1、精選文檔精選文檔可編輯可編輯精選文檔精選文檔可編輯可編輯2015年金昌市優(yōu)質(zhì)課競(jìng)賽活動(dòng)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精選文檔精

11、選文檔可編輯可編輯精選文檔精選文檔可編輯可編輯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教學(xué)設(shè)計(jì)總結(jié)：學(xué)情分析及前期預(yù)測(cè)：現(xiàn)在的學(xué)生，英語水平總體差距較大，其水平分布呈以下特點(diǎn)：分化情況較明顯，學(xué)生之間的水平差距較大；學(xué)生雖然對(duì)英語感興趣，但學(xué)習(xí)主動(dòng)性還有待加強(qiáng)；部分學(xué)生對(duì)教師的依懶性較強(qiáng)，未能主動(dòng)通過多種渠道獲取信息。因此，在本堂課教學(xué)過程中，擬著重訓(xùn)練學(xué)生通過多種渠道獲取信息、分析信息以及提取信息的能力。在本節(jié)課的學(xué)習(xí)中，學(xué)生可能會(huì)遇到缺乏經(jīng)歷真正地震的背景知識(shí)而對(duì)文章深層次的理解產(chǎn)生一定的困難。在學(xué)習(xí)過程中，學(xué)生有可能會(huì)采取主動(dòng)學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)等策略，獨(dú)立思考問題、快速閱讀課文，同學(xué)之間互相，討論等方式進(jìn)行有效學(xué)習(xí)。教學(xué)策略與