高中英语 初中英语 说课 及 教案Word文件下载.docx
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高中英语 初中英语 说课 及 教案Word文件下载.docx
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4.Todevelopstudents’communicativeabilitybylearningtheusefulexpressionsformakingsuggestionsandreplying.
Moralobjects
5.Toenablethestudentstolovelifeandanimals,protectthenatureandenvironment.
(III)TEACHINGKEYPOINTS:
1.TomaketheSsgraspandunderstandthewayofmakingsuggestionsandreplyindailylife.
2.Toenablethestudentstouseusefulexpressionsformakingsuggestionandreplyingintheirowndialoguesrelatedtothedailylife.
(IV)TEACHINGDIFFICULTIES:
1.TheusageoftheModalVerbs,especiallyusageformakingsuggestions.
2.Usingthelearnedphrasesandsentencepatternstomakesuggestionsandreplying.
(V)TEACHINGAIDS:
Multi-mediacomputer;
OHP(overheadprojector);
taperecorder;
software:
PowerpointorAuthorware
PART2TeachingMethods
1>
FiveStepsApproach.
2>
CommunicativeApproach.
PART3StudyingWays
1.Teachthestudentshowtobesuccessfullanguagelearners.
2.Teachthestudentshowtomasterdialoguesandhowtocommunicatewithothers.
PART4TeachingProcedure
Step1Revision
Getthestudentstogivesomeanimals’namestheyknowbyaskingthestudentsthefollowingquestion:
Canyougiveussomenamesofdifferentanimalsyouknow?
Thisstepisemployedtorevisethewordsrelatedtheanimals.Atthesametimedrawthestudents’attentiontothetopicaboutanimals.
Step2Lead-in
Signtothestudentstobequietandclosetheirbooks.Thenstartafreetalkwiththestudents.Usecomputertoshowsomepicturesofdifferentpets,suchasdogs,catsetc.Askthestudentsseveralquestionsaboutraisingpets.ThesequestionsareemployedtowarmupthestudentsandraisetheinterestsofthestudentstospeakEnglishinclassonthetopicstheylikeandfamiliarwith.
1.Doyoulikeanimals?
2.Doyoukeepanyanimalsathome?
Whatisitorwhatarethey?
3.Canyouexplainhowyoucareforthem?
4.Howdoyoufeedthem?
…
Step3DialoguePresentation
1.Thefirstlistening
Aftertheteacher'
sbriefintroductiontothedialogueaboutkeepingfish.Thenaskthestudentstolistentothetapeofthedialoguewiththeirbooksclosed.Afterlisteningtothedialogue,askthestudentstoanswertwosimplequestionsfocusingonthegeneralideaofthedialogue.Thisstepisemployedtomakethestudentgetthegeneralideaofthedialogueasawholeone.Atthesametimeletthestudentshaveachancetopractisetheirlisteningability.
Questions:
1.Wherewillsuchdialoguehappeninyouropinion?
2.Whataretheymainlytalkingabout?
2.Secondlistening
Thistimeaskthestudentstolistentothetapecarefullywiththeirbooksopen.Afterlistening,askthestudentssomequestionsfocusingonthedetailsofthedialogue.Inthemeanwhile,dealwithsomelanguagepointsraisedbythestudentsorappearinginthequestions.
(Showthequestionsandanswersonthescreenusingcomputer)
1.
WhatdoesKatewanttodo?
2.
WherewouldKatekeepthematfirst?
3.
WhatdoesLiQunadvisehertodo?
4.
Whatsizetankshouldsheget?
5.
WhatshouldKateputinthetank?
6.
WhyshouldKateputafewlargerocksinthetanks?
7.
WhyshouldKateputsomeunderwaterplansinthetank?
Languagepoints:
(Showthemonthescreenusingcomputer)
a.theotherday=afewdaysago
bTheydon'
tgetenoughair:
Withabowl,onlyasmallsurfaceareaofthewaterisincontactwiththeair.Sothewaterdoesnotreceiveenoughoxygen.
c30cmby30cmby50cm.
Wedescribetwo-dimensionalandthree-dimensionalmeasurementsusingthewordby.Sothelengthofthetankis50cm,andthewidthandheightboth30cm.
eunderwaterplants:
Theseplantsoxygenatethewaterandkeepitclean.
dForonething=onereason(forputtingplantsinthetank)
Step4.DialogueDrill
1.Inthisstepthestudentsarerequiredtopracticethedialogueinpairsbyreadingthedialoguealoud.Thisstepisemployedtomakethestudentsgrasptheusefulphrasesandsentencespatternformakingsuggestionsandreplyingonthebaseofreadingthedialoguefluently.
2.Letthestudentsfindouttheexpressionsandsentencepatternsformakingsuggestionsandreplyinginthisdialogue,inthemeanwhileshowtheseexpressionsandsentencepatternsonthescreenbycomputeronebyone.Thisstepisemployedtogivethestudentsadeepunderstandingofthoseexpressions.
Step5.Practice(part2)
Infact,thisstepisintendedtodealwiththesecondpartofthelesson(part2).Firstshowthewordsandphrasesgivenonthescreen,usingamulti-mediacomputer,thenaskthestudentstomakeshortdialogueswiththeirpartnerstopracticemakingsuggestionsandreplying,usingthephrasesgiveninthetableofPart2.Givethestudents5minutestoprepareit.Askthestudentstopayparticularattentiontosentencestressandintonation.Atlastasksomepairstoacttheirdialogueoutinfrontofthewholeclass.Thisstepisemployedtomakethestudentsgetafurtherunderstandingoftheseexpressions.
Step6.Consolidation(DialogueProduction)
Thisstepgivesthestudents5-8minutestomakeasimilardialogueusingthephrasesandsentencespatternslearnedinthisdialogueandeverydaylifeexperienceaccordingtothegivensituation(showitonthescreenusingamulti-mediacomputer).After5-8minutes,askseveralpairstoacttheirdialogueoutinfrontoftheotherstudents.Atlasttheteachergivesomeadviceonmakingsuchdialogues,inthemeanwhiledealwiththemorallessonswhichthestudentsshouldlearnfromthedialogue(mainlytoldthestudentstolovelifeandanimals,protectthenatureandenvironment).Thisstepisemployedtocreatealanguageenvironmentforstudents’communicationintheclass;
andtogivethestudentsachancetopracticetheirspokenEnglishunderaquasi-communicativesituation.Ifthestudentscanfinishthistaskwell,theywillbenefitalotintheirspokenEnglish.
Situation:
(showitonthescreenusingcomputer)
Oneofyourclassmateswantstokeepbirds;
he/shewantstobuysomebirdsandbuildsabirdcageasbigas4mby2mby2m.He/shewouldliketoaskforyouradvice.Nowyou’dliketoadvisehim/herwhattodo?
Step7.Workbook
FinishExx1and3orally,leftEx2aswrittenwork.
Ex.1revisestheObjectClause.Whentransformingthestructures,thestudentsarerequiredtopayattentiontothechangeoftheverbtenses,personalpronounsandwordorder.Afterdoingtheexercisesorallyinclass.
Ex.2isarevisionoftheModalVerbsandsomeusefulexpressions.LettheSsworkinpairsandthenchecktheanswerswiththewholeclass.WritedownthesentencesontheBbfortheSstosee.
Ex.3listspairsofwordswithsomewhatsimilarpronunciationbutdifferentmeaning.GettheSstoreadaloudthewordsandsaywhateachofthemmeans.
Step8Homework
1.DoEx2intheexercisebooks.Thisisusedtomakethestudentshaveafurtherunderstandofthemodalverbs.
2.Writeashortpassageaboutthedialoguelearned.Thisisusedtopractisewritingabilityofthestudents.
PART5BlackboardDesign
Unit12Lesson45
1.theotherday=afewdaysago
2.30cmby30cmby50cm.
thelength50cm
thewidth30cm
theheight30cm.
3.Foronething=onereason
Makingsuggestions:
Isuggest(that)
Youshould...
Yououghtto...
Youneedto...
You'
dbetter...
一、说教材(教材分析)Analyzingteachingmaterial
1.说课型lessontype
(Dialogue/reading/listening/revision)
2.本课在教材中的地位statusandfunction
Lesson33SavingtheEarthisadialogue.ThelessonisfocusedonthetopicoftheproblemsoftheearthandthefunctionalitemsofSupposition/Intentions/conjecture/Prohibition.Sinceitisadialogue/reading.It’shelpfultoimprovetheSscommunicative/readingability.
3.说教学指导思想teachingguideline
(Teachingsyllabus:
Languageisforcommunication,developtheirfourskills,layspecialemphasisonreading;
Grelletputitwellinhisbookdevelopingreadingskills:
developreadingskill/discourseanalysis;
getthemtounderstandthewesternculturebetter;
improvetheabilitytodiscover,analyze&
solvetheproblems;
Readingisforinformation,forfun;
UseTop-downmodelorBottom-upmodeltoactivateSsschemata;
Interactivemodel)
4.说教学目标和要求Teachingaimsanddemands(…beintendedforSsinkeyschools)
1)认知目标knowledgeobjects
a.EnabletheSstorememberthefollowingnewwords&
phrases:
Damage,lecture,pollute,pollution,room,standingroom,befitfor,hearabout,turninto
b.GettheSstobefamiliarwiththissentencepattern:
Ifthepopulationkeepsgrowingsoquickly,therewillonlybestandingroomleft…
GivetheSsareinforcedpracticeonthefunctionalitemSupposition.
c.ActivateS
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