英语unit4-earthquake公开课教案

1、精选文档精选文档可编辑可编辑精选文档精选文档可编辑可编辑2015年金昌市优质课竞赛活动教 案A Teaching PlanSubject: EnglishTitle:Book 1 Unit 4EarthquakesReadingClass:Class 12, Senior 1Teacher: He YujuanSchool:Jinchang No. 1 Middle School二0一四年十月十三日A Teaching PlanTitle: Book1 Unit 4 Earthquakes - ReadingTarget students:Class 12, Senior 1Teacher:

2、Wang YaqinAnalysis of the teaching materialsThis period we will deal with Reading in Book 1 Unit 4 Earthquakes. The topic of the unit is eathquake, which involves signs before the earthquake、during the earthquake and after the earthquake. Our language knowledge and skills are designed on the basis o

3、f the topicearthquake, the purpose of which is mainly to improve students abilities of reading.Intentions of our designsThe new curriculum standards are the base and guide to teaching, which require us , on the basis of textbooks and extra teaching resources, to effectively combine teachers conducti

4、ng and explaining with students independent research and cooperative learning, solve “ double bases ” (language knowledge and abilities), develop students skills (obtain information, discover, analyze and solve problems) and fulfill moral education, thus achieving the aim of efficient learning- enjo

5、ying learning, being good at learning and being able to use it. As far as I m concerned, teachers and students will research effectively, combine resources and achieve 3D aims. Based on the analysis of the key points and the contents of the teaching materials, the general clue of of our design is fo

6、cused on three questions, what happened before theearthquake? 、 what happened duringearthquake ? what happened after the earthquake ? Therefore, we will conduct a series of classroom activitiessuch as pair work, group work,question and answer ， of which how to motivate students to participate active

7、ly and learn to cooperate in team work is very important. Anyway, the principle of student-centred and practice-going-first will be reasonably carried out when my design is properly performed, which is originally the basic standards the new curriculum and the new textbooks.Teaching aims-3D GoalsKnow

8、ledge aims:Enable the students to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.Enable the students to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.Ability aims :To train and improve st

9、udents ability to learn words and phrases by brainstorming.To improve students ability to express their own ideas by asking and answering questions.Emotional aims:To make the students understand the job of journalists better.To develop their interest in interviewing and in their own studies.Key and

10、important points :Help students to know the jobs of journalists and the qualities they need.How to help students to learn to conduct an interview in English.Teaching methods:Task-based approach &. Communicative teaching methodTeaching Procedures:Design for Teaching ProcessStepsActivitiesPurpose精选文档精

11、选文档可编辑可编辑精选文档精选文档可编辑可编辑I.Leading-in:Play a short video about news in English and show the title of the topic of Unit 4.II.Warming upTask 1: What kinds of jobs do people do in making a newspaper?Answer:journalist,editor,photograph er, chiefeditor,designer,printerTask 2: What are their duties?Question

12、s:.Who interviews people and ？.Who decides on the content .?To watch, listen and think : What is it about? .Group work to have a discussion and try to answer the question by filling in the chart on p.25.Teacher ask questions and ss try to answer , they can help each other and even can work in groups

13、 if necessaryPair work to have anTo start the lesson, to arouse ss interest, andmakessconcentrateontodays class.To make it clear to ss the different roles of jobs in making a newspaper.Enable ss to know about the specific dutiesofjournalist,editor, photogragher,etcandthebasicprocessof making anewspa

14、per.Who takes photos ？.Who designs eachof？.Who prints ？III. Pre-readingTask 1:Do an interviewTask 2:PresentationTask 3:DiscussionTask 4:Question:What do you thinkinterview you haveinterview. One isthe1.To getmoresectionjournalist, the otherfamiliarwithaplays the role of ajournalists job. 2.Tofamous

15、star theyarecreate a real world toboth familiar municateinAsk one or more pairs to show their interview.English ingroups.smallTogivemorechances forss toGroup work to talk about the qualities of a good journalist and decide which ones are the most importantimpovetheirspeakingabilitiesand to make ss t

16、ake more active roles in classroom activities.qualities.To make it clear to ssof theIndividual work : Ask 1-3 ss to describe their feelings.what makes a good journalist and how to be a good journalistdoneTo help ss know it isjust now? You feelings?Interesting? Unforgettable?IV.SummaryV.HomeworkA bri

17、ef summaryofwhat we have learned .1.Skim the readingonP26 after classtounderstand the title better.2.Design a newspaper for your class in groups of four.not easy to be a good journalist and it is not easy to do anything well.To have a quick revisionof whatwe ve learned.Tomakepreparations for next pe

18、riod, and to put what has been learnt into practice.Blackboard design:Unit 4 Making the Newskinds of jobsdutiesqualities教学设计总结：学情分析及前期预测：现在的学生，英语水平总体差距较大，其水平分布呈以下特点：分化情况较明显，学生之间的水平差距较大；学生虽然对英语感兴趣，但学习主动性还有待加强；部分学生对教师的依懒性较强，未能主动通过多种渠道获取信息。因此，在本堂课教学过程中，拟着重训练学生通过多种渠道获取信息、分析信息以及提取信息的能力。在本节课的学习中，学生可能会遇到缺乏经历真正地震的背景知识而对文章深层次的理解产生一定的困难。在学习过程中，学生有可能会采取主动学习、合作学习、探究学习等策略，独立思考问题、快速阅读课文，同学之间互相，讨论等方式进行有效学习。教学策略与