Learning about Language教案公开课一等奖

教学设计

授课时间

教学课题

所用教材

2018年6月11日

授课人：

陈娟 课型：Reading & Speaking

Unit 3：

Finding the correct perspective

教材名称：

英语

第

11 册，第

3

章

一

节 21 页

出版社：

人民教育出版社

Knowledge aims:

By the end of this lesson, students will be able to get the main information by skimming the reading passage and they also should be capable of summarizing the main points to give a short brief oral report about what they have read.

Emotional aims: Students should know the importance of perspectives and be tolerant to different opinions.

1. Develop students’ skimming and scanning ability 2. Develop students’ ability to get the main idea of each part 教学重点

3.Develop students’ ability to summarize what they have read by giving an oral report in class

Finding the supporting evidence of a certain statement 教学难点

课时安排

45mins 教学用具

Blackboard, multi-media 教学目标

By asking and answering questions. 教学方法

By doing group reading and speaking report 1

→Step 1

Warming-up 1.

Welcome the whole class and make the class objectives clear to all the students. 2.

Ask students to explain the meaning of the word “perspective”: students may have trouble here 3.

Show 4 pictures to help students understand that we usually see different things when we look at things from different perspectives P1: what are the two men arguing? Why does this kind of dispute happen? P2: what do you see at the first sight? Try again and see what you can see. P3: our perspectives can somehow reflect our attitudes toward life P4: Two lines from a Chinese poem, which illustrates how things can be different in our eyes when we look at them from different perspectives

→Step 2

Pre-reading 1.

Ask students to read the title of the passage loudly 2.

Ask students to replace the word “challenge” with another word 3.

Ask students what is the meaning of the word “myth”

→Step 3

fast-reading 1. Skimming& Scanning

(1). Give Ss 2 minutes to quickly go through the passage and underling the 4 myths 教

学

过

程

及

内

容

discussed in the reading passage.

Aim: Get the Ss to catch the main point of each part (2). Two questions are asked here to check whether they can select the main information quickly Q1: how many myths are mentioned in the passage? Q2: what are they? →Step 4:

group reading competition 1.

Students will be grouped into 6 groups with 4 students in each group 2.

Every two groups are in charge of one specific statement

3.

Read their part and fill their correspondent task in the table on page 23

4.

The faster group in two groups should select one students to give a brief reading report by following a given format

2

→Step 5:

Do a sample reading

Take the 2nd myth as an example. Do the reading with students together and present a report. →Step 6: reading

→Step 7: speaking

Students should give a report on what they have read by using the following format: Our group is in charge of the statement that …And we think it is true/false. In this passage, the writer gives us the following advice: Firstly, …Secondly, …Thirdly,…

→Step 8:

writing: rewrite the given statements to make them correct. →Step 9:

make use of the things learned

Read the 1st letter and answer the following questions: Q1: what is the problem for the writer? Q2: what kind of advice can you give? Use the transitional words like firstly and secondly. →Step 10: homework Read the 2nd letter and write a letter in reply to give advice and express your concern

板书设计

Unit 3

Finding the correct perspective Reading: challenging students’ myths

1st myth: The most successful students have worries 2nd myth: Any student can succeed if they work hard and work smart. 3rd myth: I still can be successful even if I don’t go to a key university 4th myth: I can still get a good job even if I do not have a university diploma.

3