SEFC Book 2A Unit 12 Mainly Revision Lesson 45 PART 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
  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 the 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 make 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 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 understand 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.
  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 2 Teaching Methods 1>Five Steps Approach. 2>Communicative Approach.
PART 3 Studying Ways
  1. Teach 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 names 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 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 animals?
  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 teacher's brief introduction to the dialogue about keeping fish. Then ask the students to listen to the 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 students 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 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)
  2. What does Kate want to do ? Where would Kate keep them at first?

What does LiQun advise her to do? What size tank should she get? What should Kate put in the tank? Why should Kate put a few large rocks in the tanks? 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 ago b They don't get enough air: With a bowl, only a small surface area of the water is in contact with the air. So the water 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, and 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. 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 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 the 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 particular 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 5-8minutes 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 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 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) 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 you’d 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 Object 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 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. 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 Making suggestions: I suggest (that) You should... You ought to... You need to... You'd better...
the height 30 cm.

  3.For one thing = one reason …
高中英语说课稿 2
引言:在英语教学中落实新课程标准,就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维 教学观,具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个 方面的素养,培养学生综合运用语言的能力。开展课堂探究是培养学生综合语言运用能力的最佳手段。所 以在我的教学设计里,每一个教学活动中都有情景创设,学生探究,学生处理问题和巩固训练等环节。 一、 教学内容分析 (一)知识背景及新课程、新教材 本单元围绕考古这一主题开展听、说、读、写多种教学活动。旅游作为当今社会人们最感兴趣的话题在英 语学习占有非常重要的位置。名胜古迹是旅游的重点内容之一,名胜古迹中的许多发现都来自于考古工作。 所以 Archaeology 也是一个非常贴近生活、具有时代性、可挖掘性的教学主题。 本单元所选的语言素材涉及中外名胜,有利于学生了解外国文化,增强世界意识。正如新课程标准中的教 学建议所提:学习考古有利于“拓展学生的文化视野,发展他们跨文化交际的意识和能力”;在利用现代教 育技术观看历史教育片的过程中,“拓宽了学生学习和运用英语的渠道”;同时本单元的教学对教师本身历 史文化修养、广阔的知识面等方面有非常高的要求,体现了师生共同不断更新知识结构以适应现代社会发 展对英语课程的要求的“与时俱进”的理念和思想。 (二) 教学重点难点
  1.利用已有知识谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的 饮食起居、文化娱乐、生产工具等,为以后阅读英国的《巨石王》和中华文明的起源奠定基础。
  2.调动学生的积极性,组织他们利用表达好奇功能结构谈论他们所感兴趣 话题。 1.听力是这一课的难点。听力材料介绍是古代法国人用来射箭的一种武器。 材料长,对武器的结构的解释比较复杂。但是学生听过材料后能够顺利地完成课本上的练习。这里不要求 学生理解细节,只要能完成练习就行。 二、三维教学目标 (一)知识技能 1.学会谈论古代人的生产、生活; 2.学会表达对什么东西的好奇,如: ? I wonder what/ who… ? I’m curious to… ? I wonder if/whether… ? I’m curious about… I really want to know… I’d love to know… What I’d really like to find out is… I’d like to know more about…
3. 学习一些与考古有关单词、短语和句式,如:archaeology 及其派生词, curiosity, bronze, dynasty, decoration, artifact, unearth, spear, pot 等。 (二)情感态度 1.让学生了解本单元的总体学习目标,以便激发学习学习积极性。
  2.从谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化 娱乐、生产工具等入手使学生到中国具有悠久的历史、灿烂的文化,增强学生的民族自豪感,爱国主义情 操。增强学生学好英语自信心。
  3.通过开展小组活动,指导学生积极与人合作,相互学习,相互帮助,培养其团队精神。 (三)学习策略 1. 认知策略:通过-ology, -ological, -ologist 等词根的学习,掌握 archaeology, archaeologist, archae- ological 等词,同时掌握同类词的学习方法。 2.调控策略:通过听力让学生了解到听力有时很难,不可求全责备。可以 材料调整听力要求。有的要听懂细节,有的甚至要推断隐含内容,但有的只需要掌握大意。 3.交际策略:通过谈论古代人的饮食起居、文化娱乐、生产工具和谈论兴 趣等真实交际活动提高用英语交际的能力。同时让学生了解表情、动作等非语言手段提高交际效果。 4.资源策略:让学生了解博物馆、名胜古迹和书籍资料一样是学习的重要 途径。 (四)文化意识 1.了解英语国家对文化遗产保护的态度。 2.了解西方国家部分古代用具。 3.通过中外古代文化对比,加深对中国文化的理解。 三、具体教学步骤 (一)导入(Lead-in) 这一步骤的重点在于激发学生对考古学的兴趣,因为一般学生认为考古没什么有趣的。 活动方式: 师生互动。 教师盯着天花板的一处看 30 秒钟。 引起全班同学一起去看。 然后问: What do you see? 学生自然会回答:Nothing.然后再问 Do you know what I was looking at? 学生自然会回答:No, I don’t. 然 后告诉学生老师根本没有看什么,只是做一个动作而已。再问 Why did you look at there after me?学生答不 上。老师告诉学生 That is because of curiosity.再问 What is the word curiosity from? 学生学过 curious,所以能答上来。老师再讲:根据心理学的观点,每个人都具有对新鲜事物认识的兴趣, 这叫做 Curiosity。 然



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