英語unit4earthquake公開課教案

1、二二O四年十月十三日2015年金昌市優(yōu)質(zhì)課競賽活動教案ATeachingPlanSubject:EnglishTitle:Book1Unit4EarthquakesReadingClass:Class12,Senior1Teacher:HeYujuanSchool:JinchangNo.1MiddleSchool金昌市優(yōu)質(zhì)課競賽DesignedByHeYujuan金昌市優(yōu)質(zhì)課競賽DesignedByHeYujuan ATeachingPlanTitle:Book1UnitTitle:Book1Unit4EarthquakesReadingTargetstudents:Class12,Senio

2、r1Teacher:WangYaqinAnalysisoftheteachingmaterialsThisperiodwewilldealwithReadinginBook1Unit4Earthquakes.Thetopicoftheunitiseathquake,whichinvolvessignsbeforetheearthquake、duringtheearthquakeandaftertheearthquake.Ourlanguageknowledgeandskillsaredesignedonthebasisofthetopicearthquake,thepurposeofwhich

3、ismainlytoimprovestudentsabilitiesofreading.IntentionsofourdesignsThenewcurriculumstandardsarethebaseandguidetoteaching,whichrequireus,onthebasisoftextbooksandextrateachingresources,toeffectivelycombineteachersconductingandexplainingwithstudentsindependentresearchandcooperativelearning,solve“doubleb

4、ases”(languageknowledgeandabilities),developstudentsskills(obtaininformation,discover,analyzeandsolveproblems)andfulfillmoraleducation,thusachievingtheaimofefficientlearning-enjoyinglearning,beinggoodatlearningandbeingabletouseit.AsfarasImconcerned,teachersandstudentswillresearcheffectively,combiner

5、esourcesandachieve3Daims.Basedontheanalysisofthekeypointsandthecontentsoftheteachingmaterials,thegeneralclueofofourdesignisfocusedonthreequestions,whathappenedbeforetheearthquake?、whathappenedduringearthquake?whathappenedaftertheearthquake?Therefore,wewillconductaseriesofclassroomactivitiessuchaspai

6、rwork,groupwork,questionandanswer，ofwhichhowtomotivatestudentstoparticipateactivelyandlearntocooperateinteamworkisveryimportant.Anyway,theprincipleofstudent-centredandpractice-going-firstwillbereasonablycarriedoutwhenmydesignisproperlyperformed,whichisoriginallythebasicstandardsthenewcurriculumandth

7、enewtextbooks.Teachingaims3DGoalsKnowledgeaims:Enablethestudentstorecognizethevarietyofjobsthereareinnewspapersandwhatisneededtoworkinanewspaperoffice.Enablethestudentstorecognizethevarietyofjobsthereareinnewspapersandwhatisneededtoworkinanewspaperoffice.Abilityaims:Totrainandimprovestudentsabilityt

8、olearnwordsandphrasesbybrainstorming.Toimprovestudentsabilitytoexpresstheirownideasbyaskingandansweringquestions.Emotionalaims:Tomakethestudentsunderstandthejobofjournalistsbetter.Todeveloptheirinterestininterviewingandintheirownstudies.Keyandimportantpoints:Helpstudentstoknowthejobsofjournalistsand

9、thequalitiestheyneed.HowtohelpstudentstolearntoconductaninterviewinEnglish.Teachingmethods:Task-basedapproach&.CommunicativeteachingmethodTeachingProcedures:DesignforTeachingProcessStepsActivitiesPurposeI.Leading-in:Towatch,listenandthink:Tostartthelesson,toPlayashortvideoaboutnewsWhatisitabout?arou

10、sessinterest,andinEnglishandshowthetitleofmakessconcentrateonthetopicofUnit4.todaysclass.II.Warmingup:Task1:WhatkindsofjobsdoGroupworktohaveaTomakeitcleartossthepeopledoinmakingadiscussionandtrytoanswerdifferentrolesofjobsinnewspaper?thequestionbyfillinginthemakinganewspaper.chartAnswer:onp.25journa

11、list,editor,photographer,chiefeditor,designer,printer.Task2:Whataretheirduties?TeacheraskquestionsandssEnablesstoknowaboutQuestions:trytoanswer,theycanhelpthespecificdutiesof1.Whointerviewspeopleand.?eachotherandevencanjournalist，editor，2.Whodecidesonthecontent?workingroupsifnecessaryphotogragher,et

12、cand3.Whotakesphotos.?thebasicprocessof4.Whodesignseachsectionmakinganewspaper.of.?5.Whoprints?III.Pre-readingPairworktohavean1.TogetmorefamiliarTask1:interview.Oneisthewithajournalistsjob.Doaninterviewjournalist,theotherplays2.Tocreatearealworldtheroleofafamousstartocommunicateintheyarebothfamiliar

13、with.Englishinsmallgroups.Task2:AskoneormorepairstoTogivemorechancesPresentationshowtheirinterviewforsstoimpovetheirspeakingabilitiesandtomakesstakemoreactiverolesinclassroomactivities.Task3:GroupworktotalkaboutTomakeitcleartossDiscussionthequalitiesofagoodwhatmakesagoodjournalistanddecidewhichjourn

14、alistandhowtobeonesarethemostimportantagoodjournalistqualities.Task4:Individualwork:TohelpssknowitisnotQuestion:Ask1-3sstodescribetheireasytobeagoodWhatdoyouthinkofthefeelings.journalistanditisnotinterviewyouhavedonejusteasytodoanythingnow?Youfeelings?Interesting?well.Unforgettable?IV.SummaryAbriefs

15、ummaryofwhatweTohaveaquickrevisionhavelearned.ofwhatweelearned.V.Homework1.SkimthereadingonP.26Tomakepreparationsafterclasstounderstandthefornextperiod,andtotitlebetter.putwhathasbeenlearnt2.Designanewspaperforintopractice.yourclassingroupsoffour.Blackboarddesign:Unit4MakingtheNews?jobsdutiesqualiti

16、eskindso教學(xué)設(shè)計總結(jié)：學(xué)情分析及前期預(yù)測：現(xiàn)在的學(xué)生，英語水平總體差距較大，其水平分布呈以下特點:分化情況較明顯，學(xué)生之間的水平差距較大;學(xué)生雖然對英語感興趣，但學(xué)習(xí)主動性還有待加強(qiáng)；部分學(xué)生對教師的依懶性較強(qiáng)，未能主動通過多種渠道獲取信息。因此，在本堂課教學(xué)過程中，擬著重訓(xùn)練學(xué)生通過多種渠道獲取信息、分析信息以及提取信息的能力。在本節(jié)課的學(xué)習(xí)中，學(xué)生可能會遇到缺乏經(jīng)歷真正地震的背景知識而對文章深層次的理解產(chǎn)生一定的困難。在學(xué)習(xí)過程中，學(xué)生有可能會采取主動學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)等策略，獨立思考問題、快速閱讀課文，同學(xué)之間互相，討論等方式進(jìn)行有效學(xué)習(xí)。教學(xué)策略與手段：1采用任務(wù)型的教學(xué)途徑，結(jié)合學(xué)生的生活經(jīng)驗和興趣設(shè)計相關(guān)的任務(wù)鏈接