高一英语人教版

高中英语说课教案

蠡县南庄中学

徐继斌

高一英语人教版

Unit 4 Earthquakes

Warming up and Reading 说课稿

一、 Analyzing teaching material

1. Lesson type(speaking/reading)

2. Status and function

This lesson is focused on the topic of “what do you like? Why ?”, aimed at training the student’s speaking、fast-reading、Careful-reading and comprehension abilities.

3. Teaching guideline

(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; develop their skills of analyzing materials and improve the ability to discover and solve the problems, get them to understand the disasters better; Reading is for information, for fun.)

4. Teaching aims and demands

1) Knowledge aims

a. Get the students to learn the useful new words and expressions in this part.

b. Get the students to know basic knowledge about natural disasters

2) Ability aims

a. Develop the students’ ability of thinking independently.

b. Develop the students’ ability to discover, analyze and solve problems.

c. Develop the students’ reading ability and let them learn different reading skills.

3) Emotional aims:

a. Get the students’ to know damages earthquakes bring about and the ways to reduce losses of earthquakes.

b. Get the students to know how to protect oneself and help others in earthquakes.

c. Get the students’ to be aware of a terrible disaster, meanwhile get them to face it, treat it in a proper way, and never get discouraged.

5. Teaching important points

a. Master the new words and useful expressions

b. Train the students’ reading ability to understand the content of text in detail.

c. Train the students’ ability to cooperate with others.

6. Teaching difficult points

a. Develop the students’ reading ability and the ability of analyzing materials

b. Develop the students’ conclusion ability

7. Teaching aids(The multimedia and other normal teaching tools)

The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It van also make the Ss reach a better understanding of the text by

making the classes lively and interesting. At the same time, it arouse the Ss’ interest in learning English.

二、 Teaching methods

Task-based method

New Syllabus Design encourages teachers to use this teaching method. It can stimulate Ss’ curiosity about learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、 Study methods

1. Independent-learning

2. Co-operation and communication

3. Information-solving and analyzing

四、 Teaching procedures

1) Lead-in(4 min)

The important point of this procedure is to stimulate the Ss’interest in disaster, because most of the students think that disaster is boring.

Task 1 . Free-talk on picture-linking

Show the students some pictures about natural disasters and ask them:

1. Have you ever experienced any disaster? Look at the pictures. Can you name all the disasters?

2. Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?

2) Warming up(5 min)

Task 2 . Talking about Earthquakes (Group-work activity)

1. Ask the students to read and look at the photos of Tangshan and San Francisco to describe what they see in the two photos to a partner.

2. Imagine there has been a big earthquake in these two cities, what might happen to all the things in the photos?

After discussion, the students are very active. Not only their imagination but also their expression ability are developed.

3) Pre-reading(5 min)

Task 3 . Looking and guessing

1. Imaging and sharing

Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?

2. Talking and sharing

What do you think will happen before an earthquake?

The two questions aim at increasing the students’ life knowledge and improve their ability to solve the real problem. They are also one of the difficult points in this lesson. So the teacher had better give them a task to look up some books before lesson.

4) Reading

Task 4. Fast reading and find “True or False”(3 min)

Ask the students to decide whether the following statements are true or false. If it is false, try to correct it.

This procedure focuses on detail reading to develop Ss’getting and dealing information ability.

Task 5 . Careful reading(12 min)

Fill in the form on the screen.

Ask the students read the passage again and have a discussion in pairs, then, complete the form. The students can make a better understanding about before earthquake、 while earthquake and after earthquake. The things that rescue workers and the army did to the city can help the students form a good quality. This can lay a good foundation to their future learning and life-long learning.

Task 6 . Third reading(5 min)

After the third reading, the students are more familiar to the content. At this time, we can give a further develop to the students’ reading ability. Make use of Comprehending Ex.3 to improve the students’ conclusion ability.

Attention：

The learners are new senior middle school students, so their reading abilities and skills are waiting to be improved. Besides, the students have different learning levels, maybe some of them can’t conclude the main idea. Now, the teacher shouldn’t give the answers directly to the students but give them the directions to find the answers to develop their self-learning ability. If the students have difficulties after this step, we can give them the main idea of each paragraph in a wrong order, then ask them to find the right paragraph of each main idea.

Task 7 . Choose the best answers according to the text.(5 min)

This part check out the students’ comprehension about the passage.

Task 8 . Discussion(5 min)

Divide four students in a group to discuss and then give a reason to the questions. This task gives students a better understanding about the text meanwhile develops their logical ability and spoken English. Put the knowledge into the language environment to practice and we meet the function of the English communication.

5) Homework(1 min)

1. Learn the new words and expressions in this part by heart.

2. Read the text again and again and write a summary of the text.

Through the homework the students can have a good memory of the text also lay a foudation to the next lesson. (we will learn laguage points next lesson.)

五、 Blackboard design

Because the use of the screen, blackboard design is flexible . If it is needed to write something on the blackboard, make sure to write it beautifully, so that I can set a good example for the students.