牛津高中英语模块三Unit 3 Back to the past 英文说课稿.doc

Unit 3 Back to the past (Welcome to the unit)Hello, ladies and gentlemen. Im XXX from XXX. Its my great pleasure to be here sharing my lesson with you.The lecture I choose to illustrate is taken from Advance with English students Book 3, Unit 2, Back to the past, Welcome to the unit part. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching material() Status and FunctionThis unit introduces and develops the theme of lost civilizations. In welcome to the unit, students will be presented with four pictures of different magnificent structures in ancient civilizations .() Teaching aims and demands Based on the analysis of the teaching material, I have chosen the following as the teaching aims.1. Knowledge objects:1) Get students to conduct a free discussion about ancient civilizations.2) Encourage the students to share their ideas with each other.2. Ability objects:1) Arose their interest in learning this unit through activities.2) To train the Ss ability of working in pairs3) Encourage students to practice speaking english more3. Moral objects: Let students know something about different magnificent structures in ancient civilizations.() Teaching important and difficult points1) Students are expected to describe what they have known about the ancient civilizations.2) Encourage the students to communicate with classmates.() Teaching aids: multi-media computerPart 2 : The teaching methodsIn my opinion,the main instructional aims of learning English in the Middle School is to develop the students abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson Ill mainly use the following methods:1. Discuss in pairs or in groups2. Communicative teaching method3. Audio-visual teaching method4. “ Task- based” teaching methodStep 1: Lead-in In order to attract the students attention, Ill activate students imagination by asking the following questions:1）How much do you know about the ancient civilization?2）What are the four ancient civilized nations?3）What are the seven wonders of the world? The purpose of my design is to attract the students attention and let them get themain idea about this lesson.Step2 Talking about the picturesShow them four pictures on the screen and tell them some information about these pictures. Then, Ill let them to discuss the following questions with their partner.1. Who is Zeus?2. What does the name Zeus mean?3. Where was the Statue of Zeus once located? etc.Step 3: Discussion In this step, Ill ask students to look at the four pictures and answer the question below the pictures on page 41 and discuss them in groups of four.Purpose of my design: This step is used here to develop the Ss ability of communication and also their ability of co-operation will be well trained. I think proper competition can arouse the Ss interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. By this step, it achieved the teaching aim of understanding of this lesson.Step 5: HomeworkThe last step is to assign homework1. Go over what they learnt 2. Preview the reading part3. Find more information about Lost civilizationsPart 4. Blackboard DesignUnit 3 Back to the past (Reading)Hello, ladies and gentlemen. Im XXX from XXX. Its my great pleasure to be here sharing my lesson with you.The lecture I choose to illustrate is taken from Advance with English students Book 3, Unit 2, Back to the past, Reading section. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching material() Status and FunctionThis unit introduces and develops the theme of lost civilizations. The Reading text consists of several excerpts from the travel diary of a Canadian student, who gives us a vivid description of the two lost civilizations she visited, Pompeii and Loulan, which is called the Pompeii of China. This section not only provides a reading strategy that is how to read diary entries, but also teaches the students the two of the basis reading skills: skimming and scanning, which are important to improve the students reading ability.( Skimming- to get the general idea of a passage by looking at the titles and headings, the first and last sentences of paragraphs, and so on. Scanning- to find certain information in a text quickly by looking for key words and phrases, dates, numbers, and so on.). So the integrated skills will be practised and reinforced. () Teaching aims and demands Based on the analysis of the teaching material, I have chosen the following as the teaching aims.1. Knowledge objects:1). To help students learn something about lost civilizations2). To learn important words and phrases in the reading2. Ability objects:1) Arose their interest in learning this unit through activities.2) To train the Ss ability of working in pairs3) To help the students develop the ability of reading diary entries.3. Moral objects: Let students know something about lost civilizations.() Teaching important and difficult points1. Learn about lost civilizations2. Let students learn how to read diary entries3. How to get the main idea of the text quickly and correctly.4. Let students get new words and important phrases.() Teaching aids: multi-media computer and tape recorder.Part 2 : The teaching methodsIn my opinion,the main instructional aims of learning English in the Middle School is to develop the students abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson Ill mainly use the following methods:1. Discuss in pairs or in groups2. Communicative teaching method3. “ Task- based” teaching method4. Audio-visual teaching methodPart 3. Teaching proceduresI have designed the following steps to train their ability of reading.Step 1: Lead-in Review some informations that students have learnt in welcome to the unit part.Then, lead them into the reading part. In preparation for the class, Ill activate students imagination by asking some questions.So Ill say “In the past thousands of years,people have built many magnificent structures around the world. China has a long history. Can you name some buildings that could represent ancient China civilization in China?” And show them some pictures about Chinas civilizations.The purpose of my design is to attract the students attention and let them get themain idea about this lesson.Step 2: Fast reading After the step of Lead-in, Its time for me to get the students to skim the text. And I would tell the students to skim is to read quickly and note only key points, as for scanning is to read intensively to get the detail information. The aim is to have the students get the general ideal of this passage. And to improve the students abilities in making conlusion. The students are required to answer four questions in part A on page 42 after reading it.This time Ill help students to understand the reading strategy, that is to say ,help them to understand how to read diary entries on page 43. Ill tell them when they are reading diary entries recording someones travels, they should look for dates and place names in the text an so on. Then let students finish Part C1 on Page 44.Let the students work in pairs, one student reads the question and the other answers it. If it is false, let him or her correct it.The students can grasp the reading skills easily.Step 3: Detailed readingThis step Ill ask the students to listen to the tape with their books open. After listening, let the students discuss in groups to find out how many parts the text can be divided into and get the main idea for each part and then fill in the blanks(use PPT). And let the students finish Part C2 on Page 44. The purpose of this step is to get the students know more about the text and understand reading strategy better. In the meanwhile, deal with some difficult and long sentences raised by the students. I would ask them to underline words and expressions and sentences which they feel useful. And they may ask for help if theres any points they are not quite sure about .Step 4: Reading a loudAfter the students fully understand the whole text, Ill ask some students to read the text one paragraph by one paragraph. Through reading, I can see sense of students English language.Step 5: Consolidation I ll ask students ro finsh the exercise, Part D1 and D2 on Page 44. The purpose of this step is to conslidate.Step 6: DiscussionIf time is enough, Ill ask students to have a discussion in Part F on Page 45. Purpose of my design: This step is used here to develop the Ss ability of communication and also their ability of co-operation will be well trained. I think proper competition can arouse the Ss interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. By this step, it achieved the teaching aim of understanding of this lesson.Step 7: Homework1. Go over what they learnt2. Finish the exercise on Page 111.3. Preview the word power part.Part 4. Blackboard Design Unit 3 Back to the past (Word power)Hello, ladies and gentlemen. Im XXX from XXX. Its my great pleasure to be here sharing my lesson with you.The lecture I choose to illustrate is taken from Advance with English students Book 3, Unit 2, Back to the past, Word power section. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching material() Status and FunctionThis unit introduces and develops the theme of lost civilizations. Word power focuses on pair nouns, group nouns and word related to archaeology with relevant exerceises to strengthen students ability to use the vocabulary. To enlarge their vocabulary, the text also gives them a chance to learn how to use pair nouns and group nouns. All the materials are related to their daily life. It can improve students interest and arouse the students motivation to grasp the words. So it plays a very important role.() Teaching aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1. Knowledge objects:1). Expand vocabulary related to archaeology and some other studies.2). Help the students grasp the use of some commonly used pair nouns and group nouns.2. Ability objects:Develop the students ability of using the target language in real situation.3. Moral objects: Expand the students knowledge archaeology.() Teaching important and difficult points1. The use of some commonly used pair nouns and group nouns.2. Learn some vocabularies related to archaeology3. Master the words in this part and use them freely. () Teaching aids: multi-media computerPart 2 : The teaching methodsIn my opinion,the main instructional aims of learning English in the Middle School is to develop the students abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson Ill mainly use the following methods:1. Discuss in pairs or in groups2. Communicative teaching method3. “ Task- based” teaching method4. Audio-visual teaching methodPart 3. Teaching proceduresStep 1: Lead-inGive students examples and explain what pairs nouns and group nouns. Let them look at the text on page 46, the conversation between Ann and Jane.Then, Help the students to get the idea about pair nouns and group nouns by looking at some pictures. Learn some new words like herd, bunch and so on e.g. a pair of sacks a flock of birds a herd of horsesPurpose: It is very important to stimulate the students interest and draw their attention at the very beginning of the lesson.Step 2 : Practice1. Label each picture, using an expression including a word in the box.Then summarize the use of pair nouns: the word pair is used for many things that are found in twos or have two parts. It is placed in front of the plural form of a noun.2. Label each picture, using an expression including a word in the box.Then summarize the use of group nouns: a group noun is used to refer to people or things as a group.We can also use the words family, crowd and team to refer to people who appear collectively.Step 3. Competition.After students practise the use of pair nouns and group nouns, Ill say “now lets have a competition and see how much you know about group nouns and pair nouns?” And let them divid into four groups to compete and see which groups know more group nouns and pair nouns. Purpose of my design: This step is used here to develop the Ss ability of communication and also their ability of co-operation will be well trained. I think proper competition can arouse the Ss interest in English learning. By this step, students can grasp more words or informations about English.Step 4. Words related to archseology1.Show a picture of a famous archaeologist and ask questions.Who is he ? What is he ? Where is he? What is he doing?2. Label each picture, using an expression and words and information about archaeology 3 . Let Students read Part A carefully, paying attention to the word in blue.4 . Ask Students to read and fill in the blanks of Part B.5. Let students have a group discussion 1) Which subject are you interested in? 2) What are you going to be when you grow uo6. Ask students to write out as many words as possibleStep 5: Homework1.Remember the pair nouns and group nouns.2. Preview the grammar.Part 4. Blackboard DesignUnit 3 Back to the past (Grammar and usage)Teaching Aims: Learn the grammar: Object complementEither or and neither nor Subject-verb agreementTeaching Points:How to use the object complement / either or / neither nor / subject-verb agreement in different situations. The key point is to help students guess the exact usage from the context.Teaching Methods:1. Inductive method2. Comparative method3. Communicative approachTeaching Aids:1. A multimedia2. A blackboardTeaching Procedures:Step 1 Object complement1). Situation one - Did you find anything special when you went to the classroom?- No, I didnt. - You found the door open, didnt you?- Oh, yes. But I found nobody in the classroom.2). PositionV. + Object + object complementeg: The inspector shot the drug-dealer dead.(= The drug-dealer was shot dead by the inspector.)3). Situation two- What do you think about her performance?- We consider that her performance is a big success. ( We consider her performance a big success. )- What do people think about dogs?- People believe that dogs are honest.( People believe dogs to be honest. )4). Usage An object complement , which gives information about the object, can be a noun, a noun phrase, an adjective, a to-infinitive, a bare infinitive, or a prepositional phrase.5). More examples with an object complement(1) We made him chairman of our Students Union.(2) I find the novel interesting and amusing.(3) Please keep the cat out.(4) I am often kept at home all day long on Sunday.6) More practice with an object complement Show the students two pictures and fill in the blanks. -What do you think about Harry Potter?-I find it _. (very interesting / an interesting book) -What happened to the man?-The man was kept _. (in prison / jail)7). Find out similar examples with an object complement from the reading passage.(1)Unfortunately, all the people were buried alive, and so was the city!(2)Sven found the remains of buildings buried under the sand, together with a lot of treasures.(3)We found the ruins most interesting.Step 2 either or / neither nor1). Situation one- I have got one ticket for Liu Xiangs 110m hurdle race to be held in Nanjing. Either you or your desk-mate can have it. - Is it on Saturday or on Sunday?- It is on next Monday.- Oh, what a pity. I am afraid neither I nor my desk-mate can enjoy it. 2). Situation two- Which language can I use to write the speech? ( English / Chinese )- You can write the speech either in English or in Chinese.3). Situation three- It is neither your fault nor mine. Its your friend Jacks fault.- Whose fault is it? ( yours / mine )4). Situation four -Which one can I take, Sir?-I am afraid, you can take _. (neither the gun nor the cigar)5). Situation five -Where can I stay on Saturday afternoon, Sir?-You can stay _ in the classroom _ in the dormitory. ( either or)Step 3 subject-verb agreementGrammar rulesRead the 6 points on Page 10, find out the usages of subject-verb agreement.Step 4 PracticePart A Fill in the blanks using the correct forms:l Exercise one: Fill in the blanks with the right form of the given verbs:l 1.The peoples republic of China _(be) founded in 1949. l 2.The food they offered on the plane _(be) delicious.l The verb should be singular if the subject is a phrase of measurement, money a title, a name or distance. l All of us _ _ ( attend) the lecture about Pompeii .l When the subject is all of/ some of /half of+noun/pronoun, the verb agrees with the noun and pronoun.l An expert with some assistants_ (be) sent to work in Gansu Provin