Learning about Language优秀导入

教学设计

Unit 3 Computers: Learning about language:

李永华

绥中县利伟高级中学

Designed teacher:

LiYonghua

Teaching Grade: Senior 1 Teaching Text:

Unit 3 Computers: Learning about language

Time Period:

40 minutes Edition: New Senior English for China

Student’s

Book 2

(By People’s Educational publishing House)

I.

Analyze to

the students (学生分析)

◆Since most of the students know little but are curious about the topic , the students will be interested in it.

◆As senior one students, they have accumulated a certain number of vocabulary and mastered some writing skills, so they are able to understand the article and express their own opinions about the topic briefly.

II.

Analyze to

◆The topic of this unit is computers, and the text selected in the grammar part--Discussion & Writing to make students understand how to use the passive the Lesson (教材分析）

voice.

◆Through learning this part, students are requires to grasp some basic knowledge about the passive voice and master the basic writing structure.

◆Discussing and writing training are designed around the text. Improving the ability and getting much about how to solve some problems that they have faced.

◆Language Skill Objective 1. Develop students’ writing skills by discussing and translating some sentences .Enable

them to learn how to use the passive voice in their writing. III. Teaching 2. Have students learn to use the useful new words and expressions correctly. Objectives

(教学目标) ◆Cultural Knowledge Objective

Improve the students’ awareness of protecting wildlife. ◆Affective Objective Increase students’ interest in expressing themselves in English. ◆Teaching Focuses IV.Teaching important points The use of some important words and expressions in the period flexibly. ◆Teaching Difficulties and difficult Develop students’ writing abilities and ask the students to show their opinions points (教学重点和难with fluent English.

点) V. Teaching method and teaching aids (教学策略和教具准备)

1. Teaching methods a. Asking-and-answering activity to check Ss’ understanding.

b. Individual, pair or group work to finish each task.

c. Discussion. 2. Teaching aids a. A computer and multimedia

b. A small blackboard

VI.Teaching Step I. Making greeting and revision 1.

Say “Hello" to each other. Procedures:

(教学过程)

2.

Check students' homework. Step II Lead-in

Ask the students to see some pictures about Ten Miles of Peach Blooms, in the meanwhile, listen to a music to make the students recall some memories about the TV series. After that ask the students to answer the following questions: What would you like to do in your spare time? Are you familiar with the TV series? Who is your favorite actor / actress? Encourage the students to talk about as many things as they can.

[Notes] At the beginning of the class, it is necessary for the teacher to arrange some activities both to help activate the class and get students familiar with the topic they will learn today. Step III Presentation 1、Read a short passage about Ten Miles of Peach Blooms, and then encourage the students to underline some useful structures. Ten Miles of Peach Blooms, which is adapted from a novel of the same name, was a hit since it was released during the Spring Festival last year. The story is firmly rooted in Chinese mythology, a fantasy world where monsters, gods and humans exist. The story centers on the romance between two gods Bai Qian, a 140000-year-old fox princess and Ye Hua, a 50000-year-old dragon prince in the mythical world. Many young people have been attracted by the TV series. There are so many people who are moved by their love story. [Notes] Although they are Grade Two students, they have the ability to find and

use some useful structures. 2、After reading the passage, which grammar item do you think the passage used? _______________________________________________________________ 3、Basic structure of the passive voice: ________________________________________________________________ 4、Look at some sentences together, and find the structure of passive voice.

He is regarded as a great leader.

This book was written in 1969.

The broken bike is being repaired now.

He told us the cat was being washed when we called him.

The pen has been used for several years.

He said the factory had been opened . The work will be finished in three hours.

The baby must be looked after well.

5.

Can you complete the following chart? 一般现在时

一般过去时

现在进行时

过去进行时

现在完成时

过去完成时

一般将来时

含情态动词

6.

Can you make up some sentences using the passive voice?

[Notes] Students are encouraged to find more about the passive voice and then try to sum up how to use them correctly. Step IV Practice 1.

Rewrite these sentences using the passive voice. My father will repair my bike for me. _________________________________________________________________________ I have found my wallet. _________________________________________________________________________ They invited Mr. Green to make a speech. _________________________________________________________________________ You mustn’t take those books out of the reading-room. _________________________________________________________________________ Mother often tells her children a story at bed time. _________________________________________________________________________ 2.

Translate the following sentences into English. 众所周知，以园林著称的苏州吸引了许多外国人前来参观。（be famous for）

_________________________________________________________________________ 古时候，人们用石头和砖块建造长城来保护这个国家的北部边疆。(ancient, stone, brick, border）

_________________________________________________________________________

[Notes] Students are encouraged to finished the tasks by themselves to learn more about the passive voice. Meanwhile, train their ability to discuss the topic with their partners and the ability to express themselves. Step V.

Discussion and Writing 根据下面表格所提供的信息和要求，请你以“Tigers are in danger”为题，写一篇英语短文。

性格特点

生存现状

拯救措施

跑得快，擅长捕捉其他动物，通常独居

猎人捕杀；树木砍伐；环境污染，正在失去生存空间；

没有足够的食物；数量越来越少，濒临灭绝

你的建议

The students are encouraged to list some writing skills, which includes: 1、

the characteristic of tigers 2、

the problems they have faced nowadays 3、

What measures should we take to protect them? [Notes] Let the students talk about this topic freely, and then discuss with their partners to draw a conclusion. Following the topic, the teacher creates a situation for the students to apply the expressions, which help to consolidate the language.

Pay attention to the outline and some structure of the article.

Heading Outline

introduction (main idea)

problems

advice [Notes] before getting down to writing the composition, students are guided to use the structure they learned before to write an outline so that they can be applied to the writing to consolidate what they have learned. Step VI.

Summary

What can you learn from this passage? Ask one of the students to sum up the passage in his/her own words. [Notes] Students can easily sum up the passive voice after their learning. Remind the students to pay attention to the structure to help them write their own article.

Step VII. Homework 1、

Review the usage of passive voice. 2、

Complete your composition

[Notes] Homework is not something that is randomly given. It’s an expansion of the class and goes beyond that. By asking the students to complete their composition, the teacher help the students to consolidate what they have learned in the class. Blackboard Design

Passive Voice

Active Voice:

S. + Vt. +O.

Passive Voice:

O. + be done + by S.

am/ is/ are +done

Basic structure:

be + done

was/ were +done

have/ has + been done

will be +done

Heading (Tigers are in danger) Outline

introduction (main idea)

problems

advice VII . Follow up activity (课后反思)

1.

I speak too much and students are supposed to have more chances to speak. 2.

Students can be more involved, and I should work harder to arouse their interest to speak.

3.

The voice was not smooth enough and the body language should be more effective.