人教版（2019）必修第一册Unit1 Teenage life Readin and thinking the freshman challenge说课稿
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| 名称 | 人教版（2019）必修第一册Unit1 Teenage life Readin and thinking the freshman challenge说课稿 |  | |
| 格式 | docx | ||
| 文件大小 | 31.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-04-08 10:13:25 | ||
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新人教版必修一Unit1 Teenage life
Reading and thinking---The freshman challenges 说课稿
Good evening, honorable judges. It’s my great honor to share my lesson design with you. The content of my lesson is Senior English Book 1 Unit 1 Teenage life Reading and thinking part. My lesson design includes 7 sections. They’re teaching background, teaching objectives, key and difficult points of teaching, teaching methods, teaching procedures, blackboard design as well as teaching reflection.
1.Teaching background
1)Theoretical basis
First, let me talk about teaching background, which includes 3 parts--theoretical basis, analysis of material and analysis of students. The first theory I depend on is English Subject Core Competence, which emphasizes the importance of developing students’ language ability, learning ability, thinking capacity and cultural awareness. All of this can be shown in learning activities. The second is the View of English Learning Activities, which sets a solid foundation for my teaching procedure. The activities I designed are graded from easy ones to difficult ones. The third theory I’m based on is Constructivism Learning Theory. It is students-centred, focusing on capacity building and emphasizes the situational scene of knowledge. Besides, it focus on cooperative learning and integrated learning activities. All of these ideas can be shown in the learning activities.
2)Analysis of material
Then I analyze the teaching material from three dimensions what how and why. What covers the theme and the content. The theme of this section is humans and self. The type of this section is reading and thinking. It's a narrative in the first person whose topic is the freshman challenge. How involves the structure of the text. It’s general and specific.Why refers to the intention of this text, which aims to develop students positive attitude towards challenges and to compare school lives at home and abroad.
3)Analysis of students
Then I adopt SWOT model to analyze the target students. The students are freshman in senior one at Enping No.1 Middle School. They are active to create and eager to explore. Meanwhile, they have the similar experience while the weakness is that they have difficulty in understanding the cross culture knowledge, such as soup kitchen. Besides they will learn from Adam about how to overcome challenges in their school lives. Moreover, to improve their ability of reading and express their challenge and school lives in English is a potential challenge for them.
2.Teaching Objectives
Based on the analysis of teaching material and target students, the teaching objectives are designed as follows, which highlight the Core Competence and reflect the cognitive levels.
By the end of the class students should be able to:
Know some words and phrases related to challenges through theme-based reading, such as freshman, suitable, confusing, freshman and so on.
Enhance thinking ability, such as creative and critical thinking through prediction, further thinking and discussion.
Sort out and introduce the information about challenges through a mind map
Develop a positive attitude towards challenges in life
3.Key and Difficult points
The key points are through theme-based reading, students can acquire information about challenges in three aspects —“What”, “How” and “Attitude”. Through a mind map, students can sort out and introduce the information about challenges. Through thought-inspired questions, students can develop a positive attitude towards challenges in life. To sort out and introduce the information about challenges through a mind map is difficult.
4.Teaching Method
I will use situational language teaching, task-based language teaching method and communicative language teaching in this lesson.
5.Teaching Procedure
In my teaching design, there are 3 periods--learning, applying and transferring. I will explain them step by step.
To start with, they can see a picture of the Wechat history with Adam and answer the questions based on it to lead in the topic, which also helps to relate to their personal experience. In the second step, students are required to predict the quality of Adam and what the passage is mainly about based on the pictures and title. In the third step, student should read for the main ideas with skimming skills, and step 4 is reading for the detailed information. They are asked to draw a mind map with the given clues, which can develop their integrated learning ability, language ability and thinking quality. The fifth is further thinking, they can infer what kind of person Adam is and find the supporting details by cooperating with their group members. Later share the answer on the blackboard, developing their cooperative learning ability, thinking quality and cultural awareness. After that, ask students to discuss about their own freshman challenges, which is a good way to relate to their reality and put what they have learned into practice. A presentation of their works is followed，in which students' communication ability and thinking ability are improved. Students' works are added on the blackboard to further improve the mind map and realize the learning process of "co-construction between teachers and students". Finally, I extend to the challenges in life, which aims to deepen their understanding of challenges and hold a positive attitude towards all the challenges they face in their lives.
When the class comes to an end, the students are required to finish the checklist on the handout to see what they have learned through this lesson. Their homework is to write their challenge report. This is an output, consolidating knowledge and laying a foundation for the later learning of this unit.
6.Blackboard Design
This is my blackboard design, a mind map. Through the cooperation between teachers and students, a knowledge network based on the topic context of "challenges" is constructed. Generative learning outcomes give students a more intuitive and in-depth language experience.
7.Teaching Reflection
Students have a clear knowledge network based on the topic context of "challenges" . In general, all the activities are well organized and the students are active in the whole class. However, they find it hard to draw a mind map. Because time is limited, there is a lack of further exploration of the theme. I will have them trained to draw mind maps and read more materials about challenge.
That’s all for my teaching design. Thank you for your attention.
Reading and thinking---The freshman challenges 说课稿
Good evening, honorable judges. It’s my great honor to share my lesson design with you. The content of my lesson is Senior English Book 1 Unit 1 Teenage life Reading and thinking part. My lesson design includes 7 sections. They’re teaching background, teaching objectives, key and difficult points of teaching, teaching methods, teaching procedures, blackboard design as well as teaching reflection.
1.Teaching background
1)Theoretical basis
First, let me talk about teaching background, which includes 3 parts--theoretical basis, analysis of material and analysis of students. The first theory I depend on is English Subject Core Competence, which emphasizes the importance of developing students’ language ability, learning ability, thinking capacity and cultural awareness. All of this can be shown in learning activities. The second is the View of English Learning Activities, which sets a solid foundation for my teaching procedure. The activities I designed are graded from easy ones to difficult ones. The third theory I’m based on is Constructivism Learning Theory. It is students-centred, focusing on capacity building and emphasizes the situational scene of knowledge. Besides, it focus on cooperative learning and integrated learning activities. All of these ideas can be shown in the learning activities.
2)Analysis of material
Then I analyze the teaching material from three dimensions what how and why. What covers the theme and the content. The theme of this section is humans and self. The type of this section is reading and thinking. It's a narrative in the first person whose topic is the freshman challenge. How involves the structure of the text. It’s general and specific.Why refers to the intention of this text, which aims to develop students positive attitude towards challenges and to compare school lives at home and abroad.
3)Analysis of students
Then I adopt SWOT model to analyze the target students. The students are freshman in senior one at Enping No.1 Middle School. They are active to create and eager to explore. Meanwhile, they have the similar experience while the weakness is that they have difficulty in understanding the cross culture knowledge, such as soup kitchen. Besides they will learn from Adam about how to overcome challenges in their school lives. Moreover, to improve their ability of reading and express their challenge and school lives in English is a potential challenge for them.
2.Teaching Objectives
Based on the analysis of teaching material and target students, the teaching objectives are designed as follows, which highlight the Core Competence and reflect the cognitive levels.
By the end of the class students should be able to:
Know some words and phrases related to challenges through theme-based reading, such as freshman, suitable, confusing, freshman and so on.
Enhance thinking ability, such as creative and critical thinking through prediction, further thinking and discussion.
Sort out and introduce the information about challenges through a mind map
Develop a positive attitude towards challenges in life
3.Key and Difficult points
The key points are through theme-based reading, students can acquire information about challenges in three aspects —“What”, “How” and “Attitude”. Through a mind map, students can sort out and introduce the information about challenges. Through thought-inspired questions, students can develop a positive attitude towards challenges in life. To sort out and introduce the information about challenges through a mind map is difficult.
4.Teaching Method
I will use situational language teaching, task-based language teaching method and communicative language teaching in this lesson.
5.Teaching Procedure
In my teaching design, there are 3 periods--learning, applying and transferring. I will explain them step by step.
To start with, they can see a picture of the Wechat history with Adam and answer the questions based on it to lead in the topic, which also helps to relate to their personal experience. In the second step, students are required to predict the quality of Adam and what the passage is mainly about based on the pictures and title. In the third step, student should read for the main ideas with skimming skills, and step 4 is reading for the detailed information. They are asked to draw a mind map with the given clues, which can develop their integrated learning ability, language ability and thinking quality. The fifth is further thinking, they can infer what kind of person Adam is and find the supporting details by cooperating with their group members. Later share the answer on the blackboard, developing their cooperative learning ability, thinking quality and cultural awareness. After that, ask students to discuss about their own freshman challenges, which is a good way to relate to their reality and put what they have learned into practice. A presentation of their works is followed，in which students' communication ability and thinking ability are improved. Students' works are added on the blackboard to further improve the mind map and realize the learning process of "co-construction between teachers and students". Finally, I extend to the challenges in life, which aims to deepen their understanding of challenges and hold a positive attitude towards all the challenges they face in their lives.
When the class comes to an end, the students are required to finish the checklist on the handout to see what they have learned through this lesson. Their homework is to write their challenge report. This is an output, consolidating knowledge and laying a foundation for the later learning of this unit.
6.Blackboard Design
This is my blackboard design, a mind map. Through the cooperation between teachers and students, a knowledge network based on the topic context of "challenges" is constructed. Generative learning outcomes give students a more intuitive and in-depth language experience.
7.Teaching Reflection
Students have a clear knowledge network based on the topic context of "challenges" . In general, all the activities are well organized and the students are active in the whole class. However, they find it hard to draw a mind map. Because time is limited, there is a lack of further exploration of the theme. I will have them trained to draw mind maps and read more materials about challenge.
That’s all for my teaching design. Thank you for your attention.