获奖教案高一英语必修四unit4 reading 教案.docx
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获奖教案高一英语必修四unit4 reading 教案.docx
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获奖教案高一英语必修四unit4reading教案
LessonplanforGreatScientists
Basicinformation
Typeofthelesson
Reading
Teachingmaterial
ThislessonistakenfromModule4“GreatScientistsofEnglishBookFour,ForeignLanguageTeachingandResearchPress.
Materialanalysis
1.Mainidea:
ThetopicofthismaterialisTheStudentWhoAskedQuestions.ItintroducesastoryofYuanLongpingwhoisafatherofhybridrice.Ittalksabouthisschoollifeandtheimportantofhiscontributionstotheworld.
2.Linguisticfocus:
(1)Newphrase:
“leadingfigure”
(2)Listeningstrategies:
studentsarerequiredtousefastreadingskilltogetthegeneralideaofthepassageandcarefulreadingskilltogetmoredetailinformationaboutYuanLongping
3.Culturalinformation:
YuanLongpingisaleadingfigureandhisspirit(patriotism,perseverance,belief)isworthlearningforeveryone.
Learnersanalysis
1.Mainidea:
StudentshaveseenreportsaboutyuanlongpingonTV,readarticlesabouthimontheirmobilephones,andheardabouthisdeeds.
2.Linguisticfocus:
A.Maybestudentshaven’tknowntousetechnicaltermstodescribethelifeandcontributionsofascientist.
B.StudentsshouldusethereadingskillstothegeneralideaandmoredetailinformationaboutthelifeofYuanLongping,thenretellthestory.
C.Studentscandescribeascientist’slifeandhis/hercontributionsafterlearningthislesson.
3.Culturalinformation:
StudentscanapplyYuanLongping’sspirittothedailylives.
Teachingobjectives
Baseontheanalysisofmaterialandlearners,Iplanmyteachingobjectivesasfollowings:
bythislesson,studentsareableto:
1.Linguisticcompetency:
a.definethemeaningof“leadingfigure”.
b.UsethereadingskillsoffastreadingandcarefulreadingtogetsomeinformationaboutYuanLongping,andretellthepassage.Thentrytodescribeanotherscientist’slifeandhis/hercontribution.
2.Culturedisposition:
Searchmoreinformationaboutanotherscientistswhoarementionedinintroductionprat,trytocomparethemwithYuanLongping,andfindoutthesimilaritiesanddifferencesbetweenthem.
3.ThinkingQuality:
analyzethecharactersandstudyspiritofthegreatscientists(suchasdiligent,persistence,patience,responsibility),thenapplythemtothedailylife.
4.LearningAbility:
collectandusethewordsandphrasesproperly.
analyze,compareandsummarizethedataofsomescientists’lifetime.
Thisreflectsthecombinationofindependentandcooperativeexploration
Teachingfocus
Keypoints
Waysout
HowtohelptheSsusethereadingskillstogetinformationfromthepassage.
Bydesigningtwosections
Firstly,dosomefast-readingandtrytomatchthemainideaofeachparagraph,thendividethepassageintothreeparts.
Readingskill:
inthissection,Studentsneedn’ttoreadthepassagesentencebysentence.Justpayattentiontothekeywordsandphrasesaswellasthefirstorlastsentenceineachparagraph.
Secondly,studentsdosomecareful-reading,thenanswermoredetailquestionsineachpart.
Readingskill:
Inthissection,Ssshouldreadthepassagepartbypart,andtrytofindmoredetailsaboutYuanLongping.
Difficultpoints
Waysout
1.HowtohelptheSsusethelinguisticknowledgetodescribeascientist’slifetimeandimprovetheirreadingskillsaswellaslanguagecompetence.
2.Howtoletstudentsknowthereasonwhythetitlecalled“Thestudentwhoaskedquestions”.
1.RetellthestoryofYuanLongping,thentalkaboutSs’favouritescientists.
2.BytellingstudentsthatYuandonotafraidtoaskquestionsandwhenhemetproblemsanddifficulties,hewouldtryhisbesttofindouttheanswers.
Teachingmethods/strategies
1.Theteachingviewofconstructivismtheoryholdsthatlearners'knowledgeisobtainedthroughtheconstructionofmeaningwiththehelpofothersinacertainsituation,suchasthecommunicationandcooperationbetweenpeople,theuseofnecessaryinformation,etc.Therefore,teachingshouldmakelearninghappeninthesituationsimilartotherealsituation.Therefore,itadvocatessituationalteaching
Situationalapproachwhichisusedinstage2(showavideotoleadinthetopicandexplainthemeaningofleadingfigureaccordingtothevideo.)
Thismethodreferstotheteachingmethodthatteacherspurposefullyintroduceorcreatevividandspecificsceneswithcertainemotionalcolorsandimagesasthesubjectintheteachingprocess,soastoarousestudents'certainattitudetoexperience,soastohelpstudentsunderstandtheteachingmaterials.
2.Dewey'seducationalphilosophyisbasedonpragmatism,anditscorecontentisto“learningbydoing”.Meanwhiletask-basedteachingmethodemphasizesthatlanguagelearningshouldbe“learningbydoing”.so
Task-basedteachingmethodisusedinstage2,stage3,stage4,stage5.
Idesignthreetasksasfollowing:
Inordertotrainthestudents’readingskills,inthesectionofpre-reading,Ishowavideoandaskthemquestionstoleadinthepassage.
Inthesectionofwhile-reading,Iplandifferenttypeofquestionstodofast-readingandcareful-reading.
Inthesectionofpostreading,letthestudentsdiscussandsummarizethistextwhichtheyhavelearned.ThisrequiresthestudentstocombinethestoriesaboutyuanLongpingthattheyhavelearnedinthisclass.TheanswerofeachSsaredifferent,itgivesSsanopportunitytoexpresstheirthoughts.
3.Accordingtothenewcurriculumstandard(2017),highschoolEnglishteachingshouldemphasizethestudent-centeredphilosophy,soIusethe
PWPmodeltodesignthereadingcourse.(instage2,3,4).
Inthewholereading,Idesignpre-reading,while-reading,andpost-readingtotrainthestudents’readingskillsaswellastheirlanguagecompetency.
Teachingaids
Computer,PPT,whiteboard,pen
TeachingProcedures
Stages
Teacher’sactivities
(Teacher’sactivitiesshouldbeclearlydescribedineachstep,includingteachingbehaviors,teachingaids/resource,learningtasks,etc.)
Stage1Warmingup3mins
(Engage)
Showthreepicturesinintroductionparttoleadintheclass,andinvitethestudentstotakepartinthediscussion:
Teacherwillask3questionsonebyoneineachpicture
Takepicture1asanexample:
1,Whoishe?
HeisEinstein.
2,Whattheorydidheset?
Hesetthetheoryofrelativity.
3,Whendidhesetit?
Hesetitin1905.
Designingpurpose
1.Engagestudentstofocusonthetopicbyshowingthesepicturesofscientists.Studentsaremorelikelytobeattractedbythepicture,itwillgivestudentsachancetospeakfreely,arousetheirinterests,itcanalsogivethosestudentswhodon'tactivelyspeakinclasshavetheopportunitytoexpresstheirideasnaturally.
2.Itdesignstheclassroomteachingstructurefromtheaestheticpointofview,sothatconnectthestudents’learningwithexploringcharacter,andcultivatetheirsentiment.
Stage2
Pre-reading(7mins)Task1
(Engage)
1.ShowavideoaboutYuanLongping,thenasksSswhatinformationcantheygetfromthevideo.
ThisvideoisareportaboutYuanLongping,inwhichYuanLongping'shybridricetechnologyhashelpedtoincreasericeproductioninPakistan.YuanLongpingwasawardedtheChina-AfricafriendshipcontributionbytheChina-Africafriendshipassociation.YuanLongpinghasneverstoppedresearchingwaystoincreasegrainyields,andheremainsinexcellenthealth,exercisingeverydayandgoingtotestfieldseverydaytoinspecthissuperrice.
2.Learnthenewphrase“leadingfigure”byexplainingthemeaningofit.
Teacherwillindicatesthat“leadingfigure”canbeusedtodescribesomeonewhoisinfluentialoraleaderinanarea,andaccordingtothevideoandstudents’realexperience,theyhaveknewthatYuan’sdiscoveryhadgreatinfluenceinagriculturalindustry,soteachercaninducestudenttospeakoutthatYuanisaleadingfigure.
Designingpurpose
1.Thevideoshowsthetopicintuitively,thequestioncanletthestudentsquicklyenterthestateofclassroomlearningandstarttothinkaboutthelearningtopics,sothatdeveloptheirideas.
Whenwatchingthevideo,studentswillbemovedbyyuanlongping'sgreatcontributiontothegrainproductionofChinaandothercountries,andtheninspirestudents'admirationforyuanlongping.Withthisemotion,studentswillbemoreconducivetotheirstudyofthetextandpavethewayforreadingthetextlater.
2.Learningthephrase“leadingfigure”canguidestudentstoappreciatethecharacterofthegreatscientists,itcanhelpthemhaveabetterunderstandingofthispassage.
Stage3
While-reading
Task2
20mins
(study)
Step1.FastReading(individualwork)6mins
1.Matchthegeneralideaofeachparagraph.GiveSs3minstodothefastreading,thenaskSstosharetheanswer.
Para1A.Hediscoveredanewtypeofrice.
Para2B.TheyieldofthenewhybridriceismuchgreaterthanthatofothertypesgrowninPakistan.
Para3C.YuanLongpingisaleadingfigureintherice-growingworld.
Para4D.Asaboy,helikedaskingquestions.
Para5E.Asayoungteacher,hebeganexperimentsincropbreeding.
Para6F.Hisdiscoverieshavebroughtingreatprofit(收益).
Theanswerswillbepresentedinrandomorderonthescreen,TasksSstomatchtheparaanditsmainidea,andthenrevealthecorrectanswer.
2.Howtodividethepassageintothreeparts?
GiveSs3minstododiscussion,thenask3Sstosharetheiranswers.
Step2.Careful-Reading(pairwork)14mins
1.Studentsreadthefirstparagraph(part1),thenanswerthefollowingquestions
A.Whichcountryistheworld’slargestriceproducer?
B.Whereisricegrownintheworld?
C.Whoistheleadingfigureintherice-growingworld?
2.Studentsreadthepart2(para2-4),thenfinishthesentences
Whatdi
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