Module 5 Unit 15 Learning Lesson 3.doc

Module 5 Unit 15 Learning Lesson 3（说课稿）（一） 学生分析通过前面4个模块的学习，他们已掌握了快速阅读和精读课文的技巧，同时也储备了一定的单词，这有利于课文的阅读的进行；对于以往口语训练中有关采访活动的积极参与，使他们具备了一定的表达能力；另外，他们对本单元的话题Learning兴趣浓厚，本课有关师生互相评价的主题也是与他们的学习和生活相当紧密的联系，这有利于对课文的理解，在采访部分也有话可说。（二） 教材分析：1 本设计处于Unit 15 Learning Lesson 3 Teachers的第一课时。2 对教材的处理意见：（1）开始时通过让学生猜测本班同学在老师眼中的表现和学生对本人（学生的英语老师）的表现评价来引入，意在引起学生的对话题的兴趣，及其运用所学过的表示人物性格的confident, extremely bright, lazy等形容词来描述，同时通过情景引出lack confident, particularly willing and cooperative, rebellious等词汇，为下面的阅读作好铺垫。（2）接下来的快速阅读和细节阅读理解部分设计呈梯度的回答题及选择题等练习形式来帮助学生理解课文。其中的题目如The sentence “I know I shouldnt be rebellious ” shows that_和 From“The government should give more money for science education.”We know that _等旨在帮助学生加深对课文的全面理解，为学习本课语法wish和should 表示后悔和建议作出铺垫。（3）为了帮助学生有效获取、分析、归纳课文所蕴涵的信息，本人将课文My inspiration 和My pupil分解阅读，每一篇都设计fast-reading通过individual work,；further reading通过pair work 逐让学生对课文有清晰的理解。考虑到学生的基础实际，summary部分通过group work设计了问答题以学生一问一答的形式来进行，目的是帮助学生回忆和巩固课文的内容，让他们有信心参与逐步深入的活动，为下一步的采访活动作好铺垫（4）Output部分主要提供给学生采访常用的句型如: W-Welcome to our“School time Programme”.G- ThanksW- May I ask you some questions ?G-Sure/Of course .Go ahead.W-Who was your favorite teacher at your school time?/Why do you think Mr. Jenkins was your inspiration?.G-Mr. Jenkins was my favorite teacher./He built up my confidence.等，培养学生运用summary部分的铺垫学会对课文的信息进行分类，加工和处理的能力，同时学会正确评价老师和同学。（三） 教学目标： 1语言知识目标：（教学重点之一）通过对课文的阅读，帮助学生学会积累有关老师对学生的评价的词汇如lack confidence, lazy, particularly willing, cooperative, extremely bright及学生对老师的评价的词汇如my inspiration, full of enthusiasm, make everything interesting, build up my confidence等，并运用于听、说、读、写活动中；学会wish 和should 表达遗憾或建议的语法知识。2.语言技能目标：（教学重点之二）培养和提高阅读能力，归纳能力，形成用英语口头和书面评论老师或同学的表达能力，以及对人物评论类文章的表达思路和行文逻辑的规律。3文化意识极其情感态度目标：通过对课文学习，引导学生对新课标要求下的好老师和好学生的评价标准，及师生关系的思考。4学习策略目标：注重引导学生借助上下文情景联想和推断Comprehensive, difficult等的词义；根据构词法猜测rebellious, unwilling等的词义。（四）教学策略：1. 情景创设的原则：如开始时通过让学生猜测本班同学在老师眼中的表现和学生对本人（学生的英语老师）的表现评价来引入，呈现老师的相片，旨在激发学生的学习兴趣，激活学生的思维，将学生引入课文的学习情景。2. 学以致用，任务驱动的原则：快速阅读和细节阅读理解部分设计呈梯度的回答题及选择题等练习形式来帮助学生理解课文，获得的信息，并通过summary 和interview对信息进行运用和巩固。3. 每一步给予明确示范，给足支持的原则：备课时能够充分考虑教材与学生的实际，从lead-in到 fast-reading ，到further reading 再到summary 和interview，作到层层连贯，层层铺垫，每一步明确给予示范，每一步给足语言支持采取从已知到未知，以旧带新的原则：通过调动学生口头运用所学过的有关描绘师生的词汇如lazy, responsible, strict等为铺垫，有目的地呈现目标新知，如rebellious, particularly cooperative, full of enthusiasm, build up my confidence等。围绕师生互评这一话题，让新、旧知识交织在一起，产生“1+1”的效应，帮助生由现有水平向更高水平发展。4. 创造性地调整和灵活使用教材的原则:不拘泥于教材的编排，考虑学生的实际水平，分解课文阅读任务，分别设计fast-reading, further reading， summary和interview来进行逐步深入的活动安排。（五）教学评价：为了帮助学生对该堂阅读课学习效果的反思，本人以问卷调查的形式设计了包括学习态度，阅读方法，学习习惯等10道问题的学习评价，并给出帮助学生了解自我学习状况的分析与反馈及对今后的学习提出的建议。（六）教学步骤：Step1 Greetings Greet all the students.Step2 Talking Show some pictures of our teachers. Work in pairs, talking about the teacher you like best. The questions will give some help.1. Which of your teachers has ever made the greatest impressions on you?2. What was your first impression of the teacher?3. What was your attitude towards the subject?4. What changes took place with the help of the teacher?5. In what way did the teacher help you?Step3 Scanning Scan the first part about Graham Lawrence and answer the following questions: 1. What kind of student was Graham?2. What kind of teacher was Mr. Jenkins in Grahams eyes?3. Is Mr. Jenkins still a great help to Graham? How?Scan the second part about Mr. Jenkins and answer the following questions:1. How does Mr. Jenkins feel about Graham now?2. Why did Mr. Jenkins ask Graham to give presentation to his class?3. What are the problems with teaching now?4. Why does Mr. Jenkins love teaching?Step4 Careful reading Read and listen to the tape at the same time, then fill the structure of the text. NameProfessionDescription of PeopleWishGraham LawrenceScience authorBeforeHe wasnt good at most school 1.He spit off the school stage.He 2 his schoolbag behind him and looked bored in the first class.He wishes to 3 Mr. Jenkins and ask for his opinion.NowHe has published books and often appears on TV.Brian JenkinsScience 41. He made his lesson 5 and explained things with practical examples.2. He 6 difficult things.3. He asked Graham to explain science to the class in order to give him 7. 4. His wife wishes that he had chosen a job with less 8. 5. But he thinks what he is doing is 9. He wished all his students to be as 10 Graham Lawrence.Step5 Language points 1. set off (1) to start to go somewhere 出发 (2) to make something start happening, especially when you do not intend to do so. 触发,引发 (3) to make a bomb explode, or cause an explosion 使爆炸Eg: Ill set off early to avoid the traffic. Hong Kongs stock market fell, setting off a global financial crisis. They set off the fireworks as soon as it got dark.2. access to (1) means of entering; way in 进入，入口 (2) the right to enter a place, use sth, see sb.取得（接近）的方法等Eg: The only means of access to the building is along a muddy track. Cats should always have access to fresh, clean water.3. worthwhile adj. deserving effort needed, the time or money spent值得花精力的 it is worthwhile to do something /it is worthwhile doing something Eg: He wanted to do a worthwhile job. We had a long wait, but it was worthwhile to enjoy the concert. I dont think it is worthwhile explaining to him.4. lack (1) v. not have something important or necessary 缺乏，欠缺 (2) n. not be there, not be enough 不在，不足Eg: In the hot summer, the plants lack water. I havent finished the painting for lack of time.Step6 Practice Choose correct phrase from the following: a bit, lack confidence, have access to, turn into, pourinto set up, 1. H