必修一英语unit5 reading教案
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Ability goals
By the end of this class, the students will be able tothe students to describe a great person with the order of time.
Strategicobjectives
By the end of this class,thestudentswill be able toimprove theirreadingskills.
Ask the students todiscuss and retell the story follow the time sequence.
It would help students understand this article better
9mins
Step 3
Homework
1. Recite the key sentences in the two texts. 2. Preview Warming up and Pre-reading on Pages 33—34.
To letthe students work collaboratively forunderstandingthe key vocabularyand key structureandgeneral idea of the text(Key point)
Group working for the main structure of introducing their parents and their jobs. Peer correcting is benefit for students to grasp the ability to find out the mistakes and correct them by themselves.
Materials Analysis
The lesson that I am going to teach is Unit 5；Nelson Mandela—a modern hero taken from English Book 1, published by People’sEducation Press. This is a reading class.It’stalk about people’s qualities and inspiritsthe students to discover the value of the great man’s work.
Designer
孔洁玲
课型
Studentsto be taught
1styearSsof junior high school
Reading
Teaching materials
Unit 5；Nelson Mandela—a modern hero
English Book 1,People’s Education Press
Specific teaching methods:
1) Bottom-up model
2) Inductive method in grammar teaching
3) Communicative approach in speaking activities
Teaching Aids
A recorder, a projector and some slides.
Teaching Methodology
My teaching philosophy:
In today’s language teaching classroom, teachersshould take the role ofscaffoldingfor the students.He should not tell the students everything, but provide support for the students to find things ontheir own.Another key element in language teaching is interaction, without which language cannot be learned.Therefore, the class time should be given to the students’interactive activities.
In addition, as for the affective state, the students at this age are usually active and curious, but, at the same time, they are easy to get absent-minded in class if they are kept listening to the teacher all the time in a passive way. Therefore, in this class, I intend to design various activities so as to activate their schemata, to stimulate their interest, and to make them concentrate on the class.
With the teacher’s careful scaffolding and the students’meaningful interactions, the language class will be successful in developing the learners’communicative competence in the end.
Follow the teacher and take some notes.
Show some pictures to learn some key words.
Learn linguistic ability.
10mins
Step2
Reபைடு நூலகம்elling
Discuss with their partners and try to retell the story.
6min
Step2
Scanning
Finishthe exercise.
Read the passage on page 34 to get the answers to Part 1 and Part 2ofComprehending.
10min
Stage 3:
Post-reading
Step 1
Students’reading ability of getting the general ideas and locating the specific information can be trained and improved by skimming and scanning practice.
Teaching Flowchart
Teaching Procedures
Stages
Steps
Students’activities
Teacher’sactivities
Purposes
Time
Lead-in
Listen the song andanswerquestions.
Get Ssenjoina song<hero>,after that,ask them some questions.
The characteristic of the writing in this unit..(Difficult point)
Give the studentstime to work out the structure and explain the key words for them while they are discussing.
Creat a moving atmosphere
5min
Stage2:
While-reading
Step1:
Skimming
Listen to the tape and get the general idea.
first let’s listen to the tape. While listening, pay more attention to the correct pronunciationthenfind how many parts can the text be divided into? Give the general idea of each part
Learners Analysis
The students that I am supposed to teach are the first year students of high school in Nanning. They have learned English for more than 5 years. Thus, for the linguistic proficiency, they may have some idea with the reading strategy, but not very good at it.
Emotional objectives
By the end of this class,thestudentswill be able torespect and learn the qualities of great people
Teaching Focus
Teaching focus
Measures for breakthrough
Teaching Objectives
Linguistic objectives
By the end of this class, thestudentswill be able tograsp the vocabulary (period, advise...on, continue, fee, fare, gold/golden, be worried about, out of work, stage, vote, position, accept, violence, as a matter of fact, blow up, put in prison, equal….) and understand some important sentances.
By the end of this class, the students will be able tothe students to describe a great person with the order of time.
Strategicobjectives
By the end of this class,thestudentswill be able toimprove theirreadingskills.
Ask the students todiscuss and retell the story follow the time sequence.
It would help students understand this article better
9mins
Step 3
Homework
1. Recite the key sentences in the two texts. 2. Preview Warming up and Pre-reading on Pages 33—34.
To letthe students work collaboratively forunderstandingthe key vocabularyand key structureandgeneral idea of the text(Key point)
Group working for the main structure of introducing their parents and their jobs. Peer correcting is benefit for students to grasp the ability to find out the mistakes and correct them by themselves.
Materials Analysis
The lesson that I am going to teach is Unit 5；Nelson Mandela—a modern hero taken from English Book 1, published by People’sEducation Press. This is a reading class.It’stalk about people’s qualities and inspiritsthe students to discover the value of the great man’s work.
Designer
孔洁玲
课型
Studentsto be taught
1styearSsof junior high school
Reading
Teaching materials
Unit 5；Nelson Mandela—a modern hero
English Book 1,People’s Education Press
Specific teaching methods:
1) Bottom-up model
2) Inductive method in grammar teaching
3) Communicative approach in speaking activities
Teaching Aids
A recorder, a projector and some slides.
Teaching Methodology
My teaching philosophy:
In today’s language teaching classroom, teachersshould take the role ofscaffoldingfor the students.He should not tell the students everything, but provide support for the students to find things ontheir own.Another key element in language teaching is interaction, without which language cannot be learned.Therefore, the class time should be given to the students’interactive activities.
In addition, as for the affective state, the students at this age are usually active and curious, but, at the same time, they are easy to get absent-minded in class if they are kept listening to the teacher all the time in a passive way. Therefore, in this class, I intend to design various activities so as to activate their schemata, to stimulate their interest, and to make them concentrate on the class.
With the teacher’s careful scaffolding and the students’meaningful interactions, the language class will be successful in developing the learners’communicative competence in the end.
Follow the teacher and take some notes.
Show some pictures to learn some key words.
Learn linguistic ability.
10mins
Step2
Reபைடு நூலகம்elling
Discuss with their partners and try to retell the story.
6min
Step2
Scanning
Finishthe exercise.
Read the passage on page 34 to get the answers to Part 1 and Part 2ofComprehending.
10min
Stage 3:
Post-reading
Step 1
Students’reading ability of getting the general ideas and locating the specific information can be trained and improved by skimming and scanning practice.
Teaching Flowchart
Teaching Procedures
Stages
Steps
Students’activities
Teacher’sactivities
Purposes
Time
Lead-in
Listen the song andanswerquestions.
Get Ssenjoina song<hero>,after that,ask them some questions.
The characteristic of the writing in this unit..(Difficult point)
Give the studentstime to work out the structure and explain the key words for them while they are discussing.
Creat a moving atmosphere
5min
Stage2:
While-reading
Step1:
Skimming
Listen to the tape and get the general idea.
first let’s listen to the tape. While listening, pay more attention to the correct pronunciationthenfind how many parts can the text be divided into? Give the general idea of each part
Learners Analysis
The students that I am supposed to teach are the first year students of high school in Nanning. They have learned English for more than 5 years. Thus, for the linguistic proficiency, they may have some idea with the reading strategy, but not very good at it.
Emotional objectives
By the end of this class,thestudentswill be able torespect and learn the qualities of great people
Teaching Focus
Teaching focus
Measures for breakthrough
Teaching Objectives
Linguistic objectives
By the end of this class, thestudentswill be able tograsp the vocabulary (period, advise...on, continue, fee, fare, gold/golden, be worried about, out of work, stage, vote, position, accept, violence, as a matter of fact, blow up, put in prison, equal….) and understand some important sentances.