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1、人教版_新课标版_高一英语_必修1unit2_英语_说课稿教案I Teaching Aims: 1. To develop Ss basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.) 2. To encourage Ss to practice, participate, and co-operate in
2、 the classroom activities. 3. To get Ss to know something about and have a better understanding of the importance of . As for teaching approaches, I think II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my be
3、st to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time). So during this lesson, emphases are to be laid on: 1. Student-centered teaching 2. Task-based learning 3. Activity-based teaching (individual work; pair work; group work; class work) III Teaching Aids: 1. a
4、 projector 2. a multi-media computer system They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.IV Teaching ProcedureStep 1. Warming-up & lead-inActivities 1 Free talk (class work) I will invite Ss to answer the following Qs. Q1: Who do you think
5、looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why?Activity 2 Picture-talking /Music-talking (individual work) Download some pictures/music from the Internet. Guiding Qs may be: Q1: Whos she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/s
6、he is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic.Step 2. Pre-readingActivity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.Activity2 Brain-storming (class work) In this
7、activity, Ss are encouraged to think of as many words as possible to describe the picture/ Goal: To develop Ss reading skill-predicting and present some new words in the passage such as Step 3. ReadingActivity 1 Skimming (class work) Ss are required to go through the whole passage quickly to get the
8、 general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss reading skill - skimming, that is, how can we get the general idea of a passage as quickly as possible.Activity 2 Scanning (group work) Enco
9、urage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form: Title Part/Para.Main ideaDetailed information 1 a. topic sentences/introduction b. examples/supporting ideas c. conclusion 2 a. b. c.Goal: To deve
10、lop Ss reading skill-scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss shyness and stimulate Ss to speak in public.Activity 4 Furth
11、er understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.) Q1: What does the word “this” in the last Para. but 3 refer to?A. sjkdfkjdk B. klklklkl C. opieporiwp D. jdlkjf
12、lkd Q2: What is the Chinese equivalent for the phrase “investing in loss”?A. B. C. D. Q3: The word “flawless” in Line 5 of Para.2 can be replaced by _ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage
13、exactly.Step 4. Post-readingActivity1 Role-play(pair work) Suppose one student is a and the other . Ss are encouraged to put themselves in the situation and make a face-to-face interview.Activity2 Discussion (Group work) Topics may be : Q1: Do u want to be perfect? Q2: Do u think there is anyone in
14、the world that is perfect? Q3: Look at the subtitle/title “Remind yourself”, remind yourself of what?Activity3 Poster-designing/Cartoon-designing/(group work) Goal: These post-reading activities are intended to develop Ss creative thinking and get them to know the importance of Step 5. HomeworkTask
15、1 Write a summary of the passage (about 100 words) (Individual work)Goal: To spur Ss to consolidate what they have learned.Task 2 Look up some more information about (Individual work)Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on th
16、e topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss interest in traditional Chinese culture and develop Ss culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, Id like to give a brief introduc
17、tion. Title Here is the form Here are some new words for Ss So much for my presentation. Thank u very much. Bye-b高一人教课标必修1 Unit 3 说课稿 Lesson Plan Interpretation NSEFC Book1 Unit3 Travel Journal Hello, everyone. Its an honor for me to stand here and interpret my lesson. The lesson plan I am going to
18、talk about is from NSEFC Book 1 Unit 3 Travel Journal. Ill explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design. . The theoretical basisFirst, Id like
19、to show my theoretical basis-schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the readers background knowledge and the text (Carrel and Eisterhold, 1983), or between the
20、new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students reading speed and reading comprehension, language teachers should try to activate the Ss old knowledge store and add more relevant background knowledge before they get the students to read.
21、According to the top-down model, general idea of the text will be got first, and then come the details. II. Understanding of the teaching material My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points. At the
22、beginning, lets focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. Its mainly about Wang Kun and his sisters dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General spea
23、king, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of t
24、he news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal. Thats all for the first part, now lets move to the second part. According to the te
25、aching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:a) Knowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful
26、words and expressions such as determined, make up ones mind, give in, be fond of , care about, stubborn, etc. b) Ability objectives Actually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability.
27、In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss reading ability, Ill train their ability of identifying the general idea in the fast reading. And in intensive reading their
28、ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c) Moral objectives Though Journey down the Mekong is mainly about the trip
29、down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment. Well, so much for the teaching objecti
30、ves, lets come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, thats to say, we should encourage our Ss
31、to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-g
32、athering and summarizing. As to the difficult points, they are the same as the important ones. III. Teaching methods and studying ways Thats all for my understanding of the teaching material. Now lets focus on the ways of teaching and learning. Generally speaking, I adopt task-based language teachin
33、g and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating. I will use computer and blackboard as my teaching aids. . Teaching procedure Here comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead
34、-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.Step I: Lead-in and pre-reading (7mins) Now lets come to the first step. There are three activities in this step and I will spend 7mins on them. In activity one, I will ask Ss two questions
35、Do you know some great rivers in China? and Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity-brainstorming. In activity two, I will ask the Ss to discu
36、ss in pairs and answer the question How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss awareness of protecting the rivers. In the last activity, I will show the Ss a picture of the Mekong River and ask them
37、 to list the countries that it flows through. This activity leads in the while-reading.Step II: While-reading (21mins) While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading,
38、 I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss imagination.1) Fast reading During fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first
39、sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.2) Careful reading After getting the general idea of each Para., I will deal with the details Para. by Para. In para
40、graph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss understanding of the first paragraph. In paragraph two, I will a
41、sk Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss cant answer the question briefly, I will encourage them to find the key sentences and try to join them together. And in the last paragraph, I will ask S
42、s two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures t
43、o deepen the Ss impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.Step III: Consolidation (6mins) After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questio
44、ns to consolidate what theyve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the se
45、cond question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV: Post-reading (10mins) Thats all for the while-reading. Now lets move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them. The first
46、activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ab
47、ility of information-gathering and expression.The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only t