孙锐 说课稿 高中英语必修一unit1 Reading
人教版高中英语必修一说课稿全套
人教版高中英语必修一说课稿全套本课是高一年级的英语必修一第一单元,学生年龄在15岁左右,处于青春期,具有强烈的好奇心和求知欲。
他们对友谊这个话题比较熟悉,并且渴望与同学建立新的友谊。
但是在交友方面,他们缺乏正确的观念和方法,需要教师引导和指导。
学生的英语水平参差不齐,需要根据实际情况采取不同的教学方法和策略。
三、教学方法:本课采取任务型教学法,通过多种形式的阅读活动,让学生在阅读中获取信息,提高阅读能力,同时培养学生的口语表达能力。
在教学过程中,采取小组讨论、角色扮演等形式,让学生在互动中研究,激发他们的研究兴趣和积极性。
四、教学过程:1.导入:通过一个小游戏引入话题,让学生了解友谊的重要性,引导学生讨论友谊的内涵和价值。
2.预读:让学生先阅读文章的标题和图片,了解文章大意和主题,激发学生的阅读兴趣。
3.精读:通过多种形式的阅读活动,让学生逐段阅读文章,理解文章的内容和结构,掌握文章中的重点单词和短语,同时训练学生的阅读技巧。
4.讨论:以小组为单位,让学生就文章中的主题和问题展开讨论,培养学生的口语表达能力和团队合作精神。
5.语法讲解:通过语法讲解和练,让学生掌握直接引语和间接引语的用法及其之间的转换,以及它们的陈述句与疑问句形式。
6.口语训练:通过角色扮演等形式,让学生进行口语训练,提高他们的口语表达能力和自信心。
7.作业布置:布置相关的阅读和口语练作业,巩固学生的研究成果。
五、板书设计:本课板书设计包括以下内容:本课主题、重点单词和短语、直接引语和间接引语的用法及其之间的转换。
板书设计应简洁明了,易于学生理解和记忆。
以上就是我对高一英语必修一第一单元friendship的reading部分的教学设计和思路,希望能对各位老师有所帮助。
谢谢!High school students in their first year have already XXX skills。
XXX。
speaking。
2019人教版高中英语必修一Unit1 单元说课 (1)
PeriodIListening and Speaking
PeriodIIReading and Thinking
PeriodIIIDiscovering Useful Structures
PeriodIVListening and Talking
PeriodVReading for Writing
本单元围绕主题语境“青少年生活”展开,学生学习理解主题语境青少年的课外活动、选课、高中生活变化、选择课外社团、课外夏(冬)令营活动、社团面试、不同国家青少年的生活、失学儿童的文化知识和语言知识,梳理和整合这些信息,通过多模态语篇进行听、说、读、写、看语言实践活动,学生能够从语篇中提取初中升入高中后发生的变化,遇到的问题、挑战,如何克服衔接的困难,如何选择适合自己的俱乐部,如何设计夏令营的相关信息,抓住建议信的相关概念和关键信息,理解本单元课本上关于青少年丰富生活的画面图像、声音、符号、色彩等非文字资源传达的意义,使用恰当的语言清楚地描述高中生活的各个方面,并写出一封解决对方实际问题的建议信,积极运用和主动调适英语学习策略,拓宽英语学习渠道,特别是网络资源,学习和了解更多关于课外俱乐部、青少年夏令营的信息。
Unit 1单元说课
概括分析
1.单元内容分析:
本单元以“青少年生活”为话题展开,从谈论青少年的课外活动、目前所过的生活和向往的生活开始引入主题然后采用多模态语篇:听力,图片、视频、电子部件、海报、思维导图,表格、信件等,从不同角度展开。通过阅读Adam作为高一新生所要面临的挑战,心态从迷茫、不高兴、焦虑到快乐、积极症对的转变,旨在帮助学生认识到初高中学习生活等方面的差异、面临的挑战和应该树立的目标、积极思考并寻找解决办法,同时巧妙地将本单元的语法项目名词性短语、形容词性短语和翻词性短语融入本单元主题语境中展开,让学生回答与高中生活有关的问题,并将描写啦啦队面试初稿中的普通词汇改写成相应的短语,把语法学习、口语表达能力、主题意义探究融为一词汇,语法复习也在本单元的主題语境中进行,让学生阅读与中学生话题相关的句子和阅读一段描写失学几童的文字并标记出三种短语,提高词汇,语法学习的应用功能。最后通过设置项目学习,让学生创建一个学生社团,加深对主题意义的探究,提升学生语言运用能力。总之,本单元围绕特定主题,将语言知识学习、语言能力发思维力培养,学习能力提升和主题意义探究有效结合,最终实现核心素养目标的落地生根。
高中英语人教版必修一unit1 reading 说课讲稿
高中英语人教版必修一说课稿Unit1 FriendshipPar t 1.Teaching material analysis (教材分析)1.Analyse the reading material.The reading passage of this unit is Anne’s Best Friend. this topic is familiar to students, so students can have something to say in the related listening, speaking, reading and writing activities. The text is a diary of Jewish girl Anne, describing her desire for nature. The content of the text is not difficult for students to learn. The senior one students just enter the school, are eager to understand, communicate with their classmates, and build a new friendship. As a teacher, to guide them to build a correct concept of friendship is very important, so learning this article is of great significance.This unit also involves the use of direct and indirect speeches.2.Teaching Aims Analysis(教学目标分析)According to the specific description of the general goal of the new English curriculum standard, combined with the reality of senior high school students and the content of teaching materials, students are expected to achieve the following objectives.knowledge objectives:1. Master and use the direct and indirect speeches .2. Discuss friends and friendships.3. Learn to master the key vocabulary of this unit.Ability objectives:1. Learn reading skills: scanning and skimming.2. By talking about friends and friendship, we can not only train the students' ability to use language, but also cultivate the students' ability to find, think and solve problems.3. Understand the reading passage and retell the story.Emotional attitude goal:1. A friend in need is a true friend.2. Bosom friends are rare.3. Let the students learn about the history of the German fascists3.Third, teaching important points and difficulties:Important points1. Training scanning and skimming and other reading skills.2. The true meaning of knowing friends and the problem of getting along with others.Difficulties:1. The training of reading skills.2. direct speech and indirect speechesPart 2. Students Analysis(学生分析)The senior one students have accumulated a certain vocabulary foundation in their junior high school English learning, and have mastered some simple learning strategies and skills, and have a preliminary ability of listening, speaking, reading and writing in English. However, the English level of students is uneven. Teaching should not only further cultivate the learning abilityof the top students, but also ensure that the students with weaker ability can understand, arouse their enthusiasm, make them willing to learn, and enjoy the fun in the process of learning. The topic of this class is closer to life, which can guide students to construct new knowledge experience and information input through cooperative inquiry learning on the basis of original knowledge and experience.Part 3. Teaching Methods Analysis(教学方法)According to my ss’ actual situation, I think the most important thing that I should do is to inspire them to participate in the class activities. I mainly adopt the following teaching methods:1.Task teaching method: combine the students' life experience and interest to design the corresponding task value, let the students learn the due knowledge and improve the language communication ability in the process of completing the task. At the same time, let the students take the questions to read, find out the relevant answers, and analyze and sort out their own point of view.2.Situational teaching: in Warming up, ask students to listen to songs about praising friends, or related videos, and talk about their feelings.3.Multimedia teaching: make full use of English teaching resources, such as recording, computer, multimedia, and etc., to expand students' learning channels, stimulate learning interest and improve teaching effect.We should encourage students' awareness of autonomous learning, make students harvest the fun of success, and enhance their self-confidence in learning English.Part 4. Teaching procedures (教学过程)According to the teaching objectives, I divide the teaching procedures into 6 steps.Step. Lead-in (5 min)Enjoy the song That’s What Friends Are For with the students. Ask the students to find out what it is about.Design purpose:through this task, lead the students the theme of the text "Friendship".Step 2. Pre-reading (8 min)Ask the students the following questions so as to begin to focus students’ attention on the main topic of the reading passage.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List the good qualities a good friend should have.3. Does a friend always have to be a person? What else can be your friend?4. Have you ever considered making friends with animals, plants or even an object? Why or why not?(The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Anne’s family did. ) Design purpose: through this task, narrow the scope of the topic, lead the students’ thinking to the text.Step 3. Reading Tasks (17 min)Task 1. Get the students to try to guess what Anne’s friend was and what the passage is aboutby reading the title and having a quick look at the pictures in this passage without reading it.Task 2. Get the students to skim the first two paragraphs to confirm their guessing.Task 3. Have the class to read the passage silently and then ask them to answer the following questions.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Anne’s diaries, but before reading, can you tell me what the diary is about with the help of one key sentence in the second paragraph?Task 4. Reading Anne’s diary1) While reading, guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.2) After reading, ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then.3) Choose the best answer according to the diary. (6 multiple choice exercises on the screen.)4)Ask the students to read the diary again and try to retell it. The retelling must include the information required below: who, when, what, why, howDesign purpose: through the four reading tasks, enable students to understand the text from different angles. Step 4 Post-reading (12 min)1. Get the students to do the exercises in the part Comprehending.This part helps students further understand the text by doing multiple choices, questions and answers, and matching.2. Group workThink about and work in groups to discuss the following questions.1) What would you do if your family were going to be killed just because they did something the Emperor did not like?2) Where would you plan to hide?3) How would you arrange to get food given to you every day?4) What would you do to pass the time?Design purpose: through this discussion, let students use and practice the friendship-related words, and form a consensus on friendship.Step 5 Consolidation (8 min)1.Books shut. Get the students to tell something about Anne.2.Books open. Get the students to discover useful words and expressions from the part Reading to complete the following sentences.Show the exercises on the screen or give out exercise papers.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Design purpose: through this task, suggest the important language phenomena, vocabulary and phrases in the text.Step 6 Homework1. Read the passage again and try to retell it.2. Finish off the related Workbook exercises.3. Write one or two sentences to express your understanding of friends and friendship. Design purpose: consolidate巩固the reading text through this task.Part 5. Blackboard design (板书设计)1) Key words and sentences on the left hand2)Questions for reading 3) The main idea for each paragraph on the right hand。
说课 必修1 unit1 reading
Good afternoon, ladies and gentlemen,I'm greatly honored to have the opportunity to share my teaching ideas with you. My topic today is “Anne's Best Friend”taken from Unit1, Book1. My presentation consists of 5 parts: The analysis of teaching material; learners; teaching objectives; learning methods, and teaching procedures.The reading passage is Anne's Best Friend, from Unit one, Book one. The topics of this unit are friends, friendship and interpersonal relationships. This passage is about the story of Anne, a Jewish girl, who treated her dairy as her best friend during WWⅡ. It consists of two parts; the introduction and the diary entry written by Anne in the form of letter. Anne confided her longings for a normal life and close contact with nature to the diary which accompanied her through the days. The diary gave a glimpse of her life in her family's shelter in Amsterdam from the German Nazis' killing. The passage is not very difficult though it includes some new words and phrases.Therefore, Teaching focuses are listed as following. First, predict with the help of the title, skim to get a general idea, and scan to get specific information. And second, some useful words and expressions such as go through, set down, a series of etc. Finally, using some adjectives to describe Anne's feelings. However, it may be difficult for Ss to writing the preface for the book Anne's Dairy by retelling and summarizing.The Ss of my class are from Grade one in a key senior high school in Zhejiang province. In terms of their cognitive abilities, they have a large vocabulary, and they have mastered some reading skills. In terms of their learning style, they are interested in group work, so they will be easily activated by discussion. In terms of their phycology, they yearn for being encouraged and praised in the class. In terms of their background knowledge, the Ss have learned something about the Second World War in their history class, so their previous knowledge about it can lessen their difficulty of comprehension.Based on the analysis of teaching material and learners, the teaching objectives are as following.First is the objective on the language skills. At the end of this class, my Ss are able to predict the content according to the title and the pictures; skim to get the general idea of the passage; scan to find out some specific information; retell Anne's environment and her longing for freedom; and summarize the passage by writing the preface for the book Anne's diary.And second is the objective on the language knowledge. The students are able to use the useful words and expressions properly as Netherlands, German, go through, set down, a series of, outdoors, thundering, entirely, power, curtains, dusty. They can use the proper adjectives to describe one's feelings.Third is the objective on the Learning strategies. The students are able to learn cooperatively and autonomously in activities before, during and after reading, communicate actively with their partners in working out the preface for Anne's diary which is to be published.As for the affect objective, my students are supposed to realize the importance offreedom and the value of friendship.And I also hope the students can know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.Well, in order to achieve these teaching objectives, the Three-stage model, namely pre-reading, while-reading and post-reading; Task-based language teaching; and Communicative Language Teaching methods will be adopted.Last, let me talk about the teaching procedures. I divided my teaching procedures into three steps that are pre-reading, while-reading and post-reading.In the pre-reading, three activities are mentioned. The first one is talking. Students will watch a short video clip of an American movie “Cast Away”and listen to my introduction of the film, then discuss the reasons why friends are important. Audio-visual method is used in this activity to lead into the topic by watching a video clip which attracts Ss' attention. The classroom atmosphere can be activated by talking about the movie around the topic of friends and friendship. By using mind map Ss are encouraged to come up with more answers to the open question. The second activity is predicting. Students are supposed to read the title and have a quick look at the picture, try to guess what Anne's friend is and what happened between Anne and her friend. This activity can practice Ss' predicting skill. They will concentrate more on the text and become eager to know the answers and get mentally prepared for skimming and scanning. The last activity in the pre-reading part is Background information. I will show some pictures and introduce some background information about the WWⅡand the Nazi's policies towards Jews. Background information will activate Ss' background knowledge and make it easier for the Ss to comprehend the passage. In the process, Ss can be familiar with the words Netherlands, German, and go through which appear in the introduction part so that their reading obstacles are removed.The while-reading part consists of three activities, they are skimming, scanning, and close-reading. Multiple choices, matches, blank filling, note taking, and questioning answering are used in this part to make information be more effectively processed and retained. With these activities, the students will understand the passage better by using different reading skills.Lastly, the post-reading part. There is only activity, called discussing. Students are asked to discuss in groups about feelings towards Anne and her experience. And Imagine you have to go into hiding like Anne and her family. What would you miss most? Give your reasons. This is a kind of Reading-based speaking, which make Ss cultivate their cooperative learning and critical thinking. Ss realize the importance of freedom by telling their feelings so as to achieve the affective objectives.That's all. Thank you for you listening.。
高中英语必修1-Unit1-Reading-英文说课稿
高中英语必修1-U n i t1-R e a d i n g-英文说课稿work Information Technology Company.2020YEARGood morning, teachers. It’s my great honor to be here sharing my lesson with you. The content of my lesson is Senior English Book 1 Unit 1’s reading and comprehending, which is the second period. I’ll be ready to begin this lesson from 4 parts: Analysis of the teaching material, the teaching methods, the students and studying methods, the teaching procedure. First, let me talk about the teaching material.PartⅠ The analysis of the teaching material1. Analysis of the position of the lessonThis unit carried out various kinds of teaching activities around the topic of “friendship”. This is the second teaching period of this unit. The lesson mainly centers on Reading, which is the hard core of this unit. The reading passage titled Anne’s best friend. In this passage, we can know the dairy by the Jewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in World War 2. She treats the dairy as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days.2. Teaching AimsAccording to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching aims are the following:1. Knowledge aims:1) Students can master the usage of the important words and phrases (e.g. reason; list; share; feeling; Netherlands; German; series; outdoors; crazy; nature; pur pose; dare;thunder; entirely; power; according; trust; indoors; share. . . with...;go through; hide away;set down; a series of; be crazy about; on purpose; in order to; )2) To grasp some useful words and expressions in this passage and help them understand.3) To know emphatic sentence.2 Ability aims:1)To develop the students’ reading ability, learn to use some reading strategies such as skimmingand scanning;2) To analyze and summarize the rule of direct speech and indirect speech (questions and statements), can transfer and use them skillfully in our life.3) Can introduce the basic information about Anne.3 Emotional aims:1) By Anne's diary, understand the tragic fate of the Jews persecuted by the Nazis.2) The Ss will have a better understanding of the importance of friendship.3) Encourage the students to value the friendship.3. Teaching Keys & DifficultiesKey points:1) How to get the students to learn different reading skills.2) How to get the students to realize the importance of the friendship.Difficult points1) Develop the students’ reading ability.2) Learn the use of direct speech and indirect speed of statement and question.PartⅡ Teaching methodsAccording to the psychological characteristics of high school students, the teacher should adopt various forms of teaching methods, and students should participate in the class actively, in order to stimulate students’ interest, so that they will learn to participate in and learn from participation. I decided to use the following teaching methods:1. Task-based learning for example: Let the SS complete some reading tasks.2. Cooperative learning for example: group discussionPartⅢ Analysis of the students and studying methodsMy students are first-grade students of senior high school. They have been lear ning Englishin junior high school and have accumulated a certain number of vocabularies. They h ave masteredsome simple learning strategies and skills with a preliminary ability of speaking and writing.However, the differences in students’ personality and English proficiency are very lar ge. So myteaching design should have gradient to meet the need of different student. As for le arning,Students will learn through independent reading, discussing and cooperating.PartⅣ Teaching proceduresStep 1 Lead-in1. Free talk to lead in the topic we will learn:Do you think to make friends with animals, plants and even things Why or why not Tell me the reason.Step 2 Pre-readingBefore reading, I will introduce some skimming and scanning skills to the students. 1. SkimmingRead the titleRead the introduction of the first paragraphRead the first sentence of each paragraphRead the headings and sub-headingsNotice any pictures and chartsRead the summary or last paragraphA. Let the student read the passage of Anne’s best friend, which is the background in formation ofthe diary.B. Let the students to read Anne’s diary quickly to know the main idea of the diary. E ncourage the students to list some new words in the passage. Question:What is Anne’s diary mainly about?2. Scanning1) Let the students read the text and again to grasp the key information and main idea of eachparagraph. After that, write down the main idea of each paragraph.2) The students read the article silently.3) Read Anne’s dairy.① Ask the students how Anne felt in the hiding place.② Guess the meanings of “spellbound”“hold me entirely in their power” from the discourse.③ Ask the students to read the diary again and try to retell it.4) Read loudly following the tape.Step 3 Reading1. The teacher should introduce more background about this passage to the students2.Try to guess what Anne’s friend is and what the passage is about by reading the title and havinga quick at the pictures in this passage without reading it.3. Skimming the first two paragraphs to confirm your guessing.4.Let the students read the text and again to grasp the key information and main idea of eachparagraph. After that, write down the main idea of each paragraph.Para. One: Anne made her diary her best friend whom she could tell everything. Para. Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.5. Words and GrammarI will teach new words in the passage to help them understand the passage. And I wil l alsointroduce the direct speech and indirect speech to the students.Purpose: To develop students’ basic reading skills of skimming, scanning and careful reading and the ability to catch the main idea of the passage.Step 4 Post-reading1. Do the exercises of comprehending.2. Ask the question: Imagine you had to go into hiding like Anne and her family. What would you miss most? Give your reasons.Let the students discuss in groups and make a list of things they would do. Each group candecide its most interesting idea and tell it to the class. Then the class can discuss whi ch oneswould be the most effective.Purpose: Enable students to experience the context, practice language and form em otional attitude through learning language. Through the discussion the students can feel Anne's longing for freelife and friendship.By reflecting on their own life status, they will cherish life more and keep optimistic attitude towards life.Step 5 Homework1. Prepare to retell the story.2. Do exercises on workbook.3. Express the understanding of friends and friendship by several sentences. Purpose: In order to consolidate the content learned today, to develop the students' ability of language organization and expression.。
孙锐 说课稿 高中英语必修一unit1 Reading 共32页
Emotional Attitude
• To have a deeper understanding of Ss' friendship so that they will cherish their friends more than before.
• To realize the cruelty of the war and the importance of the peace.
Culture Awareness
• To know more about the Second World War, especially the sufferings of the Jewish people by German Nazis.
Teaching Method
task-based teaching method communicative approach
•Step1: pre-reading •Step2: while-reading •Step3: post-reading •Step4: homework
•step1 pre-reading
guessing riddles
1.明日退去月相伴,石口破碎又一次。(打一词语) P朋u友rpose: to draw Ss's attention and liven up the atmosphere.
Teaching Objectives
• Language Skill
• To master the reading skill of skimming and scanning.
• To improve the writing skill of writing a letter • To practice Ss' speaking ability by oral
人教版高中英语必修1 Unit 1 reading说课稿
Unit 1 Friendship -Reading一、教材分析1、这节课使用的教材是新课程标准实验教材高中英语必修1,这套教材是在任务型语言教学理念的基础上编写的,它以话题为主线,贴近学生生活,贴近真实的教学行为,它的语言教学理念是强调语言的运用,促进学生自主学习,发展学习的策略,培养创新精神突出实践能力。
2、本节课是第一元的第二课时,中心话题是友谊。
阅读(Reading)部分摘自《安妮日记》,讲述了犹太女孩安妮把日记作为朋友,倾诉自己内心感受的一段故事:二战中为躲避纳粹的迫害,她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里,不能于外界接触,周围又没有可以推心置腹,与之深谈的朋友。
孤独之中她将日记作为朋友倾诉衷肠,在写日记的过程中寻求解决问题的方法二、教学潜在对象的学情分析高中生注意力具有一定的稳定性,观察具有一定的目的性、系统性和全面性,初步完成了从具体思维到抽象思维的过渡,喜欢富有个性的教学设计,已不满足老师教材的简单重复与重现,同时自我意识增强,不但在乎别人对自己的评价更渴望得到关注和赞赏。
高一的新生应该有较强的表现欲望和求知的欲望,特别经过了中考总复习和新课改理念的熏陶和实践,已经具有一定的自主合作和探究的能力,具有了一定的英语语言知识和英语运用的能力,具备了用英语思考和表达的基本技能。
基于教学对象以上特点的思考,设计本课时,将以朋友的身份走近他们,用基础的语言启发他们,对教材进行个性化的整合处理,消除他们的心理障碍,以轻松谈话开始,以愉快的交流展开合作,以快乐的约定来结束本课。
三、教学目标与教学重难点根据《新课程标准》总目标的描述,结合高一学生实际和本课时的教学内容,按照知识与技能,情感与态度,过程与方法,将本节课的教学目标确定如下:①知识与技能:1.掌握重点词汇和短语feeling, German, series, outdoors, crazy, nature, purpose, dare, entirely, power, trust, indoors, suffer, teenager, habit, situation, advise, editor, communicatego through, set down, a series of, be crazy about, on purpose, in order to, face to face, according to, get along with, fall in love, join in, advise sb. on重点句子I stayed awake on purpose until half past eleven one evening in order tohave a good look at the moon for once by myself,I wonder if it’s because I haven’t been able to be outdoors for so ling that I’ve grown so crazy about everything to do with nature.2.通过skimming,careful reading ,generalization ,inference 等阅读技能训练,提高阅读能力和阅读技能,培养学生获取信息、处理信息、运用信息进行推理、判断的能力。
人教版高中英语必修一unit1 reading 教案
人教版高中英语必修一unit1 reading 教案unit1 readingTeaching Contents: The lesson is a passage about Anne's Best Friend Teaching Objectives: Knowledge Objectives: (1) Students are able to find out the main idea and the details of the passage. (2) Students can learn some background about Would War ll Ability Objective: (1) By reading the passage, students' reading ability of skimming and scanning can be improved. Emotional Objective: (1) After the class, students can cherish peace. Teaching Key and Difficult Points: (1) Teaching key point: Students can find the main about the passage and list some details. (1) Teaching difficult point: Students can train their reading skill and they can use this topic in their daily life. Step1: Pre-reading (1) The teacher will give a VCR about the tragic life of the Jews during Would War ll (Justification: VCR can give Students a more intuitive feeling. Though watching VCR, they can know what they will learn in this class and their curiosity will be stimulated.) Step2: While-reading (1) Skimming The teacher will ask Students to read the whole passage quickly to get the main idea, then ask someone to share it with the whole class. (Justification: To help Students understand this passage in short time so that they can improve their Skimming skill.) (2) Scanning The teacher will ask Student to read the passage again finish the blank: 1. Anne kept a diary because 2. She felt very lonely because 3. They had to hide because 4. Anne named her diary Kitty because After that, ask them to discuss the following questions : question1: About how long had Anne and her family been in the hiding place when she wrote this part of her diary? question2: How did Anne feel about nature before she and her family hid away? question3: Why do you think her feelings changed towards nature? question4: Why did Anne no longer just like looking at nature out of the window? (Justification: Filling in the blank can help Studentsunderstand the passage better. The discussion can not cultivate their cooperation sense but also stimulate their imagination.) Step3 : Post-reading (1) Retelling In this step, the teacher will invite two of them to narrate the passage in his or her own words standing on the platform. (Justification: Standing on the platform can give them much more confidence in expressing them. Narrating in their own words can train their concluding ability and deepen their impression of the content of this class. ) (2) Group Work Teacher give Students some questions: Imagine you have to go into hiding like Anne and her family. What would you miss most? Why? Add students can first dicuss them in groups, give their own opinions and choose a member to present their opinions to the whole class. (Justification: This step will pratice student's ability of speaking anf develop their spirit of cooperating with others.) Step4 : Summary and Homework Summary: The teacher summarizes what they have learnt in this class. Homework: Read the passage fluently and oay attention these important words. (Justification: Students can review and consolidate what they have learnt in this class. )。
高一必修一说课稿unit
学习好资料欢迎下载Book1 Unit1 FriendshipReading-Anne’s best friend 教学设计各位评委老师们:大家好!今天我说课的内容是高一英语新课标必修1 Unit 1,The first period--reading。
下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。
一、说教材1、教材的地位和作用这节课是高一必修一第一单元Friendship中的阅读课,文章的标题为Anne’s best friend,本文讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中,并把日记当作自己的朋友,通过日记来表达自己孤独和郁闷的心情。
本节课reading部分承载着整个单元中最重要的语言和文化信息,也是教师在整个教学过程中需要重点处理的部分。
所以这节课起到对前面的知识巩固作用,为后面的学习做铺垫和打基础。
通过阅读这篇课文,训练各种阅读技巧,全局理解文章,获取信息以及培养学生的综合分析能力和问题探究能力,充分发挥了学生的主体作用,体现了新课标理念。
2、教学目标(1)知识目标:通过阅读课文,使学生掌握文章大意和深刻理解课文;通过对朋友的讨论,帮助学生积累相关描述人的性格、特征的词汇和习惯用语。
(2)能力目标:训练学生的阅读技巧(略读、寻读等),培养学生用英语获取信息、处理分析信息的能力。
(3)情感目标:通过讨论友谊激发学生保持对英语学习的浓厚兴趣和帮助学生意识到朋友和友谊的重要性以及真正的朋友具有什么的品质;通过对课文学习的小组讨论等形式,帮助学生养成团队合作的竞争意识。
3、教学重点和难点教学重点:通过阅读文章,使学生理解文章大意;让学生熟悉与本话题相关的一些重点单词、短语。
教学难点:在阅读中培养学生的阅读能力,对阅读中所获取的信息进行加工学习,然后进行课文复述,转化成为自己的东西;形成有效的学习策略;培养学生学习的语言综合运用能力。
确定依据:根据《新课程标准》在高中英语教学中,要培养学生的综合语言运用能力,发展学生自主学习和合作学习的能力,形成有效的学习策略。
必修Unit1_reading_说课稿英语
高一英语Unit1 Friendship——Reading 说课稿一、教学内容分析(一)知识背景及新课标、新教材1、本单元围绕友谊这一话题开展听、说、读、写多种教学活动在本单元中涉及到的话题有:人们为什么要交朋友,如何交朋友,怎样处理朋友的关系,生活在二战时期的安妮是如何渴望朋友,如何与朋友相处的等。
2、Reading部分承载着整个单元中最重要的语言和文化信息,也是教师在整个教学过程中需要重点处理的部分。
本文讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中,并把日记当作自己的朋友,通过写日记来表达自己孤独和郁闷的心情。
通过阅读这篇课文,学生不仅要进行阅读技能的训练,学习一些新的词汇和短语的表达方法,还要去阅读过程中学习并欣赏英语语音的美感,感受主人公乐观自信的人生太度,纯洁美丽的心灵。
(二)教学目标1、知识技能①学习一些重要的新单词,短语和句式,如go in rough make+o+n作宾补 1、wonder whether/if一句式等②学会用英语谈论友谊2、能力目标提高学生的阅读能力并学会用一些阅读技能,如guessing key sentences ,skinning ,scanning and so on3、情感目标使学生意识到友谊的重要性,并通过阅读这篇短文学会珍惜友谊(三)教学重点1、培养学生的阅读技能,学会欣赏文学作品2、让学生在语境中学习并掌握文章中的词汇和短语3、提高学生的阅读技能(四)教学难点1、怎样提高阅读技能2、掌握make+o+oc二、教学方法1、任务型教学2、合作学习3、讨论三、具体教学步骤(一)导入(Lead-in)这一步骤的重点在于激发学生的兴趣活动方式:师生互动教师提问:What is important in your Life ?学生的答案会有money study time hip etc再问:DO you want to know he what important in my life?Listen to a song《朋友》导入的同时引出一句谚语:A friend in need is a friend indeed (拓展学生的知识)最后指出今天新学内容是Friendship(二)pre-reading问答形式:1、Why do you need friends?2、What do you think a good friend should be like?3、Does a friend always have to be a person?4、Have you ever considered making friends with animals, plants or even an object?看阅读文章的标题猜猜安妮的朋友是谁介绍这篇文章的写作背景,二十世纪四十年代纳粹德国统治欧洲大部分地区。
B1U1_Reading_2
Post-reading
Good morning, my fellow students! Welcome to senior high school! Welcome to my senior high school! Twenty years ago, I was sitting where you are now. The headmaster told us on my first day of senior high school that today is the start of a new term, the start of a three-year journey and the start of a promising future. I want to tell you that today is the end of being (1) _im__m_a_t_u_re_, the end of being (2) _d_e_p_e_n_d_e_n_t and the end of being (3) _w_h_o__y_o_u_u_s_e_d__to__b_e_. It is the starting point of growth.
Consolidation
B3 Can you find out the parallel structures used in the speech?
Line 22: Take advantage of your classes, learn from your teachers and classmates, and make use of our school facilities.
Appreciation
B3 What are parallel structures? Parallel structures use the same pattern of words or sentences. They can add balance to sentences and make the language more powerful and effective.
2023年高一英语说课稿
2023年高一英语说课稿2023年高一英语说课稿1尊敬的各位领导、各位老师:大家好!我说的课题是高中一年级英语上册第1单元Good friends的第一课时Warming up &Listening。
我说课的内容包括三部分,一是教材分析,二是说教法,三是说教学程序。
一、教材分析1、单元背景分析“朋友”对我们当中任何一个人来说都是非常重要的,是生活当中不可缺少的。
如果我们能够交到真正的朋友,我们一定会生活得很开心。
对于高一的新同学来说,离开父母来到新的学校,与新的老师和同学相处,开始新的生活,更需要结交新的朋友,并与同学建立友好关系,学会相互交往,才能更好的适应新的环境。
2、教材内容分析本课是高中一年级英语上册,unit 1 Good friends中的warming up和listening.本单元的中心话题是“朋友”,具体涉及“什么是好朋友?”、“如何交朋友”等。
本课的语言知识及语言技能主要是围绕“朋友”这一中心话题进行设计的。
本课时主要分为两部分:1)warming up(热身)“热身”部分设计了三个问题让学生讨论好朋友应该具备什么样的品质,并要求学生简单地描述自己和自己的一位好友。
这部分的目的有两个,一是呈现本单元的中心话题——朋友,帮助学生在大脑中形成一个有关“好朋友”的信息包;二是复习或学习有关描述好朋友的形容词和句型。
2)Listening(听力)“听力”部分提供了三段朋友之间的对话,朋友之间互相帮助,但常会发生矛盾。
这个听力练习要求学生听完录音后能够弄清“发生的问题”并找出解决的办法。
本部分有助于引导学生客观认识友情:好朋友之间建立友谊的同时也可能产生矛盾。
3、教学重点1)、运用所给的形容词和句型来描述其中一位好朋友。
2)、通过听三个不同情景的对话完成句子。
4、教学难点1)、与同伴相互合作,并对其中一位好朋友进行描述。
2)、与同伴一起讨论并找到解决问题的方法。
5、教学目标根据课文特点及新课标对高一年级学生英语学习能力的要求,本课的教学目标我定为以下几方面:一、语言知识目标,二、语言技能目标,三、情感目标。
Unit 1 People of Achievement Reading and 说课稿高中英语
Title: Unit 1 - People of AchievementLesson: Period 1 - Reading and ThinkingSubject: EnglishClass: [Class Name]Teacher: [Your Name]Teaching Objectives:By the end of this section, students will be able to:1. Read to learn about Tu Youyou and her achievements.2. Read for specific information and understand words in context.3. Learn great qualities from Tu Youyou.4. Talk about what greatness means and how it is achieved.5. Build cultural confidence through learning the outstanding contribution of traditional Chinese medicine to human health and world development.Teaching Theme:The teaching theme for this section is "Describing People of Achievement." Through a special news report about Tu Youyou's Nobel Prize for her discovery of artemisinin, students will gain insights into her journey and accomplishments. This lesson aims to highlight the dedication and greatness of Tu Youyou and her team and to emphasize the significant contribution of traditional Chinese medicine to human health and global development. Students will also reflect on their own aspirations and future career paths.Key Teaching Points:1. Guiding students to understand and become familiar with the features of a special news report, emphasizing the method of narrating a person's experiences chronologically.2. Guiding students to explore various aspects of Tu Youyou's success actively.Teaching Challenges:1. Helping students analyze Tu Youyou's character and qualities from descriptive vocabulary.2. Guiding students to use learned words to describe the process of discovering artemisinin.3. Prompting students to reflect on the true meaning of greatness.Teaching Content and Procedures:Lead-in:1. Explain the origin of Tu Youyou's name using the poem line "呦呦鹿鸣,食野之蒿" and introduce the main character.- Teacher: "Class, today we are going to explore the life and achievements of a remarkable individual named Tu Youyou. Her name is derived from a famous Chinese poem, '呦呦鹿鸣,食野之蒿,' which can be loosely translated as 'The deer is calling, dining on wild wormwood.' This poem gives us a glimpse into the origin of her name."2. Conduct a free talk to discuss Tu Youyou's experiences and achievements, supplementingrelevant vocabulary.- Teacher: "Now, let's have a discussion. What do you know about Tu Youyou? Can you share any information or stories related to her achievements?"- Students: (Students share their knowledge and experiences related to Tu Youyou.)Step 1 - Pre-reading:Activity 1 - Look at the layout and predict:- Students examine the two pictures and the headline on page 2 of the textbook. They predict the type and source of the text and anticipate its content.- Teacher asks questions like:- "Look at the title and the pictures on page 2. Where would you most likely read this passage?"- "What do you think will be talked about?"- Teacher notes that the date below the title can help determine the source. Also, point out the image of sweet wormwood in the lower right corner of the page.- The students make predictions based on the title and images, like "Tu Youyou was awarded the Nobel Prize for the discovery of artemisinin, a substance extracted from sweet wormwood."- Student A: "I think this passage might be from a scientific journal because it mentions a discovery."- Student B: "Yes, and I believe it's about a significant achievement in science related to medicine."Activity 2 - Fast reading:- Students read the entire text quickly to verify their predictions about the source and complete questions from Activity 3.- Teacher may ask questions like:- "Why is passive voice often used in a news report? (To be more objective.)"- "Why does it contain more facts than personal opinions? (To be more objective and more convincing.)"- Teacher: "Now, read through the text quickly to confirm whether your predictions were accurate. Pay attention to the writing style and the use of passive voice, which is common in news reports to maintain objectivity."- Students: (Students read the text and discuss the use of passive voice and objectivity in news reports.)Activity 3 - Detailed reading:Sub-activity 1 - Analyze Paragraphs 1 and 4:- Students reread the first and fourth paragraphs and answer questions like:- "What is the event? How is it described?"- "What is the significance of the discovery of artemisinin?"- Teacher: "Let's delve deeper into the text by focusing on the first and fourth paragraphs. What event is being described, and how is it portrayed in the text? Additionally, what do you think is the significance of the discovery of artemisinin?"- Student C: "The event is Tu Youyou winning the Nobel Prize, and it's described as asignificant achievement. The significance of artemisinin is that it can effectively treat malaria, saving many lives."- Teacher: "Exactly, Tu Youyou's Nobel Prize is indeed a significant event, and artemisinin's effectiveness in treating malaria is of great importance."Sub-activity 2 - Tu Youyou's Experiences:- Students reread the second and third paragraphs, analyzing Tu Youyou's specific experiences.- Teacher: "Now, let's turn our attention to the second and third paragraphs, which provide details about Tu Youyou's experiences. What can you gather about her journey?"- Student D: "In those paragraphs, we learn about her commitment and patience in the research process."- Teacher: "Very well put. We see how her commitment and patience played crucial roles in her research."Sub-activity 3 - Extracting Research Information:- Students extract information about Tu Youyou's team's research process to fill in a table.- They use their memory to complete a flowchart in Activity 5 and recount this process.- Teacher: "Now, let's dig deeper into the research process. In your groups, extract information from the text about Tu Youyou's team's research. What were the key steps involved?"- Student E: "First, they collected sweet wormwood. Then, they extracted artemisinin, tested it on animals, and finally, it was used on humans."- Teacher: "Excellent! Now, let's create a flowchart to visualize these steps."Sub-activity 4 - Data Extraction:- Students list the data mentioned in the text along with their corresponding details.- Teacher: "To understand the research better, let's identify the data presented in the text. What data is mentioned, and what does it reveal?"- Student F: "The data includes success rates, research years, and the number of people treated. It shows the rigorous testing process."- Teacher: "Great observation! These details provide insights into the thoroughness of their research."Sub-activity 5 - AnalyzeDescriptive Words:- Students focus on the words "committed" and "patient" which lead the descriptions in paragraphs 2 and 3. They discuss how these words reflect Tu Youyou's character and qualities and complete a table.- Teacher: "Now, let's analyze the descriptive words 'committed' and 'patient.' How do these words characterize Tu Youyou's qualities, and what can we learn from them?"- Student G: "These words show that Tu Youyou was dedicated and persistent in her work."- Teacher: "Exactly, commitment and patience were key to her success."Step 3 - Post-reading:Activity 4 - Discussing and Thinking:- Students engage in group discussions about topics such as the importance of talent vs. effort in the discovery of artemisinin and the factors for being a person of achievement.- Each group appoints a representative to state their views or engage in a class debate.- Teacher: "Now, let's have some lively discussions. In your groups, discuss whether talent or effort played a more crucial role in the discovery of artemisinin. Also, consider what factors are important for becoming a person of achievement."- Student H: "I think effort is more important because it took years of research and dedication."- Student I: "I agree, but talent might have helped her make breakthroughs faster."Activity 5 - Interviewing:- Students imagine interviewing Tu Youyou as if she were at the Nobel Prize presentation and congratulate her.- They conduct an interview based on provided questions to explore Tu Youyou's reactions and thoughts.- Teacher: "Now, let's get creative. Imagine that you are reporters at the Nobel Prize presentation ceremony, and Tu Youyou is there. First, let's congratulate her. Then, conduct an interview using these questions."- Student J: "Congratulations, Ms. Tu Youyou! How did you react upon hearing the prize-winning news?"- Tu Youyou (played by another student): "Thank you! I was truly surprised and honored."Step 4 - Homework:- Choice A: Create a mind map about Tu Youyou's experience and achievement.- Choice B: Write a speech to introduce Tu Youyou.- Choice C: Describe a person you admire.- Teacher: "For your homework, you have three options. You can create a mind map summarizing Tu Youyou's experiences and achievements, write a speech introducing her, or describe a person you admire using the qualities you've learned today."。
名师教学设计《必修一unit 1 reading》示范教学教案
课题名称
必修一unit 1 reading
学科年级
高一英语
教材版本
一、教学目标设计
By the end of this lesson,students should be able to:
I.Knowledge Aims
Get the main idea about the passageand learn some new words and expressions;
Activity description: If you were Anne’s best friend, what would you like to say to her
小组讨论的活动,讨论时间五分钟,四个人为一组,每组需要一个代表,展示时间五分钟。
Purpose: Train the students’ability of speaking and cooperative ability.
六、教学过程设计
教师活动
学生活动
设计意图
Step1: Lead-in
Brain storming
Activity description: Ask some questions to the students.
Does a friend always have to be a person Tell us about your unusual friends.
根据所给的单词,词组与对应的正确释义相联系。三分钟。
Purpose: Help the students understand the passage better.
Step3: While-reading (This part includes 3 activities)
高一英语人教版(2019)必修第一册 Unit 1 Reading 课件 (19张ppt)
Solution
——
The school adviser helped him choose suitable courses.
He will find a way to improve in order to make the team next year.
He will try to study harder and get used to being responsible for a lot more.
What does Adam think of his senior high school life?
How did he feel about the first week?
First, I had to think very carefully about which courses I wanted to take. The school adviser helped me choose the suitable ones: maths, English, chemistry, world history, and Chinese. I know that Chinese is a very difficult language, but I hope to be fluent when I graduate. My adviser recommended that I should sign up for advanced literature because I like English and I’m good at it.
An adviser is an expert whose job is to give advice to another person or to a group of people.
人教版高中英语必修一unit1-unit5全英说课稿
⼈教版⾼中英语必修⼀unit1-unit5全英说课稿⼈教版⾼中英语必修⼀unit1-unit5全英说课稿Unit 1 FriendshipGood morning, ladies and gentlemen. I am No.3. It’s my great honor to present my lesson here. My topic today is Anne’s Best Friend, from Unit 1 Friendship, Book 1.To make my presentation much clearer, I will divide my teaching structure into 6 parts.Part 1Analysis of the Teaching MaterialFirst, let me talk about part 1 analysis of teaching material1. Status and functionThis lesson is a reading passage. It introduces Anne Frank’s story, a Jewish girl in World War II, who makes her diary as her best friend. It plays an important role in English teaching of this unit. By the end of this class, the students can know better about friends and friendships .2. Teaching objectivesThe teaching objectives are established according to High School English Syllabus and the teaching material, which include knowledge objectives, ability objectives and emotion objectives.Knowledge objectives:1. Master new words and expressions, such as outdoors, curtain, dusty, on purpose, face to face and so on.2.Understand the story of Anne Frank.Ability objectives:1.Develop students’ different reading skills, like skimming and scanning.2.Develop the abilities of working in groupsEmotion objectives:1. Enable students to know how to make friends and how to get along with friends.2.Enable students to know how lucky they are now and cherish the present happy life.3. Teaching key points and difficult points:Based on the teaching objectives, I identify the teaching key points and difficult points as follows:Teaching key points:1. Master new words and expressions.2.Understand the passage clearly.Teaching difficult point:1.Develop students' different reading skills./doc/1ca34ab7366baf1ffc4ffe4733687e21af45ffae.html e the words and expressions properly in a real situation.Part 2Analysis of the StudentsSecond, I want to talk about part 2 analysis of students.Senior One students have the basic abilities of listening, speaking, reading and writing, but they are still weak in scientific reading strategies. They have known something about friends and friendships. Some new words and expressions in the text may cause learning difficulties for them.Part 3Teaching methods and learning methodsThe third part is teaching methods and learning methods. According to New Course Standard of English, combining with the language level of students, I will adopt two teaching methods: Task-based teaching method and Computer aided teaching method.As for learning methods, students can understand the passage by independent reading,discussing and cooperating.Part 4 Teaching aidsPart 4 is teaching aids.In the teaching process, I will use a blackboard and a multi-media computer to help students understand and grasp knowledge.Part 5 Teaching proceduresNext , let’s move to the most important part: part 5 teaching procedures. To achieve my teaching objectives, I will divide my teaching procedures into five steps: lead-in, reading, retelling, group discussion, homework.Step 1. Lead-inIn this step, I will play an English song Friendship will last for ever and let students sing the song together.The purpose is to arouse students’ learning interest and naturally lead to the topic today.Step 2. ReadingThis step includes two parts: fast reading and careful reading.1.Fast readingIn the fast-reading part, get students to read the passage quickly and then finish two tasks.to get the general idea of the whole passage.②to find out who is Anne’s best friend.By doing fast reading, students can improve their reading skill---skimming, and have a rough idea of the text.2.Careful readingThen in the careful-reading part, let students read the passage carefully anddo three exercises on the screen.①answer True or False questions, like Anne named her diary Kitty and wanted it to be her best friend.②answer questions needing deep thinking. For example, How did Anne feel about nature before she and her family hid away?③translate some long sentences into Chinese. For example, It’s no pleasure looking through these any longer because nature is one thing that really must be experienced.These three exercises are all about the important details of the article. They can improve students’reading skill---scanning, and make students have a thorough understanding of the passage.Step 3. RetellingIn this step, give students a few minutes to read Anne’s diary. While they are reading, I will write some key words of the diary on the blackboard. Then ask students to retell the diary according to the key words.By retelling, students can improve their ability of language organization and have an overall understanding of the article. Step 4 Group discussionIn this step, students will be divided into groups of 4 to discuss the following questions:What qualities make a good friend?How to make friends?After their discussion, invite a few groups to make a report to the class.This group discussion can practice students’ oral English and cultivate their abilities of cooperation and communication. Step 5. HomeworkLet students write a short passage. The title is My Best Friend.The homework can consolidate the knowledge the students have learned and cultivate their writing ability.Part 6 Blackboard Design:That’s all my teaching procedures. Finally, I want to say sth about part 6 the blackboard design.On the top is the title. On the left, there will be some new words and expressions. In the middle of the blackboard, I will write some useful sentence structures. So students can know clearly what they’ve learned in class and then try to master the knowledge.O.k. That’s all for my presentation. Thank you for your attention.Unit 2 English around the worldGood morning, ladies and gentlemen. I am No.5. It’s my great honor to present my lesson here. My topic today is The road to modern English, from Unit 2 English around the world, Book 1.To make my presentation much clearer, I will divide my teaching structure into 6 parts.Part 1Analysis of the Teaching MaterialFirst, let me talk about part 1 analysis of teaching material.1. Status and functionThis lesson is a reading passage. It gives a brief history of the English language. It plays an important role in English teaching of this unit. By the end of this class, the students can know better about English language and its development. 2. Teaching AimsThe teaching aims are established according to High School English Syllabus and the teaching material, which include knowledge aims, ability aims and emotion aims.Knowledge aims:1. Master new words and expressions, such as voyage, native, fluent, at present, make use of and so on.2.Understand the development of English language.Ability Aim:Develop students’ different reading skills, like skimming and scanning. Emotion Aim:Get students interested in learning English and love their own language.3. Teaching key points and difficult points:Based on the teaching aims, I identify the teaching key points and difficult points as follows:Teaching key points:1. Master new words and expressions.3.Understand the passage clearly.Teaching difficult point:Develop students' reading skills.Part 2Analysis of the StudentsSecond, I want to talk about part 2 analysis of students.Senior One students have the basic abilities of listening, speaking, reading and writing, but they are still weak in scientific reading strategies. They have known sth about English language. Some new words and expressions in the text may cause learning difficulties for them.Part 3Teaching methods and learning methodsThe third part is teaching methods and learning methods. According to New Course Standard of English, combining with the language level of students, I will adopt two teaching methods: Task-based teaching method and communicative teaching method.As for learning methods, students can get comprehensive language using skills by autonomic learning, cooperating and exploring.Part 4 Teaching aidsPart 4 is teaching aids.In the teaching process, I will use a blackboard and a multi-media computer to help students understand and grasp knowledge.Part 5 Teaching proceduresNext , let’s move to the most important part: part 5 teaching procedures. To achieve my teaching aims, I will divide my teaching procedures into five steps: lead-in, reading, retelling, group discussion, homework.Step 1. Lead-inIn this step, let students enjoy a short video in which an Englishman and an American are talking to each other.The purpose is to let students feel the difference between British English and American English and naturally lead to the topic today.Step 2. ReadingThis step includes two parts: fast reading and careful reading.3.Fast readingIn the fast-reading part, get students to read the passage quickly and then finish two tasks.① to get the general idea of the whole passage.②to give the main idea for each paragraph in your own words.By doing fast reading, students can improve their reading skill---skimming, and have a rough idea of the text.4.Careful readingThen in the careful-reading part, let students read the passage carefully and do three exercises on the screen.① answer True or False questions, like English had the most speakers in the 17th century.② finish a timeline of the development of English language .③translate some long sentences into Chinese. For example, Native English speakers can understand each other even though they don’t speak the samekind of English.These three exercises are all about the important details of the article. They can improve the students’reading skill---scanning, and make students have a thorough understanding of the passage.Step 3. RetellingIn this step, give students a few minutes to read the passage . While they are reading, I will write some key words of the text on the blackboard. Then ask students to retell the passage according to the key words.By retelling, the students can improve their ability of language organization and have an overall understanding of the article. Step 4 Group discussionIn this step, students will be divided into groups of 4 to discuss the following question:Why do you think more people in the world now want to learn Chinese? After their discussion, invite a few groups to make a report to the class.This group discussion can practice students’ oral English and let them know the importance of Chinese.Step 5. HomeworkLet the students write a short passage. The title is The importance of learning English. The homework can consolidate the knowledge the students have learned and cultivate their writing ability.Part 6 Blackboard Design:That’s all my teaching procedures. Finally, I’d like to say sth about part 6 blackboard design.On the top is the title. On the left, there will be some new words and expressions. In the middle of the blackboard, I will write some useful sentence structures. So students can know clearly what they’ve learned in class and then try to master the knowledge.O.k. That’s all for my presentation. Thank you for your attention.Unit 3 Travel JournalGood morning, ladies and gentlemen. I am No.10. It’s my great honor to present my lesson here. My topic today is Journal down the Mekong, from Unit 3 Travel Journal, Book 1.To make my presentation much clearer, I will divide my teaching structure into 6 parts.Part 1Analysis of the Teaching MaterialFirst, let me talk about part 1 analysis of teaching material.1. Status and function。
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Purpose: to make Ss feel the sense 2.What's Anne's feelingand whencan she was able to the look at the of participation improve nature through dusty curtains? learning ability. Besides, Ss can have ashe better understanding ofwith Anne. 3.Why was so crazy about things to do nature?
2.During the activities, the degree of participation of Ss' may not be so high. So the teacher should use more multi-media teaching means.
In such situation, what her friend would be?
•step2 while-reading
skimming
Now go through part one quickly to find out:
• what's the main idea of this part?
•Step1: pre-reading
•Step2: while-reading
•Step3: post-reading •Step4: homework
•step1 pre-reading
guessing riddles
1.明日退去月相伴,石口破碎又一次。(打一词语)
朋友 Purpose: to draw Ss's attention and liven up the atmosphere. 2. 在哪个英语单词中朋友和船一块? friendship
Anne's family
World War II
奥斯维辛集中营 concentration camp
Jews
the German Nazis
Purpose: to recall the history of the Second World War and to feel the miserable life of Jews, which can draw Ss' attention.
Important and Difficult Points
important point: to master the new
words and expresions
difficult point: to imply Anne's internal
life changes.
•Teaching Procedures
group work (4 students)
rule:each student has to be responsible for one part of the letter and then share with the other group members what you have got.
4.Why didn’t she dare open the window when the moon was too bright?
step3 post-reading
Imitation Competition
rule: choose one paragraph to read Purpose:to attrack Ss' interests. Ss and you have to pay attention to can deeply understand Anne's your emotion and tone. feelings and her eager for friendship and nature.
A. It is an introduction of Anne's family. B. It is the introduction of Anne and her diary named Kitty. C. It is about Anne's view about friend.
scanning
Scan the passage and fill in the form below. The time of the story The place of the story
The heroine of the story Anne’s best friend The length of time they hid away World War II Netherlands Anne
Culture Awareness
• To know more about the Second World War, especially the sufferings of the Jewish people by German Nazis.
Teaching Method task-based teaching method communicative approach
真交。
阳。 their friends.
step4 homework
homework
1.If you were Anne's best friend, what would you like to say to her? Please write letter to her.
2.Read the text carefully again and pick out the difficult sentences to discuss in groups of four.
learning Condition Analysis
This text mainly talks about friendship which students are familiar with.Besides,students have already learned the history of the Second World War so their previous knowledge about it can lessen their difficulty of comprehension. But most of them may not know the sufferings of Jewish people during the war. Ss have already previewed the key words and expressions of the text. Most Ss are not familiar with reading skills, and they still need training.
her diary--Kitty
nearly 25 months
careful reading
1. Join the correct parts of the sentences.
A.she couldn’t meet 1.Anne kept a diary because Purpose: to train Ss' skimming, her friends. scanning ability and individual 2.She felt very lonely because B.Jews were caught learning ability. by Nazis and 3.They had to hide because killed C.she could tell 4.Anne named herteaching diary Task-based method everything to it. Kitty because D.she wanted it to be her best friend.
Blackboard Writing
Unit 1 Friendship Reading——Anne's Best Friend
friend+ship Netherlands German Nazis Jews part1:introduction
part2: letter bold words 黑体字
Teaching Reflection
1.Ss can not master all the new words and expressions, and some difficult sentences in class because of the limited time. So the teacher should spend more time to deal with these points.
Language Knowledge
•To learn some new words and new expressions. e.g. curtain, thundering, German, in order to, go through, at dusk and so on
Emotional Attitude
chicken soup for the soul
A life without a friend is a life without Purpose: to sublimate Ss' emotion the sun. 人生在世无朋友,犹如生活无太 attitudes and to teach Ss to cherish A friend in need is a friend indeed.患难见