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高一必修Unit2 Working the land英語說課稿

高一必修Unit2 Working the land英語說課稿

Talking about the reading, speaking &writing part of
Unit 2 Working the Land
Part1: On teaching material
The lesson is the reading, speaking and writing part of Unit 2 of NSEFC Book1A. The central topic of this unit is about farming and green food. It is a part of training Ss’ integrating skills, with the emphasis on training Ss to express their ideas by using English. This reading passage is very short and simple, so in the reading teaching, Teacher should emphasize on reading ability of scanning and finding out information correctly in a short given time. In speaking teaching, Teacher should create a situation close to life to stimulate Ss to speak, and guide them to use the useful expressions to express their ideas. In writing teaching, Teacher should guide Ss to use what they have learned in reading and speaking into their writing. The teaching syllabus demands that teaching should make developing students’ ability as its final aim. Thus, I set the teaching aims of the lesson as follows:
Part 2: On teaching aims
Knowledge objectives:
1). Ss will get to know the definition and knowledge related to green food.
2). Ss will get to know some new words and phrases related to green food.
3) Ss will get to know some useful expressions to persuade others.
Ability objectives:
1). By discussing and reporting, Ss’ thinking will be activated, their interest of writing will be aroused , and their output of language will be increased, thus improving their ability of language expressing.
2). While discussing and communicating, Ss will get to improve their communicating strategy, and master the way to persuade others in English.
3). Ss will be guided to practise writing a poster, and be encouraged to use what they learn into their writing, and thus further develop their ability of using language.
Moral objectives:
1). Ss will get to try best to cooperate with their classmates and help each other.
2). Ss will get to know the importance of green food and healthy eating.
Teaching important and difficult points
Among these aims, the aims of mastering words and expressions, applying the expressions in language situations and writing a poster are the important and difficult points.
?? Part3: On teaching methods
To achieve the teaching aims, I follow the “student-centered” principle. Make the students the real masters in class while the teacher acts as a director. And the communicative approach and task-based method are adopted. I make every student work in class through pair or group work. Besides, to increase students’ interest for learning, I will make full use of modern equipment and some encouraging and polite remarks.
?? Part 4.: On learning methods
Learning is as important as teaching. While learning, Ss should use their eyes, ears, mouth and heart to see, listen, speak and feel. Ss should learn by reading, speaking, observing, cooperating, discussing, and deducing. Above all, they should learn with interest and motivation.
Part5: On teaching procedure
Step1. Guessing game
Teacher takes out a box and let Ss guess what it is in the box according to the given information. (It is a barn egg or free range egg土雞蛋)
Explanation: this part aims to stimulate Ss’ interest and thus lead to the following talk naturally.
Step2. lead-in
1. Talk
Topic: Why do people prefer the meat of “free range” animals, for example, “free range’ pig and “free range” chicken?
Explanation: this step is to warm up and at the same time, also a good chance to revise the learned expressions: grow with natural fertilizers; rich in minerals; keep…free from chemicals; free of…
And present new expressions: What is the advantages of… ? This is good value because…; If I have a choice, I’d choose…, because…
And then , Teacher presents the idea according to the talking above: We are what we eat!
2. Survey
Do a survey to see whether Ss pay enough attention to healthy eating.
Sample of survey:
1).What do you think is healthy food? Why?
??? (green food) ( Encourage Ss to use the new expressions)
2). Green food is ____________
Food that is green?????????? B. edible wild herbs
Vegetables and fruits????
None of the above is exactly right
Explanation: this survey is to make Ss know if they pay enough attention to healthy food and test whether they know green food, and then lead to the following question.
3. :What is “green food” in your eyes?
Explanation: By asking this question, Teacher collects Ss’ opinions of green food and lead to the reading passage naturally.
Step 3. Reading
1.Individual work: Read the text fast and keep the two questions in mind:
1)????? What is Green Food?(present the new word “certain”, explain it and its usage)
2)????? What are the advantages of it? Any disadvantages?
2. Pair work
Discuss: What other advantages does “green food” have?
Explanation: This step is to train Ss’ skill of scanning to find out the related information in the passage and encourages Ss to discuss in pairs and get more ideas share them with others, and get ready for the following speaking.
Step3. Speaking
Situation:
Suppose you are a producer of green food , but it’s a pity that people do not know about your food and how good it is. And they don’t want to buy because of its high price. So you need a salesman to promote sales. And you put up a poster:
Salesman Wanted !
A salesman is badly wanted !
Talkative and persuasive.
HIGH pay.
For the interview, you are required to
persuade the interviewer to buy our green food.
Pair work: make up a dialogue for the interview. You, the interviewer, acts as a customer and your partner acts as a salesman. Remember to use the useful expressions.
Explanation: by creating a situation close to life, this part aims to encourage Ss to talk in English, using what they have learned, thus pracising their communicating ability of using language in a true situation. The poster is designed here to let Ss have an initial idea of posters, thus laying a base for the following writing.
Step4. Writing
1. Discuss in pairs:
1) What should be included in a poster? Or what’s the structure?
2) What’s the characteristic of the language used in a poster? (show the poster of “salesman wanted”, and let Ss find out the characteristic according to it)
2. Practise shortening sentences.
Get Ss to shorten the sentences of advantages of green food, and another sentence said by teacher: If you want to be healthier and fitter, you should eat “green food”!
Explanation: By discussing the structure and the language characteristics of a poster, Ss will get a deeper impression of posters, and thus get well prepared for writing. By showing the sample of a poster, Teacher improves Ss’ ability of observing cooperating and deducing.
3. Writing
1) Ss are asked to write a poster for their green food to put it on Rui’An Daily, according to the requirements and reference.
Requirements:
?? 1.? writing in the correct structure.
?at least 3 reference words and phrases.
?at least 3 shortened sentences .
?attractive and persuasive ideas.
Reference:
Words or expressions :
reduce; supply; free of; grow with natural rather than chemical fertilizers; richer in minerals; keep…free from chemicals; be certain to…, etc.
Function: Shortened sentences, eg, “No chemical fertilizers used”
2) Assessment of the first draft:
1. Does the poster have a clear structure?
2. Do you use at least 3 words and expressions from this unit?
3. Do you use at least 3 shortened sentences?
4. Do you use correct forms in verbs and nouns?
5. Does it sound persuasive?
? If all above are done , you will get A.
3)????? present a version written by a student. Get Ss to assess it according to the given criteria, and correct mistakes if any.
4)????? Get Ss to exchange their writings and assess them.
Explanation: Teacher creates a stage for the writing task to motivate Ss’ interest and eager to write. By giving requirements and reference, Teacher lays emphasis on the form of language and the content of language as well, thus achieving the goal of using language in a true situation. Teacher offers assessment to Ss to guide them to make comments and help them learn from others.
Step5. Topic Summary and Conclusion
1? Ss Summarize their understanding of “green food” with one sentence or proverb and share it with classmates.
2.????? Teacher concludes: We are what we eat!
Explanation: Summarizing the topic helps deepen Ss’ understanding of the topic and collecting and sharing the summary helps broaden Ss’ knowledge and make a preparation for the following project. A good conclusion can call on them to pay attention to green food and healthy eating.
Step6. Homework:
Revise and polish the writing.
Assess your writing in pairs according to the given criteria.
Project:? Hold a poster competition
Explanation: This step aims to improve Ss’ writing ability and self-assessing ability by revising and polishing. Assessing in pairs helps achieve the goal of developing Ss’ ability of cooperation, and communication. The competition motivates Ss to perfect their posters, share and learn from others.
Part6. On blackboard design
Unit2 Working the Land
Words & phrases?????????????????????????? useful expressions
reduce????????????????????????????????? what’s the advantage of…?
supply????????????????????????????????? why is this good value?
free of…??????????????????????????????? This is good value because…
rich in minerals?????????????????????? If I have a choice I’d choose…because…
grow with natural fertilizers
be kept free from chemicals
be certain to…
We Are What We Eat!

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