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/90Andalsothestudentwilllearnthelanguagepointsandgriimmarpoinlsinsidethepassage.Inuddiliun.we?1]learnsomeusefulreadingskills.OK?Sothat'stheobjectives.Andafterthat;thestudentswillbeabletocomplcicseveraltasks,pre-readin莒tasks.Andiwillaskmystudentsasausualtaskihutheywouldgoontheirown,collectanyinformiition,likepLCtur€Snvide:aclipsnswellassomebooks,wl亡vsinlbooksonthethemeofcitinghabits?In<ilthevtrybeginning,ih^twouldbemyIcadiiii^p^n.[ntlicparLthestudentswillbeabletotalkaboutwhatthey'vefoundout,heformofreport,orin(heformofrnierview.Interviewwouldbeaveryfunpanofthestudents.So1"dLikemystudents(udosomeinterviewiogexth^mwannedup.1And.nfEerwards,【pRibablygetthemtodosomewordgames.Forexample.IwonIdallowmy^ludenlssomelimttoprereadthetext,sotheycangelaroughideaofwhattheternifimean.Forexample,whatistheenergy-givingfood,whatisbtidy-buildingfoodantiwhatisproteciivefoodmiywLiy.SyIwillgivetli-ems(jmewordgalliesLoleadin,towarmup.Butthispartwouldn"tbetoolongniguessIO-15mimjrcswouldbeenou呂hforthatAndafterthat,thatwillbethewhile-readingtasksorrhefirst-readingtsisks.AndIwouldliketobeginwitbsomemainideatasksrSoIwillgivestudentssomekindofcxercisesordrills,likeT/Fquesliwns,ormultipkchojce.oreven,som-ckindoftabicforthestudentstofillin.So.it'smainidea.Jntlicway,thepassagecanbevcr)?clearlyclassifiedtntoseveralparts.
??Thisisthemainidea.Andalso,1wouId]iketoaskstudentstodosomereadingski115Tforcsamplcj.skimming^ndscanning,forspecificdetailsinsideThepassage.Andalso,findingthetopicsentenceofeachpartwauklbeaverygoodexerciseforstudenlslomastertlie^rreadingskillsandiopracticetheirreadingskills.AndthatlheobjecLivesandLtIsothewhile-rendingpart.Aaidafterward頭cornertheit'sabouthowthecompetitiontukepkicebetweenWcingpengandYonghui.Thepassagecanbedividedintothreeparts.Thefirstparxigrapli'inainlyfellsdiatWangpengwasworried七匕識1口£0his*曹kiU故iK詁ndfull朋Li£L說].Andihparagrapli2-3TWangpengfollowedhisfriendLaoLitoanewlyopenedrestaurantwhichisverypopular.Thelastparagraphis(hehighrid^,Wangpengdidsomeresearchinthelibrarytowinhiscustomersback.Thecompcliti[>nis<jhaik![hes-toryistobe:ct>niiKLicd.SoLbihisLhcThecompcliti[>nis<jhaik![hes-toryistobe:ct>niiKLicd.SoLbihisLhcnnai^rstructureqIthelumundcfcrourst,iiFtcrLhcmiyorp-art.Evvutild]ikelo莒iv■'亡ihthLudentJtyonie力melud卅[angiujjiepcints.TIilwaresriiinywunderfuiEun^uagcpuiuLsi>rphntscsnitnlioncdin由4kxtfurcxainpJr.here.Ihaveinmy沁mtksoriieufthtnulcs1luivetuken.缶tJingveryfrUnitedt.JLw<ndJa[3be越Id,Siuncihing忙rtiblemustha^eEiappcncJ...And>osTiebrtiutifu】phrii>eslik亡weight...Wasal.GetawaywithTellalie...andtherearesomeveryinipcrtanfsentencestructureshere?.Like^witliadiscountandanewsign血couldwiniiiscustomersbackAndrhisstruttur^isver^'tnndy.%卩eciallyAvhetiirconi-eslostudents;writing.SoI"IIgiveitiemthelanguagepointsandsentencepatterns.Andafterwards,comestothereviewtifii-e,Iwillgivethestudentssomerimetoreviewwhattheybavelearnedintherext.Andtheassignmentwotildbeewritingordiscussicn,hl「ytodeadebatebasedonlheargumentsth-ejhavelearnedinthepassage.?Chill'從EyprvscnliiLicnfurtoday.Thankyi】u!必修3unit2說課稿三Interpretationunit2HealthyEatingUnit2HealthyEatingName:溫瑩Studentnumber:40904180CollegeofForeignLanguagesUnit2HealthyEatingGoodmorning,everyone.Todayitismygreathonortosharemyinterpretationwithyou.Myinterpretationcovers8partsinall,includingtheanalysisoftheteachingmaterial,theanalysisofthestudents,theanalysisoftheobjectives,theanalysisoftheimportantpointsanddifficultpoints,theanalysisoftheteachingmethod,eteachingprocedures,blackboarddesignandreflection.I.Analysisoftheteachingmaterial:ThecontentisNewSeniorEnglishforChinaStudents'Book3Unit2HealthyEatingpublishedbyPeopl'esEducationPress.Itisthefirstclassperiodofthisunit,andIwillcoverlead-inandpre-reading.Analysisofthestudents:Thegrade1studentsatSeniorHighhavelaidagoodfoundationforacertainamountofvocabulary,Englishskillsandknowledge.Sincethetopicinthisunitisfamiliartostudents,sothereisnottoodifficulttostimulatetheirinterests.Analysisoftheobjectives:Knowledgeobjectives:Enablestudentstoexpandtheirvocabularyrelatingtofood。Enablestudentstogetusefulknowledgefromthetext.Enablestudentstoaccumulatesomebasicknowledgeofrestaurantmanagement.Abilityobjectives:Enablestudentstogetusefulinformationfromatext。Enablestudentstoanalyzethetextbythemselves。Enablestudentstopredictsomethingreasonably.Affectiveobjectives:Enablestudentstokeepagoodeatinghabit。EnablestudentstolearnsomethingfromWangPeng,inparticular,thestrategyofrestaurantmanagement.^.Analysisofimportantpointsanddifficultpoints:Therearealargenumberofvocabulariesrelatingtofood,soitistime-consumingandenergy-consumingtoacquirethem.Itisthedifficultandimportantpoint.Teachingmethod:Task-basedteachingmethodW.teachingprocedures:Step1:Lead-in:Presentseveralpicturestostudents,amongwhichoneisaoverweightcouchpotato,whoistooheavytomove,theotherisaskinnymodel,第2/3頁whoissothinthatpeoplecanseeherskeletonclearly.Byanalysis,Iwillletstudentstorealizetheimportanceofhealthyeating.Step2:Reading:ComeandEatHereInthispart,firstlywewillscanthetexttogetthemainplotofthestory.Next,wewillfillacharttogethertocomparethetworestaurants.Finally,wewilloverviewthetexttodeepenunderstandwhatwehavelearnt.WI.Homework:Predictwhatwillhappenaboutthisstory,andwriteafollow-up.Eachgroupoffourhasadiscussionofhowtokeepahealthyeating.Nextclass,therepresentativeofeachgroupisrequiredtogiveapresentation.訓.Blackboarddesign:Part1:
Part2:Part3:IX.Reflection:Attheverybeginning,Ipresentseveralpicturestograbstudents'interestsinlearning,whichisinteresting.Butwhenitcomestothereadingpart,Imorelikeanauthoriotyinthiscase,studentsarenotfullyinvolvedinthemeaningfullearning.AndIthinkthemultimediafacilitymightbealittlebitoverused,whichalittlebitconstrainsstudentsthinkingspace.Therefore,shouldtakesuchthingsintoconsiderationandmakesomecorrectionsnexttime.必修3unit2說課稿四TeachingplanforUnit5book2Goodmorning,professors,it'smygreatpleasuretobeheresharingmylessonswithyou.ThecontentofthelessonisSeniorEnglishforChinaStudent'sBook3Unit2Healthingeating.'Illbeginthelessonfromthefollowingfiveparts,theteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedureandblackboarddesign.First,letmetalkabouttheteachingmaterial.Firstly,letmeintroducetheteachingmaterial.Thisunitistointroducetousdifferenttypesofband.Thereadingpassageisthecenterofthisunit.Itismadeupof3parts,thatis,.Thetextisthemostimportantteachingmaterialinthislesson,whichextendsthemaintopic“”andcontainsmostofthevocabularyandgrammarpointsthatstudentsshouldlearninthisunit.Secondly,Iwanttotellsomethingaboutthestudents.Althoughthestudentshavethebasicabilitiesoflistening,speaking,reading,andwriting,theystillneedmanyopportunitiestopracticewhattheyhavelearned,toexpresstheirideas,feelings,andexperienceandtodeveloptheirautonomouslearningabilityandcooperativelearningabilityThirdly,I'dliketotalkaboutteachingaimsanddemands1Knowledgeaims:(1)tohelpstudentstounderstandandmasterthewords,phrasesandsentencepatterns.(2)toknowsomebasicinformationaboutmusicAbilityaims:(1)Toimprovethestudents'organizingandusingskillsofEnglishasthesecondlanguage(2)Tounderstandthemainidea,toscanfortheneededinformationandtograspthedetailsEmotionalaims:(1)Helpstudentsunderstand(2)Developstudents'senseofcooperativelearningFourthly,teachingkeypointsis1.Tohelpthestudentsgetageneralideaofthewholepassage,andsomedetailedinformationandlanguagepointsaswell.2.TounderstandTeachingdifficultpointsisThestudentsusetheirownwordstoexpresstheirownideas.TheusageofmodalverbsAccordingtotheanalysisabove,I'lltrytousethefollowingtheoriestomakestudentstherealmasteroftheclasswhiletheteachermyselfthedirector.a.CommunicativeLanguageTeachingLanguageisusedforcommunication.It'slearner-centeredandemphasizescommunicationandreal-lifesituations.b.Task-basedLanguageTeachingAtaskresemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife,Learnersshouldbegivenopportunitiestoreflectonwhattheyhavelearnedandhowwelltheyaredoing.c.ComputerAssistedLanguageTeachingLanguagelearningneedsacontext,whichcanhelpthelearnerstounderstandthelanguageandthencanproductcomprehensibleoutput,socomputerhastheadvantagestomakethematerialsattractive.Part3LearningMethodsTask-based,self-dependentandcooperativelearningPart4TeachingProcedureStepOneLead-in“Interestisthebestteacher.”Therefore,attheverybeginningoftheclass,Ishouldsparkthestudents'mindtofocusonthecentretopic“theband”.I'llshowsomepicturesoffoodtoattracttheirattentionandthenbringsomequestions.Question:Whatkindoffoodtheylike?Whatshouldgointoagoodmeal?Theanswersmustrelatetothediet.Afterthis,thestudentswillbeeagertoknowsomethingaboutabalancedietandthisistheverytimetonaturallyleadtheclassintoStep2Step2Readingforinformation:skimmingandscanningInthisstep,IuseTask-basedLanguageTeachingmethod,whichcangivestudentsaclearandspecificpurposewhileskimmingandscanningthecontext.Task1GeneralideaThestudentswillbeaskedtojustglanceatthetitleandthepicturesofthepassage,andthenguesswhattheywillreadinthetext.Andthey'llbedividedintogroupsoffourtohaveadiscussion.Thepurposeistoinspirethestudentstoreadactively,notpassively.Inaddition,thetaskistodevelopthestudents'readingskillbymakingpredictionandtoencouragethestudentstoexpresstheirthoughtsinEnglishandcooperatewitheachother.Task2MainideaofeachparagraphCooperativelearningcanraisethestudents'interestandcreateanatmosphereofachievement.Basedonthistheory,Idividethewholeclassinto4groupstoskimthewholetextandgetthemainideaofeachparagraph.Step3ReadingforcomprehensionThepurposeofreadingistogetthecorrectandusefulinformation.Studentsshouldnotonlyhaveahighspeedofreadingbutalsohaveacorrectunderstandingofdetails.ThereforethefollowingpracticesonPage35canhelpcheckthesituation.Step4SolvingdifficultlanguageproblemsthroughreadingIt'simportantforlanguagelearnerstolearnimportantrulesofgrammarandusetheserulestosolveproblemsinreality.Inthepreviousprocessofreading,thestudentsmustcomeacrosssomedifficultlanguageobstacles,soit'snecessaryforustodiscussandexplain.Thisperiodoftimebelongstostudents.Theycanaskanyquestionstheycomeacrossintheprocessoflearning.I'llexplainthequestionsanddifficulties.Thepurposeofthisisimprovingthestudents“questioningspirit”anddealingwiththedifficulties.Step5ConsolidationLanguageislearntbycommunicating.Itismyjobtocreateanatmosphereforstudentstousethelanguage.HereIdesign2activities1ReadingforcomprehensionI'llask4studentstoreadeachparagraph,andthendotheexercisefollowingthetext.Ithinkit'sagoodwaytoreviewwhattheyhavelearned.2DiscussionDuringmakingdiscussion,thestudentswilldeepentheirunderstandingofthemainideaofthepassage.a.WhyMonkeescanbesuccessful?Givereasons.b.What'sthemostimportantthingforasuccessfulband?Why?Step6HomeworkAskthestudentstowritedownsthabouttheirfavoritesingers,bandormusicandlistthereasons.Theassignmentenablesthestudentstosearchvariousinformationresources,whichcanwidentheirviewandcontinuetoinspiretheirenthusiasmoflearning.Part5BlackboarddesignUnit4MusicPassageTheBandThatWasn'tTopicSentences:1.ManypeoplewanttobefamousassingersormusicianFormabandBeganasaTVTheybecameevenmorefamousthantheBeatlesDiscussion:a.WhyMonkeescanbesuccessful?Givereasons.b.What'sthemostimportantthingforasuccessfulband?Why?Inmyopinion,theblackboarddesigncanreflecttheteacher'sabilityofmasteringthetextandleadingthestudentstomasterthetexteasily.Inthistext,thedesignisnoteasytowrite.Iwritethetopicsentencesontheblackboard,inordertotellthestudentsthatthisisoftheimportanceinthisclass.Iwanttomakethedesigninductive,instructiveandartistic.必修3unit3說課稿一Themillionpoundbanknote說課稿各位老師,大家好,我是來自第八十一中學的高中英語教師,今天我說課的內(nèi)容是人教課標版必修三第三單元的第二篇閱讀課文Themillionpoundbanknote,是一節(jié)閱讀課。我準備從以下幾個方面進行說課:教材分析、教案過程以及教案反思。對教材的分析包括教案內(nèi)容、目標、重難點以及教案方法。首先來說說教案內(nèi)容。一、教材分析教案內(nèi)容:這一單元的主要內(nèi)容是根據(jù)馬克〃吐溫的短篇小說《百萬英鎊》改編過來的戲劇劇本。學生閱讀部分是劇本中第一幕的第四場,這一場生動的講述了衣衫襤褸的流浪漢亨利〃亞當斯到餐館用餐先遭冷遇,而后由于拿出了一張百萬英鎊的大鈔又備受關(guān)照的有趣故事。作者用詼諧的筆調(diào)諷刺了資本主義社會拜金主義者的丑陋嘴臉。劇本中人物刻畫生動形象,語言地道,是學生開始了解戲劇劇本的很好的教材。(根據(jù)《課程規(guī)范》的要求和對教材的分析,確定了以下的三維教案目標。)教案目標:1、知識與技能:1)掌握本課的重點詞匯:其中8個名詞,steak,pineapple,dessert,amount,manner,scream,genuine,rag,barber。1個形容詞,rude。1個副詞indeed。3個詞組,takeachance,in…manner,asfor2)能夠運用所學詞匯描述人物的性格特征,表達自己的觀點。2、過程與方法:學生能夠通過自主探究和合作學習理解劇本內(nèi)涵,感悟馬克〃吐溫的寫作風格。3、情感態(tài)度和價值觀:通過閱讀劇本,探討金錢和人性的關(guān)系,樹立正確的金錢觀。教案重難點:1、培養(yǎng)學生的閱讀策略和技巧(比如速讀、細讀、精讀等閱讀微技能);2、引導學生通過人物語言探究人物心理,感悟作者寫作風格;能夠運用所學知識表達自己的觀點。(為了完成上述教案目標,突破本文的重難點)教案方法:本節(jié)課的教案設(shè)計采用了讀前、讀中、讀后(即PWP)的閱讀教案模式。這三個階段呈階梯狀逐漸向上拓展,層層遞進。在讀前階段,通過播放視頻激活學生相關(guān)背景知識;讀中共分為四個環(huán)節(jié),在速讀環(huán)節(jié),引導學生掌握文章的主旨大意,構(gòu)建整體框架;細讀和精讀階段,培養(yǎng)學生獲取特定信息和挖掘深層信息的能力;鞏固階段是積累和運用本課所學的知識。前幾個階段均是對學生進行語言輸入的訓練。在讀后階段,目的是使學生將所學知識加以靈活運用,實現(xiàn)知識的遷移,達到語言的輸出。本節(jié)課使用了任務型教案法,根據(jù)教案內(nèi)容設(shè)計了由簡到繁、由易到難、層層深入的任務,目的是為學生提供更多的語言實踐機會,讓學生真切體會到做中學、用中學的樂趣。(讀前1個任務、讀中4個、讀后2個)下面介紹具體的教案步驟:Stepl:Pre-reading(讀前)3'1、首先,讀前階段分為兩個環(huán)節(jié):復習和導入1)首先通過學生分角色表演的形式復習上節(jié)課的內(nèi)容,即亨利是如何得到百萬英鎊這一場,然后順勢問學生DoyouknowwhereHenrywouldgonext?經(jīng)過預習和了解,學生一定會說出餐廳。自然過渡到本課談論的話題——在餐館發(fā)生的事情。2)接下來讓學生觀看視頻并回答問題WhatwouldhappentoHenryattherestaurant?(亨利在餐館是遭到冷遇還是受人尊敬呢?)可以先讓學生自由發(fā)言,進行預測,然后帶著疑問在看視頻的過程中尋找答案?!就ㄟ^這一活動學生既可以整體把握故事的發(fā)展情節(jié),又可以感受到人物的語言、神態(tài)和動作,使課本上枯燥的文字變成了立體畫面,為下一步理解劇本做好鋪墊。】Step2:while-reading(讀中)25'讀中階段,既是閱讀課文教案的主要環(huán)節(jié),又是學生閱讀實踐的重點內(nèi)容,這部分教案中將著重訓練學生的閱讀技巧和策略。這一階段包含四個環(huán)節(jié):速讀、細讀、精讀和鞏固。第一環(huán)節(jié):Fast-reading(速讀)2'在第一個速讀環(huán)節(jié)設(shè)計四個判斷題,讓學生帶著疑問速讀課文,培養(yǎng)掌握文章的主旨大意的能力?!驹O(shè)計意圖】這一環(huán)節(jié)要及時指導學生速讀技巧,告訴學生閱讀時要抓關(guān)鍵詞,結(jié)合上下文的意思判斷句子正誤。第二環(huán)節(jié):Careful-reading(尋讀)3'在接下來的細讀環(huán)節(jié),我套用了高考對閱讀理解的考查方式設(shè)置了5個問題,分別為三個推理判斷題,一個細節(jié)題和一個主旨大意題。學生需要對文章的內(nèi)容進行分析、歸納、推理、猜測等高級思維活動才能做出正確的回答。【設(shè)計意圖】這一過程是對學生進行細讀的訓練,培養(yǎng)學生獲取特定信息和挖掘文章深層次信息的能力。第三環(huán)節(jié):Intensive-reading(精讀)15,第三個環(huán)節(jié)精讀,既是最重要的環(huán)節(jié),也是突破本課重難點的關(guān)鍵。首先,讓學生思考劇本中人物看到百萬英鎊前后的態(tài)度發(fā)生了怎樣的變化。其次,讓學生仔細閱讀文章,找出可以表現(xiàn)人物態(tài)度變化的具體的語言和動作。最后,讓學生總結(jié)人物的態(tài)度發(fā)生變化的根本原因是什么,從而引出MoneyTalks,供學生思考。設(shè)計意圖】通過一系列的活動培養(yǎng)學生學習從人物的語言和動作探究人物的心理,使學生進一步體會戲劇語言的魅力,從而對文章背后所反映的社會問題進行思考,也為下一步的討論環(huán)節(jié)做好鋪墊。在這一部分結(jié)束之后,還要對知識點進行精講精練,但不宜過多,需要精講的有:1、alargeamountof,takeachance,manner,rude以及asfor的含義及用法2、對于課文中出現(xiàn)的賓語和表語從句,只作簡單的解釋,要求學生理解其含義,講練留到下節(jié)語法課進行。第四環(huán)節(jié):consolidation(鞏固)5'鞏固階段的任務就是復述課文。復述課文是對所學知識積累和鞏固的過程?;A(chǔ)較好的學生可以用自己的話復述,基礎(chǔ)較差的學生可以用老師課前印發(fā)的課文縮寫采取填空的形式,目的是讓更多的學生參與到活動中來,從而達到人人有所得。(到這一環(huán)節(jié),對學生進行語言輸入的訓練就結(jié)束了,接下來的讀后階段就是讓學生對所學知識進行靈活運用,實現(xiàn)知識的遷移,達到語言的輸出。)Step3.Post-readingactivity(讀后)12,1、首先采用頭腦風暴法說出描寫人物性格的形容詞,然后讓學生運用這些形容詞描述劇本中各人物的性格特征,并用自己的話說明為什么這個人是這樣的性格。培養(yǎng)學生用英語進行思維和表達的能力。第2/3頁2、接下來提出Ismoneyeverything?這一問題,分小組進行討論,最后由reporter闡述本組的觀點。3、最后和學生分享一首詩。Moneycanbuyahousebutnotahome.Moneycanbuyabedbutnotsleep.Moneycanbuyaclockbutnottime.Moneycanbuyabookbutnotknowledge.Moneycanbuymedicinebutnothealth.Yousee,moneyisnoteverything.「設(shè)計說明」這一環(huán)節(jié)是將德育教育滲透到教案的良好的契機,通過討論“金錢是萬能的嗎”這一話題培養(yǎng)學生正確的價值觀,使本課的主題得到升華,實現(xiàn)情感教育目標。Step4:Evaluation(評價)4,1、首先對小組進行評價,根據(jù)黑板上記錄的分數(shù)評出最優(yōu)秀小組,計入學生成長檔案。2、填寫學習效果自評表,對這節(jié)課的得失進行反思,及時而有效地調(diào)整自己的學習策略,為今后的學習以及終身學習提供了一定的幫助。Step5:Homework(作業(yè))1'1、Doexercise1and2onpage56ofthebook.2、Roleplay:Pleaseformagroupoffourandactitoutandtrytoimitatetheirtonesandtryyourbesttomakeitasfunnyaspossible.作業(yè)的設(shè)置要體現(xiàn)鞏固性和實踐性,第一項作業(yè)完成書上的練習,使學生鞏固所學知識。第二項作業(yè)是讓學生根據(jù)劇本進行表演,同時注意模仿人物的語音和語調(diào)。通過表演的形式,體驗人物的心理,感悟劇本的內(nèi)涵,實現(xiàn)知識的延伸。五、課后反思:在進行完本課的教案設(shè)計之后,反思了以下的兩點:1、本課設(shè)置的所有活動,目的是給學生提供更多語言實踐的機會,在實際教案過程中,充分調(diào)動學生的積極性,使學生能夠暢所欲言,然后加以引導,真正體現(xiàn)學生主體,教師主導的課標理念。2我會在課前做一些調(diào)研并進行分析,掌握學生的知識程度、興趣愛好等,然后調(diào)整任務的難度,使其符合更多的不同層次的學生,從而讓更多的學生參與到課堂上來。必修3unit3說課稿二TeachingExplanationThisisawritinglesson,takenfromPEPBook3,Unit3forSeniorTwostudents.Thetopicis“TheMillionPoundBankNote”TeachingContentsThisisatime-restrictedwriting.SsneedrewritethePlay,Act1,Scene3,byMarkTwaintoanarration,andmakecommentsonthemaincharacters.TeachingandLearningObjectives1.Languageknowledgeandskillsobjectives:Sscanextractusefulinformationandexpressionsfromreadingmaterialstosupporttheirwritingsothattheycanimprovetheirabilitiesofinformationgatheringandanalyzing.Sscanparaphrasecharactersandeventstoanarration,aswellasmakeasimplecommentssothattheycanimprovetheircriticalthoughtsandabilitiesofcoherence,creationandconclusion.2.LearningstrategiesobjectivesInthelearningprocess,theycanlearnhowtograspkeypoints,makenotes,andmakeanalysisandconclusionoflearningmaterials.EmotionalobjectivesSscandeveloptheircooperativeabilitiesandbuilduptheirconfidencebypositivefeedback.CulturalobjectivesSscanlearnaboutthefamousforeignwriter,MarkTwain.TeachingFocalandDifficultPointsAlthoughmySsaretheSeniorTwoSswiththebasicabilitiesoflistening,speaking,readingandwriting,theymightnotknowhowtogenerateanddeveloptheirideas.Meanwhile,theyalsohavedifficultiesinorganizingtheirideasandfindthewordsneeded.Therefore,Iwilldesignsomeactivitiestoenrichtheirexpressionsfromthereadingmaterialsandhelpthemtofindthecluesofthetexttoorganizetheirnarrations.TeachingandLearningMethodsProcesswritingapproach,PWPmethods,self-dependentandcooperativelearningmethods.TeachingProceduresI'lldividethislessonto4parts.Theyarewarming-up,pre-writing,while-writingandpost-writing.Warming-upstage:acompetitiongametoguess“Whoishe?”SomeinformationaboutMarkTwainwillbelisted,andthenSswillracetobethefirsttoanswerthequestionbyhandsup.Thewinnerwillreceivethebigprize“themillionpoundbanknote”,madebymyself.Next,I'llinterviewhis/herfeelingaboutthebigprize.Lastly,I'llinviteSstosharetheirimaginationthatsomebodygivesyoualargesumofmoneytospendasyoulike.Whatwouldyoudowithit?Usingtheseactivities,I'llleadtotodayourtopic“themillionpoundbanknote”andarouseSs'interest.Atthesametime,Sswillincreasetheforeignliteratureknowledge.Pre-writingstage:Firstly,inordertoguideSstograspthekeyelementsofaplay,Sswilldoafast-readingtogetthemainideaofthetextandcompletethetable.questionsineachpartsthroughdiscussingwithgrouppartners.Thepartsandquestionsarelistedasfollow.Part1.Background(line1-5)AXhutdothebrtLlier^iaunttada'fAndwhv'1Thvvht'enu耳已iIkvwiiisllaknaw^■hr-ihf'rmnnlWhiiiisHenrydoing1'Andwhy?Heif.heeflUM?ilii^Anicriciin霽?ninLenJon.Whert?&I'lenrytmm'?MiiftfruiaiJrami!*;from?WhaLHeilryht?pK'It*da?Hehup卍詈tu_diJHeuiylandinBrituin?HehifedtxJinBriidiin.AbtmE□nwsidiuAbtmE□nwsidiu上clTcjiwurilsnighitlull.Iticncjc.1munii!【唱-UhiiLsortnfworkdidiicnnUhiiLsortnfworkdidiicnn1clciinAjiierics?JJeworfcedtew11-owmllchiTWJievJl>esItenrj-have?Tobehcne^LjheWhsit也inthffklli?r?Andhrwmueh!Hirnp'thaejj]:Whsit也inthffklli?r?Andhrwmueh!Hirnp'thaejj]:!、Hunitheimrric:y.WhaldorhhjikHfSFi"Lwaultli£MruthfL、亡hfirily』人匚[出訂11\,Th巴忙jkinBheIrtter.w-ant'Jh^ju^lgpnlKWhentiiiiHknry垃固w-ant'Jh^ju^lgpnlKWhentiiiiHknry垃固ndiel-e^e-r.II.willbethemgenerateandorganizetheirwritingideas.Meanwhile,Ssanswerthesequestionsbygap-filling,whichshowsthesentencestructures,usefulexpressionsandtransitionsthatcanbeusedintheirownarticles.ThelaststepistoanalyzetheHenry'sandtwobrothers'personalities.Throughgroupingdiscussion,Ssneedfindtherelativesentencesfromthetexttoprovetheiranalyses.ThepurposeofthisstepistoguideSstolearnhowtomakecomments.While-writingstage:Aftertheyhavetheideasandvocabulary,theyareabletowritetheirarticles.Sothethirdstageofmylessoniswhile-writing.Atthebeginning,I'lltellthemthedefinitionofthenarrationanditsessentialelements,includingtime,place,characters,plot,setting,climaxandaclearorder.AndthenSshave20minutestowritetheirownarticles,whichtransfertheplaywe'velearnttoanarrationandmakecomments.Thetime-restrictedwritingcanhelpSstoformagoodwritinghabits.ItcanalsohelpmySsimprovetheirwritingskillsinseveralaspects.Post-writingstage:Whentheyfinishtheirfirstdraft,thenextstepisrevising.InordertoestablishSs'learningstrategies,I'llusetheessentialelementsofanarrationtoguideSstochecktheirorganizationandcontents.Third,theywilledittheirwritingbycheckingwhethertherearelanguagemistakesingrammar,spelling,punctuation,orcapitalization.It'simportanttoencourageSstodoself-editingandpeer-editing,sothattheycanconductself-assessmentandpeer-assessment.Atthesametime,theycansharetheirarticlestotheirclassmates.HomeworkAfterclass,acttheplaywithpartners,andnextclass,showtous.BlackboardDesignI'llwritetheessentialelementsofanarrationonblackboard,includingtime,place,characters,plot,setting,climaxandaclearorder.ReflectionThereisnodoubtthatthesentencestructurelistedcanhelpthemtowritetheirarticles.Onthecontrary,italsocanlimittheircreation.必修3unit3說課稿三Unit3TheMillionPoundBankNoteReading(說課搞)Thestatusandthefunction:Thisunitismainlyaboutplays,exploringtheformsofliteratureandart:shortstoryanddrama。howtoactoutaplay.Theauthorshowsthestudentsthecharacteristicsofthehero,thetwobrothersandtheownersoftherestaurant,showingseveralfeelings,thusleadingstudentstoknowhowtotrywritingaplayandactingouttheplaytopracticetheiroralEnglish.AbouttheSs:AsSenior1Ss,theyareatdifferentlevelsofEnglishfluency,someofthemhavelostinterestinEnglish.Soduringthelesson,Iarrangeavarietyofactivitiestoletallofthemjoinintoattracttheirinterestandletthembeconfidentandtastethejoyofsuccess.Teachinggoals-Knowledgegoals:Tomastertheimportantwordsandsentencespatternsofthisunitthroughthisperiod:lookdownupon/on,lookupto,respect,issue,change,banknote,spot,passage,seek,bet,etc.Abilitygoals:EnabletheSstohavetheabilitytousewhatthey'vewatchedtoorganizeastoryusingthefiveelementsaboutastory.LettheSsusetheskillofguessingtogetthemaininformationaboutaplay.三.MoralgoalsIncreasetheSs'awarenessofthevalueofmoneyandhowtousemoneycorrectly.Keyteachingpointsanddifficultpoints:HowtohelptheSstousewhatthey'vewatchedtoorganizeastoryusingthefiveelementsaboutastory.HowtoimprovetheSs'readingability.Howtousetheskillofguessingtogetthemaininformationaboutaplay.Teachingmethods:X-mindmap,Task-basedlanguageteachingmethod,elicitation,guessing,skimming,scanning,discussion,classwork,pairwork,etc.Teachingaids:Multi-media,someChinesebanknotes,someslides,somevideos第2/4頁Teachingprocedures:Step1.Lead-inStep2.LearningandpracticeStep3.LanguageexploringStep4.DiscussionStep5.HomeworkdesignStep1.Lead-in?TakeoutsomeChinesebanknotestocheerupstudentsandintroducethephrases“l(fā)ookdownupon/on”“l(fā)ookupto”“respect”“banknote”“change”?Say,“Atthebeginningof20thcentury,Englanddidissuedtwobanknotesofmillionpoundintheworld,andthereisaveryinterestingstoryaboutthenote.?Writedownthenewword“issue”ontheblackboardandteachthemit.方法:elicitation意圖:引導學生對將要學習的內(nèi)容感興趣.教會學生新單詞Step2.LearningandpracticeTask1:Readandfind?Readthecontentin“Narrator”onpage17andfindoutthefiveelementsaboutastory.What:who:where:why:how:?Thenchecktheanswers.方法:思維構(gòu)(導)圖法意圖:讓學生大概了解一下故事內(nèi)容;對故事的結(jié)構(gòu)有所了解;加強對故事梗概的構(gòu)造。Task2:Thinkandputforward?Thinkoveraboutchoosingarightpersonforawhileandputforwardthewaysthetwobrotherschoosetherightperson?ThenaskSstowatchthevideoandguesstheanswersThemethod/way:Howtochoosetherightperson?ThinkandputforwardMethod1appearanceandbehaviorsMethod2questionsandbehaviors方法:elicitation,Task-basedlanguageteachingmethod意圖:讓學生對故事構(gòu)造的方法有所了解Task3:Think,watchandfind?AskSstoguesswhatquestionsthetwobrotherswouldask.?Watchthevideosandfindoutthequestionsandtrytoanswerthem.Whatquestionswouldtheyask?1.You'reanAmerican?2.HowwelldoyouknowaboutLondon?Mayweaskwhatyou'redoingandwhatyourplansare?第3/4頁4.Ifyoudon'tmind,mayIaskyouhowmuchmoneyyouhave?方法:guessing,Task-basedlanguageteachingmethod,skimming意圖:讓學生的思維的嚴密性和周全性得到鍛煉Task4:Thinkandanswer?Answerthequestion:WhydoyouthinkthatthebrotherschoseHenryfortheirbet?方法:guessing,discussion意圖:讓學生對選擇合適的人的條件有所考慮,鍛煉思維的全面性Task4:Watchandwrite?AskSstowatchthevideoandwriteashortstoryaboutwhathappenedtoHenryaccordingtothetime.方法:scanning,Task-basedlanguageteachingmethod意圖:讓學生對編故事的方法有所了解Task5:Thinkoverandguess?AskSstoreadthesituationsandtrytoguessHenry'schangingfeelings.方法:elicitation,Task-basedlanguageteachingmethod,guessing意圖:讓學生能分析猜出主角的心理變化Step3.Languageexploring?AskSstoscanthepassagequicklyandfindoutthepolitewayforeachexpression.方法:Task-basedlanguageteachingmethod意圖:讓學生掌握英語語言的禮貌表達方法Step4.Discussion?SupposeyouweregivenalargesumofmoneyandaskSstodiscusswhattheywoulddo.?LeadSstodiscussthequestion“Ismoneyeverything?”方法:discussion,elicitation,Task-basedlanguageteachingmethod意圖:對學生的金錢觀和花錢的方法作正確的引導Step5.Homeworkdesign?AskSstomakeupapossibledevelopmenttothestory.Step6.MoreinformationaboutMarkTwain?Iftimeispermitted,letthemknowmoreaboutMarkTwain.?Iftimenotavailable,askthemtoknowmoreaboutMarkTwainafterclass.意圖:發(fā)揮學生的想象力對故事的發(fā)展作適當合理的猜想必修3unit4說課稿一Unit4Astronomy:thescienceofthestarsReading:HowLifeBeganontheEarthInterpretationGoodmorning,ladiesandgentlemen.I'tsmygreathonorandpleasuretobeheresharingmylessonwithyou.Ihavebeenreadytobeginthisrepresentationwithsixparts.Analysisoftheteachingmaterial,thestudents,theteachingaims,theimportantanddifficultpoints,thestudyingmethods,andtheteachingprocedure.Part1TeachingMaterialThecontentofmylessonisNewSeniorEnglishforChinaBook_3__Unit_4_.Thisunitisabout_Astronomy:thescienceofthestars.Bystudyingofthisunit,we'llenablestudentstoknowsth.aboutastronomyandscienceofthestarsanddeveloptheinterestin_scienceandlearningEnglish.Atthesametime,letthestudentslearnhowto_usethenounclausesasthesubjectanddistinguishthenounclausesasthesubjectandastheobject.Fromthislesson,itstartswithwarmingup,pre-reading,readingandcomprehendingpart.(Asweallknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.)Therefore,thislessonisintheimportantpositionofthisunit.IftheSscanmasteritwell,itwillbehelpfulforthemtolearntherestofthisunit.Part2AnalysisofthestudentsThestudentsinSeniorHighSchool,gradeonehavealreadylearnedEnglishforyears,theycanspeakandcommunicatewiththeirfriendsinEnglish.Theyaremoderate,matureandsensitive.TheyarehighlymotivatedinlearningEnglishandhavetheabilitytolearnbythemselves.Furthermore,thetopicofthisunitisaboutastronomy,whichisfullofmystery,thestudentswillhavegreaterinterestinlearningit.However,thedifferencesinenglishlevelamongstudentsisthebiggestchallenge.Thereforetheteachershouldprovideenoughbackgroundinformationtomakethembetterunderstandthetext.Therefore,Iwilladoptappropriateteachingmethodstoarousetheirinterestinlearning.Part3TeachingAimsAccordingtothenewstandardcurriculumandthesyllabus(新課程規(guī)范和教案大綱),andafterstudyingtheteachingmaterial,theteachingaimsarethefollowings:Knowledgeobjects(語言目標:語音,詞匯,語法,功能,話題)TheSscanmastertheusageoftheimportantwordsandexpressions.TheSscanusethenounclausesasthesubjectandastheobjectinthepropersituation.TheSscanunderstandthecontentofthelesson,talkaboutastronomyandgettheirownideaaboutprotectingtheearth.Abilityobjects(技能目標:聽,說,讀,寫)TodeveloptheSs'abilitiesoflistening,speaking,readingandwritingToguideSstosetupeffectivestudyingstrategies.Toimprovethestudent'sreadingability,especiallytheirskimmingandscanningability.TotraintheSs'abilitiesofstudyingbythemselvesandcooperating.Emotionormoralobjects(情感目標:興趣,自信,合作,愛國,國際視野)(1)Bycompletingthetask,theSsincreasetheirinterestinastronomyandscienceandsetupself-confidenceinlearningEnglishandprotecttheearthinproperways.(2)TeachtheSstocooperatewithothersandcultivatethepatrioticspiritandinternationalvisions,putthemoraleducationinthelanguagestudy.Part4theImportantandDifficultPointsBasedontherequirementofthesyllabus.Theimportantpointsare_newwordsandexpressionsinthetext,suchastheory,billion,violent,fundamental,givebirthtoetc.Thedifficultpointsaretheusagesofnounclausesasthesubjectandastheobject,howtodistinguishthesetwokindsofnounclauses.Part5TeachingMethodsAsisknowntousall,agoodteachingmethodrequiresthattheteachershouldhelpSsdevelopgoodsenseoftheEnglishlanguage.Forachievingtheseteachingaims,(aftertheanalysisoftheteachingmaterialandteachingaims,)Iwillusethefollowingmethodsaccordingtothemodernsocialcommunicationteachingtheories(現(xiàn)代社會交際教案理論).CommunicativeApproach(交際教案法)WholeLanguageTeaching(整體語言教案法)Task-basedLanguageTeaching(任務教案法)TotalSituationalAction(情景教案)a“scene—activity”teachingmethod,itestablishesarealsceneandtheinteractionbetweenthete
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