2022年人教版新课标版高一英语必修1unit2英语说课稿[教案] .pdf
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1、英语全英说课样稿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 the classroom activitie
2、s. 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 best to limit TTT, that is
3、, 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 projector 2. a multi-me
4、dia computer system They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks. IV Teaching Procedure Step 1. Warming-up & lead-in Activities 1 Free talk (class work) I will invite Ss to answer the following Qs. Q1: Who do you think looks coolest in our
5、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/she is perfect? Goal:
6、To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Step 2. Pre-reading 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 1 页,共 8 页 - - - - - - - - - - Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subti
7、tle and guess what they will read. Activity2 Brain-storming (class work) In this 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. Reading Activity 1 Skimmin
8、g (class work) Ss are required to go through the whole passage quickly to get the 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 gener
9、al idea of a passage as quickly as possible. Activity 2 Scanning (group work) Encourage 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 sentenc
10、es/introduction b. examples/supporting ideas c. conclusion 2 a. b. c. Goal: To develop 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 clas
11、s. Goal: To overcome Ss shyness and stimulate Ss to speak in public. Activity 4 Further 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 “th
12、is ” in the last Para. but 3 refer to?A. sjkdfkjdk B. klklklkl C. opieporiwp D. jdlkjflkd 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
13、: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. Step 4. Post-reading Activity1 Role-play(pair work) 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 2 页,共 8 页 - - - - - - - - - - Suppose one student is a and the other . Ss are encour
14、aged 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 the world that is perfect? Q3: Look at the subtitle/title “Remind yourself”, remind yourself of what?Activity3 P
15、oster-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. Homework Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they h
16、ave 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 the topic. Goal: To encourage Ss to study English spontaneously and independently after class, ar ouse Ss intere
17、st 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 introduction. Title Here is the form Here are some new words for Ss So much for my presentation. Thank u very much. B
18、ye-b精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 3 页,共 8 页 - - - - - - - - - - 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 talk about
19、is from NSEFC Book 1 Unit 3 Travel Journal. I ll 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 basis First, Id like to show m
20、y 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 reader s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new info
21、rmation 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. Accordin
22、g 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 beginnin
23、g, 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 speaking, it
24、 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 the news
25、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. That s all for the first part, now lets move to the second part. According to the teaching
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