英語教學說課稿unit8-How-can-I-get-to-the-nearest-bank

Unit8HowcanIgettothenearestbank?TheThirdPeriodReadingandWritingPartOne:AnalysisoftheteachingmaterialAStatusandFunctionItistheeighthunitofthisbook.ThequestionfordiscussionishowIcangettothenearestbank.Itsfunctionisaskingforandgivingdirections,whichisrelatedtostudents’livesandfuturejobsclosely.Anditisalsoanimportantpartofoursyllabus.SoIbelievethatitisthenecessaryskillforourstudentstolearn.ThepartReadingandWritingisthethirdperiodinmyteachingplanofthisunit.Inthefirsttwoperiods,studentsareexpectedtograspthebasicvocabularyandexpressionsaboutthetopicbylisteningandspeakingtraining.Sothislessonfocusesonreadingandwriting.Studentswilllearnhowtosolvedailylifeproblemswithwhattheyhavelearnt.BTeachingAims1.Knowledge1)Studentscangraspthebackgroundknowledgeaboutthetopic,whichincludesvocabularyandexpressions.2)Studentscancatchtheusefulinformationfromreadingmaterial.3)Studentscanunderstandthestructureofimperatives.2.Ability1)Studentsareabletotransformtheeffectiveinformationfromreadingmaterial.2)Studentscandealwiththereallifeproblemswithwhattheylearnt.3)Withthehelpoftheteacherandthetextbook,studentswillknowhowtochoosecorrectlearningstrategies.3.Emotion1)StudentswillshowinterestinlearningEnglishandbuildconfidence.ItistherootofEnglishteaching.2)Studentswillbemorepoliteandhelpful.3)Studentswillhaveastrongsenseofsocialresponsibilityandknowthenecessityofconsciouslyobeythetrafficlaws.PartTwo:AnalysisofmystudentsThestudentsfromClassTwo,GradeOnemajorincomputerapplication.Theyhavestrongabilityofcomputeroperation.ButasforEnglish,although,theyhavelearntEnglishitforseveralyears,anumberofthemarepoorinfoundationandhabit.Theyhavenointerestsorconfidence.Theyareshortoftheabilityofusinglanguage.Butwehavetosaytheyarepowerful.Theyareeagertoreceivenewthingsandbravetofacechallenges.PartThree:EmphasesanddifficultiesAEmphases:1MakeourstudentsbeinterestedinlearningEnglishandhelpthemharvestthesuccess.2Studentsshouldenabletocatchtheusefulinformationfromreadingmaterialandtransformbyoralorwriting.BDifficulties:1Studentsshouldpickupandprocesstheinformationfordealingwithmorecomplexproblemsindailylife.2Accordingtothedifferentactivities,studentsshouldknowhowtochoosesuitablelearningstrategies.PartFour:StrategiesATeachingstrategies:1)Graphicmethod2)Creatingsituations3)TeachingwithlayersBLearningstrategies:1)Independentstrategy2)CooperationstrategyPartFive:TeachingAidsmultimedia，networkPartSix:TeachingStepsStepOnePreviewbeforeclassAListenandread1StudentscandownloadtheaudiofileformourQQgroupsharing.2Theyshouldlistenandreadfollowingtherecorderagainandagain.Purpose:1Thepreparationcanhelpstudentsusetheindependentlearningstrategy2WiththehelpofthesoftwareEnmp3player,studentscanimprovetheirlisteningandspeakingabilitiesconvenientlyandfreely.BReadandsummarizeStudentsshouldsummarizethebasicpatternsandphrasesaboutgivingdirectionsfromthetextbythemselves.Godown…Road.Turnright/leftatthe…trafficlight.Takethe…turnontheright/left.Walkalong…Road.Pastthe…trafficlights.onyourright/leftoppositeto…Purpose:1Usingthemethodofinductionisanimportantpartoftheindependentlearningstrategy.Studentsshouldgraspsomeusefulexpressionsbythemselves.2Itisbetterforstudentstoimprovetheirabilityofcommunicatingwithothers.StepTwoWarming-upAListenandmatch.1Listentotherecorderandnumberthewords.2Thenmatcheachwiththecorrectpicture.Studentswillbeaskedtofinishthetaskindependentlyfirst.Thenchecktheanswersinclass.Purpose：1Wecanhelpstudentsreviewtheirlearnedknowledgebypresentingpicturesandaudiofiles.Itiseasiertoarousestudents’interestsandimprovetheefficiency.2Thetestcanattractthestudents’attentionquicklyandcreatealivelyEnglish-learningenvironment.BActivity12:Readandunderline1Askstudentsreadoutthesewordsfirst.2Studentsshoulddothetaskindependentlyfirst.Iftheyhaveanyquestions,theymaydiscussitwiththeirdeskmates.StepThreeReadingAActivity13:Readandcircle1Readthetextagainifnecessaryandcircletherightwords.2Thenaskthemtocircletheplaces(shop,postoffice,hospital)onthemap.Purpose:1Picturescanhelpstudentsformthesenseofspace.Theywillbemoreclearthatwhichwaytheywillgo.2Todevelopstudents’abilityofpickingouttheusefulinformationfromthewholematerial.3Toencouragetheweakerstudentstotakepartinclassteaching.BActivity14:Readandmark1.Askthestudentstoreadaftertherecorderagain.2.Marktheroutefromtheschooltothepostofficeaccordingtothetext.3.Reporttheiranswersorally.Purpose:1.Itcandevelopthestudents’abilityofreadingfordetails.2.Itisthepreparationforthestudents’writing.StepFourWritingActivity15:ReadandwriteAfromYanyuan1Lookatthescreen,understandthekeyexpressions’meaningwiththehelpofthecartoon.2Finishtheroutetohospitalwritten.Purpose:Wecantakeadvantageofthecartoontodeepenstudents’impressionaboutthekeyphrases.Bourschoolsurroundings1Showthepictureaboutourschoolsurroundings.2Askthestudentstofinishthispartinpairsandwritetheiranswersdown.Purpose:1Wecanbringmanylifeandworkscenestotheclasswiththehelpofthepictures.Anditcanprovidemorepracticeforstudents.2CombiningtheEnglishwordswithstudents’lifeexperienceisagoodwaytoimprovetheefficiencyofwordslearning.Activity16:DiscussandwriteFromtheschooltothebank,whichisnearerroute?Whichistherightroute?Purpose:Weshouldobeythetrafficlaws.StepFiveOutreachActivities1.DiscussthecrossingroadsintheChinese-style.2.Sam、TimandMaryareexchangestudentsfromtheUSA.Theyallwanttogotothecinema.Readtheinformationaboutthreecinemas.Choosethemostsuitableoneforeachofthem.Givethecorrectrouteandyourreasons.Purpose:1.Strengthenthestudents’readingabilityfordetailsandwriting.2.Itcanimprovestudents’abilityofspeculation.StepSixHomework1.Lookcarefullyatthefourpicturesanddescribeeachofthembriefly.2.Yourfellow-townsmanwillvisitourcity.Whichisthemostinterestingplaceinyouropinion?Giveusyourreasonsandtherightroute.Purpose:1.Usingnetworkplatform,wec