说课稿英语 高中 选修七 Unit 5 Living Well (The first period).doc

1、Unit 5 Living Well(The first period)Good morning, judges. I am the No.3 candidate applying for senior high school English teacher. Its my great honor to have this opportunity to share my teaching plan with you. Today my topic is living well, Im going to talk about it from 6 aspects, namely analysis

2、of the teaching material, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. And now Ill explain the analysis of the teaching material first.Part One: Analysis of the Teaching MaterialThis lesson is the first period of Unit 1, New Standard English fo

3、r Senior Students Book 7, it is a passage about disability and disabled people, it tell us a story that a disabled person conquer various difficulties by virtue of perseverance and with the help of society, face to challenges of life with the positive attitude. Through the reading passage, the stude

4、nts really can learn many excellent qualities from disabled people and they can understand the whole passage better. Based on the new curriculum standard, I set up three teaching objects as follows: 1. Knowledge objectivesThe knowledge objectives: students master the important words, phrases and sen

5、tence structures. Such as eyesight，ambition，make fun of，all in all,etc. To master the content of the reading passage.2. Ability objectivesThe ability objectives are to improve the students reading ability and develop students communicative ability.3. Emotional objectivesThe emotional objectives are

6、to make the students learn to understand and respect disabled people. Enhance the students awareness of co-operation.According to the analysis of teaching aims, I should help students master the important points and break through the difficult points as follows:1. Key points:Develop students reading

7、 ability and Get students inspired by positive stories of the people with disabilities.2. Difficult points:Teaching difficult point is to Help students understand the difficulties the disabled have to overcome.Part Two: Analysis of the studentsThe students in senior high school are gradually get use

8、d to the school life. They are excited to learn in new school and make new friends. But some students are too shy to express themselves in English. Through the study of this lesson, they can grasp the reading strategies of learning English . Then, they can improve their confidence and interest in En

9、glish study.Though students are able to read the text, it is difficult for them to use different reading skills to read the text. Teacher should give the students specific statements about the two reading skills and make sure they can master the skills.Part Three: The Teaching MethodsI will use the

10、following teaching methods to lead the students learn the new lesson:Communicative teaching method，Audio-visual teaching method and Task-based teaching methodIn the part of Reading we can train the students to make a good understanding of the passage gradually by using different learning methods, su

11、ch as skimming and scanning, working and discussing in groups, free talk, retelling, etc.Part Four: The Learning MethodsStudents will adopt researching learning method together with cooperative learning method in this lesson. The learning Methods of this class include pair work, group work, individu

12、al work and discussion, speaking, and writing.Teaching AidsMulti-media computer, tape recorder, PPT will be needed in this lesson.Part Five: Teaching ProceduresNow it comes to my most important part-teaching procedures.Step 1 warm up First ask students to talk about people with a mental or physical

13、disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.Do you know any famous people who are disabled?What difficulties do they have to overcome in daily life?What have they

14、 achieved?Because the questions is closely related to their daily life ,students learning enthusiasm can be stimulated , and it can lead the content of the text which first aid naturally.Step 2 Pre-readingLook at the pictures and title of the passage to predict the content. Then listen to the tape t

15、o check if they are right.What I do in this step are helpful for students learning more about the text and preparing for the passage we will learn in the next step.Step 3 While-reading1SkimmingGive students 2 minutes；ask them to read the passage fast to fill in the blanks：Sum up the main idea of eac

16、h paragraph：Paragraph 1：A(n)_ to Marty and his muscle disease.Paragraph 2：How the disease _.Paragraph 3：Marty met a lot of _ at school.Paragraph 4：How his life has become _.Paragraph 5：The _ of his disease.By doing this activity, the students can improve their reading skillskimming. And their abilit

17、y of searching information can be strengthened. Besides , this step builds a solid base for the latter reading comprehension.2. scanningAsk students to read the passage carefully to locate the detailed information.(1)First ask students to read paragraph one and complete the chart below.DiseaseDiffic

18、ultiesMottoThe purpose of this design is to train the scanning ability and thinking abilities of students. 3. Careful-readingThis part will mainly deal with the contents of the text.Task 1: Let the Ss read the text again and then try to guess the meaning of the new words and phrases, Such as eyesigh

19、t，ambition，make fun of，all in all,etc.on the blackboard. I will explain the complex words, phrases and sentences.Task 2:students Read the text carefully ,divide the whole passage into several parts, and sum up the general idea of each part.Task 3 answer the following questions to understand the disa

20、bled person deeply.(1)How did Martys feeling changed over time?(2)What kind of person do you think Marty is？Can you use adjective words to describe him?The goal is to let Ss get further understanding of the article and check their reading results and the deployment of the reading strategies. Step 4

21、Post-readingIn this step, I design two activities to help the Ss strengthen what they have read and learnt before.Activity1.Ask students to work together to write a mini biography for Marty according to the text.My mini biographyNameStatusHealthInterests and HobbiesAmbitionMottoActivity2. Retell the

22、 passage. Retell the story according to the key point on the blackboard in groups, every group select a representative show it to the whole class, and I will give some reward to the best one.This activity focused on their speaking ability and organization of material. It also check whether the Ss gr

23、asp the main idea of the text.Step5: SummarySs summarize what we have learnt. Use the retell skills let Ss retell the general ideas of the passage. Make an assessment on each group. Pick out the best group and then emphasize the importance of group work and self-learning.Step 6 HomeworkHomework is n

24、ot a repetition of todays lesson. Yet, it is important for the further development of students language ability. So, Id like students to Surf the Internet to learn more about the life of disabled people.Part Six: Design of the blackboardFinally, I will talk about my blackboard design. To grasp the main idea of reading, I will write main idea and the key words, phrases on the blackboard.Unit 5 living wellMain idea:Part 1:Part 2:.Key words: Phrases: