Module 4 Great Scientists.docx
《Module 4 Great Scientists.docx》由会员分享,可在线阅读,更多相关《Module 4 Great Scientists.docx(11页珍藏版)》请在冰点文库上搜索。
Module4GreatScientists
高中英语必修4教案
Module4GreatScientists
TheFirstPeriod
【TeachingContent】Introduction&Vocabulary
【TeachingAims】
Knowledge&ability:
1.Talkaboutgreatscientists
2.Learnandmasterthewords.
Process&approach:
Teacherhelpstudenttomasterthewordsandpracticethemorally.
Emotionandvaluation:
Studentscanlearnsomethingaboutgreatscientists.
【ImportantPoints】
Getstudentstoknowsomethingaboutgreatscientists.
【DifficultPoints】
Howtohelpthestudentsknowsomethingaboutgreatscientists.
【Teachingaids】Acomputerandblackboard
【Typeofteaching】newlesson
【Teachingmethods】Task-basedteaching
【Teachingarrangement】TheFirstPeriodofModule4
【TeachingProcedures】
StepI:
Lead-in
Teacher:
readreadthequotationsforthestudents
Students:
answerthequestionsofActivity1
StepII:
Newwords
Teacher:
readandexplainthenewwordsforthestudents
Students:
1.LearnthewordsinActivity1ofVocabulary.
2.MatchtheBritishandAmericanwordsandphrasesinthebox.
StepIII:
Reading
Teacher:
givestudentsinstructionofreading.
Students:
ReadtheemailsinActivityofIntroduction..
StepIV:
Practice
Teacher:
givestudentsinstructionofdoingtheexercise.
Students:
RewritethesentencesusingBritishwordsinActivity2.
【Assignment】1.Recitethenewwords.
2.Previewthereadingtext.
【Rethinkingafterclass】
ThislessonistoarousetheinteresttothedifferencebetweenBritishEnglishandAmericanEnglish.SthdentscanmemorizesomecommomwordsbothinBritishEnglishandAmericanEnglish.Andtheyareinterestedinlearningthem.
高中英语必修4教案
Module4Greatscientists
TheSecondPeriod
【TeachingContent】Reading
【TeachingAims】
Knowledge&ability:
Developthestudents'readingabilityandreadingskills.
Process&approach:
Teacherhelpstudenttomasterthewordsandpracticethem.
Emotionandvaluation:
StudentsLearnmoreaboutgreatscientists.
【ImportantPoints】
1.Trainthestudents'readingabilityanddeveloptheirreadingskills.
2.Enablethestudentstounderstandthetextbetter
【DifficultPoints】
Howtoimprovethestudents'readingskills.
【Teachingaids】Acomputerandblackboard
【Typeofteaching】newlesson
【Teachingmethods】Task-basedteaching
【Teachingarrangement】TheSecondPeriodofModule1
【TeachingProcedures】TheSecondPeriod
TeachingProcedures:
StepI:
Greetings
StepII:
Revision
Reviewthewordslearntlastclass.
StepIII:
Lead--in
Teacher:
Givetheinstruction.
Students:
Checkthetruestatementsinactivity1.
1)PeoplefromHongKongcanunderstandpeoplefromBeijing.
2)PeoplefromShanghaisoundthesameaspeoplefromXi’an.
3)ChinesecharacterscanbeunderstoodbyallspeakersofChinese.
4)AmericanEnglishisverydifferentfromBritishEnglish.
5)PeoplefromBritaincan’tunderstandpeoplefromAmerica.
StepIV:
.Readingthetitle
Teacher:
Askthestudentslookatthetitleofeachparagraphandgetthetopics
Ss.DotheActivity2.
StepV:
Skimming
Students:
Findoutthemainideaofeachparagraph.
StepVI:
Scanning
Teacher:
LetstudentsreadthetextagainandfinishActivity3
Students:
Analyzingthetext
1)Readthefirstparagraphandfinishtheform.
2)Readthesecondparagraphandfinishtheform.
3)Readthethirdparagraphandfinishtheform
4)Readtheforthparagraphandcheckthefollowingstatements.
5)Readthelastthreeparagraphsandcompletethesentenceswiththecorrectformoftheverbs.
StepVII:
Understanding
Ss:
Findthesentencesinthepassagewhichdifficulttounderstand.
Teacher:
Paraphrasethesentences.
StepVIII:
Summmary
TeacherandstudentssummarizetheLanguagepointstogether.
StepIX:
Practice
Teacher:
PutthestudentsintogroupsofthreeorfourtodiscussthequestionsinActivity6.
Students:
Oneoftherepresentativesofeachgrouptoshow.
Theyshouldexplainthereasonsfortheanswers.
【Assignment】
1.Readthereadingtextaloud.
2.FinishActivity4.
【Rethinkingafterclass】
Thislessonisareadinglesson,whichaimistodevelopthestudents'readingabilityandreadingskills.Stuentscanunderstandthetextbutreaditalittleslowly.Ithinkstudnetscanimprovetheirreadingskillsbypractice.
高中英语必修4教案
Module4Greatscientists
TheThirdPeriod
【TeachingContent】Grammar&Function
【TeachingAims】
Knowledge&ability:
1.Reviewofverbforms.
2.Learntheexpressionsofgivingreasons.
Process&approach:
Teacherhelpstudenttomasterverbforms.
Emotionandvaluation:
Studentscanspeakpolitelyingivingreasons.
【ImportantPoints】
1.Mastertheuseofpresentsimple,presentcontinuous,presentperfectandfuturereference.
2.Learntheexpressionsofgivingreasons.
【DifficultPoints】
Howtousepresentsimple,presentcontinuous,presentperfectandfuturereference.
【Teachingaids】Acomputerandblackboard
【Typeofteaching】newlesson
【Teachingmethods】Task-basedteaching
【Teachingarrangement】TheThirdPeriodofModule4
【TeachingProcedures】
StepI:
Greetings
StepII:
Lead—in
Teacher:
AskthestudentstofinishActivity1.
Students:
Dotheexercise.
StepIII:
Function
Teacher:
Tellstudentsthedifferencesbetweenbecause,since,asandfor.
Students:
Completethesentenceswithbecause,since/asornowthat.
StepIV:
Grammar
Teacher:
GivetheexplanationsaboutthePresentSimpleTense,thePresentContinuousTense,thePresentPerfectTense.
Students:
Understandandmasterthetenses.
StepV:
Summary
TeacherandStudentssummarizetheusageofthePresentSimpleTense,thePresentContinuousTense,thePresentPerfectTensetogether.
StepVI:
Practice
Teacher:
AskstudentstodoActivity2-5..
Students:
Practiseandreadthepassageagaintochoosethreesentencesinthesetenses.
【Designforblackboard】
Module4Greatscientists
TheThirdPeriod
Grammar&Function
1.thePresentSimpleTense
2.thePresentContinuousTense
3.thePresentPerfectTense
4.because,since,as,nowthat.
【Assignment】Reviewthegrammarlearnttoday.
【Rethinkingafterclass】
Thislessonisareadinglesson,whichaimistodevelopthestudents'readingabilityandreadingskills.Stuentscanunderstandthetextbutreaditalittleslowly.Ithinkstudnetscanimprovetheirreadingskillsbypractice.
高中英语必修4教案
Module4Greatscientists
TheFourthPeriod
【TeachingContent】
ListeningandVocabulary&EverydayEnglish
【TeachingAims】
Knowledge&ability:
1.Developthestudents'listeningabilityandlisteningskills..
2.Developthestudents’abilityofmakingaconversation.
Process&approach:
Teacherhelpstudenttodevelopthestudents'abilityoflisteningandspeakingandlisteningskills.
Emotionandvaluation:
StudentscanLearnthedifferencebetweenBritishEnglishandAmericanEnglish.
【ImportantPoints】
1.Improvethestudents’listeningskills.
2.Developthestudents'speakingability.
【DifficultPoints】
1.Howtoarousethestudents’interestoflisteningtoEnglish.
2.Haveaconversation
【Teachingaids】Acomputer,blackboardandrecorder
【Typeofteaching】newlesson
【Teachingmethods】Task-basedteaching
【Teachingarrangement】TheFourthPeriodofModule4
【TeachingProcedures】
StepI:
Greetings
StepII:
Lead-in
Teacher:
Givestudentstheinstruction.
Students:
DoActivity1inListeningandVocabulary.
StepIII:
Pre-listening
Teacher:
Givestudentstheinstruction.
Students:
DoActivity2.
StepIV:
Listening
Teacher:
Givestudentssomehintsforlistening.
Students:
1.ListenandanswerthequestionsinActivity3.
2.ListenagainandanswerthequestionsinActivity4.
StepV:
EverydayEnglish
StepVI:
Summary
Teacher:
Summarizetheskillsofdoinglisteningpractice.
Students:
memorizethem.
StepVII:
Practice.
【Designforblackboard】
Module4Greatscientists
TheFourthPeriod
ListeningandVocabulary&EverydayEnglish
Patterns:
Ilike…because
SinceEnglishisspokenallovertheworld,…
AsIwastheonlyBritishpersonintheschool,…
I’mgettingonjustfine,nowthat,…
【Assignment】PreviewCulturalCorner.
【Rethinkingafterclass】
Thislessonisaboutlistening,whichaimistodevelopthestudents'listeningabilityandlisteningskills.Ithinkstudnetscanimprovetheirlisteningskillsbypractice.
高中英语必修4教案
Module4Greatscientists
TheFifthPeriod
【TeachingContent】Writing&CulturalCorner&Task
【TeachingAims】
Knowledge&ability:
Enlargetheknowledgeofculturalbackground.
Process&approach:
Speakingandwriting.
Emotionandvaluation:
Enlargetheknowledgeofculturalbackground.
【ImportantPoints】
Speakingandwriting.
【DifficultPoints】
HowtodevelopSs’writingskills.
【Teachingaids】Acomputer,blackboardandrecorder
【Typeofteaching】newlesson
【Teachingmethods】Task-basedteaching
【Teachingarrangement】TheFourthPeriodofModule4
【TeachingProcedures】
StepI:
Greetings
StepII:
lead-in
Teacher:
Readthenotes
Students:
1.DecidewhichisthebestvarietyofEnglishtolearn.
2.Choosethebesttitlefortheparagraph.
StepIII:
Writing
Teacher:
Givestudentsinstruction.
Students:
WritethreemoreparagraphsabouttheChineselanguage.
StepIV:
CultureCorner
Teacher:
GivestudentsansimpleintroductiontoNoahWebster.
Students:
1.Fastreadingandansweringthequestions:
1)WhatreasonsdidWebsterhaveforwritinganAmericandictionary?
2)Whatwashisfirstwork?
2.Carefulreading(TrueorFalse)
1)InEnglishthespellingofwordsalwaysrepresentthesound.
2)NoahWebstergraduatedfromCambridgeUniversityin1778
3)Bythe1850s,theElementarySpellingBookhadsoldonemillioncopiesaltogether.
4)AmericanDictionaryoftheEnglishLanguageisthenumberonedictionaryfoeAmericanstudents.
StepV: