必修一全冊(cè)英語(yǔ)說(shuō)課稿

Unit

1

Friendship閱讀課說(shuō)課稿

Unit1

Reading

Anne’s

Best

Friend\Unit2English

around

the

worldGoodmorning,teachers.It’smygreathonortobeheresharingmylessonwithyou.ThecontentofmylessonisSeniorEnglishBook1Unit2’sReading.I’llbereadytobeginthislessonfrom4parts:Analysisoftheteachingmaterial,theteachingmethods,thestudentsandstudyingmethods,theteachingprocedure.First,letmetalkabouttheteachingmaterial.PartⅠ

The

analysis

of

the

teaching

material

1.

Analysis

of

the

position

of

the

lesson

The

central

topic

of

this

unit

is

“English

around

the

world".

This

unit

seeks

to

give

students

a

better

understanding

of

how

English

developed

and

how

it

is

spoken

in

the

world.

Students

often

hear

talk

about

“standard

English”.

In

fact,

as

this

unit

hopes

to

make

clear,

there

is

no

such

thing

as

one

standard

of

spoken

or

written

English.

English

is

spoken

in

many

countries

throughout

the

world

and

many

of

them

have

different

forms

of

expression.

This

lesson

aims

to

open

a

window

for

students

to

learn

English

and

to

understand

the

developing

trend

of

language.

2.Teaching

AimsAccordingtothenewstandardcurriculumandthesyllabus,andafterstudyingtheteachingmaterial,theteachingaimsarethefollowing:1.Knowledgeaims:1)Learn

the

new

words

in

this

passage.

2)The

student

will

know

the

developing

trend

of

English

in

the

world.

Will

learn

the

difference

between

BE

and

AE.3)Learn

to

deal

with

difficulties

in

language

communication

4)Master

the

expression

of

direct

speech

and

indirect

speech

of

request

and

demand2Abilityaims:1)To

develop

the

students’

reading

ability,

learn

to

use

some

reading

strategies

such

asskimming

and

scanning;2)To

encourage

students

speakEnglish.3Emotionalaims:1)ToknowthedifferencesbetweenBritishEnglishandAmericanEnglish,throughitslearningtoincrease

the

students’

interest

in

learning

English.2)Broaden

the

students’

international

mind

and

understand

the

cultural

diversity.

And

gradually

form

the

consciousness

of

cross

culture

communication,

which

will

be

the

basis

for

learning

Chinese

and

Western

culture.3)To

cultivate

students’

ability

to

cooperate

with

each

other.3.TeachingKeys&DifficultiesKeypoints:1)Letstudentsmasternewwordsandphrasesinthepassage.2)Developstudents’readingability,especiallysummarizing,

skimming

and

scanning

ability.3)Throughcooperation,cultivatetheircommunicationability.DifficultpointsExpressingone’sideaonwhichkindofEnglishoneshouldlearn;guessthenameofspeaker’scountrybylistening;howtotellthedifferencesbetweenacommandandarequest;howtochangethepronounwhenturningthedirectspeechintoindirectspeech.PartⅡ

Teaching

methodsAs

is

known

to

us

all,

a

good

teaching

method

requires

that

the

teacher

should

help

the

Ss

develop

good

sense

of

the

English

language.

For

achieving

these

teaching

aims,

I

will

use

the

following

methods

according

to

the

modern

social

communication

teaching

theories.

(1)

Multi-media

teaching

(2)

Cooperative

learning-for

example:

group

discussion

(3)Task-Based

Language

Teaching:

for

example

role

playing

game

PartⅢ

Analysis

of

the

studentsandstudyingmethods

My

students

are

first-grade

students

of

senior

high

school.

They

have

been

learning

English

in

junior

high

school

and

have

accumulated

a

certain

number

of

vocabularies.

They

have

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

large.

So

my

teaching

design

should

have

gradient

to

meet

the

need

of

different

student.

As

for

learning,

Students

will

learn

through

independent

reading,

discussing

and

cooperating.

PartⅣ

Teaching

procedures

(一)導(dǎo)入：首先在學(xué)生對(duì)英語(yǔ)是世界上最廣泛使用的語(yǔ)言和越來(lái)越多的人在學(xué)習(xí)英語(yǔ)現(xiàn)有情況了解的基礎(chǔ)上，引出問(wèn)題:“Do

you

know

how

many

countries

use

English

as

their

mother

tongue?Do

you

know

something

about

English

around

the

world？”在學(xué)生思索時(shí)，引出課題English

around

the

world。接著再詢問(wèn)學(xué)生：What

language

has

the

largest

number

of

speakers

in

the

world?

What

language

is

the

most

widely

spoken

and

used

in

the

world?

How

many

countries

do

you

know

use

English

as

their

mother

tongue?此環(huán)節(jié)設(shè)計(jì)意圖是使學(xué)生對(duì)本節(jié)課的話題有進(jìn)一步了解，而且很有興趣了解“世界英語(yǔ)”的具體情況。從另一個(gè)角度，先給學(xué)生一個(gè)語(yǔ)言上的輸入input。激發(fā)學(xué)生的興趣和欲望.

(二)Pre-reading

（讀前準(zhǔn)備）：在學(xué)生回答了以上問(wèn)題后，我讓學(xué)生看這一部分課本上所設(shè)的兩個(gè)問(wèn)題：

1)

How

many

languages

do

you

speak?

Which

is

your

native

language?

2)

If

you

speak

more

than

one

language,

in

what

situation

do

you

use

the

languages?讓學(xué)生仔細(xì)思考后回答。教師不必忙著下結(jié)論，誘導(dǎo)他們從書(shū)中去思考尋找答案，激發(fā)他們探究的興趣。

(三)Reading：使學(xué)生了解英語(yǔ)在當(dāng)今世界范圍內(nèi)人們生活中扮演的不同角色及其重要意義。

任務(wù)

1：Listen

to

the

tape

，聽(tīng)錄音，然后讓學(xué)生盡力得出大意并且回答問(wèn)題

1.

How

many

countries

are

there

where

the

majority

of

people

speak

English?2.

How

is

English

used

in

Hong

Kong?

3.

What

language

should

we

use

on

the

Internet

so

that

we

can

communicate

with

people

around

the

world?

任務(wù)2：讓學(xué)生帶著問(wèn)題閱讀課文。有目的性閱讀是閱讀訓(xùn)練一種技巧，并且提醒學(xué)生不用太多花大多注意力在地名和新單詞上面，集中精力探究文章內(nèi)容。概括每段段落大意。Paragraph1:ThespreadoftheEnglishlanguageintheworldParagraph2:Nativespeakercanunderstandeachotherbuttheymaynotbeabletounderstandeverything.Paragraph3:Alllanguageschangewhenculturescommunicatewithoneanother.Paragraph4:EnglishisspokenasaforeignlanguageorsecondlanguageinAfricaandAsia.任務(wù)3：根據(jù)課文內(nèi)容，判斷句子對(duì)與錯(cuò)。

1、There

are

more

than

42

countries

where

the

majority

of

the

people

speak

English

in

the

world.2、There

are

more

than

37,500,000

people

who

learn

English

as

a

second

language.3、New

Zealand,

South

Africa,

the

Republic

of

Ireland

and

the

Philippines

use

English

as

their

mother

tongue.

4、More

than

750,000,000

people

learn

English

as

a

foreign

language.5、English

is

the

only

one

working

language

of

most

international

organizational

trade

and

tourism.（此設(shè)計(jì)是為了檢查學(xué)生是否理解文章大意和一些重點(diǎn)細(xì)節(jié)。）

任務(wù)4：根據(jù)課文內(nèi)容，完成以下五道閱讀理解題。

1、

According

to

the

text,

which

is

TRUE

about

those

who

use

English

as

a

second

language?

A.

English

is

also

their

mother

tongue.

B.

They

use

more

than

two

official

languages

in

their

country.

C.

People

enjoy

talking

to

their

family

members

at

home

in

their

native

language.

D.

They

learn

English

at

high

school

for

about

five

years.

2、

What’s

the

situation

of

English

used

in

China?

A.

Most

Chinese

students

learn

English

at

school

as

a

foreign

language.

B.

All

Chinese

students

speak

English

as

a

foreign

language.

C.

The

majority

of

Chinese

students

speak

English

at

school

as

a

second

language.

D.

The

majority

of

people

in

Hong

Kong

use

English

as

their

mother

language.

3、

What’s

the

main

idea

of

the

passage?

A.

There

are

more

than

42

countries

where

the

majority

of

the

people

speak

English

in

the

world.

B.

More

than

750

million

people

learn

English

as

a

foreign

language.

C.

English

is

the

language

of

global

culture

such

as

popular

music

and

the

Internet.

D.

English

is

the

language

which

is

the

most

important

and

widely

used

in

the

world

today.

4、

Which

is

right

according

to

the

text?

A.

Native

speakers

of

English

might

find

it

unnecessary

for

them

to

learn

a

foreign

language.

B.

English

will

be

the

only

English

to

be

used

in

the

future.

C.English

is

the

working

language

of

most

international

organizations,

international

trade

and

tourism.

D.WiththedevelopmentofChina’seconomy,ChinesewillbemoreandmoreimportantthanEnglish.5、

Which

is

WRONG

to

answer

the

following

questions.

Why

is

it

becoming

more

and

more

important

to

have

a

good

knowledge

of

English?

A.

More

and

more

people

will

become

interested

in

English.

B.

English

is

one

of

the

working

languages

of

most

international

organizations,

international

trade

and

tourism.

C.

We

can

communicate

with

people

around

the

world

everywhere

through

the

Internet

by

using

English.

D.

English

has

developed

into

the

language

most

widely

spoken

and

used

in

the

world.

（此環(huán)節(jié)幫助學(xué)生梳理文章，掌握文章主要細(xì)節(jié)，概括中心思想。教師對(duì)學(xué)生的表現(xiàn)要及時(shí)給予評(píng)價(jià)：或表?yè)P(yáng)、或鼓勵(lì)。讓他們體驗(yàn)到成功的喜悅，努力的收獲。因?yàn)橛淇斓捏w驗(yàn)會(huì)化為下一次成功的動(dòng)力。）

(四)Post-reading（Group-work）：

任務(wù)5：分小組討論：1）Why

is

it

becoming

more

and

more

important

to

have

a

good

knowledge

of

English?

2）In

which

countries

do

we

find

most

native

speakers

of

English?Give

the

names

of

three

counties.3）

Living

in

China

you

can

use

English

every

day

in

different

situations.

Give

two

examples.給學(xué)生五分鐘的時(shí)間分組討論，然后讓每組的代表給出答案（完成本課教學(xué)目標(biāo)）。

教師在布置任務(wù)后，應(yīng)監(jiān)控各小組的活動(dòng)，適當(dāng)?shù)臅r(shí)候可以參與到學(xué)生的活動(dòng)中去。在活動(dòng)中，教師多用評(píng)價(jià)性語(yǔ)言：Marvelous

/Excellent

/Fantastic

/Well

done/Great?

（設(shè)計(jì)意圖：使學(xué)生有機(jī)會(huì)表達(dá)自己的看法與觀點(diǎn)，同時(shí)，讓他們學(xué)會(huì)合作，發(fā)展與人溝通的能力。進(jìn)一步提高語(yǔ)言實(shí)際運(yùn)用能力，使學(xué)生的思維能力、想象力、協(xié)作和創(chuàng)新精神等綜合素質(zhì)得到發(fā)展。）

(五)Summing-up（總結(jié)）

Throughlearningthispassage,wehavegottoknowthatEnglishisbecomingmoreandmorepopularallovertheworldnow.SoEnglishlearningseemsimportanttoeveryone,especiallyusstudentsofthenewcentury.WithChina’sentryintoWTO,Englishwillplayamoreimportantpartinbusiness,intourism,andeveninpeople’sdailylife.Soit’snodoubtthateveryoneshouldhaveagoodknowledgeofEnglish.AndIhopeeveryoneinourclasscanmakeanefforttolearnEnglishwell.Butontheotherhand,itdoesn’tmeanEnglishisbetterthanChinese.Wemustkeepitinmindthatone’smothertongueisthemostbeautifullanguageintheworld.ThereasonwhywelearnEnglishisthatweshouldthusbemorecapableofbuildingupourcountry.這是個(gè)很好的機(jī)會(huì)引導(dǎo)學(xué)生在領(lǐng)會(huì)學(xué)好英語(yǔ)的重要性的同時(shí)，更加熱愛(ài)自己的祖國(guó)，從而培養(yǎng)他們的祖國(guó)意識(shí)。It’s

a

good

chance

to

lead

the

students

to

love

our

own

country

as

well

as

to

learn

English

well.(六)

給學(xué)生講解本課的生詞。

(七)布置作業(yè)

1、課后熟讀課文；2、完成Post-reading

Ex.2。以上幾個(gè)環(huán)節(jié)環(huán)環(huán)相扣，層層深入，并充分體現(xiàn)教師與學(xué)生的交流互動(dòng)，在教師的整體調(diào)控下，學(xué)生通過(guò)動(dòng)腦思考、層層遞進(jìn)，對(duì)知識(shí)的理解逐步深入，使課堂效益達(dá)到最佳狀態(tài)。由于本人經(jīng)驗(yàn)不足和能力有限，因此在備課和說(shuō)課的過(guò)程中存在著一些不足之處，懇請(qǐng)各位領(lǐng)導(dǎo)、老師提出寶貴意見(jiàn)。謝謝!Unit3ReadingJourneydowntheMekong說(shuō)課稿王曉來(lái)Goodmorning,ladiesandgentlemen.I'mgreatlyhonoredtohavetheopportunitytosharemyteachingideaswithyou.Todaymytopicis“JourneydowntheMekong”takenfromunit3,book1.Mypresentationconsistsof4parts,Theyare:Analysisoftheteachingmaterial,Teachingmethodsandlearningmethods,TeachingprocedureandBlackboarddesign.Part1.Analysisoftheteachingmaterial.Thispartconsistsof4aspects1.StatusandfunctionofthispassageThisreadingpassageisthehighlightofthisunit.ItmainlytalksaboutWangKunandhissister’sdreamoftakingagreatbiketripdowntheMekongRiver,theirpreparationforthetripandsomemoredetailsoftheMekongRiver.Bystudyingofthisunit,studentswillknowhowtomakeplanandpreparationforatrip.Soitnotonlycontainsthemostimportantwordsandsentencestructuresofthisunitbutalsoembodiesthethemeofthiswholeunit.(Nowlet’scometotheteachingaims,theyareknowledgeaims,abilityaimsandemotionalaims.)2.Teachingaims.(1)Knowledgeaims ：tohelpSsmasterthenewwordsandusefulexpressionsandlearntoexpressfuturebypresentprogressivetense(2)Abilityaims:todevelopSs’readingskills,suchasskimming,scanningandtheabilityofreadingbetweenlines.toletSsusewhattheyhavelearnedtodescribeatrip.(3)Emotionalaims:tosimulateSs’lovefornatureandenvironment.tocultivateSs’internationalconsciousness.(That’sallfortheteachingaims,nowlet’scometotheteachingimportantanddifficultpoints.)3.Theimportantanddifficultpoints:TheimportantpointistohelpSstomasternewwordsandexpression.ThedifficultpointistohelpSstodevelopdifferentreadingskillsandreadingstrategies.4.AnalysisofthestudentsMystudentsarefirst-gradestudentsofseniorhighschool.TheyhavebeenlearningEnglishinjuniorhighschoolandhaveaccumulatedacertainnumberofvocabularies.Theyhavemasteredsomesimplelearningstrategiesandskillswithapreliminaryabilityofspeakingandwriting.However,thedifferencesinstudents'personalityandEnglishproficiencyareverylarge.Somyteachingdesignshouldhavegradienttomeettheneedofdifferentstudent.Travelisaninterestingtopic.Iwillseizethestudent'spsychologicalcharacteristicsandstimulatestudents'interest,sothattheywilllearntoparticipateinthestudy,andlearntostudyintheparticipation.(That’sallforthefirstpart,nowlet’smovetothesecondpart.)Part2.TeachingmethodsandlearningmethodsInordertofinishtheteachingaimsabove,I’llmainlyuse“Task-basedLanguageTeachingmethod”,“CommunicativeTeachingmethod”.Tomaketheclassastudent-centeredone,thestudentsareencouragedtoworkingroupsandlearncooperatively,sotheyhavemoreopportunitiestopractice.Teacheractsasanorganizer,alistenerandahelper.Andteachingaidsaremulti-mediacomputer,tape-recorderandblackboard.Part3.Teachingprocedures.Now,let’scometothemostimportantpart,theteachingprocedure.Itincludes6steps:StepI:Lead-in,StepII:pre-reading,StepIII:While-reading,StepIV:Consolidation,StepV:Post-reading,StepⅥ:Homework.StepI:Lead-in(3mins)Whenwelearnthislesson,thestudentsjustcamebackfromtheNationalDaynotlongbefore.Iwilltakeadvantageofthisopportunitytoletthestudentssharetheirtravelexperienceinclass.Sotheywillenjoythefunoftraveling.AndthenIwillintroducethetopicofthislessontotheSs:howtomakeplanandpreparationforatravel.Purpose:LettheSstalkabouttheirtravelexperiencewillgreatlystimulatetheirinterestinparticipatingintheclass.StepII:pre-reading(4mins)T:Q1:Haveyouvisitedanyriver?Q2:Howmanygreatriversdoyouknow?Q3:Ifyoucouldtraveldownonlyoneofthem,whichonewouldyouchoose?Why?ShowtheSssomepicturesofrivers,asktheSstoguessthenamesoftheserivers.T:HaveyouvisitedtheMekongRiver?Ifno,let’slearnsomethingaboutit.ShowtheSsthepictureofMekongandaskthemtolistthecountriestheMekongRiverflowsthrough.ThenIwillintroducesomebackgroundinformationofMekongtothestudents.SuchustheChinesepartoftheriveriscalledtheLancangriver.Purpose:toarousetheSsinterestinlearning.ImprovetheSSlanguageexpressingability.StepIII:While-reading(21mins)(While-readingisthemainpartanditwilltakes21mins.Thisstepisdividedinto3parts.)1)ReviewnewwordsConsideringthatthenewwordsmayaffecttheunderstandingofthetext,soIwillreviewthenewwordstotheSSfirst,suchus:eversince,persuaded,cycling,graduating,finally,schedule,fondof,shortcoming,stubborn,organize.2）Fastreading：skimming&scanningDuringfastreading,IwillasktheSstoreadingthewholepassagequicklyandgetthemainideaofeachparagraph.Para1:DecidingtotakeagreatbiketripalongtheMekongriver.Para2:DifferentattitudesbetweenWangKunandWangWei.Para3:ThepreparationbeforethetripanddetailsaboutMekongriver.Purpose:totrainSs’readingability,suchasskimmingandscanning.AndhelptheSsunderstandthegeneralideaofthetext.3)Carefulreading:intensivereadingLetthestudentsreadthepassageagainanddoaTorFexercise.AndifitisF,Iwillaskthemtocorrectit.Inthisstep,I’mgoingtodividetheSsintofourgroups,andletthemhaveacompetition.Theonewhostandupfastandgivetherightanswercangettenmarksforhisgroup,thegroupwhichgetsthehighestmarkwillgetapresent.ThisexercisecanhelptheSsgetthekeyinformationofthepassageinashorttimeandcandeepentheSs’understandingofthetext.StepIV:Consolidation(6mins)Playthetapeofthepassageforthestudentstolistenandthenaskthemtoreaditaloud.Tellthemtopayattentiontothepronunciation,stressandintonationwhilelistening.AtthesametimetheycanenjoythebeautyofEnglishlanguage.AnditcanpreparetheSsfortheretellinginnextstep.PurposehereistoimproveSs’abilitytograspthemainideaswhenlistening.lettheSscompletetheformsparagraphbyparagraph.PurposehereistohelpSstogetthehabitofreadingapassageasawhole,andpayattentiontotheorganizationofthetext,asaresulttheSswillfullyunderstandthewholepassage.askSstoretellthepassagewiththehelpofthekeywordsintheform.SincetheSsintheclassareindifferentlevels,soIletthemtofillintheblanktounderstandthemeaningofthewordsandphrasesbetter.(That’sallforthewhile-reading.Nowlet’smovetothefifthstep.)StepV:Post-reading(10mins)---DiscussionInthispartstudentsareaskedtodiscussingroupsandlistWangKun’sandWangWei’sattitudesaboutthetrip.Afterthat,Ssareencouragedtoexpresstheirattitudeswiththewholeclass.Collecttheiranswersanddon’tforgettopraisethemeveniftheiranswersmaynotbeperfect.Inthisactivity,discussionprovidesavividandactivelearningenvironmentforSstocommunicateinEnglishwithnewlylearnedlanguageitems.(Finallyitcomestothehomework.)StepⅥ:

Homework(1min)Ssarerequiredtoreadthetextagainafterclassandfigureoutthemeaningofsomecomplexsentences.2.DotheexercisesonP19;ThiscanhelpSstoconsolidatewhatthey’velearntandmakepreparationforthenextlessonPart4.BlackboarddesignOnthetop,thereisthetitleofthislesson.Ontheleft,therearemainideasforeachparagraph.Ontheright,therearesomenewwordsandexpressions.Unit3TraveljournalJourneydowntheMekongMainideaofeachpara.:Para1:decidingtotakeagreatbiketripalongtheMekongriver.Para2:DifferentattitudesbetweenWangkunandWangwei.Para3:ThepreparationbeforethetripanddetailsaboutMekongriver.NewwordsandexpressionsThat‘sallformypresentation.Thanksforyourattention.Unit4EarthquakeThecontentofmylessonisNewSeniorEnglishforChinastudent’sBook1Unit4earthquake.I’llbereadytobeginthislessonfromfourparts.Analysisoftheteachingmaterial,，theteachingmethods,thestudyingmethodsandtheteachingprocedure.First,letmetalkabouttheteachingmaterial.Part1TeachingMaterial:Thisunitisaboutnaturaldisastersthroughtheworldandchina,asweknow,hasaparticularproblemwithearthquakes.InthelastcenturyfiveofthetenworstearthquakeshappenedinChina.althoughitisimportantforstudentstounderstandthedangerspeoplefaceinaquake,itisjustasimportantforthemtorealizethattherearethingsthatcanbedonetominimizethedamagecausedbyquakes.Forthisreason,thisunitkeepsapositivetoneoroutlook.Itincludesexercisesandtasksthatenablesstudentstothinkabouthowtoavoidquakes,oratleastsomeofthedamagetheycancause.thisunitalsoletsthemrole-playcommunityworkthatdealswithdisasterrelief.Asweallknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.Accordingtothenewstandardcurriculumandthesyllabus(新課程標(biāo)準(zhǔn)和教學(xué)大綱),afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Ithinktheteachingaimsarethefollowings:Part2Teachingaimsanddemands1.Knowledgeobjects:a)TheSscanhear,read,andusethemainsentencepatternsb)TheSscanunderstandthecontentofthelessonandcandescribethesignsbeforeanearthquake,thedamageofthequakeandrescueworkafterthequake.c)Sscanusethepatternstodescribeothernaturaldisastersinthepropersituation.d)mastertheorderofthenewsreportandtheoutlineofthenews.2.Abilityobjects:(1)TodeveloptheSs’abilitiesoflistening,speakingandreading.(2)TotraintheSs’abilityofreading.(3)Toimprovethestudent’sreadingability,especiallytheirskimmingandscanningability.3.Emotionormoralobjects:a)Bydoingthetasksandthepassage,letSslookatthenaturaldisasterswithapositiveattitude.b)TeachtheSstolearnthepositivespriteofthepeopleinTangShanc)ImproveSsabilityofworkinginpairsNow,let’scometotheimportantpointsandtheDifficultpoints.1.Importantpointsa)getSstobasicknowledgeaboutnaturaldisasters.b)GetSstolearnaboutTangshanEarthquake.c)GetSstolearndifferentreadingskills.2.DifficultpointsDevelopthestudents’readingability.淘_課件網(wǎng)wWw.taoKEJIWell,howtoachievetheteachingobjectsbetter,howtostresstheimportantpointsandbreakthroughthedifficultpoints?Asisknowntousall,Themodernteachingdemandstheteachershouldimprovethestudents’ability.Agoodteachingmethodrequiresthattheteachershouldhavetheleadingeffects.Accordingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingmethods.Part2TeachingMethods:Inmyopinion,themaininstructionalaimsoflearningEnglishintheMiddleSchoolistodevelopthestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.SointhislessonI’llmainlyuse“Communicative”Approach(交際教學(xué)法),“Wholelanguageteaching”(整體語(yǔ)言教學(xué)法)and“Task-based”languageteaching(任務(wù)教學(xué)法).Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthepassage.Accordingtothemodernsocialcommunicationteachingtheories(現(xiàn)代社會(huì)交際教學(xué)理論),IadopttheTSAmethod(情景教學(xué))andTBLTmethod(語(yǔ)言任務(wù)教學(xué))inmyteaching,namelyTotalSituationalActionandTask-basedLanguageTeaching.Theformerisa“scene—activity”teachingmethod.ItestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.ThelatterofferstheSsanopportunitytocompletethetasksinwhichSsuselanguagetoachieveaspecificoutcome.Theactivityreflectsreallifeandlearnersfocusonmeaning,theyarefreetouseanylanguagetheywant.Atthesametime,I’llmakeuseofthemodernelectricityteachingequipmentsandallkindsofteachingmeans,itcandeveloptheSscreativityinlearningEnglish.Part3TeachingaidsThemultimedia,recorder,andothernormalteachingaidsPart4TeachingproceduresStep1LeadinShowSssomepicturesaboutnaturaldisastersandaskthemtwoquestions1.canyoutellsomenaturaldisasters?2.haveyoueverexperiencedanearthquake?Canyoudescribehowterribleanearthquakeis?Step2Warmingupandpre-reading1.showpicturesaboutWenchuanEarthquakeandaskSstodescribethedamageofthisquake.2.Askquestionsa).Canwepredicttheearthquakeseveraldaysahead?b)Whatdoyouthinkmayhappenbeforeanearthquake?Pleaselookatthefollowingpictures.Thesignsbeforetheearthquake1.Wecanseebrightlightsintheskyandhearthesoundofplaneswhilethereisnoplaneinthesky.2.Theanimalsarenervous,wecanseethedogsarebarking,thefisharejumpingoutofthebowlsandponds,themicerunoutoffields,ducksjumpintotheriver.3.Wecanseethatthewellwallhasdeepcracksinthemandthewaterrisesandfalls.淘(課件網(wǎng)wWw.taokeJIStep3Reading1.Fastreadinga)Inwhatorderwasthepassagewritten?Thepassagewaswrittenintimeorder.b)FindthetopicsentencesofeachparagraphParagraph1firstsentenceParagraph2firstsentenceParagraph3secondsentenceParagraph4firstsentencec)Pleasedividethepassageinto3partsandsummarizethemainideaofeachpart.The1stpart:par1strangethingsbeforeanearthquakeThe2ndpart:par2~3thedamageoftheearthquakeThe3rdpart:par4rescuework2.Carefulreadinga)Readthepassageagainandfilltheblanks.Keysfortheblanks:Wells,smelly,pipes,mice,ruins,injured,destroyed,dams,useless,army,150,000,digout,bury,shelters,freshwaterc)theoutlineofthepassaged)dotheexerciseJointhecorrectpartsofthesentences.1.Thechickensdidn’teatbecausetheywerenervous2.Beforetheearthquakethepeopletheydidn’tworrybecausetheydidn’tknowthequakecausedthestrangeevents.3.Suchagreatnumberofpeoplethequakehappenedwhiletheyweresleeping.4.Waterwasneededbecausedamsandwellswereuseless.5.Thepeopledidnotlosehopebecausetnearmycametohelpthem.Anyway,theteachingofthislessonaimstodevelopnotonlytheSs'languagetechnicalabilities,butalsothediverseintelligencebyintegratedteachingmethods.Asteachers,tomakeourEnglishclassroomsshinewithvitality,wearelaidwithheavyburden,andwestillhavelongwaytogo.Abovearethelecturenotesofmylesson.Thankyou!Unit5NelsonMandela--AModernHero殷化麗Goodevening!Everybody!I’mverygladtopresentmylessonhere.MytopictodayisElias’Story,fromUnit5NelsonMandela--AModernHero,Book1.Inthefollowingtime,Iwillexplainmyteachingstructurefrom6parts.Part1.AnalysisoftheTeachingMaterialFirst,letmetalkaboutpart1analysisofteachingmaterial.1.StatusandfunctionThisreadingmaterialconcernsaboutacommonpersonandagreatmancalledNelsonMandelawhowasabravefighterfortheblackhumanrights.ThisreadingplaysanimportantroleinEnglishteachingofthisunit.ThroughElias’narrative,thefigureofNelsonMandelawasstronglyhighlightedandthestudentscanknowmoreaboutNelsonMandela.2.TeachingAimsTheteachingaimsareestablishedaccordingtoHighSchoolEnglishSyllabus(高中英語(yǔ)課程標(biāo)準(zhǔn))andtheteachingmaterial,whichincludeknowledgeaims,abilityaimsandemotionaims.Knowledgeaims:1.Grasptheusefulwordsandexpressionsappearinginthereading.2.UnderstandElias’story.AbilityAims:1.Developstudents’differentreadingskills,likeskimmingandscanning.2.Developstudents’abilitytoexpresstheirownpointsandopinions.EmotionalAims:1.Letstudentslearnfromthenoblequalitiesofgreatperson,suchasNelsonMandela.2.Developstudents’moralability.3.Strengthentheideathatfriendsshouldhelpeachother.3.Teachingkeypointsanddifficultpoints:Basedontheteachingaims,Iidentifytheteachingkeypointsanddifficultpointsasfollows:Teachingkeypoints:1.Developstudents'readingskills.2.Talkaboutthefinequalityofgreatpeopletoimprovethestudents’speakingability.Teachingdifficultpoints:Howtoexpresstheirownopinionsandideas.Howtograspthemainideaofthetext.Part2.AnalysisoftheStudentsNext,Iwanttotalkaboutpart2analysisofstudents.SeniorOnestudentshavethebasicabilitiesoflistening,speaking,readingandwriting,buttheyarestillweakinscientificreadingstrategies.SomestudentshaveknownsthaboutNelsonMandela.Somenewwordsandexpressionsinthetextmaycauselearningdifficultiesforthem.Part3.TeachingmethodsandlearningmethodsAccordingtoNewCourseStandardofEnglishandtheanalysisofteachingmaterial,combiningwiththelanguagelevelofstudents,Iwilladopttwoteachingmethods:Task-basedteachingmethodandcommunicativeteachingmethod.Asforlearningmethods,studentscangetcomprehensivelanguageusingskillsbyautonomiclearning,cooperat