人教版英语必修1 Unit4 Earthquakes 听说课说课稿
文档属性
| 名称 | 人教版英语必修1 Unit4 Earthquakes 听说课说课稿 |  | |
| 格式 | doc | ||
| 文件大小 | 35.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-07-23 10:46:13 | ||
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Unit 4 Earthquakes
Using Language -Listening
Good morning, everyone! It抯 my great pleasure to be here to give my lesson plan presentation. The lesson plan I am going to present is listening part of Unit 4 from the New Senior English(2004) for China Student's Book 1 for students in Senior 1. Now I抎 like to explain how to teach this listening and speaking class and the reason for doing so from the following 5 aspects: the analysis of teaching material and the students; the teaching objectives, important points and difficult points; the teaching methods and aids; teaching procedure; and the layout of blackboard.
Part Ⅰ Analysis of teaching material and students
First, I will analyze the teaching material. It’s from the New Senior English(2004) for China Student's Book 1 Unit 4. The topic is about earthquakes. This lesson is mainly a listening class which is listening to an interview of the great San Francisco earthquake in 1906. The teaching material is not so easy for students because it need students to listen carefully, meanwhile, take notes and analyze the listening materials then speak out their answers. All in all, it is very useful to improve students listening abilities.
Now let抯 move on to the analysis of Ss. The students are in Senior 1. Most of the students have been learning English for 6 years, so they have already mastered the basic words and expressions, and they have basic listening abilities. They are interested in learning English and are quite familiar with the task-based language teaching model, but some of them are still afraid of speaking English in front of the class. In terms of that, teacher should pay attention to their individual difference and encourage them to air their opinions more in class.
Part Ⅱ Teaching objectives, teaching important points and difficult points
1. Based on the analyses of teaching material and the learning condition, I will put forward the teaching objectives from 5 aspects.
By the end of this class, the students will be able to：
1.Language knowledge :
Learn some new words about earthquakes:shake, crack, rush, bricks, fall down.
2.Ability objects:
1)Improve their listening and oral expression abilities.
2)Predict answers before listening and capture the key words while listening.
3.Emotional objects:
1)Learn some survival skills when the earthquake happens.
2)Feel the power of our nation's post-disaster reconstruction efforts.
4.Learning strategies:
1)Utilize network to search and screen information.
2)Learn to learn individually and cooperatively.
5.Cultural objective:
Know some situations about the San Francisco earthquakes in 1906.
2. Teaching key points &difficult points
1).Teaching key points
How to make Ss know some situations about the San Francisco earthquakes in 1906 and learn some words about earthquakes: shake, crack, rush, bricks, fall down.
2).Teaching difficult points
How to get Ss to:
1)Improve their listening and oral expression abilities;
2)Predict answers before listening and capture the key words while listening.
Part Ⅲ The teaching methods and aids
Then, let’s focus on the ways of teaching methods and aids. According to new national curriculum standard, the student-centered teaching idea, I adopt following teaching methods: task-based language teaching method and PWP teaching method. I will set clear and various tasks will be used to train students’ listening and oral expression abilities. Besides, multimedia devices and PPT documents are also used as my teaching aids.
Part Ⅳ Teaching procedure
In order to achieve the learning objectives above, different activities are designed respectively in four stages: Lead-in, pre-listening, while-listening, post-listening.
Step 1 Lead-in. This step will cost 2 minutes. As we can see, once the students interest is aroused in the beginning, the whole class will go through more smoothly. So in this step, I make out an activity that is listening to a sound of earthquake, and I will ask Ss what sound it is in order to activate the Ss interest and lead to the topic earthquake.
Step 2 Pre-listening. This step has two activities that will cost 8 minutes.
First, I will play a video about background of the listening materials. And task-based language teaching method will be employed here. Some new words are added in the video, and Ss are asked to watch video and take notes. Based on the video they watch, I will check whether Ss could remember the words appeared by playing some screenshots.
Second, Ss will be grouped to predict answers of Task 1 then write down each group抯 own answers(T or F) on the blackboard. And Ss need to explain the reasons of their predictions. I will also give my own opinions. The purpose is to help Ss to learn new words, understand the background of the listening material, activate Ss previous knowledge store and train their teamwork abilities.
Step 3 While-reading. The whole step will cost 22 minutes.
First, I will play the tape of the listening material, and Ss listen to it and finish Task 1 individually. After listening, I抎 like to invite some Ss to give answers and explain the reasons, and I will check the answers given and written on blackboard by showing correct answers.
Second, Ss will listen the tape again and finish Task 2. Before listening, Ss also need to be grouped to analyze the key points of the questions in order to capture the key information while listening. Ss are required to take notes when listening. After listening, I抎 like to invite some Ss to speak out answers, and I will check their answers and analyze the detailed information of the listening material by controlling the tape.
This whole step aims to train Ss team-work, listening, and oral expression abilities.
Step 4 Post-listening. It will cost 12minutes.
First,I will show the listening text and play the tape together. Ss follow look at the text and follow tape to read sentence by sentence. The purpose is to make sure the answers and train Ss' oral expression abilities.
Second, Ss will discuss 揥hat would you do if an earthquake happened? in group. And I will show some pictures about survival skills on PPT to hint Ss. After discussions, I抎 like to invite some volunteers to speak out their ideas. At last, I will summary all the opinions. The purpose is to train Ss oral expression and team-work abilities, to check Ss whether have the basic survival skills.
Step 5. Homework
At the end of the class, I will present homework: Make Ss utilize the internet to search the news about the Sichuan earthquake. Let Ss share their preparations with other classmates next class. This step aims to train Ss’ abilities of search information and to feel the power of our nation's post-disaster reconstruction efforts.
Part Ⅴ Layout on the blackboard
Unit 4 Earthquakes
Shake-shook ( Here are written down the answers of each group)
Crack
Rush
Brick
Fall down-fell down
4
Using Language -Listening
Good morning, everyone! It抯 my great pleasure to be here to give my lesson plan presentation. The lesson plan I am going to present is listening part of Unit 4 from the New Senior English(2004) for China Student's Book 1 for students in Senior 1. Now I抎 like to explain how to teach this listening and speaking class and the reason for doing so from the following 5 aspects: the analysis of teaching material and the students; the teaching objectives, important points and difficult points; the teaching methods and aids; teaching procedure; and the layout of blackboard.
Part Ⅰ Analysis of teaching material and students
First, I will analyze the teaching material. It’s from the New Senior English(2004) for China Student's Book 1 Unit 4. The topic is about earthquakes. This lesson is mainly a listening class which is listening to an interview of the great San Francisco earthquake in 1906. The teaching material is not so easy for students because it need students to listen carefully, meanwhile, take notes and analyze the listening materials then speak out their answers. All in all, it is very useful to improve students listening abilities.
Now let抯 move on to the analysis of Ss. The students are in Senior 1. Most of the students have been learning English for 6 years, so they have already mastered the basic words and expressions, and they have basic listening abilities. They are interested in learning English and are quite familiar with the task-based language teaching model, but some of them are still afraid of speaking English in front of the class. In terms of that, teacher should pay attention to their individual difference and encourage them to air their opinions more in class.
Part Ⅱ Teaching objectives, teaching important points and difficult points
1. Based on the analyses of teaching material and the learning condition, I will put forward the teaching objectives from 5 aspects.
By the end of this class, the students will be able to：
1.Language knowledge :
Learn some new words about earthquakes:shake, crack, rush, bricks, fall down.
2.Ability objects:
1)Improve their listening and oral expression abilities.
2)Predict answers before listening and capture the key words while listening.
3.Emotional objects:
1)Learn some survival skills when the earthquake happens.
2)Feel the power of our nation's post-disaster reconstruction efforts.
4.Learning strategies:
1)Utilize network to search and screen information.
2)Learn to learn individually and cooperatively.
5.Cultural objective:
Know some situations about the San Francisco earthquakes in 1906.
2. Teaching key points &difficult points
1).Teaching key points
How to make Ss know some situations about the San Francisco earthquakes in 1906 and learn some words about earthquakes: shake, crack, rush, bricks, fall down.
2).Teaching difficult points
How to get Ss to:
1)Improve their listening and oral expression abilities;
2)Predict answers before listening and capture the key words while listening.
Part Ⅲ The teaching methods and aids
Then, let’s focus on the ways of teaching methods and aids. According to new national curriculum standard, the student-centered teaching idea, I adopt following teaching methods: task-based language teaching method and PWP teaching method. I will set clear and various tasks will be used to train students’ listening and oral expression abilities. Besides, multimedia devices and PPT documents are also used as my teaching aids.
Part Ⅳ Teaching procedure
In order to achieve the learning objectives above, different activities are designed respectively in four stages: Lead-in, pre-listening, while-listening, post-listening.
Step 1 Lead-in. This step will cost 2 minutes. As we can see, once the students interest is aroused in the beginning, the whole class will go through more smoothly. So in this step, I make out an activity that is listening to a sound of earthquake, and I will ask Ss what sound it is in order to activate the Ss interest and lead to the topic earthquake.
Step 2 Pre-listening. This step has two activities that will cost 8 minutes.
First, I will play a video about background of the listening materials. And task-based language teaching method will be employed here. Some new words are added in the video, and Ss are asked to watch video and take notes. Based on the video they watch, I will check whether Ss could remember the words appeared by playing some screenshots.
Second, Ss will be grouped to predict answers of Task 1 then write down each group抯 own answers(T or F) on the blackboard. And Ss need to explain the reasons of their predictions. I will also give my own opinions. The purpose is to help Ss to learn new words, understand the background of the listening material, activate Ss previous knowledge store and train their teamwork abilities.
Step 3 While-reading. The whole step will cost 22 minutes.
First, I will play the tape of the listening material, and Ss listen to it and finish Task 1 individually. After listening, I抎 like to invite some Ss to give answers and explain the reasons, and I will check the answers given and written on blackboard by showing correct answers.
Second, Ss will listen the tape again and finish Task 2. Before listening, Ss also need to be grouped to analyze the key points of the questions in order to capture the key information while listening. Ss are required to take notes when listening. After listening, I抎 like to invite some Ss to speak out answers, and I will check their answers and analyze the detailed information of the listening material by controlling the tape.
This whole step aims to train Ss team-work, listening, and oral expression abilities.
Step 4 Post-listening. It will cost 12minutes.
First,I will show the listening text and play the tape together. Ss follow look at the text and follow tape to read sentence by sentence. The purpose is to make sure the answers and train Ss' oral expression abilities.
Second, Ss will discuss 揥hat would you do if an earthquake happened? in group. And I will show some pictures about survival skills on PPT to hint Ss. After discussions, I抎 like to invite some volunteers to speak out their ideas. At last, I will summary all the opinions. The purpose is to train Ss oral expression and team-work abilities, to check Ss whether have the basic survival skills.
Step 5. Homework
At the end of the class, I will present homework: Make Ss utilize the internet to search the news about the Sichuan earthquake. Let Ss share their preparations with other classmates next class. This step aims to train Ss’ abilities of search information and to feel the power of our nation's post-disaster reconstruction efforts.
Part Ⅴ Layout on the blackboard
Unit 4 Earthquakes
Shake-shook ( Here are written down the answers of each group)
Crack
Rush
Brick
Fall down-fell down
4