interest and draw their attention at the very beginning of the lesson. So I call Ss memory to show some advertisements from the net I found and lead in new lesson.Step 3 Fast readingThis step is the most important part of this lesson, because the students are going to d

23、o the reading. And the whole reading is conducted with the strategies instructed first. And they, then, they will put the strategies into practice .I would tell the students that usually it is not necessary to read an article word by word or sentence by sentence to get some information, then show th

24、em one of reading strategysskimming.Ask the Ss to read the text quickly and answer the three question in Part A, then check the answers they find.Step 4 Deep readingI will give 3 minutes to Ss to read the “reading strategy”, let Ss know what an expository writing and what the expository article basi

25、c format is.This time I will let Ss read again while I play the recording. what I design is following the recording to read, and trainning their listening at the same time.Then let the students work in pairs, one student reads the question and the other answers it. If it is false, let him or her cor

26、rect it.With the tasks in step 3 and step 4, the students can grasp the reading skills easily.Step 5 Post-reading Let the students discuss in groups and ask them to scan the text and find out how many parts the text can be divided into and get the main idea for each part.Then encourage the students

27、to learn to compare the differences between commercial ads and public service ads.Step 6 Homeworkto complete the remaining exercises on page 4 and 5.to do parts A1 and A2 on page 90 in workbookPart IV Blackboard DesignUnit 1 advertisement (word power)Good afternoon, ladies and gentlemen! I am XXX fr

28、om XXX college. Today Im very delighted to have the opportunity to share my ideas about how to teach Word power. My teaching plan includes 4 parts. They are: My understanding to this lesson Teaching Methods Teaching procedures and Blackboard Design Part 1. My understanding to this lessonA. Status an

29、d FunctionThis is the fourth period of this unit. The topic of this unit is advertisement. In this period, students are demanded to learn how to create adjectives by adding suffixes to nouns or verbs and also talks about vocabulary that is used in sales and marketing.B. Teaching aims and demands(1)

30、To review the word formation and learn more common suffixes(2) To expand their vocabulary about sales and marketing(3) To complete the exercises designed to reinforce the words to be learnt in the word powder(4) To help them grasp the rules of word formation and learn how to apply them in English le

31、arningC. Teaching important and difficult points(1) How to make use of word formation to enlarge their vocabulary and improve their reading ability(2) How to make the students to realize the rules of word formation and use it to understand and remember new words(3) The usage of some wordsD. Teaching

32、 Aids:A computer and overhead projectorA blackboard and some chalkPart II. Teaching MethodsDiscuss in pairs or in groups Communicative methodAudio-visual teaching method“ Task-based” teaching methodPart III. Teaching procedures and purpose of my designing Step 1 Lead-inGreetingsAsk the students to h

33、ave a discussion with their partners about the topic in Part E. Ask some pairs to act out their dialogue.Purpose: It is very important to stimulate the students interest and draw their attention at the very beginning of the lesson. So I create the discussion in pairs to review and lead in to the new

34、 lesson.Step 2 Vocabulary learningIll arrange three activities in this step.Activity 1: discussionFirst Ill ask the students some questions about advertisement.Then I show some words on the screen, let Ss to notice whether these words are similar with. Examples are:happy happily, happinesscare caref

35、ul, carelessI try to let the ss give me more examples, make the students to realize the rules of word formation by their own first.Activity 2: Using suffixesFrom the above discussion weve discussed, I put a following table on the screen, they are some other ways to form adjectives from nouns and ver

36、bs.Noun +y +ly +ic +al +ous +fullhealth healthyweek weeklyhero heroicorigin originaldanger dangeroushelp helpfulVerb +ed +ing +iveamaze amazingexcite excitingattract attractiveAfter reading table, Ill let the ss to pay attention to the tip on the right side. Make them understood, sometimes need to r

37、emove the final letter(s) of a word before adding a suffix. Usually we can get the meaning of the word created by adding suffixes.Activity 3 PracticingIll ask the ss to read the advertisement and fill in the blanks with the adjectives by adding the correct suffixes to the words in brackets. Finally

38、check the answers as a whole.Purpose here is, by completing the exercises designed is to reinforce the rules of word formation have been learnt in the word powder.Step Three: Vocabulary ExtensionContinuing the last lesson we learnt something about advertisements, then Ill show a short text about sal

39、es and marketing on the screen. Pick some words and phrases in blue out and explain theirs meaning. Teach the ss to read the words and phrases, give the ss a few minutes to learn them by heart. Ask the students to do Part B by themselves first. Then check the answers. Purpose: In this step, I use Au

40、dio-visual teaching method to make it easy for the students to learn and remember the words; to meet the demands of different students and enlarge their vocabulary. Step Four: HomeworkList 10 more adjectives by adding suffixes to nouns or verbs.Purpose: in this way, the students can enlarge his/her

41、vocabulary, the other side grasp the rules of word formationPart IV Blackboard Design Unit 1. Grammar and UsageTeaching Aims:l To learn the direct and indirect speech and how to change from one to the otherl To identify the differences between direct and in direct speechl To learn how to use reporte

42、d speech in statements, questions, and imperative sentencesl To complete the relevant written tasks to reinforce the grammar and usagel To apply what they learn to practice by fulfilling some written mistakes.Teaching Key Points & Teaching Difficulties: How to help them understand the changes when c

43、hanging direct speech into indirect speech The usages of persuade and discourage How to apply the grammar rules to compete the related exercises correctlyTeaching Procedure: Step One: Leading-in T: (Greet the class as usual) Now boys and girls, please look at the screen. There is a short dialogue. R

44、ead it carefully and answer the two questions. What are you going to do this summer holiday, Tom asked Ann. I am going to travel to Beijing with my parents. said Ann. What did Tom ask Ann? (This step is to attract their attention to direct speech and indirect speech. Later collect their answers on s

45、creen.) T: Wonderful! Yon can notice that when you answer my questions you have made some changes to the original sentences. In fact your answers are written in reported speech or indirect speech while the original sentences in direct speech.Step Two: Direct and Indirect Speech T: Ok. This is what w

46、e will talk about today. Now please open your text books at page 8. Go through the group 1 and 2 to answer the next two questions: What are direct speech and indirect speech? How can we change direct speech into reported speech?(Have students analyze the sample sentences. Give them some time to disc

47、uss the sentences in pairs first and then check the answers.) We can do it by changing what has been said to an object clause or an infinitive phrases.(Make sure they understand what direct and indirect speech is. Help the students to grasp the meanings of the sample sentences. Explain them to the s

48、tudents if necessary.) T: Very good! Then When you change direct speech into indirect speech, what else should you make changes to besides the major changes in sentence structure? T: Now please go through the group 3 carefully, especially the tables. You can exchange your ideas with your classmates

49、around you and think about the above question carefully.) Ss: Other changes in: Personal pronouns Tenses Adverbials of time and place Other cases T: Good! Next please consider how to change the following sentence in direct speech into reported speech. Light travels at a great speed, said the teacher

50、. Ss: The teacher said that light travels at a great speed. (It doesnt matter whether they are able to give correct answer. This is just to help them to realize something different when changing direct speech into indirect speech.)T: So you can see we made no changes to the sentence in direct speech

51、. Dou you know why? Please look at the tip on the left and recall what you have learnt before and them tell me the reason. Ss: Tips: We do not change the tense when we report a proverb or a fact that doesnt change over time. T: Terrific! And I can show you more examples as follows: My teacher told m

52、e that practice makes perfect. The teacher said that light travels faster than sound. (Ask them go through the content on page 8 again and deal with any questions raised by the students. Last let them finish the exercise on page 9. Make sure they know what to do.)Step Three: Reporting statements, qu

53、estions, and imperative sentences T: Ok, lets go on to learn how to report sentences in statements, questions and imperative sentences. Please turn your book to page 10. Go through them one by one and share your ideas with your partner. Later on tell me: How to report statements, questions, and impe

54、rative sentences? (Give them enough time to go through them and help them summarize the following: Statementsl Use noun clauses introduces by that to report statementsl Say and tell are common reporting verbs e.g. There two main types of advertisements, the writer said to us. The writer told us that

55、 there two main types of advertisements. Questionsl Use noun clauses introduced by whether/if to report Yes/No questionsl Use noun clauses introduced by WH-words to report WH-questionse.g. Are all advertisements playing tricks on us? I asked her. I asked her whether/if all advertisements playing tri

56、cks on us.e.g. The teacher asked Tom Whats the matter? The teacher asked Tom what was the matter. Imperative sentencesl Use the structure: reporting verb + object + (not) to-infinitive to report imperative sentencesl Ask and tell are common reporting wordse.g. Dont touch anything in the lab without permission. said the teacher. The teacher told us not to touch anything in the lab without permission.e.g. Turn down the radio please, Tom. Jen said. Jen a