华罗庚中学优秀英语教案展示.doc

廖艳平老师设计的“语法课（Unit 1, Module 3 ”， 在2009年我省高中英语优秀教学论文和教学设计评选中，荣获教学设计二等奖。 江小娅老师设计的“听说课（Unit 1, Module 3 ）”，在2009年我省高中英语优秀教学论文和教学设计评选中，荣获教学设计三等奖。Module 3 Unit 1 Festivals around the WorldPeriod three: Grammar Modal Verbs惠州市华罗庚中学 廖艳平Analysis of students Grammar of any kind is usually the least interesting topic for students. Students havent developed the habit of learning independently. Instead, they are used to relying on teachers instructions a lot. Teaching material analysisThis teaching period mainly deals with the grammar: modal verbs the use of can, could, may, might, will, would, shall, should, must, and cant. Abstract and boring as the modal verbs are, we should try to make students learn them in an easy and effective way. Teaching aims1. Knowledge aims:Get students to grasp the use of the modal verbs, discover the implied meanings of modal verbs used in sentences, such as permission, ability, possibility, request, promise, guessing and so on. And get students to learn to use them in different situations with proper modal verbs. 2. Abilities aims:Cultivate students ability to distinguish and discover the subtle implications that modal verbs carry in sentences and develop students communicative ability by learning the use of modal verbs for making requests, giving advice, asking for permission, and so on.3. Emotional aims:Develop students teamwork spirit and inspire students to be interested in grammar learning.Teaching key points and difficult points1. Teaching key pointsGet students to learn and master the use of the modal verbs in discovering and practice, and enable students to learn how to use them correctly in different contexts.2. Teaching difficult pointsGrammar rules are hard to remember, and grammar is a dull subject that some students are unwilling to learn it by heart. Teaching and learning methods Task-based Instruction, Audio-visual Teaching MethodCooperative Learning and Active Exploration MethodUnder the guidance of learning by use it, make students thoroughly master the use of modal verbs in class while the teacher acts as a guide and director, leading students to learn grammar through all kinds of activities and situations and make dialogues in pairs. Teaching aids Multi-media computer, PPT, Blackboard, etc. The time table of teaching procedures1. Revision and lead-in (5 minutes)2. Presentation and discovering (8 minutes)3. Practice (14 minutes)4. Production (12 minutes)5. Homework (1 minute) Teaching proceduresStep 1 Revision and lead-in1. Check up students homework of the exercises on page 4.2. Let students listen to a song, I Want To Be With You, which contains many modal verbs. Ask students to fill in the missing words in the lyrics. The lyrics are given in Appendix 1.3. Show some pictures to create certain contexts for students to review modal verbs. These sentences will activate students knowledge about modal verbs. Purpose: Bring up the topic of this period, modal verbs, and review related knowledge about them. Step 2 Presentation and discovering1. Give out each student a sheet in which many sentences with modal verbs are listed. Ask students to discuss in groups of four to work out how each of these modal verbs is being used in the situations. Tick the right answers. The sentences are given in Appendix 2.Purpose: Introduce the usage of the modal verbs. 2. A table will be shown to the students. Ask students to use the function words to explain the meaning of the modal verbs. Please refer to Appendix 3 for the table.Purpose: Improve students ability to generalize.Step 3 PracticeActivity 1 Do Exercise 2 on page 5. Students can discuss the answers with their partners.Purpose: Make students proficient in doing exercise with what they have learnt in the last step.Activity 2Present several pictures related to festivals around the world and let students complete the sentences according to the pictures with proper modal verbs.Purpose: Help students review some information about festivals around the world and cultivate the awareness of employing modal verbs in language production.Activity 3More exercises concerning modal verbs will be shown on the screen. The exercises are given in Appendix 3.Purpose: Check students understanding of modal verbs.Step 4 ProductionStudents will be encouraged to make dialogues based on each of the given situations, using modal verbs. Practise in pairs and present the dialogue in class.1. You want to invite your foreign friend to come China to spend the spring festival.2. You want to ask your mum for permission to go with your friends to the cinema.Purpose: Help students apply modal verbs to real situations and improve their oral English skills. Step 5 Homework1. Finish off the Workbook exercises on P43.2. Create five sentences by using some of the modal verbs.Purpose: Consolidate their knowledge about modal verbs and practise this grammar comprehensively.Teaching assessment1. In this lesson, Ive learned_.2. After the lesson I still have difficulty in _.3. I feel _ with my class performance. A. very satisfied B. satisfied C. a little satisfied D. not satisfied at all4. I find I need to work harder in the following areas: A. learn before the lesson B. vocabularyC. writing ability D. confidence building E. working with othersAppendix 1 I Want To Be With You There are things that must be done That are not yet begun Things that I must do When I want to be with you Although we might be far apart You should be with me in my heart No one else will do I just want to be with you I want to be with you Cant you hear me? I need you near me I want to be with you I need you near me, my love The two of us must be one Mother of my son No one else will do I just want to be with you I want to be with you Can you hear me? I need you near me I want to be with you I need you near me, my loveAppendix 2 1. She can sing that song in English. (ability / possibility)2. I could not understand the lecture on the computer given by Mr. Smith. (ability / guessing)3. You can borrow this useful book from the library. (possibility / permission)4. Can I ask you some questions about it? (advice / permission)5. She couldnt/cant be so stupid to do that. (request / guessing)6. Could you speak a little slowly? (euphemistic / past habit)7. I may be busy from tomorrow on. (ability / possibility)8. May I come in? (permission / guessing)9. Students must work hard at their study. (advice / permission)10. You must be tired after working so long. (guessing / prediction)11. It must have rained last night for it is so wet outside. (guessing / past habit)12. We should read English aloud every morning. (advice / agreement)13. This book should be published in two month at most. (prediction / possibility)14. Would you tell me how to get to the shopping center? (guessing / request)15. He would sit there for hours, doing nothing at all. (past habit / ability)Appendix 3Modal VerbsMeanings they carryExamplescan1.ability2. possibility 3. permission or request1. The girl can dance very well.2. Can the news be true?3. Can I sit here?could1. past ability2. request3. possibility4. guessing1. I could read when I was three.2. Could I use your bike? Yes, you can.3. What for dinner, I could eat a horse.4. They couldnt have gone out because the light is still on.must1. guessing1. He must go crazy.may1. request or permission2. possibility1. May I come in? Yes, please.2. The guest may arrive this afternoon.might1. possibility1. You might get some help from her if she were here.will1. request1. Will you tell here that I am here?would 1. request1. Would you help us, please?shall1. promise1. Dont worry. You shall get the book.should1. advice1. You should keep your promise.Appendix 4 1. _ I go out to play, mum? No, you_. You should do your homework first.A. Might; wouldnt B. May; had better not C. Must; mustnt D. Need; mustnt2. The room is in a terrible mess; it _ cleaned. A. cant have been B. couldnt be C. may have been D. would be3. Jane has just come back from China and she looks happy.She _ her trip very much.A. must enjoy B. must have enjoyedC. may enjoy D should have enjoyed4. When can I come for the photos? I need them tomorrow afternoon.They _ be ready by 12:00. A. can B. should C. might D. needModule 3 Unit1 Festivals around the worldPeriod 4 Listening & Speakimg华罗庚中学 江小娅 The analysis of the students Students in our school aged from fifteen to seventeen with different levels. They have the basic ability of listening and speaking. However, some of them come from the countryside and most of the students are poor in listening and speaking, especially spoken English. They seem to like the teacher-centered classroom and less active in the English class. This period places emphasis on developing students listening and speaking ability. We should try our best to encourage students to say something. Dont always correct the mistakes they have made while they are speaking. Otherwise, they would feel reluctant and not say anything more.Teaching material analysis:The position and function of the teaching materialThis is the fourth teaching period of this unit. We will mainly deal with listening and speaking in this period. At the beginning, students listen to a conversation among young people. This listening activity is not only to offer students knowledge about how to celebrate Carnival in Trinidad but to encourage students to listen and then use what they have heard to help them answer questions. It is an important exercise because it links skills together and uses them to produce a useful phone call. The speaking exercise is intended to give students the opportunity to practice a phone conversation using the functional items.Combined with the analysis above and English Curriculum Criteria, the Teaching Aims of this lesson would be set as the following three types: Teaching goals:1. Target language: 1. Get students to learn some useful new words and expressions in the listening passage.2. Let students learn the expressions to make phone calls, give invitations and show thanks.2. Ability goals:1. Enable students to catch and understand the listening materials.2. Develop students ability to get special information and take notes while listening.3. Get students to learn and use the expressions of making phone calls, invitations and thanks.3. Emotion & attitude goals:1. Enable students to know more about festivals and love their life.2. Develop students sense of group cooperation and teamwork.Teaching difficult and important points1. Get students to listen to and understand listening materials with various English accents.2. Let students learn how to make phone calls and invitations and express thanks.3. Develop students listening and speaking abilities.Teaching & learning strategies:1. Audio-visual teaching method2. Task-based approach3. Independent Learning4. Co-operative learningIn the whole process of teaching, teacher is only a guide, leading students to listen and speak, and arouse their interests. Students would listen by themselves and cooperate with their classmates, teachers would offer some help if necessary. Teaching aidsPPT, Multi-media computer, Blackboard and so on. Teaching proceduresThe time table of step sections:Revision (2minutes)Warming up (3minutes)Listening (15minutes)Speaking (15minutes)Question time (3minutes)Summary and Homework Assignment (2minutes) Step1 Revision Check the modal exercises on workbook.Purposes: Review what we have learned in the last period.Step 2 Warming upAsk students to look at the pictures of the Trinidad Carnival and discuss in pairs what kind of activities the Carnival might have.Purpose: To review what they learned in the last lesson and activate students to practise their oral-English. And also arouse students interests, preparing for the listening.Step 3 listeningTask 1 First listeningGet students to listen to the whole passage and try to find “what are they talking about?”. Purpose: This step is to train the students listening skill to get a general grasp of the conversation.Task 2 Second listening: Part 1 Lead students to go through the two questions and ask them to make some notes while listening.1. What is the advice that Carla gives Li Mei? 2. What do they find when they arrive at the park?Finish T/F questions.Task 3 Third listening: Part 2Get students to listen to Part Two of the listening tape, then ask them to make notes of the following questions. 3. Why is it important for them to have water? 4. Why cant they hear each other? 5. Why do they plan to meet at the parking lot?Finish the multiple-choices.Purpose: These two steps are to help students focus on the important points while listening and form the habit of making notes.Task 4 Fourth listening 1) Get the students to listen to the two parts again and finish their answers.2) Discuss with partners and check the answers.Task 5 Retell the material Give students the text of the listening passage and ask them to fill in the blanks.Purpose: To get students to have a better understanding of the li