lifeinthefuturereading.docx

1、lifeinthefuturereadingTeaching Plan for Module 1 (SEFC Book 3)The second period, Reading And Vocabulary:“Great European Cities”I. Teaching Objectives1. Language Aims(1) New words and phrasessituated, symbol, the Eiffel Tower, gallery(2) GrammarPassive Voice: present and past forms.2. Ability Aims(1)

2、 Ss will develop reading ability (skimming for the main idea of the text and scanning for specific information.)(2) The Ss can use different prepositions and prepositional phrases to tell the exact position of a place and know how to introduce a city.(3) Ss can have a general idea of what is passive

3、 voice and when to use passive voice.3. Moral Aims(1) The Ss will be able to know more about the European countries like the location, history and custom. (2) Help them prepare a fact file on a region of China.II. Important Points1. Use the skimming and scanning skills to help the students understan

4、d the passage exactly.2. Introduce the famous building or place or great man to Ss.3. Help the Ss to learn some useful expressions and words of describing location.III. Difficult Parts1. Help them describe the geographical position of a place and distinguish the difference of different prepositions.

5、2. How to use skimming and scanning skills to help them improve their reading ability, IV. Teaching MethodsTask-based Method, 3-P Method, Individual work, Pair work，Communicative TeachingV. Teaching AidsMultimedia, Blackboard, Chalk.VI. Teaching ProceduresStep I Leading-in (5mins)T: Good morning/aft

6、ernoon, girls and boys!S: Good morning/afternoon, Miss Chen!T: Last period, we have learned the introduction part. Today, we are going to learn the Reading and Vocabulary part, “Great European Cities” .Have you previewed it?S: Yes!T: Uh-huh, good! Id like to know what famous cities do you know in Ch

7、ina and what makes them famous?S: Chengdu (panda), Beijing (the Imperial Palace, Tiananmen) (Show them some pictures of these cities)T: Ok, thats enough. You know so much. Can you tell me some famous cities in Europe?S: Paris, Barcelona (show them pictures of London, Parison the screen)T: Good, bett

8、er than my expectation. /Such as Paris, Barcelona, Athens, FlorenceT: Do you want to know more about these cities?S: Yes.Step II Fast Reading (8mins)In this part, they are going to skim the text and two or more students can work together to find out the answers that the teacher raises.Step III Caref

9、ul Reading (23mins)The teacher will lead the students to study the paragraph one by one and analyze some new words and language points.1. Italy is in the south of Europe.Jilin province lies in the northeast of China.2. Portugal is to the west of Spain.Jilin province lies to the northeast of Hebei pr

10、ovince.3. Barcelona is on the northwest coast of Spain. Korea is on the northeast of China.Explanation: when you use “in” to describe the location of two places, for example, in sentence 1 “Jilin province lies in the northeast of China.” Jilin is included in China. In sentence 2, Jilin is near to He

11、bei but they are not bordered upon each other. In sentence 3, Korea and China are bordered upon together. So this is the different use of “in, on and to”.1. It is visited by more than eight million tourists every year.(present passive voice)2. Athens is known as the birthplace of western civilizatio

12、n.( present passive voice)3. The Church of Sagrada Familia was designed by an architect called Antonio Gaudi.(past passive voice)4. The sculptures were produced by great artists.( past passive voice)Present passive voice: is/are/be + v-edPast passive voice: was/were + v-edAfter my presentation, I wi

13、ll ask them to make sentences and Step IV Student Reading (5mins)The teacher will give five minutes to the students to read the text themselves and find out whether they still have any problem about it so that I can help them.Step V Questions and answers (3mins)The teacher will do exercise 2 togethe

14、r with the students.Step VI Homework (1mins)Do the rest exercises in page 3 and page 4, then check the answers with their partners first, and the teacher will check the right answers next period.Write an introduction of ones own city.VII Blackboard DesignThe right of the blackboard:situated = locate

15、deg: Our school is situated on Tuojiang River.situated on/in/to:(外研社)(高中阶段)必修3 M4教案Sandstorms in Asia 本节课主要采取用 “任务型教学”，侧重于提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，同时培养学生自我完成任务的能力和策略一、教学内容分析（一）知识背景及新课程，新教材：Module 4 Reading and Vocabulary 的内容是sandstorms in Asia，介绍亚洲沙尘暴的情况，通过课文的阅读，使学生了解沙尘暴形成的原因，过程，影响。本课旨在培养学生阅读能力

16、以及信息的找寻能力，指导学生围绕自然灾害展开议论达到提高能力的目的。（二）教学重点与难点 重点：理解课文，了解沙尘暴；提高学生阅读能力 难点：运用所学词汇和短语，围绕主题进行讨论，提高用英语分析问题、解决问题的能力 二、教学目标 理论依据：高中英语课程标准（一）语言知识目标 1.词汇 掌握与沙尘暴和环保有关的词汇：disaster, dune, citizen, dust, desertification, forecast, strength, cycle, mask，process, mass, campaign2.句子 To have been caught in a sandstorm

17、 was a terrible experience.There was nothing to be done.To be cycling in a sandstorm is frightening.（二）阅读技能目标 能从文章中获取主要信息并摘录要点；能理解文章主旨、作者意图；能提取、筛选和重组文章中的信息；能利用上下文猜测新词汇，从而提高学生的阅读能力.（三）文化意识与情感态度目标 ：通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，相互提高，培养团队精神及热爱环境，保护环境的意识三、教学方法 根据高中英语课程标准、“整体语言教学”的理论和实践，运用任务型教学途径，促使学生以意义

18、为中心，尽力调动各种语言和非语言资源，完成任务；开展自主性学习的小组活动，使合作、探究与独立思考相结合，最大程度地优化学生的学习方式，提高课堂学习效果；课堂教学设计采取“P-T-P”自主学习立体模式（Pre-task-Task-cycle-Post-task）。 四、教具及学具Multi-media computer ,blackboard五、教学步骤（一）Pre-task: Pre-class: Collect information about sandstorm.While-class:Lead the Ss into the topic of the text by talking a

19、bout the weather and then let the students watch a video about sandstorms 从而引出本节课的主题：Sandstorms in Asia设计反思：这是任务前阶段，目的是激趣与引入，使学生认识本节课总任务，同时也是为完成总任务扫清认知障碍的阶段；通过激活已有信息，使学生具备摄入新信息的心理定势。观察图片及录像这些形象化辅助教学手段把教学内容视觉化，有助于记忆与理解，同时也最大程度地调动了学生的学习兴趣。（二）Task-cycle: （3 steps）Step 1:Prediction If you are to write t

20、he article named “Sandstorms in Asia”, how many parts will you include in it? What will you write in each part? （开放性问题，目的是培养分析、预测能力; 刺激学习动机） Step 2: Reading:1.Fast-reading: Answer the following questions: Whats a sandstorm? Where in the world are the main four sandstorm places/areas? And how about i

21、t in China? Whats the weather experts advice when a sandstorm comes? 2. Detailed-reading:A: Decide if the sentences are true or false. Decide which paragraph they each belong to. (了解重点细节；寻找相关信息；学会归纳段落大意)B: Match the words with the definitions. (分化障碍；用英语思维与表达；激趣)C：Fill in the form. (阅读微技能：理解细节并做文字摘录；

22、口头重述) D: Find the useful phrases and sentences 设计反思：这是任务环阶段（信息输入），学生为完成任务而进行的听说读的综合训练通过略读、详读的方式，培养各种阅读微技能。 Step 3: Live reportHave a chat with your partner about sandstorm. ( one student asks questions and the other answers them .the questions can include ：the definition of the sandstorm ;the area o

23、f it; the effect of it and so on.)(在“做”中学，在“学”中用） 设计反思：这是口头输出的过程。“闲聊”情景的设置，使“学以致用”。这样不但提高了学生的阅读能力而且也锻炼了学生的口头表达能力和用英语分析问题解决问题的能力。（三）Post-task: Discuss As we all know ,Beijing is also affected by the sandstorm and the 2008 Olympic Games is coming ,so the environment is very important .The government p

24、ay more attention to it and as a student, what should we do for “the Green Olympics”？ Now discuss it in your group and present it to us(利用已知信息构想和创设新信息) 设计反思：这是本节课的任务后阶段，开放性答案的使用，培养学生的想象能力。这不是简单的重复，而是能力的扩展、知识的再生与运用。也曾强了学生的环保意识，从而实现了情感教育这一教学目标（四）Homework: Refer to the internet to learn more about sand

25、storms and write a short story about it.六、教学评价 本节课主要是通过以下途径进行评价： 阅读格式卡Title_ Module _ Date_General idea： Words & Phrases:US:US=useful sentence形成性评价 通过同伴的观察，对小组成员的听说读写及在参与语言活动的过程的表现进行语言性的综合评价。同伴评价实际上是合作性学习的一种形式。 教师贯穿整节课的对学生的即时鼓劲与表扬，是极有效的评价。写作评价 家庭作业是写一篇关于沙尘暴的作文。 课程标准强调激励、反馈与调整。通过有效评价，使学生在英语课程的学习过程中不断

26、体验进步与成功、认识自我、建立自信、调整学习策略，促进学生综合语言能力的发展。评价也能使教师获得英语教学的反馈信息，对自己的教学行为进行反思和适当调整。 教学反思本节课是必修三第四模块的阅读课 Sandstorms in Asia。教学的目的在于让学生了解沙尘暴，提高环境保护的意识，提高学生的阅读与口语能力。本节课我通过和学生聊天气引出了灾难性天气这一概念，借助于上一单元的内容了解灾难性天气，学习新词汇，为本节课做好铺垫。然后借助于一个有关沙尘暴的视频引出本节课的内容，自然生动，衔接自然，易于学生接受。在接下来的阅读环节中，采用P-T-P模式，通过快速阅读和精读的方法让学生掌握文章的大意以及细

27、节信息，加深学生对沙尘暴的理解，认识到沙尘暴的危害，并为后面的闲聊活动做铺垫。这个闲聊的任务旨在让学生运用在文中学的的有关沙尘暴的词语或句型来了解沙尘暴，达到学以致用的目的，从而巩固本节课的内容。最后有个讨论，根据本节课所学的东西让学生讨论：作为一名中学生，如何从自身做起，从小事做起，来保护我们的环境，为绿色奥运做出自己应有的贡献，让学生增强环保意识本节课的教学设计较为合理，通过一系列的活动让学生掌握了较好的阅读方法，如积极推断、注意抓关键词、能跳跃难点、学会跳读等等，提高了阅读能力。也让学生增强了环保意识，较好的完成了教学目标的要求，教学实施过程总的来说是顺利的，但回过头来看，仍存在一些遗憾

28、。主要有以下几点。1. 在时间安排上做的不够好。最后一个口语活动，我预留了约十分钟的时间，可以说时间是比较充裕的。但在交代口语活动要求时，花费了过多的时间，造成最后留给学生进行自由展示的时间不够，显得有些仓促。 2. 学生的声音略小，学生的参与面还需要加大。以后在这些方面还要多加注意，争取有更好的效果Module 1 Our Body and Healthy HabitsI教材内容分析：本模块以“body and healthy”为话题。学生通过本模块的学习，要对身体健康知识有所了解，养成卫生、健康的生活习惯。以此提倡文明，讲究卫生，加强锻炼，关爱他人，注意身心健康。 Introduction

29、 复习有关饮食、锻炼、健康和疾病的词汇，说出一些与饮食起居有关的句子并了解相关谚语，对饮食起居和健康的关系有一个初步的了解。Speaking 1讨论生活中有关健康的重要事项，表述饮食起居，生活习惯。Reading and Vocabulary复习和学习另一些介绍食物、身体和健康的词汇并回答有关的问题，阅读两篇短文并完成练习，培养对词汇的应变力、理解力和分析问题的能力。Everyday English学习一些词语的用法，并在日常生活中加以运用。Listening and Vocabulary通过听的活动，了解和学习有关身体器官、疾病症状以及就诊的词汇并学会表达，培养在听的过程中的思维能力和获取信

30、息的能力。Pronunciation掌握句子中的连读。Function 通过体会和模仿，学会谈论将要发生的事情的方法。Speaking2 学习有关病因、症状、就医以及提供帮助等的讨论，培养提问能力、逻辑思维能力和表达能力。Grammar2弄清will和be going to的区别,学会准确运用。Grammar 1弄清名词作动词后的确切意思并学会其用法。 Writing连句成段，组成相对完整的对健康问题的叙述，培养前后联系、部分和整体联系的能力以及逻辑思维能力。 Cultural Corner了解世界上一些国家的医疗保健制度。 Task就有关健康问题作调查研究，汇报并讨论，得到共识。培养思维、观

31、察、提问、归纳和总结的能力。 Module File对整个模块的学习内容进行小结，巩固本模块的知识。II教学重点和难点1教学重点(1)本模块的生词和短语 (2)弄清楚will和be going to的区别；弄清名词作动词后的确切意思并学会其用法。 (3)谈论有关疾病和健康的话题。2教学难点 (1)学会谈论疾病和健康等话题。 (2)了解一些有关身体健康的信息。 (3)学写调查报告。III教学计划 (教材整合)Period 1: Introduction + Speaking 1Period 2： Reading and vocabulary Period 3： Everyday English +Listening and Vocabulary + Pronunciation Period 4： Function + Speaking 2 + Grammar2 +Grammar 1 Period 5： Writing +Cultural CornerPeriod 6： Task +Module file+ WorkbookPeriod 1 Introduction + Speaking 1Step1. Lead-in 1 ) Show students the pictures of foods and have students discuss in grou