必修一英语unit5reading教案

Step2 Retelling
Step 3 Homework
Discuss with Ask the It would 9mins
their
students help
partners and to discuss students
try to retell and retell understan
the story.
they are discussing.
Teaching Methodology
My teaching philosophy: In today’s language teaching classroom, teachers should take the
role of scaffolding for the students. He should not tell the students everything, but provide support for the students to find things on their 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.
then find how general
many parts can ideas and
the text be locating the
divided into specific
Give
the information
general idea can
be
of each part trained and
Linguistic objectives By the end of this class, the students will be able to grasp 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. Ability goals By the end of this class, the students will be able to the students to describe a great person with the order of time. Strategic objectives By the end of this class, the students will be able to improve their reading skills. Emotional objectives By the end of this class, the students will be able to respect and learn the qualities of great people
the story d
this
follow the article
time
better
sequence.
1. Recite the key sentences in the two texts. 2.
Preview Warming up and Pre-reading on Pages
33—34.
Teaching Focus
Teaching focus
Measures for breakthrough
To let the students work Group working for the main
collaboratively for understanding the key vocabulary and key structure and general idea of the text (Key point)
the tape listen to the
and get the tape. While
general
listening,
idea.
pay
more Students’
attention to reading
6min
the correct ability of
pronunciation getting the
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. Specific teaching methods:
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.
Designer
孔洁玲
课型 Reading
Students to be taught
1st year Ss of junior high school
Teaching materials
Unit 5；Nelson Mandela —a modern hero English Book 1,People’s Education Press Learners Analysis
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’s Education Press.
Homework: use your own words to retell the story
Stages
Steps
Lead-in
Stage2: While-read ing
Step1: Skimming
Teaching Procedures
Students’ Teacher’s Purposes
This is a reading class. It’s talk about people’s qualities and
inspirits the students to discover the value of the great man’s work.
Teaching Objectives
Lead-in
Teaching Flowchart
A song
Get the main idea
While-readi ng
Faster reading
Careful reading
Get information details .
more and
Post-reading
Learn some useful words and sentences by using some pictures.
Step2 Scanning
Finish the Read
the improved by 10min
exercise. passage on skimming and
page 34 to get scanning
the answers to practice.
Part 1 and
Part 2 of
The characteristic of the writing in
this unit.. (Difficult point)
Give the students time to work
out the structure and explain
the key words for them while
Comprehending
.
Step 1
Follow the Show some Learn
10min
teacher pictures linguistic s
and take to learn ability.
some
some key
notes.
words.
Stage 3: Post-reading
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.
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. 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.
Time
activities activities
Listen the Get Ss enjoin Creat a
song and a
moving
5minΒιβλιοθήκη answersong<hero>,af atmosphere
questions. ter that,ask
them some
questions.
Listen to first let’s