英語(yǔ)unit4 earthquake公開(kāi)課教案

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1、【精品文檔】如有侵權(quán)，請(qǐng)聯(lián)系網(wǎng)站刪除，僅供學(xué)習(xí)與交流 英語(yǔ)unit4 earthquake公開(kāi)課教案 .....精品文檔...... 2015 年金昌市優(yōu)質(zhì)課競(jìng)賽活動(dòng) 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(xué)設(shè)計(jì)總結(jié)： 學(xué)情分析及前期預(yù)測(cè)： 現(xiàn)在的學(xué)生，英語(yǔ)水平總體差距較大

21、，其水平分布呈以下特點(diǎn):分化情況較明顯，學(xué)生之間的水平差距較大;學(xué)生雖然對(duì)英語(yǔ)感興趣，但學(xué)習(xí)主動(dòng)性還有待加強(qiáng)；部分學(xué)生對(duì)教師的依懶性較強(qiáng)，未能主動(dòng)通過(guò)多種渠道獲取信息。因此，在本堂課教學(xué)過(guò)程中，擬著重訓(xùn)練學(xué)生通過(guò)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(xué)習(xí)中，學(xué)生可能會(huì)遇到缺乏經(jīng)歷真正地震的背景知識(shí)而對(duì)文章深層次的理解產(chǎn)生一定的困難。在學(xué)習(xí)過(guò)程中，學(xué)生有可能會(huì)采取主動(dòng)學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)等策略，獨(dú)立思考問(wèn)題、快速閱讀課文，同學(xué)之間互相，討論等方式進(jìn)行有效學(xué)習(xí)。 教學(xué)策略與手段： 1．采用任務(wù)型的教學(xué)途徑，結(jié)合學(xué)生的生活經(jīng)驗(yàn)和興趣設(shè)計(jì)相關(guān)的任務(wù)鏈接，讓學(xué)生在一個(gè)人或者小組合作的形式完成任務(wù)的過(guò)程中學(xué)習(xí)到相應(yīng)的語(yǔ)言知識(shí)并獲得語(yǔ)言能力。 2．課堂訓(xùn)練：讓學(xué)生充分利用課堂45分鐘的時(shí)間，對(duì)閱讀技巧、閱讀速度、閱讀理解進(jìn)行操練。 3、多媒體輔助教學(xué)：英語(yǔ)新課程標(biāo)準(zhǔn)提出教師要充分利用現(xiàn)有的教學(xué)技術(shù)，開(kāi)發(fā)英語(yǔ)教學(xué)資源，拓寬學(xué)生的學(xué)習(xí)渠道，提高教學(xué)效果，本堂課將現(xiàn)代化信息技術(shù)與英語(yǔ)課程結(jié)合起來(lái)，服務(wù)于課堂教學(xué)。 作業(yè)設(shè)計(jì)意圖： 開(kāi)放式問(wèn)題，學(xué)生討論，教師點(diǎn)撥，讓學(xué)生用英語(yǔ)進(jìn)行語(yǔ)言實(shí)踐活動(dòng)，培養(yǎng)學(xué)生用恰當(dāng)?shù)姆绞皆谔囟ǖ膱?chǎng)合中表達(dá)自己的觀點(diǎn)，從而使說(shuō)英語(yǔ)的節(jié)能進(jìn)一步提高。