高一英语adventure in the himalayas课件

.The analysis of the teaching material,1.statue and function The main theme of unit7 is the sea, in this unit, students will be introduced the whole sea world and related matters, such as sea exploration, sea pollution and protection so as to form a scientific attitudes to the sea. The grammatical purpose is to acquire and consolidate different types of relative clauses. My topic is lesson4, Sea Stories, which provides all round practice about listening, speaking, reading, writingaround the topic, it is the expansion of the unit and give students space to use language.,2. Teaching aims,According to the new standard curriculum and the syllabus, after studying the teaching material and analyzing the rule of childrens growing of mind, I conclude the following teaching aims.a). Knowledge aims: students are able to grasp the content of the text. students are able to acquire and remember various sequencing words, such as ,one day, then, afterwards etc.,b). Ability aims: to read sections of a story and sequence then use prediction strategies and linking words. to develop the students ability of using wordbuilding techniques to form nouns, verbs, adjectives and adverbs.,c). Emotion aims : to make students form an objective attitude towards the sea.,3.Key points and difficult points in teaching,Students may be unfamiliar with activities in which they have to sequence text and have problems analyzing some sentence patterns. So it is important to encourage them to make prediction according to the context .,.The analysis of students,After two-year study, the students have certain knowledge background and have adapted themselves to English learning through various activities, in addition, they have acquired some independent and cooperative learning abilities. However, Senior high school students are not so active in class activities. Therefore, in order to encourage the students to act more actively, group and individual work will run through the whole lesson to promote the students participation in the class activities,. The analysis of teaching methods,Senior High English encourages the students in English learning through various activities, so the task-based approach is preferred. The task-based approach aims at providing opportunities for learners to use what they have learnt in authentic situations, while the teacher will act as organizer, monitor or even a partner.,.Teaching procedures,How to present the students the lesson is basically shown in the fourth part, Teaching procedures, I divide the whole process into five steps.,Step1.lead in,As the well known saying goes, interest is the best teacher. so it is necessary to apply the method of interest stimulating to have students involve themselves into the lesson actively. So I present them with some pictures and enable them to answer the questions just like the following: would you please name the following films? & what the stories are about?,1975,Names : Jaws TitanicThe first two pictures are from the film Jaws. The film is bout a big white shark that attacks swimmers who are spending their holidays in a small village. the last two pictures are from Titanic , which is the wonderful ship-Titanic. When it was sailing to America, it sank into the sea. Most of the people in the ship died.,Step2 Pre-reading,The lead in may well attract students interests to the sea stories ,then it is time for me to introduce the topic of this lesson, sea stories. To start with , Id like to develop the studentsability of prediction with the pictures beside the paragraphs and make up a word bank describing the pictures on their own .,Words Bank, for example, Nouns: sea ,whirlpool, barrel, brothers, Adjectives : violent, flat, clear, shining Verbs : escape, tie.to.,Step 3 Fast reading,Students are required to find out the main idea of the text as well as putting the three separate paragraphs into right order in a short time. task one: Have students read the three paragraphs ,pay close attention to the linking words, for example : one day, suddenly, all at once, some time after, soon afterwards, in the end.,Task two:,To decide a possible order for the paragraphs. To read them in that order to see if the story makes sense,Step4 Careful reading,Students are given 10 mins to read the text carefully, as listening to the tape, they can follow it to correct pronunciation and improve listening. and then add more words to the Words Bank Nouns: sea ,whirlpool, barrel, fisherman, terror Adjectives : violent, flat, clear, shining , enormous, clam ,terrible Verbs : escape, tie.to., terrify , save ,Step5.post - reading,After reading the test by skimming and scanning, I will apply varieties of exercises to check students efficiency and the degree to which they grasp the usage of linking words and wordbuilding skills. The exercise is followed by my explanation of language points and grammar.,1.Exercise True or False ,which may examine the degree to which students get the detailed information from the text and improve the comprehension ability.2. Exercise Fill in the blanks with the given linking words, which may lead students to pay attention to the sequencing words and use them properly.,The writer was an old man.2. In the whirlpool, only the writer survived. Both of his two brothers died.,F,Excise1 True or False,T,(1) _ in 1964, Robet Le Serrec was sailing near the coast of Pacific Islands of Oceania (2) _ he decided to stop near an island.,One day,when,Exerse2 fill in the blanks below with these words from the text,afterwards in the end one day suddenly then when,3. Exercise Complete the table with words from the story, which aims to draw students attention to the different forms of the same word, enrich their vocabulary , achieve a better understanding of the words and use them in the appropriate linguistic contexts.,terror,terrified/terrible,save,safe,attract,attractive,unattractive,attrac-tively,4.Language points: new words and expressions: e.g. make sense 有意义，说的通 what he said really made sense. useful grammar :(we have talked a lot about non defining relative clause durin