外語學(xué)習(xí)高中英語新課標(biāo)第一冊必修1my-new-teachers說課稿課件

OralPresentationoftheTeachingPlanfor

Module2,Book1OralPresentationoftheTeach1I.TeachingMaterialAnalysis

Thisisthe2ndmoduleinBook1,andthetopicis“mynewteachers”.Itconsistsofthreeparagraphs,andeachparagraphtalksaboutoneteacher.

I.TeachingMaterialAnalysis2Inparagraph1,itdescribesanEnglishteacher,Mrs.Li.Inparagraph2,studentswilllearnaboutaphysicsteacher,Mrs.Chen.Inparagraph3,themajorfigureisMr.Wu,aChineseteacher.Thismoduleisquiteclosetostudents’dailylife.Throughstudyingthismodule,studentsareabletousethewords,phrasesandsentenceswhentheywanttointroduceorwriteapersoninEnglish.Inparagraph1,itdescribe3II.TeachingObjectivesLanguageObjectives(1)Inthisclass,I’llteachmystudentstheseimportantwordsandphrases:avoid,patient,firstimpression,makeprogress.Thesewordsandphrasesarequitfrequentlyusedintheirdailylife.Theyareuseful.II.TeachingObjectives4(2)I’llteachmystudentstwoimportantsentences:Sheavoidsmakingyoufeelstupid!Thisisaverb-ingpattern.IfeelI’mgoingtomakeprogresswithher.Thereisanimportantphrase:makeprogress.(2)I’llteachmystudentstwo52.AbilityObjectivesEnablestudentstoconsolidatetheV-ingpattern.HelpstudentstoremembersomeverbsfollowedbyV–ing,suchasavoid,like,hate.(2)Throughstudyingthetext,Iwilltrytoimprovethereadingabilityofthestudents,andhelpthemusethesenewwordsandphrasesintheirdailylife.2.AbilityObjectives63.MoralObjectivesHelpstudentstounderstandthecriteriaforagoodteacher.Afterstudyingthismodule,italsocanstrengthenunitythespiritofthewholeclassaswellastheemotionbetweenteachersandstudents.(2)Helpthestudentstocherishtherelationshipwiththeirteachers,atthesametimeitlaysthebaseforthestudentswhowanttobegoodteachersinthefuture.3.MoralObjectives7III.ImportantPoints

HelpstudentstousetheV-ingpatternproperlyintheirspokenandwrittenEnglish.It’sanimportantlanguagepoint;studentsshoulduseitwithoutanymistakes.2.Helpstudentstounderstandtheimportantwords,phrases,suchasavoid,firstimpression.Theseusefulwordsandphrasescanenrichstudents’vocabularyandimprovetheirEnglishability.III.ImportantPoints8IV.DifficultPointsLearntocatchthemainideaofthewholetext,anduseV-ingpatterncorrectly.TherearemanyverbsthatcanbefollowedbyV-ing.Becausethereisnoroyalroadtolearning,studentshavetospendalotoftimeinrememberingtheseverbs.2.Helpstudentstodescribeaperson.StudentsshouldknowhowtouseEnglishintheirdailylife;inaddition,studentsshouldbethemasterinlanguagestudying.IV.DifficultPoints9V.TeachingMethodsThemainteachingmethodsinclude:skimming,scanning,communicativeapproach,task-basedmethod,pair-work,answerandquestion.Skimmingisagoodwaytotrainstudentstoreadquicklytogetthegist,i.e.themainideaofthetext.V.TeachingMethods10Scanningteachesstudentstoreadforthespecificinformation.Communicativeapproachcandevelopstudents’communicativecompetence.Task-basedmethodcanprovideacontextforgrammarteachingandform-focusedactivities.Scanningteachesstudentstor112.TeachingAids

Ifitisamediaclassroom,I’llchoosetousecomputertoshowPPTtostudentsaboutthetext.Ifnot,I’llusethetraditionalaids,likeblackboardandchalktowritedownsomeimportantinformation.2.TeachingAids12VI.LearningMethods

Skimmingandscanningaretwohelpfulcognitivestrategies.Inthereadingclass,studentscanuseskimmingtogetthegist,i.e.themainideaofthetext,andusescanningtoreadforthespecificinformation.Accordingtothequestions,studentsarerequiredtodopair-workwiththeirpartnerstoworkouttheanswerstothequestions.

VI.LearningMethods13

Byusingcommunicativestrategy,studentsarerequiredtobeabletocommunicatewithotherstudentsandteachers.Inthisway,theywillpracticetheirpronunciationandskills.Asforresourcingstrategy,studentscanchooseotherwaystogetinformationaboutthistextbeforeoraftertheclass.Forexample,searchtheInternet,readotherusefulbooksorlistentotheradio.Byusingcommunicativestr14VII.TeachingProceduresStepIGreetingandrevision

Greetingisanecessarypartoftheclass,inwhichteachercancommunicatewithstudentsnaturally.Bygreeting,Iamtellingstudentsthatit’stimeforclass,andeveryoneshouldlookatme.Asforrevision,itcanhelpstudentstorecallwhattheyhavelearnedinthelastclass..VII.TeachingProcedures15StepIILead-in

I’llaskonequestiontobeginthisclass:“IthinkmostofyouusedtowritecompositionsaboutyourteachersintheChineseclass,right?ThenhowaboutusingEnglishtodescribeyourteachers?”Inordertoanswerthequestion,studentswillsearchinformationintheirmindsorsharetheirideaswithpartners.Then,I’llasksomestudentstodescribeme.Inthisway,theclasswillbeactiveStepIILead-in16StepIIISkimming

Beforeaskingstudentstoskimthetext,I’llaskthemtolookatthequestionsinthepre-readingpart.Bygivingthemthistask,studentscangetageneralideaaboutthetext,andtheycandosomepredictions.StepIIISkimming17

Whiletheyarereading,theycanreadwithquestions,becausepredictingisahelpfulwaytodealwithreadingpart.Afterstudentsfinishingreading,I’llchecktheanswersbyaskingsomestudents.Throughthis,Icanknowtheeffectoftheirskimming.Whiletheyarereading,they18StepIVScanning

Byskimming,studentsmayhaveageneralideaaboutthetext,so,next,I’lltrainstudentstoscanthetextforsomespecificinformation.Also,beforescanning,I’llaskstudentstoreadthequestionsinpart4.

StepIVScanning19

Afterscanning,studentscanworkwiththeirpartnersorwritetheanswersinapaper.Incasetherewillbesomedifficultquestions,I’llchecktheanswerstogether,andleadthemtogettherightanswers.Throughthis,studentscanmainlygettheinformationaboutthetext.Meanwhile,students’scanningskillscanbeimproved.Afterscanning,studentsca20StepⅤReadingandcomprehendingInthisprocedure,I’llhelpstudentstogetmoreinformationfromthetext,andhaveabetterunderstanding.Studentsshouldsumupthemainideasbythemselvesfirst,thendiscusswiththeirpartners.Whentheyfinishit,I’llwritedownthesecharacters.Inthisway,studentscanhaveanabilitytofindthemaincharactersofeachteacher.StepⅤReadingandcomprehend212.ThenI’llaskstudentstoreadtheseimportantwordsafterme.Throughthis,studentscanconsolidatethewordsinthetextandkeeptheseintheirminds.3.Atlast,I’llgivestudentsanexampleofhowtodescribeateacher.Throughthis,studentscanknowhowtodescribetheirfavoriteteacher.2.ThenI’llaskstudentstor22StepⅥExplanationIntheexplanationprocedure,I’llexplainthetextindetailanddealwithsomedifficultlanguagepoints.StepⅥExplanation231.First,I’llexplainthedifficultwordstostudents.Impression,it’sanoun.Wecansayto

getagood/badimpressionofsb/sth.Then,I’llteachstudentsthephrase:makeanimpressiononsb.Inthetext,firstimpressionmeanshowsomeoneseemstoyouthefirsttimeyoumeethim.It’susefulforstudentstodescribeaperson.1.First,I’llexplainthedif24b.“Avoid”isaverb;itmeanstopreventsthbadfromhappening.It’sfollowedbyV-ing.Inthisway,studentscanrememberthisword.c.“IfeelI’mgoingtomakeprogresswithher.”means“InMrs.Li’sclass,IfeelmyEnglishwillbeimproved.”“Makeprogress”isusedtoshowthedevelopmentinthestudyorwork.b.“Avoid”isaverb;itmeans252.Next,I’llfocusonthegrammar

I’llexplaintheV-ingpattern,then,I’llgivestudentssomewordsandphrasesthatarefollowedbyV-ing.Inthisway,studentscanhaveabetterunderstandingofthegrammar.2.Next,I’llfocusonthegra263.I’lldealwiththereadingskillsIwillexplainthistostudents:“Whenyoureadthetextforthefirsttime,Iaskedyoutoskimthetextassoonaspossible.Throughreading,youcanhaveageneralideaaboutthetextmainlytalkedabout.Forthesecondreading,youaresupposedtofindspecificinformationaboutsomequestions,thisskill,wecallitscanning.”

3.I’lldealwiththereading27StepⅦSummary

Inthispart,I’llmakeasummaryaboutwhatstudentshavelearnedthisclass.Thisisathree-paragraphtext,andeachparagraphdescribesateacher.StepⅦSummary28Firstly,I’llsumupthemaincharactersofeachteacher:Mrs.Li:shy,kind,patient,clearly.Mrs.Chen:strict,serious,organized,clearly.Mr.Wu:popular,energetic,amusing,good-looking.Then,I’llgooverthelanguagepoints:V-ingpattern.Bythis,studentscanrememberthenewwords,phrases,andthegrammarpattern.Firstly,I’llsumupthemain29StepⅧHomeworkAssignment

I’llletstudentstowriteashortpassageabouttheirfavoriteteacher,usingthewordsthey’velearnedtoday.Throughthistask,studentscanreviewthenewwordsandphrasesafterclass.Also,itcantrainthestudents’writingskills.StepⅧHomeworkAssignment30VIII.BlackboardDesign

Fortheblackboarddesign,I’lldivideitintothreeparts.Theleftpart,I’llwritedownthecharactersofeachteacher.Inthemiddle,I’llwritedownsomeimportantwordsandphrases.Fortherightpart,I’llwritedownthehomework.VIII.BlackboardDesign31[外語學(xué)習(xí)]高中英語新課標(biāo)第一冊必修1my-new-teachers說課稿課件32OralPresentationoftheTeachingPlanfor

Module2,Book1OralPresentationoftheTeach33I.TeachingMaterialAnalysis

Thisisthe2ndmoduleinBook1,andthetopicis“mynewteachers”.Itconsistsofthreeparagraphs,andeachparagraphtalksaboutoneteacher.

I.TeachingMaterialAnalysis34Inparagraph1,itdescribesanEnglishteacher,Mrs.Li.Inparagraph2,studentswilllearnaboutaphysicsteacher,Mrs.Chen.Inparagraph3,themajorfigureisMr.Wu,aChineseteacher.Thismoduleisquiteclosetostudents’dailylife.Throughstudyingthismodule,studentsareabletousethewords,phrasesandsentenceswhentheywanttointroduceorwriteapersoninEnglish.Inparagraph1,itdescribe35II.TeachingObjectivesLanguageObjectives(1)Inthisclass,I’llteachmystudentstheseimportantwordsandphrases:avoid,patient,firstimpression,makeprogress.Thesewordsandphrasesarequitfrequentlyusedintheirdailylife.Theyareuseful.II.TeachingObjectives36(2)I’llteachmystudentstwoimportantsentences:Sheavoidsmakingyoufeelstupid!Thisisaverb-ingpattern.IfeelI’mgoingtomakeprogresswithher.Thereisanimportantphrase:makeprogress.(2)I’llteachmystudentstwo372.AbilityObjectivesEnablestudentstoconsolidatetheV-ingpattern.HelpstudentstoremembersomeverbsfollowedbyV–ing,suchasavoid,like,hate.(2)Throughstudyingthetext,Iwilltrytoimprovethereadingabilityofthestudents,andhelpthemusethesenewwordsandphrasesintheirdailylife.2.AbilityObjectives383.MoralObjectivesHelpstudentstounderstandthecriteriaforagoodteacher.Afterstudyingthismodule,italsocanstrengthenunitythespiritofthewholeclassaswellastheemotionbetweenteachersandstudents.(2)Helpthestudentstocherishtherelationshipwiththeirteachers,atthesametimeitlaysthebaseforthestudentswhowanttobegoodteachersinthefuture.3.MoralObjectives39III.ImportantPoints

HelpstudentstousetheV-ingpatternproperlyintheirspokenandwrittenEnglish.It’sanimportantlanguagepoint;studentsshoulduseitwithoutanymistakes.2.Helpstudentstounderstandtheimportantwords,phrases,suchasavoid,firstimpression.Theseusefulwordsandphrasescanenrichstudents’vocabularyandimprovetheirEnglishability.III.ImportantPoints40IV.DifficultPointsLearntocatchthemainideaofthewholetext,anduseV-ingpatterncorrectly.TherearemanyverbsthatcanbefollowedbyV-ing.Becausethereisnoroyalroadtolearning,studentshavetospendalotoftimeinrememberingtheseverbs.2.Helpstudentstodescribeaperson.StudentsshouldknowhowtouseEnglishintheirdailylife;inaddition,studentsshouldbethemasterinlanguagestudying.IV.DifficultPoints41V.TeachingMethodsThemainteachingmethodsinclude:skimming,scanning,communicativeapproach,task-basedmethod,pair-work,answerandquestion.Skimmingisagoodwaytotrainstudentstoreadquicklytogetthegist,i.e.themainideaofthetext.V.TeachingMethods42Scanningteachesstudentstoreadforthespecificinformation.Communicativeapproachcandevelopstudents’communicativecompetence.Task-basedmethodcanprovideacontextforgrammarteachingandform-focusedactivities.Scanningteachesstudentstor432.TeachingAids

Ifitisamediaclassroom,I’llchoosetousecomputertoshowPPTtostudentsaboutthetext.Ifnot,I’llusethetraditionalaids,likeblackboardandchalktowritedownsomeimportantinformation.2.TeachingAids44VI.LearningMethods

Skimmingandscanningaretwohelpfulcognitivestrategies.Inthereadingclass,studentscanuseskimmingtogetthegist,i.e.themainideaofthetext,andusescanningtoreadforthespecificinformation.Accordingtothequestions,studentsarerequiredtodopair-workwiththeirpartnerstoworkouttheanswerstothequestions.

VI.LearningMethods45

Byusingcommunicativestrategy,studentsarerequiredtobeabletocommunicatewithotherstudentsandteachers.Inthisway,theywillpracticetheirpronunciationandskills.Asforresourcingstrategy,studentscanchooseotherwaystogetinformationaboutthistextbeforeoraftertheclass.Forexample,searchtheInternet,readotherusefulbooksorlistentotheradio.Byusingcommunicativestr46VII.TeachingProceduresStepIGreetingandrevision

Greetingisanecessarypartoftheclass,inwhichteachercancommunicatewithstudentsnaturally.Bygreeting,Iamtellingstudentsthatit’stimeforclass,andeveryoneshouldlookatme.Asforrevision,itcanhelpstudentstorecallwhattheyhavelearnedinthelastclass..VII.TeachingProcedures47StepIILead-in

I’llaskonequestiontobeginthisclass:“IthinkmostofyouusedtowritecompositionsaboutyourteachersintheChineseclass,right?ThenhowaboutusingEnglishtodescribeyourteachers?”Inordertoanswerthequestion,studentswillsearchinformationintheirmindsorsharetheirideaswithpartners.Then,I’llasksomestudentstodescribeme.Inthisway,theclasswillbeactiveStepIILead-in48StepIIISkimming

Beforeaskingstudentstoskimthetext,I’llaskthemtolookatthequestionsinthepre-readingpart.Bygivingthemthistask,studentscangetageneralideaaboutthetext,andtheycandosomepredictions.StepIIISkimming49

Whiletheyarereading,theycanreadwithquestions,becausepredictingisahelpfulwaytodealwithreadingpart.Afterstudentsfinishingreading,I’llchecktheanswersbyaskingsomestudents.Throughthis,Icanknowtheeffectoftheirskimming.Whiletheyarereading,they50StepIVScanning

Byskimming,studentsmayhaveageneralideaaboutthetext,so,next,I’lltrainstudentstoscanthetextforsomespecificinformation.Also,beforescanning,I’llaskstudentstoreadthequestionsinpart4.

StepIVScanning51

Afterscanning,studentscanworkwiththeirpartnersorwritetheanswersinapaper.Incasetherewillbesomedifficultquestions,I’llchecktheanswerstogether,andleadthemtogettherightanswers.Throughthis,studentscanmainlygettheinformationaboutthetext.Meanwhile,students’scanningskillscanbeimproved.Afterscanning,studentsca52StepⅤReadingandcomprehendingInthisprocedure,I’llhelpstudentstogetmoreinformationfromthetext,andhaveabetterunderstanding.Studentsshouldsumupthemainideasbythemselvesfirst,thendiscusswiththeirpartners.Whentheyfinishit,I’llwritedownthesecharacters.Inthisway,studentscanhaveanabilitytofindthemaincharactersofeachteacher.StepⅤReadingandcomprehend532.ThenI’llaskstudentstoreadtheseimportantwordsafterme.Throughthis,studentscanconsolidatethewordsinthetextandkeeptheseintheirminds.3.Atlast,I’llgivestudentsanexampleofhowtodescribeateacher.Throughthis,studentscanknowhowtodescribetheirfavoriteteacher.2.ThenI’llaskstudentstor54StepⅥExplanationIntheexplanationprocedure,I’llexplainthetextindetailanddealwithsomedifficultlanguagepoints.StepⅥExplanation551.First,I’llexplainthedifficultwordstostudents.Impression,it’sanoun.Wecansayto

getagood/badimpressionofsb/sth.Then,I’llteachstudentsthephrase:makeanimpressiononsb.Inthetext,firstimpressionmeanshowsomeoneseemstoyouthefirsttimeyoumeethim.It’susefulforstudentstodescribeaperson.1.First,I’llexplainthedif56b.“Avoid”isaverb;itmeanstopreventsthbadfromhappening.It’sfollowedbyV-ing.Inthisway,studentscanrememberthisword.c.“IfeelI’mgoingtomakeprogresswithher.”means“InMrs.