英語unit4earthquake公開課教案

1、二二O四年十月十三日2015年金昌市優(yōu)質課競賽活動教案ATeachingPlanSubject:EnglishTitle:Book1Unit4EarthquakesReadingClass:Class12,Senior1Teacher:HeYujuanSchool:JinchangNo.1MiddleSchool金昌市優(yōu)質課競賽DesignedByHeYujuan金昌市優(yōu)質課競賽DesignedByHeYujuan ATeachingPlanTitle:Book1UnitTitle:Book1Unit4EarthquakesReadingTargetstudents:Class12,Senio

2、r1Teacher:WangYaqinAnalysisoftheteachingmaterialsThisperiodwewilldealwithReadinginBook1Unit4Earthquakes.Thetopicoftheunitiseathquake,whichinvolvessignsbeforetheearthquake、duringtheearthquakeandaftertheearthquake.Ourlanguageknowledgeandskillsaredesignedonthebasisofthetopicearthquake,thepurposeofwhich

3、ismainlytoimprovestudentsabilitiesofreading.IntentionsofourdesignsThenewcurriculumstandardsarethebaseandguidetoteaching,whichrequireus,onthebasisoftextbooksandextrateachingresources,toeffectivelycombineteachersconductingandexplainingwithstudentsindependentresearchandcooperativelearning,solve“doubleb

4、ases”(languageknowledgeandabilities),developstudentsskills(obtaininformation,discover,analyzeandsolveproblems)andfulfillmoraleducation,thusachievingtheaimofefficientlearning-enjoyinglearning,beinggoodatlearningandbeingabletouseit.AsfarasImconcerned,teachersandstudentswillresearcheffectively,combiner

5、esourcesandachieve3Daims.Basedontheanalysisofthekeypointsandthecontentsoftheteachingmaterials,thegeneralclueofofourdesignisfocusedonthreequestions,whathappenedbeforetheearthquake?、whathappenedduringearthquake?whathappenedaftertheearthquake?Therefore,wewillconductaseriesofclassroomactivitiessuchaspai

6、rwork,groupwork,questionandanswer，ofwhichhowtomotivatestudentstoparticipateactivelyandlearntocooperateinteamworkisveryimportant.Anyway,theprincipleofstudent-centredandpractice-going-firstwillbereasonablycarriedoutwhenmydesignisproperlyperformed,whichisoriginallythebasicstandardsthenewcurriculumandth

7、enewtextbooks.Teachingaims3DGoalsKnowledgeaims:Enablethestudentstorecognizethevarietyofjobsthereareinnewspapersandwhatisneededtoworkinanewspaperoffice.Enablethestudentstorecognizethevarietyofjobsthereareinnewspapersandwhatisneededtoworkinanewspaperoffice.Abilityaims:Totrainandimprovestudentsabilityt

8、olearnwordsandphrasesbybrainstorming.Toimprovestudentsabilitytoexpresstheirownideasbyaskingandansweringquestions.Emotionalaims:Tomakethestudentsunderstandthejobofjournalistsbetter.Todeveloptheirinterestininterviewingandintheirownstudies.Keyandimportantpoints:Helpstudentstoknowthejobsofjournalistsand

9、thequalitiestheyneed.HowtohelpstudentstolearntoconductaninterviewinEnglish.Teachingmethods:Task-basedapproach&.CommunicativeteachingmethodTeachingProcedures:DesignforTeachingProcessStepsActivitiesPurposeI.Leading-in:Towatch,listenandthink:Tostartthelesson,toPlayashortvideoaboutnewsWhatisitabout?arou

10、sessinterest,andinEnglishandshowthetitleofmakessconcentrateonthetopicofUnit4.todaysclass.II.Warmingup:Task1:WhatkindsofjobsdoGroupworktohaveaTomakeitcleartossthepeopledoinmakingadiscussionandtrytoanswerdifferentrolesofjobsinnewspaper?thequestionbyfillinginthemakinganewspaper.chartAnswer:onp.25journa

11、list,editor,photographer,chiefeditor,designer,printer.Task2:Whataretheirduties?TeacheraskquestionsandssEnablesstoknowaboutQuestions:trytoanswer,theycanhelpthespecificdutiesof1.Whointerviewspeopleand.?eachotherandevencanjournalist，editor，2.Whodecidesonthecontent?workingroupsifnecessaryphotogragher,et

12、cand3.Whotakesphotos.?thebasicprocessof4.Whodesignseachsectionmakinganewspaper.of.?5.Whoprints?III.Pre-readingPairworktohavean1.TogetmorefamiliarTask1:interview.Oneisthewithajournalistsjob.Doaninterviewjournalist,theotherplays2.Tocreatearealworldtheroleofafamousstartocommunicateintheyarebothfamiliar

13、with.Englishinsmallgroups.Task2:AskoneormorepairstoTogivemorechancesPresentationshowtheirinterviewforsstoimpovetheirspeakingabilitiesandtomakesstakemoreactiverolesinclassroomactivities.Task3:GroupworktotalkaboutTomakeitcleartossDiscussionthequalitiesofagoodwhatmakesagoodjournalistanddecidewhichjourn

14、alistandhowtobeonesarethemostimportantagoodjournalistqualities.Task4:Individualwork:TohelpssknowitisnotQuestion:Ask1-3sstodescribetheireasytobeagoodWhatdoyouthinkofthefeelings.journalistanditisnotinterviewyouhavedonejusteasytodoanythingnow?Youfeelings?Interesting?well.Unforgettable?IV.SummaryAbriefs

15、ummaryofwhatweTohaveaquickrevisionhavelearned.ofwhatweelearned.V.Homework1.SkimthereadingonP.26Tomakepreparationsafterclasstounderstandthefornextperiod,andtotitlebetter.putwhathasbeenlearnt2.Designanewspaperforintopractice.yourclassingroupsoffour.Blackboarddesign:Unit4MakingtheNews?jobsdutiesqualiti

16、eskindso教學設計總結：學情分析及前期預測：現在的學生，英語水平總體差距較大，其水平分布呈以下特點:分化情況較明顯，學生之間的水平差距較大;學生雖然對英語感興趣，但學習主動性還有待加強；部分學生對教師的依懶性較強，未能主動通過多種渠道獲取信息。因此，在本堂課教學過程中，擬著重訓練學生通過多種渠道獲取信息、分析信息以及提取信息的能力。在本節(jié)課的學習中，學生可能會遇到缺乏經歷真正地震的背景知識而對文章深層次的理解產生一定的困難。在學習過程中，學生有可能會采取主動學習、合作學習、探究學習等策略，獨立思考問題、快速閱讀課文，同學之間互相，討論等方式進行有效學習。教學策略與手段：1采用任務型的教學途徑，結合學生的生活經驗和興趣設計相關的任務鏈接