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
  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 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)
  1.
  2. What does Kate want to do ? Where would Kate keep them at first?

  3.
  4.
  5.
  6.
  7.
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
 

相关内容

PEP小学英语说课稿

   小学英语》 《PEP 小学英语》第四册 Unit5 B Let's talk 说课稿 2009-8-21 12:35:22 东莞小学英语教研网 翁苗 PEP 小学英语》第四册 Unit5 B Let's talk 小学英语》 说课稿 东莞市大朗中心小学 翁苗 设计理念:变课堂为生活 情境中快乐学英 设计理念:变课堂为生活,情境中快乐学英 语 说教材( 一, 说教材(Teaching material): ) 1, , 位 本课在教材中的地 《PEP 小学英 语》课文内容新颖,实用,有趣味性, ...

英语说课稿

   Look at me 一.分析教材 1.教材内容 本节教材主要是学习、表达人体部位 head,face,ear,nose,mouth,eye,并能运用简 单的句子描述。 2.教材的地位 在日常生活中, 我们最熟悉的莫过于自己的身体各部位, 如何让学生学会用英语来表达 自己的身体各部位是本单元所要学习的教学内容。 通过学生学会用英语来表达自己的身体部 位,发展他们的语言表达能力,同时进一步培养他们的语言综合运用能力。 二.分析目标 1.教学目标 依据教材的内容和学生的年龄特征及认知水平确定以下 ...

英语说课稿

   HuanJiang Middle School Wu Jiayi Hello! My name is Wu Jiayi. I ’ m from HuanJiang Middle School. Today I ’ m very pleased to have an opportunity to talk about some of my teaching ideas. The topic of this unit is “How much ar e these pants?” student ...

英语说课稿

   英语说课稿 (Senior English Book 5) ) Module 2 A Job Worth Doing The First Period (第一课时 第一课时) 第一课时 一、教学内容分析 (一) 知识背景及新课程、新教材 一 知识背景及新课程、 本单元围绕“job”(工作) 这一主题开展听、说、读、 写多种教学活动。“工作”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许多种不同的工作, 通过本课的学习,让学生认识到各种工作的重要性, 认识到 ...

英语说课稿

   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 11. 2.This lesson is the fir ...

英语说课稿

   一、说教材 我说课的内容是小学三年级下册第三单元第十六课,本课是功能型的交际型的交际训练课,我借助“任务型”教学采用多样化的教学手段将听、说、玩、演、唱溶于一体,激发学生学习英语的兴趣和愿望,使学生通过合作学习体验荣誉感和成就感从而树立自信心,发展自主学习的能力,形成初步用英语进行简单日常交际的能力。 结合新课程标准和大纲提出的基础教育阶段英语课程的总体目标和具体要求我将本课教学目标设计如下: 语言知识目标: 1、使学生掌握介绍他人的句型: ① Who? this ? ② This ...

英语说课稿

   大山学校的 洋话话” 大山学校的“洋话话” 记一堂没有多媒体的英语课 八年级 仁爱版 黔西县甘棠乡礼贤小学 杨安顶 各位评委,各位同行,大家好: 我是来自贵州省黔西县甘棠乡礼贤小学初中部的一名农村教师,名叫杨安 顶,任学校副教导主任、八(1)班班主任及该年级(1)(2)两班的英语教学。 、 今天,我说课的课题是 UNIT 7 Food Festival .Topic 2 Cooking is fun,section B.这一课题选自北京市仁爱教育研究所编著、北京教育出版社出版 的英语教材八年 ...

英语说课稿

   教材内容 actor, actress, writer, singer, artist, TV reporter,What does your father do? He is a …. 2. 本课时教材是对前几册教材所学有关职业名称词汇的一个扩充和所学句型的拓 展。使学生的词汇量在原来的基础上有一个提高,同时使他们掌握了多种询问职 业的问答方式。 根据教材的内容和要求、知识目标:能够听、、读、写六个新授单词来询问和回 答他人职业,并能使用句型、情感目标:在课堂中培养学生积极用英语表达的习 ...

英语说课稿

   说课稿 英语教研室 陈静子 尊敬的领导,老师: 上午好!很高兴能有这个机会和大家分享交流我的一些教学设计。 我今天说课的内容主要分为六个部分:说教材,说学生,说教学法,说教学程序,说 考核评价,和说课件设计。 第一个部分,说教材。先给大家介绍一下我所使用的教材,以及它的编排。我们所使 用的教材是 21 世纪大学实用英语综合教程(第二册) ,共有八个单元。每个单元可以分为 四个大部分 " " " " Listening and Speaking ; text A ( 9 exercises r ...

英语说课稿

   Ningbo Yinzhou Zhengshi Middle school Wang Yong 教 材 背 景 分 析 教 学 目 标 教 学 内 容 教 学 原 则 教 材 任 务 与 安 排 评 价 手 段 与 操 作 方 式 1. 学生背景分析 2. 单元背景分析 1. 语言知识 2. 语言技能 3. 情感态度 与文化意识 I. II. III. IV. 学习与science 和scientists有关的词汇 学习与 有关的词汇 了解一词多义现象与合成词的构成 如何就某一事物给予指导与 ...

热门内容

五百句英语常用语

   日志 已经是第一篇 下一篇:英语语法,好不容... |返回日志列表 李阳英语) 图片] [转] (李阳英语)背完这 444 句,你的口语绝对不成问题了 [图片] " " " 分享 转载 复制地址 转载自 郭冰 2010 年 12 月 15 日 22:13 阅读(2) 评论(0) 分类:个人日记 " " 举报 字体:大% o 小 o 中 o 大 1 . I 2. 3. 4. 5. 6. 7. 8. see. 我明白了。 I quit! 我不干了! Let go! 放手! Me too. 我 ...

闽教版第二册小学英语教案

   闽教版第二册小学英语教案 Lesson 1 教学目的与要求 学习词汇:uncle, present, bike, clever, swim, run, ride, draw 学习新句子: It’s a present for you. Can you lide a bike? Yes, I can. No, I can’t. She can ride it very well. She’s a clever birl. I can swim/run/sing/dance. 学唱歌曲:My L ...

打工仔如何在农村三月自学速成英语

   英语菜鸟”到国翻三级 从“英语菜鸟 到国翻三级 英语菜鸟 英语菜鸟 “人生就像山谷中的回音,你听到了什么,取决你之前喊了什么。” 我如同是在一个陌生而空旷的山谷里开始我的英语学习之路。 上中学时英语成绩 就不好,及格属于不正常现象,往往会让我感到诚惶诚恐,不及格反倒能让我心 安理得, 用阿 Q 式的自我解嘲一笑了之: “我是中国人, 英语差是爱国的表现! ”。 于是,高考考不上好学校也是理所当然的事情了,好在其他科目成绩不错,好歹 还能让我上一末流本科苟且度日。 然而很快我就发现连这都成为了 ...

牛津英语随堂练习 9A Unit 1

   牛津英语随堂练习 9A Unit 1 一、单词拼写 根据下列句子所给的汉语及句意,写出句子空缺处各单词的正确形式。 每个空格限填一个词。 1. Tom doesn’t like fishing. He is an (没耐心的)boy. 2. You can find Tom in my school activities. He is an (积极的 )boy. 3. Would you like to (推荐 )David to be the monitor. 4. My dream is ...

pep小学英语六年级上期期中测验

   小学英语六年级上册期中 上册期中检测试卷 PEP 小学英语六年级上册期中检测试卷 题号 一 二 三 四 五 六 七 八 总分 Listening part 听力部分 听力部分(40 分) 一、听音,选出你听到的字母或单词。(10 分) 1.( 2.( 3.( 4.( 姓名 ) A. KQZ ) A. SWUC ) A subway ) A by bike ) A.stop ) A. read a book ) A. traffic light B. PYZ B. SUWV B. train ...