北师大版高中英语模块一-Unit1-Lesson1-教学设计

教学设计Unit1Lesson1：APerfectDayTheFirstPeriod一、学情分析 学生刚刚从初中毕业进入高中阶段学习，学习英语的兴趣大，课堂较为积极、活跃，课堂气氛较好。经过三年的初中学习，已具备一定的阅读能力。因此，在设计这堂课时，要着重从激发学生的兴趣出发，循序渐进引导学生理解课文，掌握一定的阅读技巧，然后让学生就所学话题进行讨论，让他们从讨论中有所启迪。二、教材分析 本课是语篇是两则关于不同生活方式的阅读文章。学生将在在本课学习有关不同生活方式的表达方式，理解文章大意，使用略读、细读等阅读策略。学生要将阅读信息内化，转换成自己的语言。并通过对文章中两人的不同生活方式的讨论，学会合理、有效地安排自己的生活和学习。三、教学目标（一）知识目标：Tolearnsomewordsandphrases.（二）能力目标：TodiscussfavoriteTVprogramsanddailyactivities. Toreadtwotextsforspecificinformation. Towriteashortarticle,usingwhatthestudentslearntinthisperiod.（三）道德目标：Tohelpthestudentsdiscusswhatahealthyandactivelifestyleisandforma goodhabit.四、教学重点与难点1.Teachthepassagesasawhole:maketheSsunderstandandgraspthegeneralideaofeachpassageasawhole.2.Thinkingofthehealthylifestylesinourdailylifeandhowtoimproveourlifestyles.五、教学方法1.CommunicativeMethod2.SkimmingandScanning3.“Task-based”TeachingMethod六、教学工具1.Multi-media2.Blackboard七、教学过程Pre-reading Step1.Teacherpresentsseveralpicturestomakethestudentsgetfamiliarwiththekeywordsinexercise1,page8. Askthestudentsthequestion:DoyoueverwatchtoomuchTV?HowmuchtimedoyouspendwatchingTVeveryday?WhatareyourfavoritekindsofTVprogram?Why? Step2．AsktheSstolookatthetwopictureson9.andpredictwhatwillbetalkedaboutinthearticlebasedonthepictures.设计意图：1、引出课题.激发学生兴趣,自然而然进入新的教学之中。2、在语境中呈现单词，帮助学生理解、记忆生词，为阅读做好准备。这两部分都有生生互动和师生互动。While-readingStep3.Playthetapeofthefirstpartofthetextforthestudentstolistentoandchecktheirpredictions.Thentrytofinishthefollowingtasks.Task1:UnderlinetheTVprogramsthatBrianusuallywatches.Task2:(Pairwork)Askandanswerquestionsaboutthepassage“ACouchPotato”. 1)IsBrianalazyperson?Canyoufindtwoexamplesofhislazybehavior? 2)DoesBriandoenoughexercise? 3)WhycanBrianlivesucharelaxinglife?Task3:Guessthemeaningofthetitle“ACouchPotato”TeacherchecksSs’answersandhelpsthemunderstandthemeaningofthetitle.设计意图：1、这一部分培养学生的快速理解关键词语和预测的能力，帮助学生理解课文。2、通过听课文进行有声输入，整体感知,培养学生语感。Step4.Playthetapeofthesecondpartofthetextforthestudentstolistentoandtrytofinishthefollowingtasks.Task1:UnderlinethekindsofworkBobdoeseveryday.Task2:(Pairwork)TalkaboutthelifestyleofMrBlack.·HowdoesBobspendhismorningandevening?·WhydoesBob’sfamilycomplain?·WhydoesBobworksohard?Task3:Guessthemeaningofthetitle“AWorkaholic”TeacherchecksSs’answersandhelpsthemunderstandthemeaningofthetitle.设计意图：1、帮助学生提取和整理课文细节信息，找出相关信息的能力。2、学生说出课文信息，将信息和语言知识内化。3、培养学生概括文章、整体理解课文的能力。Post-readingStep5(Groupwork)Sscomparethelifestyleofthetwopersons,findouttheadvantagesanddisadvantagesforeachofthem.Saywhichoneyoupreferandgiveyourreasons.Ifyouwouldpreferneither,alsogiveyourreasons.Step6TeacherencouragesSstohaveadiscussionaboutthefollowingtwoquestions:AreBrianandBob’slifestyleshealthy?Lesson1APerfectDay？说课人万志冬understandingofthisteachingmaterialThisisareadingpassage.ItplaysaveryimportantroleintheEnglishteachingofthisunit.Studentscanimprovetheirreadingability.Theyaregoingtodosomelisteningandspeaking."APerfectDay"introducestwokindsofwidelydifferentlifestyle.Throughthislesson,theStudentslearnsomelanguageexpressionsofhabits.Andtheycannurturanceagoodhabit.teachingmethodsCommunicationmethodI'llsetupasituation,inthisway,theSscansayinpairsoringroups,theycansayfreelyandneedn'tworryingaboutmakingmistakes.Task-basedmethodThatistosayI'lllettheStudentsfinishataskbymakingashortdialogueandactingitout.TohelptheSsgetabetterunderstandingofthekeystructure.Theyalsoarerequiredtofinishtheexercisesinthebook..somethingabouttheSs1.Theyhavealreadylearnsomegrammarandsentencesstructure.2.TheyareindifferentEnglishlevels.3.Mostofthemdon'toftenuseEnglishtoexpressthemselvesandcommunicatewithothers.4.Someofthemarenotactiveintheclassbecausetheyareafraidofmakingmistakes.Teachingaimsofthislesson:AimsoftheknowledgeStudentswillbeabletounderstandthemainideaofthetext,thegrammarofthepresentsimpleandpresentcontinuous,someimportantphrasesandsentences.AimsoftheabilitiesStudentswillbeabletolearnsomewaysandskillsofreading.AnddescribeakindoflifestyleAimsoftheemotionsStudentswillbeabletojudgethelifestyleandbuildahealthylifestyleKeypointsThenewwordsandthenewphrases.Suchasseries,remote,switchon\off\overandsoondifficultpoints1.Graspthereadingskills.2.Masterhowtousethenewwords.TeachingaidsBlackboardandcomputerTeachingproceduresActivitiesPurposesPre-reading(5minutes)Step1ExplainlearningobjectivesMakethestudentsclearabouttheclass.Step2Askstudentssomequestionstobringouttheadjectivestodescribepeople'slifestylesandwordsaboutTVprogrammer.Thestudentswillbeabletousetheadjectivestotalkaboutlifestyles.Step3Advisethestudentstowritedowntheadjectivesandnounsonthepaper.Thestudentscanbehelpedtopreparevocabularyforthelifestyles'writing.While-reading(about30minutes)Step4Readthetextsfastanddoexercise3.Scanningisanimportanttechniqueweoftenusewhilesearchingforsomespecificinformationamongthenumerousmaterials.Soweteachersshouldhelpthestudentstomasterthisskill.Step5Readthetextscarefullyandfillinatablewithspecificinformation.*Individualwork*Checkwithpartners●Checkwiththewholeclass1.Toscanthetextsforcertaininformation.2.Tosortuptheinformationandunderstandthetextbetter.Step6Dealwithnewwordsandexpressions.*Individualwork.*Checkwiththewholeclass.1.Tofindthenewwordsaccordingtothecontextsgivenandguessthemeaningsofthem.2.TotrytoexplainthewordsineasyEnglishtoformthehabitofthinkinginEnglish.Step7Listentothetape.Thestudentscanchooseeithertoreadafterinalowvoiceorjustlisten.1.Tocheckthepronunciationandintonation.2.Toallowtheacquiredinformationtosinkin.Voiceyouropinion(5minutes)Step8Offersomequestionsforargument●Whichlifestyledoyouprefer?●Whichoneishealthier?●WhatcanBoborBriandotoimprovetheirlifestyles?Toofferachanceforthestudentstoexpresstheiropinionsbasedonwhattheyhavelearned.Consolidation(5minutes)Step9translati