高中英语说课课件选修11 Finding the correct perspective

课件26张PPT。Finding the correct perspective Speaker: Chen ShuangyanTeaching contents
Text book version
New Senior English
For China,
Student’s Book 11
By People’s Education Press
Topic
Finding the correct perspective Main ContentsTeaching material analysisStudent analysisTeaching, learning methods and teaching aids Teaching proceduresBlackboard designTeaching evaluationsⅠAnalysis of the Teaching Material 1.Status and fun_ction
2. Teaching Aims and Demands3.Teaching focus and difficultyStatus and functionsThis unit
plays an
important
role in the
English
teaching
in this book.
It practice
students
listening,
speaking,
reading and
writing skills.

It gives
advices to
students how
to deal with
pressure in
their daily life.
Knowledge objectives●Consolidate students’ mastery of new words and expressions.
● Let them understand the main ideas of the text.
Enable students to predict and guess meaning from the context.
(2)Cultivate their abilities of listening, speaking, reading and writing skills.Ability objectivesMoral objectives Moral objectivesTo help solve students’ psychological
problems by discussing how to cope
with stress and pressure and how
to set realistic, obtainable goals
of their life and study.Teaching
focusMaster new words and useful expressions.
2. Understand the article clearly.
Teaching
difficulty
1. Inspire students’ enthusiasm of speaking English.2. Enable them to use different reading skills and master some listening strategies.
Analysis of the Ss The Ss in Grade 3, senior high school
◇ grasp enough vocabularies and not so
difficult for them speak in English
◇ undertake great pressure
◇ have some mental problems, which
need to be solved timely.
Teaching methods:
task-based teaching, auto-lingual approach
Learning methods:
Discussion, cooperative learning method
Teaching aids:
Blackboard, projector and PPTWarming up 5 mPre-reading 7 mReading 19 mPost-Reading 14 m4 steps Teaching procedures 45minsWarming up(5min)Look at the pictures. What do you think the boy is thinking
about? Is he thinking about something pleasant or
unpleasant. Group discussion : (7min)
(1)Are you content with your life at the moment?
Why or why not?
(2)What do you do to relax when you are
under pressure?
(3)How can one be an efficient learner?
(4) Do you feel pressure from your parents?
Pre-reading1. Skim the text and answer: (2min)
The aim of the passage is_______.
A. to advise the students not to go to the university
B. to tell the students how to get a good job
C. to challenge students’ ideas and introduce more
efficient study habits
D. to teach the students how to set a goalReading 2. Scan this text and finish the following exercises. Check in pairs.(7min)1.Why do successful students worry? ( within 10
words)
3.Listen to the tape and finish the following
questions.(7min)Key: Because they don’t want to disappoint their parents and teachers.
Key: Keep your life in proportion, so that things
don’t get you down
2.Which sentence in the passage is the closest in the meaning of the following one? Try to remain well-balanced and sensible at all times and you’ll not feel depressed.
3.According to the context, what does the word “fullfil” in paragraph 2 mean?
achieve B. complete C. follow D. obey
4.Do you think breaks in a study schedule useful? Why or why not?
√Key: Yes, because breaks can help us work
more efficiently. Post reading(1)Do you agree or disagree with the four myths?
Give a reason.
(2)Which advice are you most likely to follow?
Why?1. Discussion(5min) As a student in Grade 3, what other worries
do you have about your schoolwork or your
future? Share with your partners and get some
advice. Then report briefly.2.Talk and write(6min)What have you learned from this passage?
What problems have you solved?
What difficulties do you still have after
learning this passage?Evaluation and summary(2min)
Write a passage about “How to be a happy
student in Grade 3?” Homework(1min)Blackboard design Unit3 Finding the correct perspectiveHomework:
Write a passage about “How to be a happy student in Grade 3?”Words:
Select, represent…
Useful expressions:
in pieces, in ruins....Face all students, design different activities,
try hard to arouse students’ interest.2. Highlight the student main body and respect the individual differences.3. attach as many opportunities as possible for the students to output after input. Teaching evaluationThank you.