英语unit4earthquake公开课教案

1、二二O四年十月十三日2015年金昌市优质课竞赛活动教案ATeachingPlanSubject:EnglishTitle:Book1Unit4EarthquakesReadingClass:Class12,Senior1Teacher:HeYujuanSchool:JinchangNo.1MiddleSchool金昌市优质课竞赛DesignedByHeYujuan金昌市优质课竞赛DesignedByHeYujuan ATeachingPlanTitle:Book1UnitTitle:Book1Unit4EarthquakesReadingTargetstudents:Class12,Senio

2、r1Teacher:WangYaqinAnalysisoftheteachingmaterialsThisperiodwewilldealwithReadinginBook1Unit4Earthquakes.Thetopicoftheunitiseathquake,whichinvolvessignsbeforetheearthquake、duringtheearthquakeandaftertheearthquake.Ourlanguageknowledgeandskillsaredesignedonthebasisofthetopicearthquake,thepurposeofwhich

3、ismainlytoimprovestudentsabilitiesofreading.IntentionsofourdesignsThenewcurriculumstandardsarethebaseandguidetoteaching,whichrequireus,onthebasisoftextbooksandextrateachingresources,toeffectivelycombineteachersconductingandexplainingwithstudentsindependentresearchandcooperativelearning,solve“doubleb

4、ases”(languageknowledgeandabilities),developstudentsskills(obtaininformation,discover,analyzeandsolveproblems)andfulfillmoraleducation,thusachievingtheaimofefficientlearning-enjoyinglearning,beinggoodatlearningandbeingabletouseit.AsfarasImconcerned,teachersandstudentswillresearcheffectively,combiner

5、esourcesandachieve3Daims.Basedontheanalysisofthekeypointsandthecontentsoftheteachingmaterials,thegeneralclueofofourdesignisfocusedonthreequestions,whathappenedbeforetheearthquake?、whathappenedduringearthquake?whathappenedaftertheearthquake?Therefore,wewillconductaseriesofclassroomactivitiessuchaspai

6、rwork,groupwork,questionandanswer，ofwhichhowtomotivatestudentstoparticipateactivelyandlearntocooperateinteamworkisveryimportant.Anyway,theprincipleofstudent-centredandpractice-going-firstwillbereasonablycarriedoutwhenmydesignisproperlyperformed,whichisoriginallythebasicstandardsthenewcurriculumandth

7、enewtextbooks.Teachingaims3DGoalsKnowledgeaims:Enablethestudentstorecognizethevarietyofjobsthereareinnewspapersandwhatisneededtoworkinanewspaperoffice.Enablethestudentstorecognizethevarietyofjobsthereareinnewspapersandwhatisneededtoworkinanewspaperoffice.Abilityaims:Totrainandimprovestudentsabilityt

8、olearnwordsandphrasesbybrainstorming.Toimprovestudentsabilitytoexpresstheirownideasbyaskingandansweringquestions.Emotionalaims:Tomakethestudentsunderstandthejobofjournalistsbetter.Todeveloptheirinterestininterviewingandintheirownstudies.Keyandimportantpoints:Helpstudentstoknowthejobsofjournalistsand

9、thequalitiestheyneed.HowtohelpstudentstolearntoconductaninterviewinEnglish.Teachingmethods:Task-basedapproach&.CommunicativeteachingmethodTeachingProcedures:DesignforTeachingProcessStepsActivitiesPurposeI.Leading-in:Towatch,listenandthink:Tostartthelesson,toPlayashortvideoaboutnewsWhatisitabout?arou

10、sessinterest,andinEnglishandshowthetitleofmakessconcentrateonthetopicofUnit4.todaysclass.II.Warmingup:Task1:WhatkindsofjobsdoGroupworktohaveaTomakeitcleartossthepeopledoinmakingadiscussionandtrytoanswerdifferentrolesofjobsinnewspaper?thequestionbyfillinginthemakinganewspaper.chartAnswer:onp.25journa

11、list,editor,photographer,chiefeditor,designer,printer.Task2:Whataretheirduties?TeacheraskquestionsandssEnablesstoknowaboutQuestions:trytoanswer,theycanhelpthespecificdutiesof1.Whointerviewspeopleand.?eachotherandevencanjournalist，editor，2.Whodecidesonthecontent?workingroupsifnecessaryphotogragher,et

12、cand3.Whotakesphotos.?thebasicprocessof4.Whodesignseachsectionmakinganewspaper.of.?5.Whoprints?III.Pre-readingPairworktohavean1.TogetmorefamiliarTask1:interview.Oneisthewithajournalistsjob.Doaninterviewjournalist,theotherplays2.Tocreatearealworldtheroleofafamousstartocommunicateintheyarebothfamiliar

13、with.Englishinsmallgroups.Task2:AskoneormorepairstoTogivemorechancesPresentationshowtheirinterviewforsstoimpovetheirspeakingabilitiesandtomakesstakemoreactiverolesinclassroomactivities.Task3:GroupworktotalkaboutTomakeitcleartossDiscussionthequalitiesofagoodwhatmakesagoodjournalistanddecidewhichjourn

14、alistandhowtobeonesarethemostimportantagoodjournalistqualities.Task4:Individualwork:TohelpssknowitisnotQuestion:Ask1-3sstodescribetheireasytobeagoodWhatdoyouthinkofthefeelings.journalistanditisnotinterviewyouhavedonejusteasytodoanythingnow?Youfeelings?Interesting?well.Unforgettable?IV.SummaryAbriefs

15、ummaryofwhatweTohaveaquickrevisionhavelearned.ofwhatweelearned.V.Homework1.SkimthereadingonP.26Tomakepreparationsafterclasstounderstandthefornextperiod,andtotitlebetter.putwhathasbeenlearnt2.Designanewspaperforintopractice.yourclassingroupsoffour.Blackboarddesign:Unit4MakingtheNews?jobsdutiesqualiti

16、eskindso教学设计总结：学情分析及前期预测：现在的学生，英语水平总体差距较大，其水平分布呈以下特点:分化情况较明显，学生之间的水平差距较大;学生虽然对英语感兴趣，但学习主动性还有待加强；部分学生对教师的依懒性较强，未能主动通过多种渠道获取信息。因此，在本堂课教学过程中，拟着重训练学生通过多种渠道获取信息、分析信息以及提取信息的能力。在本节课的学习中，学生可能会遇到缺乏经历真正地震的背景知识而对文章深层次的理解产生一定的困难。在学习过程中，学生有可能会采取主动学习、合作学习、探究学习等策略，独立思考问题、快速阅读课文，同学之间互相，讨论等方式进行有效学习。教学策略与手段：1采用任务型的教学途径，结合学生的生活经验和兴趣设计相关的任务链接