精美高中英语说课What’s-so-funny

Lesson1What’ssofunny?(period1)Module6Unit17TotaldesignPartOneAnalysisoftheTeachingMaterialPartTwoAnalysisoftheTeachingMethodsPartFourAnalysisoftheTeachingProcedures(IncludingPurposeofMyDesign)PartThreeAnalysisofStudentsandtheLearningMethodsPartOneAnalysisoftheTeachingMaterialI.StatusandFunctionThislessonisthefirstperiodoflesson1What’ssofunny?It’sinunit17ofmodule6.Inthisunit,studentswilllearntoappreciateEnglishhumor.Thetextconsistsofthreefunnystorieswhichcontainssomenewwordsandexpressions.Soifthestudentscanlearnitwell,itwillbehelpfultomakethemlearntherestoftheunitandgainabettersenseofhumor.PartOneAnalysisoftheTeachingMaterialII.TeachingAims1.KnowledgeAims2.AbilityAims3.MoralAimsi.Learnthefollowingwords:withdraw,mature,overlook,clarify,delay,identificationii.Letstudentsreadandunderstandthefunnystories.i.Predictingability:Topredictthemainideaofthepassagebyscanningtitlesorpictures.ii.Guessingability:Toguessthekeywordsincontext.iii.Summarizingability:Letstudentssummarizetheknowledgeormoodawarenessthattheyhavelearnedinthisperiod.i.Helpstudentsgetabettersenseofhumor.ii.CultivateSs’activeattitudetowardslifeandstudy.PartOneAnalysisoftheTeachingMaterialIII、TeachingImportantandDifficultPoints1.Importantpointsi.Letstudentslearnandmasterthenewwordsandsomesentencepatternsii.Enablestudentstounderstandthefunnystoriesbetter.2.Difficultpointsi.Howtoenablestudentstomasterthekeywords.ii.Howtohelpstudentsunderstandthefunnystoriesandfindoutthedeepmeaningbeneaththem.iii.Howtodevelopstudents’senseofhumor.IV.TeachingAids1.Multi-mediacomputer2.MP4player3.BlackboardPartTwo.AnalysisoftheTeachingMethodsThenewcoursestandardpointsout,teachersshoulddesigntheteachingactivityregardingstudentsasthecentre,paycloseattentiontotheirmoodlifeandpersonalitybuilding.(关注学生的情绪生活和人格养成.)Italsopointsout:InEnglishclass,weteachersadvocatestudents’positiveparticipation.i.Observationteachingmethodii.Task-basedteachingmethodiii.Individualandgroup-workteachingmethodiv.FreediscussionteachingmethodPartThreeAnalysisofStudentsandtheLearningMethodsTheLearningMethodsi.Predictinglearningmethodii.Guessingthewordincontextiii.Individual&group-worklearningmethodiv.SummarylearningmethodTheanalysisofstudentsMoststudentscomefromcountryside.TheirEnglishisverypoorespeciallyspokenEnglish.Somestudentsarenotactiveintheclass.PartFour.AnalysisoftheTeachingProceduresStep1Warm-up&leadinStep2Pre-readingStep3Fast-readingStep4Intensive-readingStep5Post-readingStep6ListeningStep7DiscussionStep8HomeworkLesson1What’ssoFunnyDoyouknowthem?Whataretheyfamousfor?Step1Warm-up&lead-inPurposeofmydesign:1.Arousethestudents’interestofstudy2.Leadinthislesson3.Prepareforstep2Step2Pre-readingCheckyourspellingFamilyharmonyMemorylossReadthethreetitlesandlookatthethreepicturesonyourbooks,trytopredictwhateachstoryisabout.Purposeofmydesign:UsepredictinglearningmethodtodevelopSs’languageawarenessReadthetextquicklyandmatchthetitles,thepictures(1-3)andthestories(A-C).A/3/CheckyourspellingB/1/FamilyharmonyC/2/memorylossStep3FastreadingPurposeofmydesign:1.Letthestudentsgetthegeneralideaofthetext2.Preparefornextstep.Readthethreestoriesandthenanswerthefollowingquestions:1.Whydoesthewomanwriteachequeforfiftydollars?2.Whydoesthegirldecidetochangeherresponsewhenherfatherasksherthesecondquestion?3.Whatdoesthemanmeanwhenhesays“DoyouknowwhoIam?”Step4IntensivereadingPurposeofmydesign:1.Letthestudentsgetmoredetailedinformation,whichwillhelpthemunderstandthefunnystoriesdeeply.2.GuessthenewwordsincontexttotrainSs’learningabilityandpreparefornextstepGuessthewordincontext:1.Iwantedtowithdraw$40fromourbankaccount,butI’msoforgetful…A.takeoutB.askforC.bringin2.Hefelthisdaughterwasmatureenoughandhedidn’twanttooverlookheropinion.A.oldB.braveC.patient3.Hefelthisdaughterwasmatureenoughandhedidn’twanttooverlookheropinion.A.checkB.graspC.ignore4.Hewonderedherresponse,andjusttoclarify,heaskedheranotherquestion.A.makeitinterestingB.makeitclearC.makeitcomplex5.HeavysnowlastwintercausedlongdelaysatHeathrowairport.A.thepassagehadtowaitforalongtime.B.thesnowblockedthelongwaytotheairport.C.Thepassengersstartedalongtrip.6.Ifanyonecanhelphimfindhisidentificationpleasecometothegate.A.hisbaggageB.whoheisC.histicketStep5PostreadingPurposeofmydesign:1.Guessthewordsincontexttoenlargetheirvocabulary2.Makethemunderstandthepassagebetter3.Preparethemfornextstep.Listentothetapeandfillintheblanks.A.Thewomanwentthebanktocashthechequeand$40,butshewassothatshecouldn’trememberhowtospell40andshewroteachqeuefor50dollarsinstead.B.TheWangfamilywasplanningto.Hefelthisdaughterwas.Mr.Wangdidn’twanttoher,soheaskedherdaughter’sopiniononwhichplacetogo.Butsheanswereddifferentlywhenshewasaskedtwice.C.HeavysnowcausedlongatHeathrowairport.Anangrymantothefrontandaskedforafirst-classseat.Whenhewasrefused,heyelledifsheknewwhoheis.Thecounteragentspokeloudlyifanyonecanhelphimfindhis.Step6ListeningPurposeofmydesign:Poorlisteningabilityisthedisadvantageofmoststudents.SoIdesignlisteningexerciseafterreadingtwiceandlearningthenewwords.Thiswillmakethelisteningexerciseseasierandmore