1、精選優(yōu)質(zhì)文檔-傾情為你奉上UNIT1 FRIENDSHIP 2UNIT2 ENGLISH AROUND THE WORLD 4UNIT3 TRAVEL JOURNAL 14UNIT4 EARTHQUAKE 18UNIT5 NELSON MANDELA-A MOADERN BOOK1UNIT 1 FRIENDSHIP READING ANNES BEST FRIEND Hello, Ladies and gentlemen! Today Im honored to stand here to

2、60;talk about some of my teaching ideas. My topic is Annes Best Friend from the reading part of Unit 1, Book 1. It is made up of the following parts. Part&

3、#160;1My understanding of this lesson（說(shuō)教材） The analysis of the teaching material ：This lesson is a reading passage. It plays a very important part in this unit. First of 

4、all, by studying this Lesson, students can improve their reading ability and learn more about friends and friendship. During the world war , Annes family was Jewish. 

5、;She had to stay indoors all day and night. So her diary was her best friend. Besides, We should get the students to understand some difficult and complex sente

6、nces  in order to comprehend the passage better. As well, the students should also do some listening, speaking, reading and writing. Last of all, students should rec

7、eive moral education: Anne longs for freedom and experiences nature.  1.  Teaching aims.（1 Knowledge aim: Understand the main idea of the text （2 Ability aim: Improve Ss reading

8、60;skills and reading abilities  （3 Emotional aim: Make Ss know friends are those who you can tell everything to, such as your deepest feedings and thoughts and you 

9、can make friends with whoever or whatever you like, whether it is an object or he is a human. 2. Teaching  important  points.   How to understand the text;

10、  Memorize the vocabulary and master some sentence structures.3. Teaching difficult points. Improve Ss abilities of reading comprehension. Master the usage of key words and expressions.

11、 Analyze the complex sentence structures. Understand how Anne felt after being in the hiding place. Part 2My teaching theories, methods, and teaching tools. （說(shuō)教法&學(xué)法）1 Teaching theories: 

12、Make the students understand the real masters (students-centered), while teachers act as a director; combine the language structures with the language functions.2 Teaching methods:   &#

13、160;Double activities teaching method: Question  and  answer activity teaching method. Watch  and  listen activity teaching method.Free discussion teaching method. Pair work or individu

14、al work teaching method.  3 Teaching tools: A  tape recorder; multimedia and the Bb(blackboard). Part 3Something about my Ss.（說(shuō)學(xué)生）1 They know something about friends and friendship through&#

15、160;books or their own experiences. 2They lack vocabulary and can not analyze the long and complex sentences. 3 Some of them are not active in class because they are afra

16、id of making mistakes. Part4My teaching steps.（說(shuō)教學(xué)程序） Step 1  Greetings Greet Ss as usual. Step 2   Revision Revise the warming- up part. ( show them on the screen) Step 3 

17、60; Leadin Brainstorm some questions to lead in the passage, such as “Do you have a friend?”,“Does a friend always have to be a person?”,“Do you want to know a 

18、foreign girls best friend?” Purpose: Arouse Ss interest in this lesson and lead in a new topic  Annes Best friend. Step 4  Fast reading Read the passage quickly and&

19、#160;find out the topic sentence of each paragraph.（答案見(jiàn)p3板書(shū)設(shè)計(jì)） Purpose: improve students reading ability and understand the content of each paragraph. Method: Read the text individually 

20、;and use questionandanswer activity. Step 5 Listening  (Book closed)       Listen to the tape and then do Exx. 1 on P3. Purpose: train Ss listening ability Method:&#

21、160;listenandanswer method Step 6  Intensive Reading Read the passage again and answer some detailed questions on the screen. 1 About how long had Anne and her family been in the&#

22、160;hiding place when she wrote this part of her diary? 2 How did Anne feel about nature before she hid away? 3 Why do you think her feelings changed towards nature? 4 Wh

23、y did Anne no longer just like looking at nature out of the window? Purpose: Further understand the text to find out more details of the passage. Step 7 Language poi

24、nts 1 Vocabulary (1) go through  (2) set down (3) a series of (4) on purpose (5) in order to (6)at dusk (7)entirely  (8)face to face 2 Important sentences (1)Ive grown so crazy about ev

25、erything to do with nature. (2)There was a time when  (3)I stayed awake on purpose until  (4)It was the first time  that Id seen the night  (5)Its no pleasure&#

26、160;looking through  Purpose:  1Master the required vocabulary and sentence structures. 2Use them freely. Step 8   Consolidation  1 Find out the topic sentences 2 Retell the text accord

27、ing to the topic sentences  Purpose: I want to know if my students understand the text. Step 9  Discussion Imagine you have to go into hiding like Anne and her&

28、#160;family, what would you miss most? Give your reasons. Purpose: Train Ss oral English ability. Step 10  Homework Write an article on Friends. Purpose:  1 Improve the Ss

29、0;writing ability. 2  Train the Ss ability of selfteaching and looking up information by themselves.  Part 5  Blackboard design（說(shuō)板書(shū)設(shè)計(jì)）Unit 1  Friendship Reading   Annes B

30、est Friend 1 Main idea of each paragraph:    Para. 1 Anne made her diary her best friend.   Para .2 Anne wrote her feelings in her diary.    Para .3&#

31、160;Anne missed nature. Para.4 Anne saw the night face to face Para.5 Anne wanted to experience nature outdoors. 2 Listening: Exx.1  P3 3 Discussion: Exx.3 P3 Purpose:  1 Make Ss f

32、amiliar with the passage 2Make the design inductive, instructive and artistic.UNIT2 ENGLISH AROUND THE WORLDUNIT3 TRAVEL JOURNAL READING Journey Down the MekongGood morning, ladies and gentlemen. I'm greatly honored to have the opportunity to share my

33、 teaching ideas with you. Today my topic is “Journey down the Mekong” taken from unit 3,book 1. My presentation consists of 4 parts, They are : Analysis of the teaching material, Teaching methods and learning methods, Teaching procedure and Blackboard design.Part 1. Analysis of the teaching material

34、.（說(shuō)教材）This part consists of 4 aspects1. Status and function of this passage This reading passage is the highlight of this unit. It mainly talks about Wang Kun and his sisters dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong R

35、iver. By studying of this unit, students will know how to make plan and preparation for a trip. So it not only contains the most important words and sentence structures of this unit but also embodies the theme of this whole unit.(Now lets come to the teaching aims, they are knowledge aims, ability a

36、ims and emotional aims. )2. Teaching aims. (1) Knowledge aims：to help Ss master the new words and useful expressions and learn to express future by present progressive tense (2) Ability aims: to develop Ss reading skills, such as skimming, scanning and the ability of reading between lines. to let Ss

37、 use what they have learned to describe a trip.(3)Emotional aims: to simulate Ss love for nature and environment. to cultivate Ss international consciousness.(Thats all for the teaching aims, now lets come to the teaching important and difficult points.)3. The important and difficult points:The impo

38、rtant point is to help Ss to master new words and expression. The difficult point is to help Ss to develop different reading skills and reading strategies.4. Analysis of the students（說(shuō)學(xué)生）My students are first-grade students of senior high school. They have been learning English in junior high school

39、 and have accumulated a certain number of vocabularies. They have mastered some simple learning strategies and skills with a preliminary ability of speaking and writing. However, the differences in students' personality and English proficiency are very large. So my teaching design should have gr

40、adient to meet the need of different student. Travel is an interesting topic. I will seize the student's psychological characteristics and stimulate students' interest, so that they will learn to participate in the study, and learn to study in the participation.(Thats all for the first part,

41、 now lets move to the second part.)Part2. Teaching methods and learning methods（說(shuō)教法&學(xué)法）In order to finish the teaching aims above, Ill mainly use “Task-based Language Teaching method”, “Communicative Teaching method”. To make the class a student-centered one, the students are encouraged to work

42、in groups and learn cooperatively, so they have more opportunities to practice. Teacher acts as an organizer, a listener and a helper.And teaching aids are multi-media computer, tape-recorder and blackboard.Part3. Teaching procedures.（說(shuō)教程）Now, lets come to the most important part, the teaching proce

43、dure. It includes 6 steps: Step I: Lead-in, Step II: pre-reading, Step III: While-reading, Step IV: Consolidation, Step V: Post-reading, Step: Homework.Step I: Lead-in (3 mins) When we learn this lesson, the students just came back from the National Day not long before. I will take advantage of this

44、 opportunity to let the students share their travel experience in class. So they will enjoy the fun of traveling. And then I will introduce the topic of this lesson to the Ss: how to make plan and preparation for a travel.Purpose: Let the Ss talk about their travel experience will greatly stimulate

45、their interest in participating in the class.Step II : pre-reading (4 mins)1. T: Q1: Have you visited any river? Q2: How many great rivers do you know?Q3 : If you could travel down only one of them, which one would you choose? Why?Show the Ss some pictures of rivers, ask the Ss to guess the names of

46、 these rivers.2. T: Have you visited the Mekong River? If no, lets learn something about it. Show the Ss the picture of Mekong and ask them to list the countries the Mekong River flows through. Then I will introduce some background information of Mekong to the students. Such us the Chinese part of t

47、he river is called the Lancang river.Purpose: to arouse the Ss interest in learning. Improve the SS language expressing ability.Step III: While-reading (21mins)(While-reading is the main part and it will takes 21 mins. This step is divided into 3 parts.)1) Review new words Considering that the new w

48、ords may affect the understanding of the text, so I will review the new words to the SS first, such us: ever since, persuaded, cycling, graduating, finally, schedule, fond of , shortcoming, stubborn, organize. 2）Fast reading：skimming &scanning During fast reading, I will ask the Ss to reading th

49、e whole passage quickly and get the main idea of each paragraph. Para1: Deciding to take a great bike trip along the Mekong river.Para2: Different attitudes between Wang Kun and Wang Wei.Para3: The preparation before the trip and details about Mekong river.Purpose: to train Ss reading ability, such

50、as skimming and scanning. And help the Ss understand the general idea of the text.3) Careful reading: intensive readingLet the students read the passage again and do a T or F exercise. And if it is F, I will ask them to correct it. In this step, Im going to divide the Ss into four groups, and let th

51、em have a competition. The one who stand up fast and give the right answer can get ten marks for his group, the group which gets the highest mark will get a present.This exercise can help the Ss get the key information of the passage in a short time and can deepen the Ss understanding of the text.St

52、ep IV : Consolidation (6mins)1. Play the tape of the passage for the students to listen and then ask them to read it aloud. Tell them to pay attention to the pronunciation, stress and intonation while listening. At the same time they can enjoy the beauty of English language. And it can prepare the S

53、s for the retelling in next step. Purpose here is to improve Ss ability to grasp the main ideas when listening.2. let the Ss complete the forms paragraph by paragraph. Purpose here is to help Ss to get the habit of reading a passage as a whole, and pay attention to the organization of the text, as a

54、 result the Ss will fully understand the whole passage.3. ask Ss to retell the passage with the help of the key words in the form.Since the Ss in the class are in different levels, so I let them to fill in the blank to understand the meaning of the words and phrases better. ( Thats all for the while

55、-reading. Now lets move to the fifth step.)Step V: Post-reading (10mins) -DiscussionIn this part students are asked to discuss in groups and list Wang Kuns and Wang Weis attitudes about the trip. After that, Ss are encouraged to express their attitudes with the whole class. Collect their answers and

56、 dont forget to praise them even if their answers may not be perfect.In this activity, discussion provides a vivid and active learning environment for Ss to communicate in English with newly learned language items. (Finally it comes to the homework.)Step: Homework (1min)1. Ss are required to re

57、ad the text again after class and figure out the meaning of some complex sentences.2. Do the exercises on P19; This can help Ss to consolidate what theyve learnt and make preparation for the next lessonPart4. Blackboard design.（說(shuō)板書(shū)設(shè)計(jì)）On the top, there is the title of this lesson. On the left, there

58、are main ideas for each paragraph. On the right, there are some new words and expressions.Unit 3 Travel journalJourney down the MekongMain idea of each para.:Para1: deciding to take a great bike trip along the Mekong river.Para2: Different attitudes between Wang kun and Wang wei.Para3: The preparati

59、on before the trip and details about Mekong river.New words and expressionsThats all for my presentation. Thanks for your attention. UNIT4 EARTHQUAKE一、Analysis of the teaching material（說(shuō)教材） Hello, Ladies and gentlemen! Today Im honored to stand here 

60、to talk about some of my teaching ideas. The center topic of this unit is“earthquake”, the content includes “the sleepless night of Tangshan, the earthquake of San Francisco in 1906, reconstruction after the earthquake in Tangshan, the basic knowledge of earth

61、quake , and how to save one-self and others when suddenly encountered a disaster. All the language knowledge and ability are designed around the topic. The students should be no stranger to earthquake and have some knowledge about it. Especially after the earthquake of Wenchuan and Yushu, we still h

62、ave lingering fear. So this lesson should not be too difficult for the students to understand. Besides the language knowledge, this passage want to teach the student have courage when facing the difficulties. And willing to help others.二Analysis of the students（說(shuō)學(xué)生）My students are first-grade studen

63、ts of senior high school. They have been learning English in junior high school and have accumulated a certain number of vocabularies. They have mastered some simple learning strategies and skills with a preliminary ability of speaking and writing. However, the differences in students' personali

64、ty and English proficiency are very large. So my teaching design should have gradient to meet the need of different student. I will seize the student's psychological characteristics and stimulate students' interest, so that they will learn to participate in the study, and learn to study in t

65、he participation三、Teaching aims.語(yǔ)言知識(shí)Learn the new words phrase in this text. Learn the use of attributive clause.語(yǔ)言技能Learn to the predict the content through the given informationLearn how to describe the precursor , damage and rescue work of earthquake情感態(tài)度Encourage the students to face the disaster

66、 bravely.Develop the SS spirit of cooperative and mutual help.文化意識(shí)Know some knowledge about earthquake 學(xué)習(xí)策略Develop the students ability of information collection.四Teaching points.(1)Key points: To get the main information of earthquake through the basic skill of skimming scanning and careful reading

67、 (2) Difficult points: the ability to summarize the main idea of the passage. And encourage the students to speak up.五Teaching methods and learning methods（教法&學(xué)法）1.       Task-based learning2.       Student-centered teaching3. 

68、0;     Situational teaching六Teaching procedures.（說(shuō)教程）Step 1: Lead-in (Warming up)熱身(1)Look at the two pictures of peaceful Tangshan and San Francisco. Ask the students the following questions.l Where does the city of Tangshan lie?l Have you ever heard of the earthquake in Tangsha

69、nl Can you tell me anything you know about San Francisco?并讓讓學(xué)生想象一下如果發(fā)生了震，這兩個(gè)城市會(huì)是什么樣子。(2) Show the pictures of Tangshang and San Francisco after big earthquake, compare the pictures of before earthquake and after earthquake and take about the changes.(3)In the description, I will list some words which related to earthquake.aftershock 余震 magnitude 震級(jí)Richter Scale(1-10) 里氏震級(jí) death toll 死亡人數(shù)survivors 幸存者 victims 受災(zāi)者(4)Finally, I will ask the SS what this sentence mean：It is always calm before a storm.Purpose: attract the SS attention and bring them int