unit_2_healthy_eating_说课稿初稿w

吉林一中吉林IⅡⅢⅣⅤⅥⅦⅧⅨAnalysisofthestudentsAnalysisoftheteachingmaterialTeachingobjectivesTeachingKeyPointsandDifficultiesTeachingandlearningmethodsTeachingAidsTeachingproceduresBlackboarddesignPredictionandreflectionThecontentofinterpretationAnalysisofmaterialsteachingThislessonwillfocusongrammar.Thetopicisfromunit2healthyeatingbook3,theSeniorEnglishtextbookpublishedbyPEP(PeopleEducationPress).ThePEPeditionhastotally11textbooks.Byhavingthisgrammarclass,studentsshouldnotonlystrengthensomeusefulwords,mastermodalverbswhichwerelearntlastclassbutalsocultivateasenseofhealthyeatinghabits.TeachingMaterial123dividedunittwointonineperiods,focusonthesixthperiodRevisionofmodalverbsandtheuseofoughttocultivateasenseofhealthyeatinghabitsDividedunittwointonineperiodsPeriod1WarmingupandspeakingPeriod2-4ReadingcomprehensionPeriod5VocabularystudyPeriod6GrammarPeriod7ListeningandspeakingPeriod8SpeakingandwritingPeriod9SummaryandSelf-assessmentAnalysisofthestudentsThestudentsarefromthe3rdoneforhighschoolstudentsatgradetwo.SincehighschoolstudentshavelearntEnglishforseveralyears,theyhaveacertainfoundationofEnglishandtheirgrammarcapacityhasbeendevelped,buttheystillhavedifficultyinusingmodalverbsclearly.Analysisofthestudents123the3rdoneforhighschoolstudentsatgradetwohaveEnglishbasicslearningstrategiesandskills,haveacertainfoundationofEnglishTheirgrammarcapacityhasbeendeveloped,butneedtolearnmore.TeachingobjectivesKnowledgeobjectives:(1)Studentsshouldbeabletostrengthenwhathavebeenlearntlastclass,especiallyknowtheuseofthemodalverbsandoughttoAbilityobjectives:(1)Toimprovestudents’capacityofwriting,especiallytheirgrammarability.(2)Todevelopstudents’pairworkabilityandtraintheirskillsofgivingotherssuggestions.Emotionobjectives:(1)Tomotivatestudentstostudygrammarbystudyingthisunit.(2)Toletstudentdevelopasenseofhealthyeatinghabitsbyreadingthisunit.TeachingKeyPointsandDifficultiesTeachingimportantpoints1.Wordsorphrasesrelatedtofood,fruitandvegetables2.Usefulexpressionsofpersonalattitudeaboutlikesordislikesoragreementoradvice3.Howtounderstandtheeffectofeatingonhealth4.Modalverb“oughtto”Teachingdifficultpoints:Thisunitletstudentsrevisethemodalverbsandknowtheuseofoughtto,itwillbedifficultforstudentstoacceptandapplythemeasilyTeachingmethods(1)Aprocessapproachtowriting:theproduct-orientedmethodofteachingwritingpaysgreatattentiontothefinalproductbutignorestheprocessandit’sfruitless.Ateachershouldguildstudentsthroughtheprocessofwriting(2)Acommunicativeapproachtowriting:tomotivatestudents,itisnecessarytoengagetheminsomeactofcommunication.TeachingandlearningmethodsTeachingmethods1.CommunicativeApproach2.WholeLanguageTeaching3.Task-basedLanguageTeaching4.CAI(电脑辅助教学)Learningmethods1.autonomouslearning2.groupwork3.classwork4.individualworkTeachingAidssomeblackboardmulti-mediaTeachingproceduresStep1Reviewandlead-in(5mins)(1)Letoneortwostudentsreviewwhatwehavelearntlastclassandteachermakesasupplement.(2)Givestudentsatopicinpart3,p16:“Ifyouweretheownerofarestaurant,howwouldyouwriteapassagetoadvertiseyourrestaurantormakeitattractingtoguests?”(justleavestudentsthinking)Step2Thesisstatements(15mins)(1)Teacherdistributessheet1(itisattachedtotheback)aroundtheclassandintroduceswhatathesisstatementis.(2)Leadstudentstoanalyzethetwoexamplesofthesisstatementsonsheet1,andtakethetopicwhichhasbeenstatedinstep1forexample,letstudentswritetheiropinionsandthesesonthistopic.(3)Lettwostudentspresenttheirthesesandteacheranalyzesthesestatementsonblackboard.Step3“Spiderweb”(20mins)(1)Teacherintroduceswhata“spiderweb”is(2)Letstudentsmakeabrainstormorspiderwebonthetopicwhichhasbeenmentionedinstep1and2,andwritedowntheirbrainstorms.(3)Pairwork:letstudentssharetheirspiderwebwiththeirpartnersandgiveeachothersuggestions,usingexpressionsinpart2,p15;teachermovesaroundtheclassandoffershelp.(4)Lettwostudentsdrawtheirspiderwebsonblackboardandteacheranalyzesthem.Step4Sum-upandhomework(5mins)(1)Letoneortwostudentssumupwhatwehavelearntthisclassandteachermakeasupplement.(2)Homework:writeapassagerequiredinpart3,p16accordingtoyour“spiderweb”andhanditinwithyourspiderwebnexttime.BlackboarddesignUnit4MakingtheNewsaccuseassignmentUnit4MakingtheNewsWhatdoesthereadingpassagemainlytalkabout?PredictionandreflectionTheprocessandcommunicativeapproachesaregoodforteacherstohelpstudentsgraspconcreteandpracticableskillsofwriting.Butthedesignofcommunicativewritingtaskisnotenough;Iwillsetmorecommunicativeactivitiesinthefuturetomotivatestudents.Thankyou!