牛津高中英語模塊四unit1英文說課稿

1、Unit 1 advertisement (welcome to the unit)Hello, everyone. I am XXX from XXX college. Today I am pleased to have an opportunity totalk 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. They are analys

2、is of the teaching material, teaching methods and teaching procedures.Part I Analysisi of the teaching material 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 life, and then ask Ss ident

3、ify thedifferences between th ese two types of advertisements, but also practice Ss s oral Englishthrough this topic.aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.make students aware of the role of advertising in our daily lifetalk a

4、bout the six ads and put them in two groups. Finally encourage them to tell the difference between themdiscuss the last three questions to improve their speaking abilitycompleting this lesson, ss will gain someknowledge about advertisements, the social effectss of advertisement, and ss could disting

5、uish the advertisement true or not in our daily life.important and difficult points help Ss understand the role of adsto develop Ss speaking ability by expressing their opinions in the discussionPart II The teaching methodsDiscuss in pairs or in groupsCommunicative teaching methodAudio-visual teachi

6、ng method“ Task - based” teaching methodPart III Teaching proceduresI 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 English. The purpose of What I design is Ss will be happy and have a very good

7、 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 questionsto discuss, they are:Do you like reading or watching advertisementsWhat kind of ads do you like best And whyWhere can you find advertisementsI will give the Ss enou

8、gh 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 these six pictures, and discuss them in groups of four and try to answer the following

9、 questions:1) What can you see in the picture2) What can you read on it3) What does it persuade us to do or what does it try to tell usThrough discussing in groups, my turn to conclude this step, I tell them that you can see that advertisements are a good way to sell products or services. They are a

10、lso 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 correctgroup. Which one' s function is to sell a product or service And which one' s functi

11、on is educate about people Let Ss realize the difference between the two.To sell a product orserviceEducate about peopleComputer Software (2)Oxlin Airlines (3)Shine Shampoo (6)Project Hope (1)Earth Day Anti-drugs (5)Step 4 DiscussionIn this step, I set 4 questions to discuss. The purpose is encourag

12、e 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 ad2) What was it Now do you believe that advertisements tell the complete truth3) What is/are your favorite advertisement(s) making you think ab

13、out problems in society orabout people who need help Why4) What do you think makes a good advertisementFrom the above what I ve drilled in class, I thinkthat most of Ss have knowed what anadvertisement is and realize the role of them in our lives.Step 5 Homework1. Ask students to read the passage in

14、 Part B on page 95 in workbook as their homework. Teachers can check the answers in or after class2. Let them preview the next period, especially the new words in the instructions or requirements but not included in the wordlist.Unit 1 advertisement (reading)Hello, everyone. I am XXX from XXX colleg

15、e. 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.Myteaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1 Analysisi of the teaching

16、materialand functionThis is the second period of this unit. The topic of this unit is advertisement. In this period, students are demandedto learn more about advertisements, need identify the differences between commercial advertisements and public service advertisements. Because this article is an

17、expository writing, let the Ss to learn how to read an expository writing. aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1) .To learn more about advertisements2) .To learn how to read a expository writing3) .To read the passage Adver

18、tisements and complete related answers4) .To improve their reading comprehension skill by fully participating in all activities important and difficult points1)How to improve their reading ability through teaching activities2)How to let them gain someinsight into advertisements and help them deal wi

19、th advertisements in their daily life3)The usages of some key wordsAidsA computer and overhead projectorA blackboard and some chalkPart 2 Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task - based” teaching methodPart III Teaching procedures and purpo

20、se 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 song 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 h

21、ave 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 effects on us.n.It stimulate s the Ss interest and draw their attention at the very beginning of the lessoSo I call Ss memory to show somea

22、dvertisements 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 do the reading. And the whole reading is conducted with the strategies instructed first. And they, then, they will put the strategies i

23、nto practice .I would tell the students that usually it is not necessary to read an article word by wordor sentence by sentence to get some information, then show them one of reading strategys skimming.Ask the Ss to read the text quickly and answer the three question in Part A, then check the answer

24、s they find.Step 4 Deep readingI will give 3 minutes to Ss to read the“ reading strategy ” , let Ss know what an expositorywriting and what the expository article basic 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 trai

25、nning 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 correct it.With the tasks in step 3 and step 4, the students can grasp the reading skills easily.Step 5 Post-readingLet the students disc

26、uss 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 to learn to compare the differences between commercial ads and public service ads.Step 6 Homeworkto complete the remaining exercises on

27、 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 from XXX college.Today I m very delightedto have the opportunity to share my ideas about how to teach Word power.My teaching plan include

28、s 4 parts. They are:My understanding to this lesson Teaching MethodsTeaching procedures and Blackboard DesignPart 1. My understanding to this lessonA. Status and FunctionThis is the fourth period of this unit. The topic of this unit is advertisement. In this period, students are demanded to learn ho

29、w 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) To review the word formation and learn more common suffixes(2) To expand their vocabulary about sales and marketing(3) To complete the exerc

30、ises designed to reinforce the words to be learnt in the word powder(4) To help them grasp the rules of word formation and learn howto apply them in English learningC. Teaching important and difficult points(1) How to make use of word formation to enlarge their vocabulary and improve their reading a

31、bility(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 Aids:A computer and overhead projector A blackboard and some chalk Part II. Teaching Methods Discuss in pairs or in groups Communicative met

32、hod Audio-visual teaching method“ Task-based" teaching methodPart III. Teaching procedures and purpose of my designingStep 1 Lead-inGreetingsAsk the students to have a discussion with their partners about the topic in Part E. Ask some pairs to act out their dialogue.Purpose: It is very importan

33、t to stimulate the students' interest and draw their attentionat the very beginning of the lesson. So I create the discussion in pairs to review and lead in to the new lesson.Step 2 Vocabulary learningI ' ll arrange three activities in this step.Activity 1: discussionFirst I ' ll ask the

34、 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: happyhappily, happinesscarecareful, carelessI try to let the ss give memore examples, makethe students to realize the rules of word formation by thei

35、r own first.Activity 2: Using suffixesFrom the above discussion we ' ve discussed, I put a fo llowing table on the screen, they are some other ways to form adjectives from nouns and verbs.Noun +y+lyhealthhealthyweekweekly+icheroheroic+aloriginoriginal+ousdangerdangerous+fullhelphelpfulVerb +edam

36、azeamazing+ingexciteexciting+iveattractattractiveAfter reading table, I ' ll let the ss to pay attention to the tip on the right side.Make themunderstood, sometimes need to remove the final letter(s) of a word before adding a suffix.Usually we can get the meaning of the word created by adding su

37、ffixes.Activity 3 PracticingI ' ll ask the ss to read the advertisement and 1ll in the blanks with the adjectives by adding the correct suffixes to the words in brackets. Finally check the answers as a whole.Purpose here is, by completing the exercises designed is to reinforce the rules of word

38、formation have been learnt in the word powder.Step Three: Vocabulary ExtensionContinuing the last lesson we learnt something about advertisements, then I' ll show a shorttext about sales and marketing on the screen. Pick somewords and phrases in blue out and explain theirs meaning. Teach the ss

39、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 Audio-visual teaching method to make it easy for the students to learn and remember the words; to meet the demands o

40、f 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 vocabulary, the other side grasp therules of word formationPart IV Blackboard DesignUnit 1. Grammar and UsageTeachi

41、ng Aims:lTo learn the direct and indirect speech and how to change from one to theotherlTo identify the differences between direct and in direct speechlTo learn how to use reported speech in statements, questions, and imperativesentenceslTo complete the relevant written tasks to reinforce the gramma

42、r and usagelTo apply what they learn to practice by fulfilling some written mistakes.Teaching Key Points & Teaching Difficulties:How to help them understand the changes when changing direct speech into indirect speechThe usages of persuade and discourageHow to apply the grammar rules to compete

43、the related exercises correctlyTeaching Procedure:Step One: Leading-inT: (Greet the class as usual) Now boys and girls, please look at the screen. There is ashort dialogue. Read it carefully and answer the two questions.'What are you going to do this summer holiday, ' Tom asked Ann. 'I a

44、m 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 screen.)T: Wonderful! Yon can notice that when you answer my questions you have made some changesto the origi

45、nal sentences. In fact your answers are written in reported speech orindirect speech while the original sentences in direct speech.Step Two: Direct and Indirect SpeechT: Ok. This is what we will talk about today. Now please open your text books at page 8.Go through the group 1 and 2 to answer the ne

46、xt two questions:What are direct speech and indirect speechHow can we change direct speech into reported speech (Have students analyze the sample sentences. Give them some time to discuss the sentences inpairs first and then check the answers.)We can do it by changing what has been said to an object

47、 clause or an infinitive phrases.(Make sure they understand what direct and indirect speech is. Help the students to grasp themeanings of the sample sentences. Explain them to the students if necessary.)T: Very good! ThenWhen you change direct speech into indirect speech, what else should you make c

48、hanges to besides the major changes in sentence structureT: Now please go through the group 3 carefully, especially the tables. You can exchange yourideas with your classmates around you and think about the above question carefully.)Ss: Other changes in:Personal pronounsTensesAdverbials of time and

49、placeOther casesT: Good! Next please consider how to change the following sentence in direct speech into reported speech.'Light travels at a great speed, ' s aid the teacher.Ss: The teacher said that light travels at a great speed.(It doesn ' t matter whether they are able to give correc

50、t answer. This is just to helpthem to realize something different whenchanging direct speech into indirect speech.)T: So you can see we made no changes to the sentence in direct speech. Dou you know why Pleaselook at the tip on the left and recall what you have learnt before and them tell methe reas

51、on.Ss:Tips:We do not change the tense when we report a proverb or a fact that doesn ' t change over time.T: Terrific! And I can show you more examples as follows:My teacher told me that practice makes perfect.The teacher said that light travels faster than sound.(Ask them go through the content

52、on page 8 again and deal with any questions raisedby the students. Last let them finish the exercise on page 9. Makesure they know what to do.)Step Three: Reporting statements, questions, and imperative sentencesT: Ok, let ' s go on to learn how to report sentences in statements, questions and i

53、mperative 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 imperative sentences(Give them enough time to go through them and help them summarize the following:2Statements1 Use nou

54、n clauses introduces by that to report statementslSay and tell are common reporting verbs'There two main types of advertisements, ' the writer said to us.The writer told us that there two main types of advertisements.2 QuestionslUse noun clauses introduced by whether/if to report Yes/No ques

55、tionslUse noun clauses introduced by WH-words to report WH-questions'Are all advertisements playing tricks on us' I asked her.I asked her whether/if all advertisements playing tricks on us.The teacher asked Tom'What' s the matter 'The teacher asked Tom what was the matter.3 Imper

56、ative sentenceslUse the structure: reporting verb + object + (not) to-infinitive to reportimperative sentenceslAsk and tell are common reporting words'Don' t touch anything in the lab without permission.' said the teacher.The teacher told us not to touch anything in the lab without permi

57、ssion.'Turn down the radio please, Tom. ' Jen said.Jen asked Tom turn down the radio.T: You ' ve done a good job. Now you can overview what we have learnt on page 10. If you have any difficulty, ask me for help.(After this let them complete the Part A on page 11.2. asked in what way it w

58、as different from other English learning software3. asked how it could help him to remember English words4. asked whether/if it taught listening and speaking5. asked what the designer would do if she was not satisfied with the software.6. asked whether/if it was user-friendly(After this, give the students a few minutes to ask for help if they have any questions)Step Four: Language Points1. recommend