《Unit 16 Lesson 63, SB 2B.doc》由会员分享，可在线阅读，更多相关《Unit 16 Lesson 63, SB 2B.doc（10页珍藏版）》请在三一文库上搜索。
1、Unit 16 Lesson 63, SB 2BHello, everyone. Today Im very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 o-f Unit 16 in SEFC（2）. It is made up of four parts.Part 1 My understanding of this lessonThe analysis of the teaching ma
2、terial：This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get th
3、e students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.Teaching
4、aims：1. Knowledge aim： Understand the main idea of the text.2. Ability aim： Retell the text in their own words.3. Emotional aim： Make the Ss love the life of the sea and do something to stop it being polluted.Key points / Teaching important points：How to understand the text better.2. Teaching diffic
5、ult points：1. Use your own words to retell the text.2. Discuss the pollution of the sea and how to save the sea.Something about the Ss：1. The Ss have known something about the sea and sea life through the Internet and other ways.2. They are lack of vocabulary.3. They dont often use English to expres
6、s themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching theories, methods and aidsBefore dealing with this lesson, Ill do my best to carry out the following theories： Make the Ss the real masters in class while the
7、 teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching methods：Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen ac
8、tivityFree discussion methodPair work or individual work method Teaching aids：1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3. Teaching steps / proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ab
9、ility.The entire steps are：Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, HomeworkStep 1 GreetingsGreet the whole class as usual.Step 2. Revision1. Ask students some quest
10、ions to revise the last lesson（show them on the screen）.a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）b. What is coral? Why are corals not found in deep water?c. Why is the Dead Sea called the Dead Sea?2. Check the homework（made a survey about t
11、he sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survey results and prepare for the new lesson.Step 3. Lead-in and preparation for readingShow them some pictures and
12、 let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose： Arouse the students interest of study.Bring in new subject： Life in the oceans.SEFC Book 2A Unit 12 Mainly RevisionLess
13、on 45PART 1 Analysis of the Teaching Material (I)STATUS AND FUNCTION 1.This unit is a revison unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11. 2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make t
14、he students learn the rest of this unit. 3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. (II)TEACHING AIMS AND DEMANDS Knowledge objects 1. To ma
15、ke the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson. 2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions. Ability objects 3. To improve students listening and speaking ability by reading and
16、practising the dialogue. 4. To develop students communicative ability by learning the useful expressions for making suggestions and replying. Moral objects 5. To enable the students to love life and animals, protect the nature and environment. (III)TEACHING KEY POINTS： 1.To make the Ss grasp and und
17、erstand the way of making suggestions and reply in daily life. 2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life. (IV)TEACHING DIFFICULTIES： 1. The usage of the Modal Verbs ,especially usage for making suggestions.
18、2. Using the learned phrases and sentence patterns to make suggestions and replying. (V)TEACHING AIDS： Multi-media computer; OHP(overhead projector); tape recorder; software： Powerpoint or Authorware PART 2Teaching Methods 1Five Steps Approach. 2Communicative Approach. PART 3 Studying Ways 1. Teach
19、the students how to be successful language learners. 2. Teach the students how to master dialogues and how to communicate with others. PART 4 Teaching Procedure Step 1 Revision Get the students to give some animals names they know by asking the students the following question： Can you give us some n
20、ames of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students attention to the topic about animals. Step 2 Lead-in Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to
21、 show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with. 1.Do you like animal
22、s? 2. Do you keep any animals at home? What is it or What are they? 3. Can you explain how you care for them? 4. How do you feed them? Step 3 Dialogue Presentation 1. The first listening After the teachers brief introduction to the dialogue about keeping fish. Then ask the students to listen to the
23、tape of the dialogue with their books closed. After listening to the dialogue, ask the students to answer two simple questions focusing on the general idea of the dialogue. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the student
24、s have a chance to practise their listening ability.Questions ： 1.Where will such dialogue happen in your opinion?2.What are they mainly talking about?2.Second listening This time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions
25、 focusing on the details of the dialogue. In the meanwhile, deal with some language points raised by the students or appearing in the questions. Questions： (Show the questions and answers on the screen using computer) 1. What does Kate want to do ? 2. Where would Kate keep them at first? 3. What doe
26、s LiQun advise her to do? 4. What size tank should she get? 5. What should Kate put in the tank? 6. Why should Kate put a few large rocks in the tanks? 7. Why should Kate put some underwater plans in the tank? Language points： (Show them on the screen using computer) a. the other day = a few days ag
27、o b They dont get enough air： With a bowl, only a small surface area of the water is in contact with the air. So thewater does not receive enough oxygen. c 30 cm by 30 cm by 50 cm. We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, a
28、nd the width and height both 30 cm. e underwater plants： These plants oxygenate the water and keep it clean. d For one thing = one reason (for putting plants in the tank) Step 4 . Dialogue Drill 1.In this step the students are required to practise the dialogue in pairs by reading the dialogue aloud.
29、 This step is employed to make the students grasp the useful phrases and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently. 2.Let the students find out the expressions and sentence patterns for making suggestions and replying in this dialogue , in the
30、 meanwhile show these expressions and sentence patterns on the screen by computer one by one. This step is employed to give the students a deep understanding of those expressions. Step 5 . Practice (part 2) In fact, this step is intend to deal with the second part of the lesson(part 2). First show t
31、he words and phrases given on the screen, using a multi-media computer, then ask the students to make short dialogues with their partners to practise making suggestions and replying, using the phrases given in the table of Part2 .Give the students 5 minutes to prepare it. Ask the students to pay par
32、ticular attention to sentence stress and intonation. At last ask some pairs to act their dialogue out in front of the whole class. This step is employed to make the students get a further understanding of these expressions. Step 6. Consolidation( Dialogue Production) This step gives the students 5-8
33、minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life experience according to the given situation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other
34、students. At last the teacher give some advice on making such dialogues, in the meanwhile deal with the moral lessons which the students should learn from the dialogue (mainly told the students to love life and animals, protect the nature and environment) . This step is employed to create a language
35、 environment for students communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative situation. If the students can finish this task well, they will benefit a lot in their spoken English. Situation：(show it on the screen using computer)
36、 One of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as 4m by 2m by 2m. he/she would like to ask for your advice. Now youd like to advise him/her what to do?Step 7. Workbook Finish Exx 1 and 3 orally, left Ex 2 as written work. Ex. 1 revises the O
37、bject Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. After doing the exercises orally in class. Ex. 2 is a revision of the Modal Verbs and some useful expressions. Let the Ss work in pairs and
38、then check the answers with the whole class. Write down the sentences on the Bb for the Ss to see. Ex. 3 lists pairs of words with somewhat similar pronunciation but different meaning. Get the Ss to read aloud the words and say what each of them means. Step 8 Homework !.Do Ex 2 in the exercise books
39、. This is used to make the students have a further understand of the modal verbs. 2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students. PART 5 Blackboard Design Unit 12 Lesson 45 1.the other day = a few days ago 2. 30 cm by 30 cm by 50 cm. the length 50 cm the width 30 cm the height 30 cm. 3.For one thing = one reason Making suggestions： I suggest (that) You should. You ought to. You need to. Youd better.