《新概念英语》第三册第三十课教案及说课提纲

《新概念英语》第三册第三十课教案及说课提纲-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN题目：《新概念英语》第三册第三十课教案及说课提纲题目：Teaching Plan and Teaching Presentation for Lesson 30 in New Concept English (Book 3)Teaching PlanTeaching content：Lesson 30 the Death of a Ghost, New Concept English (Book 3)Teaching length：1 hourI. Teaching objectives：A.Knowledge objective:1. to guide Ss to learn the new words and phrases in the text and to help Ss toanalyze some difficult sentence patterns.2. to guide Ss to comprehend the main idea of the text.B.Ability objective:1. to teach Ss how to scan and ski and how to guess the meaning of new wordsfrom the context.2. to cultivate the ability of imagination and critical thinking.C.Moral objective:1. to edify Ss to think about responsibility. To make sure that Ss understandthat one should be responsible to both his country and his family.2. to guide Ss to believe science rather than ghosts or supernatural beings.D. Learning strategy: to develop the Ss’ cooperative learning through peer-evaluation and self-evaluation.E. Culture objective:Through making a distinction of image of ghost and god in China and foreign countries, help Ss to know that cultural affects many aspects, such as religious belief.II. Focal points:A.to lead Ss to understand the story.B.to help Ss to learn some important words and phrases which are quite essential to their later writing and speaking study such as overnight, conscientious, be unaware of and so on.III. Teaching difficulties:A.Some grammar points are difficult for students.1. Attributive Clause:Example 1: A farm worker, who stayed up all night claimed to have seen afigure cutting corn in the moonlightExample 2: A third brother who was supposed to have died as a young man.Example 3: After the funeral, Joe and Bob revealed a secret which theyhad kept for over fifty years.2. Adverbial Clause:Example 1: Fearing the authorities, Eric remained in hiding after the waras well.Example 2: He used to sleep during the day and work at night, quiteunaware of the fact that he had become the ghost of Endley.3. Appositive Clause:Example 1: it became an accepted fact that the Cox brothers employed aconscientious ghost that did most of their work for them.Example 2: Eric had lived as a recluse. He used to sleep during the dayand work at night, quite unaware of the fact that he had become theghost of EndleyB.Some difficult phrases:Example 1: Everyone went to the funeral, for the 'ghost' was none otherthan Eric Cox.C.Difficult moral objective：Example 1: They have to figure out why the man becomes a “ghost “.Afterthey find out the reason, they can really understand and have ideas aboutresponsibility.IV. Teaching methodology:A. Task-based TeachingIn the while reading part, assigning Ss to do the multiple choice and the matching exercise is a way to assign tasks to Ss. In the process, Ss will keep themselves occupied and concentrate on the tasks, which makes them study efficiently.B. Communicative language teaching:It is universally acknowledged that” information gap” is the most important factor in this method. Because of it, Ss has the desire to think, to communicate.C．The Grammar Translation MethodBecause this a reading class, when countering some complex sentence patterns, it is necessary for me to translate the sentences for him after analyzingV. Teaching aids:A.varied cards prepared by teachers.B. Computer and pptC. a short videoVI. Teaching procedure:A．Pre-reading(7’) — CARD STORY1. Show the main story of the text to Ss only by the prepared cards, without anywords.2. Ask Ss to guess what has happened in this story and let them share their ideas.(Designing purpose: that the story is showed to Ss in varied cards canarouse their curiosity and interest. And guessing about the story canengage them into the class quickly.)B. while- reading (30’)1. Task one—learn to ski(8’)Let Ss to read the text and then find out the main idea of the text as soon as possible.After this, I will explain to Ss about skiing in details.(Designing purpose: through this part, I am going to teach Ss the ability of skinning which is a time – saving and effective way to grasp the main idea of a text.)2.Task two—learn to skim(10”)Ask Ss to read again and discuss the following questions in groups:a. Why did farm hands frequently give up their jobs at Endley farm?b. Who was the ghost of Endley?Multiple choice questions:a. Eric remained in during hiding after the war becauseA. he feared the penalty he might receive for his desertionB. his father had told everyone he has died.C. he was afraid of being sent abroad by the authorities.D. he was afraid of the life of a recluse.b. When did the identity of the “ghost “become known?A. when the villagers attended the funeral. B .fifty years later after the outbreak of the Second World War C. when the father of the three Cox brothers died.D. when Joe and Bob felt they would have to have their brother buried(Designing purpose:1. After answering these questions, I intend to teach Ss how to skim, which means finding the answers according to the questions.2. Ss will improve their cooperative ability while they are discussing the questions.)3. Task three—guessing the meaning of word from the context(12’)a. Explanation of the skill.In this part I will explain to Ss how to guess the meaning of the new words in details.Example: laborerFarm laborers said that they always woke up to find work had been done overnight. Hay had been cut and cowsheds had been cleaned.b. Exercise - -guessing the meaning of the following words from the contextand matching the numbers with the letters.1. desert2. suspect3. Recluse4.conscientious5. claimA. you stop supporting it, using it, or being involved with it.B. a person who lives alone and deliberately avoids other peopleC. when something is dishonest or unpleasant has been done, you believe that it has probably been done.D. something which someone saysE. to be very careful to do their work properlyAfter they complete the job, instead of checking their answers immediately, I will let them check the answers mutually and discuss the different answers. (Designing purpose: Ss can learn to guess meaning from the context which is very useful to their further study. And the exercise can reinforce the skill that they have learned. Also, the peer evaluation can help Ss to share their ideas and learn from each other.)C.Post reading — Responsibility makes Eric a ghost (13’)1. Ask Ss to review that why Eric become a ghost. (Because Eric failed his responsibility to serve his country and due to family responsibility, his family hid him up. )2. And ask Ss to talk about their ideas about responsibility, including responsibility to their country and to their family)3. Then, Watch a short video about speech from John Fitzgerald Kennedy(Ask not what your country can do for you--ask what you can do for yourcountry. My fellow citizens of the world: ask not what America will do for you, but what together we can do for the freedom of man)4. Make a conclusion:The text and the speech have both clearly shown Ss that everyone belongs to both his country and his family, so they should be responsible to both of them!VII. Layout of the blackboardTeaching PresentationBrief overview:My presentation will include the following parts： Analysis of teaching material, analysis of teaching aims, analysis of students, analysis of teaching key points, analysis of teaching difficult points, teaching methodology, teaching aids, teaching procedure, and last part is design of blackboard writing. Let me begin with analysis of teaching material.I.Analysis of teaching material:The present lesson is a reading passage. The reading passage exhibits a story about a ghost on a farm. At first, people all thought a ghost was on the Endley farm to do the farm work. Finally, people found out that the ghost was Eric who hid in the farm to escape serving in the army. So, he had to sleep during the day and work out on the farm at night. That was the reason why he became a ghost in people’s eyes. This lesson is very important because the reading skill learnt by Ss is vital for the Ss’ further studying. According to the feature and importance of this lesson, my teaching aims are as followings.II.Analysis of teaching aims:A.Knowledge aims:1. To guide Ss to learn the new words and phrases in the text and to help Ss toanalyze some difficult sentence patterns.2. To guide Ss to comprehend the main idea of the text.B. Ability aims:1. To teach Ss how to scan and ski, and how to guess the meaning of new words from the context.2. To cultivate the ability of imagination and critical thinking.C .Moral aims:1. To edify Ss to think about responsibility. To make sure that Ss understand that one should be responsible to both his country and his family.2. To guide Ss to believe science rather than ghosts or supernatural beings.D .Learning strategy: to develop the Ss ’cooperativ e learning through peer-evaluation and self-evaluation.E.Culture aims: through making a distinction of image of ghost and god in Chinaand foreign countries, help Ss to know that cultural affects many aspects, such as religious belief.In order to achieve these aims I think it is necessary for me to point out the difficult points and key points.III.Analysis of teaching key points:My teaching for the present lesson lays great stress on the following two points:A. to lead Ss to understand the story.B. to help Ss to learn some important words and phrases which are quite essential to their later writing and speaking study such as overnight, conscientious, be unaware of and so on.IV.Analysis of teaching difficult points:A.Some grammar points are difficult for students.1. Attributive Clause:Example 1: A farm worker, who stayed up all night claimed to have seen afigure cutting corn in the moonlightExample 2: A third brother who was supposed to have died as a young man.Example 3: After the funeral, Joe and Bob revealed a secret which theyhad kept for over fifty years.2 .Adverbial Clause:Example 1: Fearing the authorities, Eric remained in hiding after the waras well.Example 2: He used to sleep during the day and work at night, quiteunaware of the fact that he had become the ghost of Endley.3. Appositive Clause:Example 1: it became an accepted fact that the Cox brothers employed aconscientious ghost that did most of their work for them.Example 2: Eric had lived as a recluse. He used to sleep during the dayand work at night, quite unaware of the fact that he had become theghost of EndleyB.Some difficult phrases:Example 1: Everyone went to the funeral, for the 'ghost' was none otherthan Eric Cox.C.Difficult moral objective：Example 1: They have to figure out why the man becomes a “ghost “.Afterthey find out the reason, they can really understand and have ideasabout responsibility.V.Analysis of the students:Ss in senior two have learnt English for several years, so they have a command of some basic vocabularies. For them, the reading passage is not difficult. Since they are curious and passionate about new things, they are more eager to find out what the ghost in the text really is.This is an effective way to study. Also, as Ss in this stage are gradually forming the habit of concrete thinking and critical thinking, the post reading part is fit for them to think critically and concretely. Moreover, as for some Ss who are not good at English, I will give them opportunities to answerquestions within their reach and this may increase their confidence in learning English. In one word, I will try my best to get every student to involve in my class.Well, this is my analysis of Ss.Next I am going to show my teaching methodology. VI.Teaching and studying methodology:A. Task Based language TeachingIn the while reading part, assigning Ss to do the multiple choice and the matching exercise is a way to assign tasks to Ss. In the process, Ss will keep themselves occupied and concentrate on the tasks, which makes them study efficiently.B. communicative language teaching:It is universally acknowledged that” information gap” is the most important factor in this method. Because of it, Ss has the desire to think, to communicate.C.cooperation and induction studying:In the group discussion, Ss work out the problems cooperatively. And in the post reading part, Ss conclude a topic about responsibility from this text, which is a way of induction.VII.Teaching aid(s):A.varied cards prepared by teachers.B. Computer and pptC. a short videoVIII.Teaching procedure:A Pre-reading (7’)－CARD STORY1. I will show the main story of the text to Ss only by the prepared cards, without any words.2. And then I will ask Ss to guess what has happened in this story and let them share their ideas.(Designing purpose:1. That the story is showed to Ss in varied cards can arouse their curiosity and interest.2. Guessing about the story can engage them into the class quickly.)B while- reading (30’)1. Learn to ski (8’)Ss to read the text and then find out the main idea of the text just in 1minute.After this, I will explain to Ss about skiing in details.(Designing purpose: through this part, I am going to teach Ss the ability of skinning which is a time – saving and an effective way to grasp the main idea of a text.2. Learn to skim (10’)Ask Ss to read again and discuss the following questions in groups:Why did farm hands frequently give up their jobs at Endley farm?Who was the ghost of Endley?Multiple choice questions:Eric remained in during hiding after the war becauseA. he feared the penalty he might receive for his desertionB.his father had told everyone he has died.C. he was afraid of being sent abroad by the authorities.D. he was afraid of the life of a recluse.When did the identity of the “ghost “become known?A. when the villagers attended the funeral.B. fifty years later after the outbreak of the Second World WarC. when the father of the three Cox brothers died.D. when Joe and Bob felt they would have to have their brother buried(Designing purpose:1. After answering these questions, I intend to teach Ss how to skim, which means finding the answers according to the questions.2.Ss will improve their cooperative ability while they are discussing thequestions.)3. Guessing the meaning of world from the context ：A. Explanation of the skill.Laborer:We find the related sentence in the text.Farm laborers said that they always woke up to find work had been done overnight. Hay had been cut and cowsheds had been cleaned.Yes, from the context, we know that laborer is somebody who does such work like cutting hay and cleaning cowsheds.B. Exercise —guessing the meaning of the following words from the contextand match the numbers with the letters.1. desert2 .suspect3. recluse4. conscientious5. claimA. you stop supporting it, using it, or being involved with it.B. a person who lives alone and deliberately avoids other peopleC. something is dishonest or unpleasant has been done, you believe that it has probably been done.D. something which someone says which they cannot prove and which may be falseE .to be very careful to do their work properlyAfter they complete the job, instead of checking their answers immediately, I will let them check the answers mutually and discuss the different answers.(Designing purpose: Ss can learn to guess meaning from the context which is very useful to their further study. And the exercise can reinforce what they have learned. Also, the peer evaluation can help Ss to share their ideas and learn from each other.)C.Post reading ＿ Responsibility makes Eric a ghost1. Ask Ss to review that why Eric become a ghost. (Because Eric failed his responsibility to serve his country and due to family responsibility, his family hid him up. )2. And then, ask Ss to talk about their ideas about responsibility, including responsibility to our country and to their family.3. Then, Watch a short video about speech from John Fitzgerald Kennedy(Ask not what your country can do for you--ask what you can do for your country. My fellow citizens of the world: ask not what America will do for you, but what together we can do for the freedom of man)4. Make a conclusion:So, dear Ss, the text and the speech have both clearly shown us that, everyone belongs to both his country and his family, so we should be responsible to both of them!5. Homework:Reading another passage on the exercise book and answer the question.Please try to use the reading skills we have learnt in the class as much as possible.IX.Blackboard writing:(Design purpose: the first part is to give Ss a clear mind of what they are going to learn in the class. And the second and third part is to write some difficult point and key point, which will be more impressive to Ss. The last part is drafting place where I can write something when it is necessary.。