英語unit4 earthquake公開課教案

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1、【精品文檔】如有侵權，請聯系網站刪除，僅供學習與交流 英語unit4 earthquake公開課教案 .....精品文檔...... 2015 年金昌市優(yōu)質課競賽活動 教 案 A Teaching Plan Subject: English Title: Book 1 Unit 4 Earthquakes Reading Class:

2、 Class 12, Senior 1 Teacher: He Yujuan School: Jinchang No. 1 Middle School 二〇一四年十月十三日 A Teaching Plan Title: Book1 Unit 4 Earthquakes --- Reading Target students: Class 12, Senior 1 Teacher: Wang Yaqin A

3、nalysis of the teaching materials This period we will deal with Reading in Book 1 Unit 4 Earthquakes. The topic of the unit is "eathquake", which involves signs before the earthquake、during the earthquake and after the earthquake. Our language knowledge and skills are designed on the basis of t

4、he topic"earthquake", the purpose of which is mainly to improve students ' abilities of reading. Intentions of our designs The new curriculum standards are the base and guide to teaching, which require us , on the basis of textbooks and extra teaching resources, to effectively combine teachers’ c

5、onducting and explaining with students’ independent research and cooperative learning, solve “double bases” (language knowledge and abilities), develop students’ skills (obtain information, discover, analyze and solve problems) and fulfill moral education, thus achieving the aim of efficient learnin

6、g- enjoying learning, being good at learning and being able to use it. As far as I’m concerned, teachers and students will research effectively, combine resources and achieve 3D aims. Based on the analysis of the key points and the contents of the teaching materials, the general clue of of our desig

7、n is focused on three questions, "what happened before the earthquake?" 、"what happened during earthquake ?" "what happened after the earthquake ?" Therefore, we will conduct a series of classroom activities such as pair work, group work, question and answer ，of which how to motivate students to par

8、ticipate actively and learn to cooperate in team work is very important. Anyway, the principle of student-centred and practice-going-first will be reasonably carried out when my design is properly performed, which is originally the basic standards the new curriculum and the new textbooks. Teaching

9、aims---3D Goals Knowledge aims: 1. Enable the students to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office. 2. Enable the students to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office. Abi

10、lity aims： 1. To train and improve students’ ability to learn words and phrases by brainstorming. 2. To improve students’ ability to express their own ideas by asking and answering questions. Emotional aims: 1. To make the students understand the job of journalists better. 2. To develop their

11、 interest in interviewing and in their own studies. Key and important points : 1. Help students to know the jobs of journalists and the qualities they need. 2. How to help students to learn to conduct an interview in English. Teaching methods: Task-based approach &. Communicative teaching meth

12、od Teaching Procedures: Design for Teaching Process Steps Activities Purpose I..Leading-in: Play a short video about "news" in English and show the title of the topic of Unit 4. II.Warming up： Task 1: What kinds of jobs do people do in making a newspaper? Answer: journalist,editor,

13、photographer, chief editor,designer,printer... Task 2: What are their duties? Questions: 1. Who interviews people and ...? 2. Who decides on the content ...? 3. Who takes photos ...? 4. Who designs each section of ...? 5.Who prints ...? III. Pre-reading Task 1: Do an interview

14、 Task 2: Presentation Task 3: Discussion Task 4: Question: What do you think of the interview you have done just now? You feelings? Interesting? Unforgettable? IV.Summary V.Homework To watch, listen and think : What is it about? . Group work to h

15、ave a discussion and try to answer the question by filling in the chart on p.25. Teacher ask questions and ss try to answer , they can help each other and even can work in groups if necessary Pair work to have an interview. One is the journalist, the other plays the role of a famous

16、 star they are both familiar with. Ask one or more pairs to show their interview. Group work to talk about the qualities of a good journalist and decide which ones are the most important qualities. Individual work : Ask 1-3 ss to describe their feelings. A brief summary of

17、 what we have learned . 1.Skim the reading on P.26 after class to understand the title better. 2.Design a newspaper for your class in groups of four. To start the lesson, to arouse ss' interest, and make ss concentrate on today's class. To make it clear to ss the different roles of jobs

18、in making a newspaper. Enable ss to know about the specific duties of journalist,editor, photogragher, etc and the basic process of making a newspaper. 1.To get more familiar with a journalist's job. 2.To create a real world to communicate in English in small groups. To give more c

19、hances for ss to impove their speaking abilities and to make ss take more active roles in classroom activities. To make it clear to ss what makes a good journalist and how to be a good journalist To help ss know it is not easy to be a good journalist and it is not easy to do anything well.

20、 To have a quick revision of what we’ve learned. To make preparations for next period, and to put what has been learnt into practice. Blackboard design: Unit 4 Making the News kinds of jobs duties qualities 教學設計總結： 學情分析及前期預測： 現在的學生，英語水平總體差距較大

21、，其水平分布呈以下特點:分化情況較明顯，學生之間的水平差距較大;學生雖然對英語感興趣，但學習主動性還有待加強；部分學生對教師的依懶性較強，未能主動通過多種渠道獲取信息。因此，在本堂課教學過程中，擬著重訓練學生通過多種渠道獲取信息、分析信息以及提取信息的能力。 在本節(jié)課的學習中，學生可能會遇到缺乏經歷真正地震的背景知識而對文章深層次的理解產生一定的困難。在學習過程中，學生有可能會采取主動學習、合作學習、探究學習等策略，獨立思考問題、快速閱讀課文，同學之間互相，討論等方式進行有效學習。 教學策略與手段： 1．采用任務型的教學途徑，結合學生的生活經驗和興趣設計相關的任務鏈接，讓學生在一個人或者小組合作的形式完成任務的過程中學習到相應的語言知識并獲得語言能力。 2．課堂訓練：讓學生充分利用課堂45分鐘的時間，對閱讀技巧、閱讀速度、閱讀理解進行操練。 3、多媒體輔助教學：英語新課程標準提出教師要充分利用現有的教學技術，開發(fā)英語教學資源，拓寬學生的學習渠道，提高教學效果，本堂課將現代化信息技術與英語課程結合起來，服務于課堂教學。 作業(yè)設計意圖： 開放式問題，學生討論，教師點撥，讓學生用英語進行語言實踐活動，培養(yǎng)學生用恰當的方式在特定的場合中表達自己的觀點，從而使說英語的節(jié)能進一步提高。