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| 教师风采 |
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Teaching plan
Senior I, Book I Unit nine
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克拉玛依市高级中学: 黄明
高一年级 (11) (12)班 |
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| Life on the go |
Teaching aims
1. Target language
a. key words
remind, add, obey, dare , emergency, whatever
b. key phrases
on the go, remind sb of, stay in touch with, have fun, in case of, add--- to,
call for
c. key structures
(1) make it possible for sb to do sth
(2) Modern cellphones are more than just ------
(3) I don’t dare to do ------
(4) be doing done
(5) ---- whatever ------
2. ability goals
a. learn how to use the Present Continuous Passive Voice.
b. Use the sentences patterns freely.
c. summarize the main idea of the passage and the main idea of each paragraph.
d. understand the language points and use them freely.
e. develop reading skills of the Ss with the help of assessing reading skills, e.g how to use information after a dash, how to use information after a comma , after the word “or”.
f. train the Ss’ speaking ability.
3. learning strategies
a. reciting b. listening c. writing d. speaking
4.sensibilities and attitude of the students
Encourage the ss to study harder and become the persons full of skills and abilities. When they grow up, they can do more for their country and make country more beautiful.
5.Cultural consciousness of the students
1.Teach the Ss to think about the world in new ways. Let them know science is the tool that they can use to make their dream come true and to build a new world with their ideas.
2. Train their imaginative ability.
Teaching important points
1. develop the Ss’ reading ability and finish the reading materials in assessing reading skills
2. understand the language points and use them freely.
3. summarize the main idea of the passage and the main idea of each paragraph.
Teaching difficult points
1. Understand how technology has changed people’s way of life.
2. Know how to use the Present Continuous Passive Voice.
3.Develop reading skills of the Ss with the help of assessing reading skills, e.g how to use information after a dash, how to use information after a comma , after the word “or”.
Teaching methods
1. Skimming, scanning methods to improve the Ss’ reading speed.
2. Question- answering , summarizing methods to improve the Ss’ reading ability.
3. group discussion, the whole class discussion, debate methods to arouse the Ss’ interest in reading.
The analysis of the students
1. Most of the students in my class are willing to take part in my English class. But they have some difficulty in understanding the long, complex sentences because they aren’t good at reciting the new words.
2. Some of them still feel confused about the Attributive Clause and Passive Voice.
3. The most difficult thing for the Ss is to summarize the passage and retell it.
4. Some of the Ss are lack of confidence in learning English well because they used to fail in the English examinations. And sometimes they can’t insist on learning English Every day.
The main designing points of the teaching assessment
1. assessing tools: Assessing Reading Skills, the Ss’ text books, some related exercises and question papers.
2. assessing means: (1) After class: do some exercises, give the Ss a quiz and communicate with the Ss about their difficulties after class
(2) In class: give the students proper comments. If they make some mistakes, help them correct in time.
3. assessing purpose:
(1) arouse their interest in learning English and help them regain the confidence in English.
(2) help them develop a good habit of learning English.
(3) Improve their English level little by little.
Teaching procedures
Step I Revision
（通过一个相关的谜语引起学生对本节课的兴趣，然后再设计几个简单的与本课有关的问题，带着学生循序渐进地走到新的知识中去。）
1. revision
Give the Ss a riddle for them to guess.
Show them the traits of the object on the screen.
T: What’s this, please tell me.
S: It is a cellphone.
T: (smile)You are right. Can you think of some advertisements about the cellphones?
T: Yes, there are many. So you know the cellphones are becoming more and more popular.
T: Do you have cellphones？
T:When do you usually use a cellphone if you have one？
S1: To get in touch with my parents.
T: Yes, but you’d better say that you “ keep in touch with” your parent.
S2: I can send message to my friends.-----
T: Wonderful! Now, Who can tell me what’s the difference between a cellphone and a public phone?
S1: A cellphone is easier to use.
S2: But using phones is cheaper.
T: Yes, that’s right.
If the students answer well. The teacher will praise them and encourage them to do better next time.
2. lead in
T: Can you tell me how the communicating ways changed? ( use some words to encourage the Ss to think it over.)
S: letter – phone – computer
T: How did this happen?
S: Because of the development of the technology.
T: ( smile and thumb up) Great!
Step II pre-reading
学生最初看到本单元这个标题时，心里一定有很多疑惑， (life on the go) 到底是什么意思。教师可以让他们试着先猜猜它的意思，然后再猜测课文将要谈论什么，使他们学习前做到心中有数。从而进一步增加学习课文的兴趣。
1．Show the Ss some pictures on the screen.
T: What are the usages of the inventions?
T: Have the new inventions and technology changed our way of life?
2．T: What does the title“ on the go ” mean? Think hard and try to tell me.
S1: very fast.
S2: When you walk, you are working.
T: (smile and thumb up) You did do fine. The title refers to a fast-paced lifestyle where people are always on the go----rushing from one place to another, using phones, computers, etc. Are you clear now?
(Then ask the Ss to write the sentence down)
Step III Fast reading
（快速阅读，在学生掌握大意的基础上，设计几个简单的选择题，他们很容易全部理解和掌握，这样可以增加学生继续阅读的信心，帮助学生提高阅读速度，从而轻松进入下一步阅读阶段。）
T: Read the whole passage quickly and then choose the correct answers.( give the Ss two minutes)
1. Wang Mei called her mother to tell her ___.
A. She should be home
B. She liked taking a bus
C. She was on the way home
D. She lives a life “on the go”
2. Wang Mei called her mother to tell her ___.
A. She should be home
B. She liked taking a bus
C. She was on the way home
D. She lives a life “on the go”
3. How can a cell phone remind you of an appointment?
A. It has an electronic calendar in it
B. It can play music
C. It has the image of your secretary
D. It strikes the hour.
4. Students are not allowed to use cell-phones in school mainly because_____.
A. The school wants to take them away from the students
B. They cost students much money
C. Teachers hate them
D. Lessons are disturbed by the cell phone ringing.
5. Teenagers like cellphones for the reasons of the following except______.
A. They need to keep in touch with their friends
B. They find it safer to hold a cellphone
in time of trouble
C. They are cool with a cellphone on them.
D. They feel lonely without a cellphone.
6.The writer mentions Wang Mei in the text to show the readers an example of Chinese teenagers __________.
A. who have and love cellphones
B. who are very busy and active
C. who spend too much money and time
on phone calls
D. who worry their parents a lot.
T: OK! You did fine. Can you catch the main idea of the passage? Do you know what it mainly talks about? Do you have any questions? ( If the Ss have some, discuss with them.)
Step IV Careful-reading
（找出每段的大意是阅读的进一步提升，也是学生感到困难的部分，这一练习的设计可以培养学生的概括综合能力。分别让10个或更多的学生参与，对于答对的学生，可以在他们的评估册上加一分。如果学生有困难，可以带着他们先找到关键的词语，引导他们完成教学任务）
T: Just now , you did very well. This time read the passage again and then find out the main idea of each paragraph. ( allow the Ss to discuss them in five minutes. Then exchange the ideas with the Ss patiently. )
Para.1. Wang Mei is one of many Chinese teenagers who live life “on the go” and use cellphones.
Para.2. Cellphones can be used for many things.
Para.3. Cellphones also cause problems if they are not used properly.
Para.4. There are several reasons why teenagers like cellphones.
Para.5. Wang Mei explained why she likes her cellphone and what she uses it for.
T: Let’s do some “True” or “False” practice. （完成了找中心意思的练习后，做这类练习就轻松了，而且可以通过练习的设置，使更多的学生参与课堂教学，充分挖掘他们学习英语的潜能。）
(1) Wang Mei will be back home ten minutes later. (T)
(2) We may talk to anyone who also has a cellphone in
his pocket. (T)
(3) Now cellphone can be used as cameras, but not to
send email or surf the internet. ( F)
(4) Some important days can be reminded about by the earliest cellphones. ( F)
(5) Cellphones are very popular, especially among teenagers. ( T )
(6)John’s parents gave him a cellphone as a Christmas
gift, but don’t let him use it in school. (F)
(7) Wang Mei calls her best friend at least twice a day. (F)
T: Please fill in the blanks with proper words.
（这项练习可以提高学生的观察分析综合能力，留心所学的知识。学生可以一个接一个的参与这样练习，对于表现好的学生及时给予口头上的表扬和鼓励。）
Wang Mei is one of many Chinese ______ who live life ______and use cellphones. Modern cellphones are not just phones.
New functions are being ______ the phones. The lastest cellphones can even ____ you about appointments and important dates. Cellphones are_____ among teenagers, because with cellphones they can ____ friends and family; they can call for help ______ an emergency. However, if the students use cellphones in the classroom, teachers and students will be ______. Some parents worry that their children will ______ too much time and money ______ phone calls.
(After the Ss finish filling the blanks, ask the whole class to read it together.)
Step V Post- reading
（通过课后阅读练习的训练，培养学生灵活运用知识的能力，尤其是说的能力，使所学知识得以巩固，对于积极参与的学生，可以在他们的评估册上加一分。尤其是采访的练习，给学生创造了真实轻松的语言环境，在自然的情况下练习英语，可以让多个学生去从事，出现了口语错误，教师微笑着给予暗示指正，减少了学生学习英语的压力感。）
1．Try to fill in the blanks and retell the passage.
（1） Wang Mei is an example of Chinese teenagers who
have cellphones.
（2） Cellphones can be used for many things.
For example: _______________________________
（3） Cellphones also cause problems.
1. In school____________________________
2. At home________________ ____________
（4） There are several reasons why teenagers like cellphones.
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
（5） Wang Mei explains why she likes her cellphone and what
she uses it for.
T: This time, I will ask some of you retell the passage. If you meet the difficulties, your classmates or I can help you. So don’t be nervous. Just have a try.
2.Interview
T: Suppose you a reporter. Interview three of your students about their opinions of cellphones. You can use the following questions.
1.What can we use cellphones to do?
(you can give us some examples)
2. What problems do they cause ,in school or at home?
3.Why teenagers like cellphones?
4.Do you think take a cellphone to school is right or wrong?
Home work
1．Write a passage about the cellphone.
2．Do reading passage 1,2& 3 on page86 in Assessing Reading Skills
Self – evaluation of the teacher
1． 这节课的教学目标就是通过阅读使学生掌握更多的关于手机的信息。尤其是手机在学校使用中的利和弊。并让学生了解现代化技术对人们生活带来的影响。学完本课后，学生应能用英语对相关内容进行交流。
2． 我围绕着手机和科技这两个中心，分别进行了阅读三个阶段练习的设计，练习的形式由浅入深，逐渐引导学生完成教学任务，阶梯式的教学方式，可以减少学生学习的压力感。这节课学生参与率高，课堂气氛活跃，完成教学目标比较轻松。
3． Interview 这一活动的设计，贴近生活，激励学生开动脑筋，运用已学知识，提高用英语交际的能力，但是在时间安排上不够紧凑，出现了学生对同一个问题重复提问的现象。对于此类问题，教师下次可以给学生更多的提示词和句型，并给以示范。开拓学生的想象，避免重复。
4． 《评价手册》我是以家庭作业形式让学生完成的，但是课后经过认真反思，认为应该在阅读前把手册上的相关内容和图片通过多媒体展示并介绍给学生。比如“传真机，望远镜”。它们都属于科技产品，通过介绍引入一些重要短语，阐述技术给我们的生活带来的变化，然后导入别的现代化产品，例如“手机”，最后，以手机为中心，展开教学。这样，教学效果会显著。
5． 课后我单独抽出了几个成绩中等偏下的学生，对他们就课堂内容进行提问。掌握度达到90%。对80个学生当天的作业进行了评估：优秀率：80%。合格率：15%。所以此节课设计基本符合学生的需要。 |
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