人教版新教材高一unit 4说课课件（人大附中）

Teaching Design & Arrangement,1.Language itself. 2.Skills of Using Language 3.Content-based Approach 4.Students-based Analysis,Principles of Arrangement:,Focus on: * Talk about past Experiences * Review the Attributive Clause and learn to use the relative pronouns *Describe people, things, events and peoples feeling,Period 1 Speaking Period 3 Language Study (Materials: P26Word Study+P24Reading+P22Warming Up) Aims: 1. Word Study 2. Review the Attributive Clause and learn to use the relative pronouns Homework: P26 Grammar1-2 +P105 Grammar1-3+P27Reading&Writing Period 4 Integrating Skills (Materials: P27Reading&Writing) Aims: Describe people, things, events and peoples feeling Write about an unforgettable Experience Homework: P103 Listening,Period 1 Speaking &Listening (Materials: P23 Listening & Speaking) Aims: 1. *Talk about past Experiences 2. Practice Listening Strategies 3. Organize ideas in a text using First, Next, Then,Finally Homework: P106 Reading.,Unit 4,Period 1 Listening & speaking,Warming up by showing a video. The video to be shown is some famous historic earthquakes in the world.) Question: What is the video about? Answer: Earthquake,Activity 1. Presentation,4 students in a group list the famous earthquakes in the earthquake. A small competition to see which group will list the most events in the history in the limited time. Question: How much do you know about the earthquakes in the history of the world?,Group work:,Listing task,Group work:,B.4 students in a group list the damage caused by earthquakes. One in the group as a representative give the report.),Question:,Sharing ideas & Listing task,What damage may be caused by earthquakes?,(First all the students are supposed to listen to the tape, then answer the following 3 questions.Then students in a pair share the answer.Finally check the answer in the whole class.) 1 When did the earthquake happen? 2 Where was Hank Stram when it happened. 3 What was he doing at that moment?,Individual & Pair work,Listen to the story on P23 for the first time.,Problem solving task,Activity 2. Listening,Pair work,1 Listen to the passage for the second time. (Part 1) Finish the questions on P23 with the key words or phrases. 2 Listen to the passage for the second time (Part 2) Finish the exercise on P23 with exact words or phrases. 3 Listen to the passage for the third time (the whole story) Afterwards finish the forms provided before the third time listening.,Problem solving & Information-gap task,Activity 3. Listening Comprehension,Use some key words & phrases to fill in the form.,Pair work,Activity 4. Presentation 1,1 Retell the experiences with the first person, according to the key words and phrases in the form. Suppose you are Hank Stram. 2 Retell the story with the third person, according to the key words and phrases in the forms. Suppose you are a journalist.,Reporting & Information exchange task,One student in a pair is supposed to give the report.,Pair work:,Activity 4. Presentation 2,Role play: Make up a new dialogue Situation: A journalist is interviewing a survivor from a big earthquake.,Opinion exchange & Collaborative task,Group work:,Activity 5. Presentation 1,Discuss the reasons for earthquakes and the ways to minimize the loss in the earthquake. One student is supposed to be chosen as a representative to give a report.,Opinion exchange & Reporting task,Group work:,Activity 5. Presentation 2,Situations: 1.If you are OUTDOORS, 2.If you are in a HIGH BUILDING, 3.If you are DRIVING, 4.If you are in a SUPERMARKET, 5.If you are in a CINEMA,Opinion exchange , Discussing & Reporting task,4 students in the group discuss: What should you do during an earthquake? One in the group as a representative give the report,Plan 1,Group work:,4 students in the group discuss: What should you do after the earthquake? One student is supposed to give a report.,Opinion exchange, Discussing & Reporting task,Plan 2,Individual work:,Individual work:,Writing: Suppose you are Hank Stram. Write a letter to your friend abroad, describing your one of experiences.,Activity 6. Writing Assignment,Problem solving task,Writing: Suppose you are a journalist from 21st Century SCHOOL EDITION . Tell the readers some tips on earthquake, according to the discussion in the class.,Plan 1,Plan 2,Group work:,Dialogue,Roles: a journalist , a scientist, a survivor The interview should include the following aspects: 1 experiences of the survivor 2 the reason for the earthquake 3 ways to minimize the loss in an earthquake 4 advice on what to do during an earthquake,Collaborative task,Plan 3,3 students in a group make an interview.,The main purpose of Listening is to help learners improve their listening skills. We have to create a variety of task types that aid learners development of different listening strategies. These include: In addition to the listening strategies listed above, we can utilize a variety of other task types to aid in the development of learners general language skills. These include the following:,Listening Strategies,Listening for inference Listening for intonation Listening for stress Listening for phonemic distinction,Listening for gist Listening for purpose Listening for main idea Listening for key details,* Predicting:Predicting the topic, how people might react, or what people might say * Brainstorming:Thinking of lists of vocabulary related to a particular topic, listing solutions to a problem, etc. * Personalizing:Listening to questions and giving responses based on personal information * Practicing:Controlled practice of target language, including vocabulary, structures, pronunciation, intonation,* Discussing:Freer practice of language, including sharing ideas, giving opinions, as well as practicing target language in context * Role-playing:Putting oneself in different situations and acting out roles using target language in context * Cooperating:Working in pairs or groups to achieve a common learning goal, including comparing responses, negotiating meaning, or reaching a consensus * Evaluating / Assessing:Self-evaluation and correction to monitor individual progress,Listening Strategies,Schema-building: Activate learners previous knowledge about a topic. We can begin with a schema-building activity, such as: *Matching vocabulary with pictures / graphics *Filling in forms and surveys based on personal information and opinions *Categorizing and brainstorming vocabulary,Teaching Tips,Predicting: Focus learners attention on the topic or the task at hand by having them make predictions. These kinds of activities include the following: * Discuss the title of the unit * Look at related artwork / graphics * Read through the instructions for a task and ask learners what kind of information / questions they expect to hear,Focusing on the listening: Make sure learners are clear on the focus of the listening task at hand. Point out examples in the text, or model the type of information learners are about to hear where necessary.,Predicting Let learners know that predicting can also be an effective tool while listening to a given passage. Tell them that as they follow along an exercise in the text, they should look at the next example / question and anticipate what kind of question / information they might hear. Repeating listening Most tasks require repeated listening to a single passage. Different tasks are based on the same information as a way to help learners develop different listening skills. In addition to these, teachers may want to have learners listen to a passage more than the prescribed number of times in order to help learners prepare for a task, accomplish a task, or even focus on total comprehension after tasks have been completed. If learners are having particular difficulty with a particular listening, you may wish to photocopy the listening script and distribute to the students. As an additional activity you may choose to distribute the scripts with certain words or expressions blocked out, and have students do a listening cloze activity.,Teaching Tips,Checking comprehension Ask learners general or specific questions to check their understanding of the passage. Analyzing language Choose vocabulary / expressions from the listening passage and present them for further understanding of related functional language or structures. Practicing language Have learners practice language in a controlled / semi-controlled setting using pair / group exercises. These exercises include dialogs with prompts, information gap activities, and structured surveys / interviews. When learners are comfortable with the target language, have them move on to more open-ended, freer speaking tasks such as discussions and role plays and unstructured surveys / interviews.,Teaching Tips,Period 2 Reading (Materials: P24 Reading) Aims: 1. *Talk about past Experiences 2. Practice Reading Strategies 3. Learn ,Unit 4,Period 2 Reading,Activity 1. Presentation,List the natural disasters the students have known.,Pair work:,Listing task,flood, earthquake, hurricane, volcano, typhoon, fire ,tornado, thunderstorm, sandstorm,Tell the English names of the disasters in the right order. And give one example for each disaster. One in the group as a representation give the report.,B. Show 4 videos on different natural disasters respectively,Group work:,Ordering task,Question: How serious the damage is in the 1998 Violent Flood, using some exact data.,C. Show a video about 1998 Violent Flood in China with English explanation, and ask the following question.,One in the group give the report. ),Information-gap task,( Get a general idea of the passage ) All the students are supposed to finish the reading within 3 minutes,then answer a question,Activity 2. Reading,Individual work:,Question:,Problem solving task,How many flood waves did Flora and Jeff experience?,Activity 3. Reading comprehension (Intensive reading),Jeff,Read the first paragraph of the story and finish the chart provided before the second time reading. Use some key words or phrases.,Problem solving & information-gap task,Pair work:,What did Flora hear and see?,What was Floras feeling?,About,Flood,B. Read the rest part of the story and finish the following chart. Use some key words.,Problem solving & information-gap task,Group work:,C. Find out why Jeff was looking for the chimney and if he found it finally ?,One student in the group is supposed to give a report.,Problem solving & Collaborative task,Four students who deal with these problems together can reduce the difficulty of the problems.,to grasp suddenly and forcibly; take or grab. A loud,deep,prolonged sound or cry,as of a person in distress or rage. to move or cause to move forward to move or progress with difficulty. a large but nonspecific amount or number to clear, drive, or convey with relentless force,Activity 4. Language study,Match the words with the proper definitions according to the context.),Students need to understand the correct meanings of the words in the passage.,Roar mass advance sweep seize struggle,Group work:,Flora heard somebody shouting (shout) She looked around and saw Jeff running (run). There she saw a big mass of water that was quickly advancing (advance)towards her. “Run” shouted Jeff , seizing (seize) her arm. The next morning the first wave swept her down, swallowing (swallow)the garden,B. Understand the usage of “ doing”,Group work:,Four students in a group discuss the usage of “ doing”,1.Having written the letter, he went out to post it.(write) 2 If you wave your book in front of your face, you can feel the air moving against your face. (move) 3. Not knowing anything about the accident he went to work as usual. (know) 4. The next morning she found the man lying in bed, dead.(lie) 5. There was a terrible noise following the sudden burst of light(follow) 6. The secretary worked late into the midnight preparing the speech for her boss.(prepare),sweep down, go down , fall down, cut down, fall down, write down, put down, take down, get down to,.,C. Four students in a group read the text again quickly and try to find out the phrases with “down” Try to write the verb phrases with “down” as many as they can. Fill in the blanks below.,1. The flood waters swept away everything in their path. 2.He was so careless that he was tripped and fell down. . 3. Many bridges were swept down by the flood. 4.The torpedoed battleship went down. 5.Many houses fell down in the earthquake. A lot of people lost their home. 6.He cut down a tree with an ax .He was punished.,Retell the whole story in your own words, using the words first, next, then and finally. One student in the group is supposed to give a report.,Pair work:,Reporting & information exchange task,Activity 5. Presentation 1,4 students in a group retell the story one by one, by using first, next, then and finally separately. All members in the group give a report respectively.,Activity 5. Presentation 2,Group work:,Opinion exchange & collaborative task,Situation: A journalist is interviewing two survivors, Jeff and Flora from violent floods.,3 students in a group to make an interview.,Activity 5. Presentation 3,Group work:,Opinion exchange & reporting task,Continue the story.Imagine what may happen later. Students share the ideas and come to an agreement. One in the group give a report.,Activity 5. Presentation 4,Group work:,Opinion exchange & reporting task,Discuss What are the main causes of floods? 2. How to prevent floods?,One in the group as a representative give the report.,Activity 5. Presentation 4,Group work:,Creative & reporting task,Discuss the merits and demerits of the building of Three Gorges Projects. Scientific and specific reasons are needed.,One is supposed to give a report as a representative.,Activity 6. Assignments,Plan 1,Plan 2,Practice,Finish the Exx. 1& 4 on P25.,Individual work:,Individual work:,Sorting task,Writing,Collect more information about natural disasters, especially on fire and typhoon from the related English websites. Write down a report.,Creative task,Make sure your students get a lot of successful reading experience. 2. Make sure that most of the vocabulary in reading texts is familiar to your students and that words that most are unknown can be either easily guessed or safely ignored. 3. Give interesting tasks before asking learners to read, so that they have a clear purpose and motivating challenge. Or use texts that are interesting enough to provide their own motivation.,How can you make your reading class smooth?,How can you make your reading class smooth?,4. Make sure that the tasks encourage selective, intelligent reading for the main meaning, do not just test understanding of trivial details. 5. Allow, and even encourage, student to manage without understanding every word, by the use of scanning tasks, for example, that require them to focus on limited items of information. 6. Provide as wide a variety of texts and tasks as you can, to give learners practice in different kinds of reading.,Period 3 Language Study(Materials: P26Word Study+P24Reading+P22Warming Up) Aims: 1. Word Study 2. Review the Attributive Clause and learn to use the relative pronouns Homework: P26 Grammar1-2 + P105 Grammar1- 3 + P27 Reading&Writing,Unit 4,Period 3 Language study,Find out the verbs which describe floods, buildings and actions of Flora and Jeff in the story.,Activity 1. Searching Words,List the verbs and try to get the meanings of each verb.,Problem-solving & listing task,Group work:,.,Activity 2. Game,Matching task,Group work:,Slips of paper, each written with the definitions of one verb, are put into a big cup. One student in a group chooses the slip and reads to the rest of the class. If he/she can read the definitions loudly and clearly, he/she can win a point for the group. The student from other groups who can give the correct word first will also win a point for his/her team. At last the group which scores the most points will win the game.,The verbs should include: advance, destroy, drag, flow, pull, seize, shake strike, struggle and swallow,Activity 3. Practice,Problem solving & sorting task,A. Finish the exercise on Word Study(P26),Individual work:,Check the answer with the whole class,B. Write down the Attributive Clauses in the text (P24-P25),Activity 4. Presentation,Group work:,Comparing & Sorting task,A.Then divide the Attributive Clauses into two groups. One is talking about people, the other is about things.,Group work:,Comparing task,B. The students are given 20 Attributive Clauses. Let them find out the differences between restrictive and non-restrictive Attributive Clauses. One student in the group should give a report.,At last teacher should emphasize : 1 If the sentence tells us extra information; therefore we write this clause with a comma. That is a non-restrictive Attributive Clause. 2 We cannot use that instead of which in a non-restrictive attributive Clause.,Type 1: works as a subject 2: works as a verbal or prepositional object 3: works as an attributive,According to the different grammatical functions linking words work in the Attributive Clauses, the above sentences can be classified into 3 types.,Activity 5. Hunting,Group work:,Comparing & Sorting task,Suppose there are 40 students in one class. The teacher should prepare 10 slips of paper, each written with one type of Attributive Clause. Each group select one kind. They should keep secret from each other. Firstly, they should finish their own task, which is selecting the corresponding type of sentences written on the slip. Secondly, find out what other groups are doing. Finally, work out a conclusion - how many types of Attributive Clauses they have learned today.,A student of each group should give a report.,Activity 6. Exercise,Pair work,And classify the sentences into 3 types they have learned today.,B. Finish the exercises on P26P27,A. Talk about the picture