高一必修模块一第一单元的说课课件 精品课件.docx
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高一必修模块一第一单元的说课课件 精品课件.docx
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高一必修模块一第一单元的说课课件精品课件
高一必修模块一第一单元的说课课件(精品)课件
Module1Unit1Friendship瑞安中学鲍艳桦
一、编者意图
二、教材重组
三、教学安排设计
四、教学案例
五、反思
一、编者意图friendshipWarmingup
Usinglanguage
Makenewfriendsandkeeptheold;
oneissilverandtheotherisgold.ReadingWorkbook
以话题为中心呈现听说读写的材料和学习任务
(contentbased;taskbased)friendship问卷日记求助信表态给建议+练习册
二、教材重组
1、教材使用建议
(1)对教材内容进行适当的补充和删减
(2)替换教学内容和活动
(3)扩展教学内容或活动步骤
(4)调整教学顺序
(5)调整教学方法
----英语课程标准P61
3、重组原则
1)话题一致原则
2)功能一致原则
3)目标一致原则
2、指导思想moreinputmoreoutput
三、教学安排设计
任务设计
目标任务任务1任务6任务5任务2任务3任务4
目标任务FinaltaskProject
Designfriendshipcards
Writingaletterofadvice
AnEnglishpartyonfriendship
AnEnglishpaperonfriendship
1、精读
Activities:
3.Doingthesurvey
4.Talkingaboutsomething
GermanNazisdidtotheJews
8.Findingouttheimplied
meaningofboldedwords
inthediary
outdoors—freedom
didn’tdare---scared,thrilled,
frightened,
2、泛读
1.Readingforinformation
2.Readingforculture
3.Readingforpleasure
4.Guessingwordsfrom
context/clues
6.Comparison
Differentculturesshowingfriendship
1.Afriendinneedisafriendindeed.
2.It’scommontomakefriendswith
thesamesex.
3.Asfriends,youshouldpaymoney
forfriends,especiallywhenhaving
dinnerouttogether.
Expresstheirattitude,usingagreement
&disagreement
3、词汇&语法
新课标对语言知识教学的理念目标:
改变‘过分重视语法和词汇知识的讲
解与传授,忽视对学生实际语言运用能力的培养的倾向’
将语法、词汇和活动有机地结合在一起,这是改革的核心。
以往的教学
总是把语法、词汇和活动两者隔离开来进行,这次新课程改革就是要把这两
张皮粘在一起,形成统一的整体。
1.Vocabulary
Makingalistofwordsandexpressionsfromthetextthatyouwanttolearnor
you’restillnotsureabout
2)Tryingtounderstandthewordsor
expressions(eitherbyusingclues,
pairwork,orgroupdiscussion)
3)Discoveringtheusageofsomekey
wordsorexpressions
4)Practising
任何一个单词都不是在一节课里学会的
在单元中增加重点词复现率,不断强化记忆效果
感兴趣的信息+相关词汇记得住
运用各种练习形式培养词汇学习策略
语法教学流程
观察现象---发现规律---模仿练习(口头,笔头)---情境练习
(口头,笔头)---小结(形式,
功能)---探究
2.Structure
Groupcompetition:
Askquestionsabout
Anne’sdiaryorfriendship,andothergroupreports.2)Makingadialogue
betweenAnne,Margot&
Kitty.AnneshouldreportwhatKittysaystoMargot.3)Summingup4)
consolidation
5)HotlineSOS
Asanadvisor,heoftenreceivescallsforhelp
fromstudentsandgivesthemadvice.Suppose
youaretheadvisor’ssecretaryandanswer
threeofthefivecalls.Pleaseretellthemto
theadvisorinindirectspeech.
4,读、听、说
1.ReadthepoemP7
Whyisheweeping?
Howdidhetreathisfriends?
Whatadvicewillyougivehim?
2.Listening
1)Pre-listening:
ReadtheletterP6
WhydoesLisawritealettertoMissWang?
Whatupsetsher?
2)While-listening
1stlistening:
Choice
2ndlistening:
Ex.2
3rdlistening:
Ex.3
3)Post-listening:
Discussion
DoyouagreewithMissWang’sadvice?
Doyouthinkboys&girlscandeveloprealfriendship?
3.TalkingP41
1stlistening
2ndlistening
DiscussionP41
4.Talkingshow
Whatproblemsmayyouhavewithfriends?
2)Workingroupsoffour.Designa
questionnairetofindoutpropersolutionstotheproblems.Usingagreementor
disagreementwhilecommunicatingwithgroupmembers. P6
四、教学案例
Period5Reading&writing
【Learningstrategies】
Scaffolding;cooperativelearning;
learningwhileusing;
experientiallearning
【Goal】Outputinlanguage,mainlyinwriting
【Theory】Hayes和Flower的过程写作法
(process-focusedapproachwriting);
皮亚杰(Piaget)的社会建构主义理论
(ConstructivismTheory);
《英语课程标准》对写作的要求
【Teachingaid】Multimedia
(acomputer;aprojector)
【Learningaims】
1.Tolearntowritealetterofadvice
2.Tomasterthestepsofwriting
3.Totraintheskillsofdiscoveringand
correctingmistakes
4.Tolearntocarryonself-assessment
andpeer-assessment
5.Todevelopthesenseofprocess-
focusedwriting
【Writingprocess】
写作前奏(Pre-writing)→阅读范文,针对主题展开讨论,范文分析
写作进行曲(While-writing)→起草提纲,模仿写作,应用词汇,完成初稿
写作续曲(Post-writing)→自评,互评,考虑同学的评价和意见,修改
全班共评一、二篇习作→教师指导
第二稿→认真抄写
教师评价→指出优点和不足
成品(publishing)→完成第三稿,设计版面
【Teachingprocedures】
Step1:
Pre-writing
1.Enjoyapoem
AForeverFriend
Readthepoemaloudexpressively.
Enjoytherhymingwords.
2)Haveadiscussionwithyourpartneraboutyourunderstandingof
friends/friendship.
3)Pickoutthelinesyouenjoybest.
2.Whatbeautifullineshaveyoulearned
aboutfriendsorfriendshipinthisunit?
3.ReadthelettertotheeditorfromXiaodong:
Deareditor,
I’mgladtotellyouthatIhavebeenadmittedintoNo.1HighSchool,whichI
amlongingfor.I’mcrazyabouteverythinginthenewschool.
However,myfathersays,“Studentsinhighschoolaretoobusytocareabout
others.”Facingthenewclassmatesandnewteachers,Ireallydon’tknowwhatto
do.Besides,I’mnotgoodatcommunicatingwithpeople.IwonderifIcanget
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