高一英语Unit3Goingplaces说课稿
高一英语新教材教案Unit 3 Going Places(人教版高一英语上册教案教学设计)
Unit Three Going PlacesTeaching Goals:1. to talk about traveling and means of transportation;2. to grasp the ways of expressing good wishes;3. to review verb tenses;4. to use the Present Continuous Tense for future actions;5. to write travel letters.Teaching Key points:1. to grasp different verb tenses;2. to use the Present Continuous Tense for future actions;3. to do writing about traveling.Teaching difficult points:1. to grasp the Present Continuous Tense for future use;2. to write a travel letter;3. to learn to use the following phrases:1) get away from2) watch out3) protect sb/sth from4) see sb. off5) on the other hand6) as well asTeaching methods: listening, speaking, discussingThe First PeriodTeaching Aims:1. to get some knowledge about traveling;2. to promote the Ss’ abilities of imagination;3. to improve the Ss’ listening abilityTeaching procedures:Step One Warming up1. As the society develops, people can go places in many means of transportation. Ask the Ss to list means of transportation they have known.car, bus , train, plane, spaceship, …….2. Present the four pictures to the Ss and ask them to talk about what is happening in the pictures.1) He is driving too fast.2) He is littering waste things everywhere.3) He is smoking in the park.4) He is parking his car at a non-parking place.The Ss conclude: We must protect our environment while traveling and obey the rules.3. ask the Ss to discuss what they have to consider before they decide which means of transportation they will use.1) distance 2) weather 3) fare 4) whether it is easy to get tickets5) the time the journey will take4. Ask the Ss to discuss how would they like to go to the places and give reasons1) from Shanghai to London 2) from Beijing to Guangzhou3) from Chongqing to Chengdu 4) from Dalian to QingdaoStep Two Listening1. Teach the new words :1) board 2) boarding calls/cards/gate 3) destination2. The Ss listen and fill in the form:1 2 3Flight numberDestinationGate3. Listen and fill in the form:Where (travelers) What did he/she do? How did he/she travel?123454. check the answers with the class.Step Three Speaking1. Introduce the speaking task to the Ss.2. The Ss ask three classmates about the year and the place they want to travel to.Name Which year Where WhyThe Ss use the following patterns:1) Which year would you like to go to?2) Where would you go?3) Why would you go to China in the year ……?3. Ask one or two pairs to act out their dialogues.Step Four Workbook1. do the listening practice on page 97.1) listen to the tape and arrange the pictures in the right order.2) Ask the Ss to repeat the story in their own words.2. Discussion:1) What are the advantages and disadvantages of opening up a local mountain?Advantages: ________________________________Disadvantages: ______________________________2) What are the advantages and disadvantages of developing the lake?Step Five Assignments1. write a passage with the title “My opinion on developing the lake”2. Preview the text of Unit Three.The Second PeriodTeaching Aims:1. to promote the Ss’ ability of reading comprehension;2. to get some common knowledge about travel;3. to learn to use the following expressions:1) experience sth.2) get away from….3) a good way to do sth.4) watch out for..5) protect …from…6) come from..Teaching procedures:Step One Pre-reading1. ask the Ss to discuss:1) Do you like traveling? Why or why not?2) Where would you most like to travel? Why3) What do you think adventure is?2. teach the new words:1) a place you are going to ----- d_____________2) a means or way of carrying passengers or goods ---- t_____________3) any period of holiday ---- v_____________4) having the effect of poison ---- p______________5) being the main or important part of ----- b_________3. ask the Ss to describe what kinds of sport hiking and rafting are.Step Two Fast reading1. ask the Ss to answer the question:What is the passage about?(Adventure travel: hiking and rafting are used as examples)Step Three Careful reading1. ask the Ss to read through the passage again and then choose the correct answers.(page 18)2. ask the Ss to compare hiking and rafting and the fill in the chart:Hiking RaftingSimilaritiesDifferences PlacesEquipmentCostSkills neededPossible dangersStep Four Language points1. experience 1) (n.) They have shared high school experiencesHe has a rich experience of studying.2) (v.) The young people want to experience colorful life.2. get away from… 1) He wants to get away from his fam ily.2) They want to get away from cold weather.3. get close to / take exercise4. watch out (for….) = be careful of……5. protect sb. from(against) +(n.)/doing…1) wear a hat to protect yourself from the sun.2) we should protect the forest from being destroyed.6. as with hiking = as it is with hikingStep Five Discussion1. ask the Ss to read through the passage and then discuss in groups of four.If you go for adventure travel, which do you prefer, hiking or rafting? Why?2. ask the Ss to discuss in groups of four:Do you think of any other adventure travel? What do you need to prepare? Step Six Workbook1. fill in the blanks with the correct word.(page 99)Step Seven Assignments1. Finish off workbook exercises;2. Do additional exercises.The Third PeriodTeaching Aims:1. to learn to use the Present Continuous Tense for future actions;2. to learn to use the patterns of express good wishes.Teaching procedures:Step One Revision1. check the homework with the Ss.2. ask one student to describe his experience of adventure travel.Step Two Dialogue1. read through the dialogue and then answer:What are Jane and Betty going to do?2. language points:1) go on holidays/ go on a journey/ go on a trip2) in a few days’ timeI will come back in two days.I wil l come back after two o’clock.3) be off to …../ go off to4) see sb. off = say goodbye to sb. at the station or airport5) my plane leaves at seven.The train arrives at eight./ The plane takes off at seven.6) I must be off = I must be leaving / I must go.7) Have a good trip = have a good journey/ have a good flight.Step Three Grammar1. ask the Ss to underline the verbs that express future.1) are going 2) leaves 3) will take2. The Present Continuous Tense is often used for plans in the near future:1) Bob is going with me to the airport.2) How are you getting there?3. The Present Continuous Tense --- Present use1) We are doing our exercises now.2) Adventure travel is becoming more and more popular.Step Four Express good wishes1. ask the Ss to find out the patterns about expressing good wishes:1) Have a nice time in …..2) Say hi to Bob from me.3) Have a good trip.4) The same to you.5) Enjoy yourself.6) Take care of yourself.Step Five Practice1. work in pairs:Questions Your answer Your par tner’s answerWhereWhenHowHow longWhenStep Six Discussion1. Ask the Ss to discuss :As times change, how will the way of our life change?action Past Present FutureTravelReadingWritingShoppingWorking2. ask the Ss to say something about the chart above in different tenses.In the past, people used to travel by horse. Today most people travel by car or by plane. In the future, people will perhaps travel by spaceship.Step Seven Workbook1. Do part 1 of grammar (page 99).2. Do part 3 orally.Step Eight Assignments1. Do the translation in their exercise booksThe Fourth PeriodTeaching Aims:1. to get some knowledge about eco-travel =eco-trip (ecological travel)2. to write a letter.Teaching proceduresStep One Revision1. check the answers with the Ss.2. review what we learned in the last period and ask the Ss to give some examples about the Present Continuous Tense.Step Two Reading and talking1. ask the Ss to answer the following:1) what does eco-travel mean?2) Why is eco-travel very popular now?2. language points:1) combine …with….We should combine theory with practice.2) On one hand…; on the other hand….3) as well asHis sisters as well as his brother like playing football.He likes maths as well as English.He plays football as well as basket ball.3. imagine going on an eco-trip and then prepare role cards for the discussion.Red River Village Snow mountainI think we should …..And we can learn about….We can help ….. I think we should …..And we can learn about….We can help …..4. work in groups of four.5. ask some groups to report their opinions.Step Three Writing1. ask the Ss to go through the schedule for Sue’s trip.2. Make the Ss know their tasks.3. give the Ss some tips:1) to think about you what you are going to write;2) to list good ideas and make some notes;3) consider what you are going to tell and what you need to explain.4. ask the Ss to say their letters orally and then point out the Ss should use the correct tenses.5. ask the Ss to write their lettersStep Four Assignments1. write their letters in their exercise books.The Fifth PeriodTeaching Aims:1. to review the words and phrases;2. to review the Present Continuous Tense.Teaching procedures:Step One Revision1. check the homework with the students.2. point out the mistakes the Ss have made in their writing.Step Two Word study1. ask the Ss to fill in the blanks using the new words:1) If you want to know the flight number, you should pay attention to the b____ calls.2) Cars, buses, trains and planes are means of t____________.3) Rafting is a good way to e_________ nature.4) Eco-travel is a form of travel that c_________ normal tourism with learning.5) If you do something wrong, you should be r____________ for it.Step Three Phrases1. ask the Ss to recall useful expressions in this unit:1) experience sth.2) get away from….3) a good way to do sth.4) watch out for..5) protect …from…6) come from..7) combine ….with…8) on the other hand9) as well as2. ask the Ss to make sentences using these phrases above.Step Four Grammatical revision1. ask the Ss to give some examples about the uses of The Present Continuous Tense.1) Present use2) Future use2. ask the Ss to summarize the forms of expressing future actions.1) will(shall) 2) be going to…. 3) be doing…4) leaves(goes)Step Five Reading1. ask the Ss to read through the passage and then do the post-reading exercises.1) answer the questions:2) think of some similarities and differences.Step Six Writing1. ask the Ss to read the notice on page 101.2. the Ss try to write an essay to explain why they want to go.Step Seven Assignment1. write an essay in their exercise books.The Sixth PeriodTeaching Aims:1. to revise the words and phrases2. to revise the grammar item.3. to improve the Ss’ a bility of reading4. to get some feedback from the Ss.Exercises for Unit Three:一、用所给的词或短语填空：fall, prefer, raft, excite, think about, get close to, adventure;poison, separate, safe1. Let's go _________ on the Yellow River at the weekend.2. Before climbing a hill, you must consider your ________ carefully.3. There were so many _______ trees in front of us that we had to turn our car.4. You'd better ________ (not) the dry well. It’s too dangerous.5. Nothing is ________ than jumping off the peak of the Himalayas6. In which year would you _______ going to the moon?7. Even ________ films can kill people with serious heart trouble.8. Before they left home to travel, they _______ everything carefully.9. There are ________ spiders in the mountain, and yo u’ll be killed once bitten.10. We arrived together, but left _________.1. rafting2. safety3. fallen 4 not get close to 5 more adventurous6. prefer 7 exciting 8 (had) thought about 9 poisonous 10 separately二、句型转换：1. Wear sun-glasses to stop the sun from hurting your eyes.Wear sun-glasses to ______ ______ ______ ______ the sun.2. If you can't swim, you should not go rafting._______ you know _____ _____ ______, you should not go rafting.3. My birthday is several days away.My birthday is _____ _______ ______ ______ _______.4. They feel like going for a hike on the top of the mountain.They would like ______ _____ ________ on the top of the mountain.5. You can use a small boat to paddle down the river and stream.You can ____ ______ the river and stream ______ _____ ______ boat.(1. protect your eyes from 2. Unless; how to swim 3. in a few days’ time4. to go hiking5. paddle down; in a small )三、完成句子：1. 他摆脱不了对不幸损失的悲伤。
高一英语上册全册教案unit_3_going_places
Unit3 going places1st periodTeaching aims1.Help the students to learn to talk about traveling.2.Help the students to learn to talk about means of transportation3.Encourage the students to learn how to express good wishes.4.Learn and master the following: consider, means transportation, havea good trip,good luck to youImportant points in teaching1.Listening and speaking practice2.Talk about travel in English3.Learn the expressions of means of transportation4.Learn to express good wishesDifficult points in teachingTalk about travel in EnglishTeaching aidsa slide projector or computera tape recorderTeaching proceduresStep1.greeting and revisionStep2.lead-in1.Ask some students what activities they did during the summervacation.2.Do ‘warming up’Ask the Ss to look at four pics on page 153.Get the Ss to understand the questions given, Get their opinions aboutsafety, comfort, quickness, convenience, etc.4.Deal with the four situations:Form Shanghai to LondonFrom Chongqing to ChengduFrom Beijing to GuangzhouFrom Dalian to QingdaoAsk the students to give their reasons for choosing their means of transportation.Step 3. Listening1.Pre-listeningNow we know something about different means of transportation, we can travel by ship or by air, imagine now we were in the waiting room at an airport. And we’ll listen to some boarding calls.2.ListeningAsk the students to concentrate on comprehension of the boarding cal l. Play the tape again. Get the students to focus their attention on the specific information check in pairs. Then discuss the answers with thewhole class.Step 4. Speaking1.Lead-inTalk to the students about their travel experiences in the past. Questions: Where did you travel?When did you do that?How did you travel?2.Deal with the tableAsk three or more students about the year and the place they want to travel to ask one to write the information on the form on the blackboard, and the others in the form on page 16.3.Do the exampleDemonstrate the example with a good student.Then ask the students to make a dialogue with their partners on pairs according to the completed form.4.Consolidation practice(1)Ask the students to create their own dialogues according to their ownimagination of traveling to the past or the future in different machines.(2)Show the traveling of a spaceship in space and ask the students tomake a dialogue about it. .Step 5 SummarySum up what has been taught and what they have learned in this part.Step 6 Assignment1.Revise the contents of this class2.Get ready to act out a dialogue about traveling2nd periodTeaching aims1.Words and expressions:Experience, simply, get away from, vacation, nature, basic, equipment, tip cell, phone, watch out, poison, poisonous, paddle, stream, normal, excitement, adventurous, handle, similarity.2.Improve the students’ reading comprehension.Important Points in TeachingTrain the students to improve their reading comprehensionDifficult Points in Teaching1.Question and Answer for inducing2.Fast reading to find out some general information3.Careful reading to find out the details in the passages4.Pair-work/ Group-work activitiesTeaching Aids1.A tape recorder2. A slide projectorMain Procedures in TeachingStep1 Greeting and Revision as usualStep 2 Pre-ReadingLead-inDo you like traveling?Why do you like traveling? And why not?Where would you most like to travel? Why is that? Have you ever tried any adventure travel in your life? Please discuss these questions with your partner. Step 3 While-reading1.Fast readingWhat’s the basic equipment you need for hiking?2.more question sWhere can you go hiking?How can you go hiking?Why is hiking a great way to travel?What do you think of hiking?3.Do the same with RAFTINGWhere can you go rafting?How can you do that?Why is rafting another exciting adventure?What do you think of a normal rafting trip?What’s your opinion about whitewater rafting?Why is rafting a good way to experience nature?What is it like when you go on a normal rafting trip?What is it like when you go on a white-water rafting trip?Can you think of some other words like “whitewater”?Step 4 Post-reading1.Ask the students to choose their answers for the questions according tothe passages.2.Ask them to check in pairs.3.Check the answers with the whole class.4.Ask the students to fill in the table individually.5.Check with the whole class.Step 5 ConsolidationTell me about hiking/rafting.Step 6 Play the record of the first paragraph for each passage for the students to listen and follow.Ask them to pay attention to the pronunciation and intonation.Step 7 Summary1.Help the students to compare/contrast hiking and rafting to have aclear picture of their similarities and differences.2.Help the students to make a list of useful words. Expressions andpatterns in the passages.Step 8 AssignmentRevise the contents of the passages. Outline the two passages.3rd periodTeaching aims1.Learn to define or paraphrase the given words and phrases.2.Learn and master: separate (v. adj.) benefit3.Lean and master the use of the Present Continuous Tense for futureactions.4.Revise the tenses learned before.5.Learn to organize sentences together to form a short passage. Teaching Important PointsThe use of the Present Continuous Tense for future actionsTeaching Difficult Points1.The use of the Present Continuous Tense2.How to organize English sentences to form a proper passageTeaching Methods1.Listening and dictation2.Pair/Group work3.Inductive method and Deductive method4.Sentences making practiceTeaching AidsA slide projector or computerMain projector in TeachingStep 1 Greeting and Revision as usualStep 2 Word studyAsk the students to match the words and phrases to right expressions individually. Check in pairs and then check with the whole class.Step 3 Language focusAsk the students to read the dialogue and underline the verbs that express future.Let the students study the example.Make sure they understand what to do.Ask the students to check in pairs.Check with the whole class.Summary: The Present Continuous Tense may be used for future actions.Ask the students to read aloud the dialogue again in pairs.Ask one or more pairs to act it out.Step 4 PracticeAsk questions about how things were done in the past,how they are done today, and how they will be done in the future, e.g. How did people travel in the past?How do people travel today?How will people travel in the future?Step 5 PracticeStudy the example first.Then ask the students to write a paragraph for each column.Ask four or more students to report their paragraphs.Step 6 ConsolidationAsk the students to talk or make sentences about their future plans using the Present Continuous Tense for future actions.Step 7 SummaryHelp the students to generalize the use of the Present Continuous Tense for future actions.Step 8 Assignment1.Revise the grammar2.Write their passages in the exercise book.4th periodTeaching aims1.Do some reading and talking2.Learn and master: combine task3.Learn to write English lettersImportant Points in Teaching1.Learn about eco-travel2.Learn to express themselves in the group discussion in English3.Revise and learn how to write English letters.Difficult Points in Teaching1.Express themselves in proper English2.Build up the sense of environmental protection3.From the writing habit of English letters.Teaching Methods1.East/careful reading for gist/details2.Discussion in groups and writing practice.Teaching Aids1.A slide projector2.Macromedia equipmentMain Procedures in TeachingStep 1 Greeting and RevisionStep 2 Do Reading and TalkingStep 3 WritingStep 4Assignment1.Revise the contents of the whole unit.2.Finish off the letters and write them in the exercise book.3.Preview the next unit。
高中英语Unit 3 Going Places全英文说课稿
高中英语Unit 3 Going Places全英文说课稿Lesson Plan InterpretationUnit 3 Going Places—the Fourth PeriodGood afternoon, ladies and gentlemen. I’m glad to interpreter my lesson here today. The lesson plan I’m going to talk about is from Book I Unit 3 Going Places—the fourth period. I’d like to explain my way of teaching and the reason from the following five aspects: understanding of the teaching material, teaching method and learning strategies, teaching procedure, blackboard work and teaching assessment.1. Understanding of the teaching materialMy understanding of the teaching material includes three parts: brief analysis of the teaching material, key points and difficulties, the teaching objectives. I’ll talk about them separately.(1) Brief analysis of the teaching materialThe central topic of this unit is “travel”—the world’s hot topic and a modern lifestyle growing more and more popular. The unit coves a lot about this topic: means of transportation, eco—travel destinations and two fashionable travel styles—adventure travel and eco—travel.The fourth period of this unit contains integrating skills and writing. Integrating skills, I think, are the continuation of reading and the prelude of writing. The short passage is about eco—travel. The table below gives information about two eco—travel destinations. Completing the table can be a mini—writing. The second part—writing asks students to write travel letters.(2) Key points and difficultiesNew words and phrases, useful expressions such as “on the other hand”, “as well as ” are the key points of this period.Our students are used to the traditional teacher—centered teaching method. Most of them arelacking in the ability of learning independently. Therefore, in my eye, discussing a given topic and making reports by themselves are the difficult tasks for them to fulfill.(3) Teaching objectivesAccording to the national curriculum of English and language learning theory, English teaching should enhance the focus on realistic communication, which is essentialin developing students’competence in English. In consideration of this standard, I make out the following three teaching objectives.Knowledge objective: I’d like to help students master some useful words and expressions, also to help them acquire as much knowledge as possible.Ability objective: I’ll make efforts to develop students’ ability of using English in a communicative way.Moral objective: I will make full use of the hot topic to increase students’ learning motivation. Try my best to let them know that while enjoying the beauty of nature, they have the responsibilities for our environment.2. Teaching method and learning strategiesIn my opinion, in language teaching, much emphasis should be laid on situationalism. In my teaching, I adopt situational teaching method, that is, prepare situations for students and encourage them to participate actively in activities. In order to make the class more interesting, I use different teaching aids, such as slide show, tow beautiful pictures of the Red River Village and the Snow Mountain.Learning strategies are made up of three strategies: cognitive strategy, accommodative strategy and communicative strategy. I’ll advise students to express themselves in English as much as possible and use English for a real purpose—communication.3. Teaching procedureA successful teaching depends essentially on a proper arrangement of teaching procedure. My teaching procedure is consisted of five steps: Step I Greeting and Revision, Step II Lead—in, Step III Reading and Talking, Step IV Writing, Step V Homework.Step I Greeting and Revision (2 minutes)I’ll ask two students to make a dialogue about where they went and what they did during the National Day. This is the revision for the third period and also the activity for students to get mentally prepared for the fourth period.Step II Lead—in (3 minutes)Here, I’d like to share my own travel experiences with my students. After describing the beauty of YanDang Mountain, I’ll tell them that during my travel I also found many tourists do something wrong, for example, smoke orlitter. Of course, it is a not good way of travel. Then I’d like to introduce them a good form of travel: eco—travel, the topic. Sharing my own travel experiences with students can stimulate their interests in the lesson.Step III Reading and Talking (25 minutes)This part consists of a short passage and a table. Students are asked to get the general idea of the short passage first, then complete the table concerned. This step can be divided into three parts—scanning, careful reading and discussion.(1) ScanningFirst, I’ll give students the meaning of two words —ecology and ecologist, which will help them to guess the meaning of eco—travel. Then ask them to do the scanning with an easy question “What is an eco—travel?” Students are just required to get the general idea and answer the question.(2) Careful—readingI’d like to ask students to read the short passage again and answer a relatively more difficult question “What is the difference between normal travel and eco—travel?”Then we will get down to the second part—the table. Atfirst, I’ll show students the pictures of Red River Village and Snow Mountain. After that, ask them to read the information about the two eco—travel destinations carefully and finish the table. Careful reading enables students to understand the importance of eco—travel and improve their reading ability. Here, I want to mention a useful expression—as well as. I’ll write it on the blackboard, explain it with examples and ask students to make sentences with it.(3) DiscussionsIn this part, I’d like students to work in group of four and offer them a situation. Imagine that four of them are going on an eco—travel. They need to read about the information carefully, discuss with their partners and then decide where they are going in group of four. Each group member has to prepare reasons for visiting one of the places. After discussion, I’ll ask representatives of two groups to make reports. This activity cultivates students’abilities of helping each other, learning from each other and their willingness to cooperate with others.Step IV Writing (14 minutes)Writing part asks students to write travel letters todescribe what they are doing, what they will do and what they have done during their travel. This time, I’ll get students to write the two letters in pairs. It is advisable for me to mention the writing tips before they start writing. when they finish their work, I’ll ask students to exchange their exercise books with their partners and check for mistakes by themselves. In this way, students become more active in class. If time permitting, I’ll ask a student to read his letter to the class. Through writing, students can learn how to write travel letters.Step V Homework (1 minute)(1) Make a report on an eco—travel destination in China. This task cultivates students’ abilities of hunting for information after class and using their knowledge to solve problems.(2) Do the exercises in workbook. Doing exercises, I think, is a good way for students to consolidate what they have leant in class.4. Blackboard workUnit 3 Going Places----the Fourth Period1. Normal travel:Simply for pleasure, bad for the environment, cause problems.Eco—travel:With responsibility, protect the environment, help animals, plants and people.2. as well as –besides, in addition toeg, The boy is lively as well as healthy.5. Teaching assessmentIt is agreed that assessment means to discover how well students know things or can do things. In my teaching, I place much emphasis on students’learning procedure, learning attitudes and their abilities of participation and cooperation.That’s all for my presentation. Thank you for your attention.。
Unit 3 Going places 说课
Lesson plan interpretationJEFC B1A Unit 3 Period 2 readingGood afternoon ladies and gentlemen, it is my pleasure to interpret my lesson here today. The lesson I am talked about is from JEFC B1A Unit 3 going out. I will explain how to teach and how to do so from following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and study ways, teaching procedure, blackboard work..I.the theoretical basisfirst, I’d like to show my theoretical basis------schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve th e students’ rea d speed reading comprehension, language teacher should try to activate the students’ old knowledge store and add more relevant background knowledge before they get the students to read.II.understanding of the teaching materialmy understand of the teaching material includes 4 parts: the status and the function, the key points, the difficulties and teaching objectives. I will not talk about them separately.Lesson 14 is a reading course, it is mainly about the travels. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage our students to do the speed reading for the first time, that’s to say, we should encourage our students to read as fast as they can when the do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So in order to fulfill the learning task of this lesson, I make out the following objectives:A)know objectivesss should have a full understanding of L14 after class, and know some background knowledge. Then students will master some useful words and expression such as experience, get away from, adventure, instead of, get close to, watch out for, and protect yourself from , and learn to retell and summarize a passage.B)ability objectivesstudents should be the real master of the class. But the students in my class are lack of the independent reading abilities. In this class, I will encourage and help them to read, think an find out information by themselves most of the time. Since the main objective of the reading course is to improve the Ss’ reading ability, I will train their ability of identifying the general idea anfd supporting details in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed, and the whole class is for Ss to develop their reading skills as scanning, skimming, predicting and guessing the new words from the contentc) moral objectivesunit 3 lesson 14 is about travel. Most of the students have travel out but travel they are still unaware of the damage to the environment. So I will make full use of topic to have a correct idea of travel.III.teaching methods and studying waysnow let us focus on the ways of teaching and learning.Generally speaking, I adopt communicative approach in my class. As for learning, the Ss willlearning through independent reading and discussing.I’ll use an computer, a tape recorder as my teaching aids.IV.teaching procedurehere comes the most important part, my teaching procedure, it includes 4 steps: step I greeting and lead-in, step II reading, step III consolidation, step VI homework.Step I: greeting and lead-inIt will cost 10 minutes. I will ask students what kind of travel we talk about yesterday. Then I asked what others kinds of travel they know. At the same time I will show some pictures of travel to remind them. When they speaking, I will write some of the useful phrases they mentioned in the blackboard.Here the words are designed to have the impression in the students’ mind, for all th e phrases will appear in the reading material.Step II. ReadingReading is a main part and it will cost 25 minutes. Here I adopt the up-down model, students are asked to get the general idea first, then down to some details. And I will ask the student to read paragraph by paragraph..A) I will ask them to look at first paragraph the page 17, and then answer my questions.1 why people go for a adventure travel?2 how many kinds of adventure travel are mentioned in it?The two question contain the main idea of the 1st paragraph, and also the answer will contain the new phrases in the paragraph.b) I will ask them is hiking the same as walking? Or different, do you need any equipment? And they may talk about shoes, backpack, clothes, money, cellphone.and I said before adventure travel is usually very dangerous, what you have to pay attention to when you go out for hikings?Here, this two question contain the two main idea of the paragraph.Then I said if you want to know some tips of hiking, now let’s read the second paragraph together. Now please answer my questions,1 why people go hiking? (explain get close to )2 where can we go hiking?Here these two questions contain the some details and difficult phrases in the paragraph. And when they finished answer, I can explain them together.c) them I will show them some pictures of rafting and whitewater rafting, and we will discuss where we can go rafting and whitewater rafting and what equipment they need.Here, I ask them to have a discussion because all the things are visible in the screen and can stimulate the reading interest of students.Then I said ok. Let’s read the third paragraph together and have a good knowledge of rafting.T: now answer two questions on the screen.1 how does the name “white water” come from?2 if you go out for a whitewater rafting, what skills you need?Here these two questions contain difficult points of the paragraph. The difference between the rafting and whitewater raftingStep III consolidationIt will cost about five minutes.Before I always ask them to read paragraph in paragraph, now I ask them to read the whole text to review the phrase in the text and finish exercise 1. then I will ask them read second paragraph and third paragraph and compare this two adventure, and fill in the blanks of exercise 2, this is comparison of rafting and whitewater rafting.Step VI homeworkI will ask them to finish the vocabulary on page 18, and review the text and try to retell it.V.blackboard workon the right , there are some of the new phrases. In the middle there some language points.。
高中高一英语说课稿-Unit3GoingPlaces
高中高一英语说课稿-Unit3GoingPlaces各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢学无止境，高中是人生成长变化最快的阶段，所以应该用心去想，去做好每件事，中国（）为大家整理了“”,希望可以帮助到更多学子。
一、教材分析本单元主要讲的是西餐的“tablemanners”，以简洁的文字、直接的表述向人们展示了东西方餐饮文化的区别，从最基本的餐具摆放开始，接着介绍进餐的顺序，中间穿插相关的“tablemanners”。
还说明了人们进餐中的言行举止要求，如：举杯、饮酒，最后宽慰人们与时俱进。
学习本单元能够让学生了解中西方餐饮文化的区别。
本课是本单元的第一课，以听说为主。
英语是用来交流的，因此怎样提高学生的听说能力在英语教学中起着非常重要的作用。
二、教学目标1.知识目标：学习掌握一些新的单词和短语，如:apologize,apology,fault,situation,oops,introduce,forgive,interrupt,forgiveme,etc.2.能力目标：使学生能够用英语进行自我介绍、道歉、怎样得到别人的许可等。
3.德育目标：使学生了解中西方餐桌文化的差别，以使得学生能比较、认识它们各自的特点。
三、教学重、难点教学重点：提高学生的听力技能教学难点：使学生能够自如地用英语进行道歉四、学情分析1.学生们缺乏一些相关的词汇2.学生们很少用英语来表达和交流3.有些学生课堂上表现不够积极，性格内向或者害怕犯错误。
4.他们了解一些中国的餐桌文化常识五、教学方法和手段1.双边活动教学法2.问题导入法3.兴趣激发法本单元主要讲的是西餐的“tablemanners”，以简洁的文字、直接的表述向人们展示了东西方餐饮文化的区别，从最基本的餐具摆放开始，接着介绍进餐的顺序，中间穿插相关的“tablemanners”。
还说明了人们进餐中的言行举止要求，如：举杯、饮酒，最后宽慰人们与时俱进。
《Going places》教案共3篇
《Going places》教案共3篇《Going places》教案1教学目标：1. 理解生活中常见的地方名称和词汇；2. 熟练掌握用英语询问和回答出行方式；3. 培养学生自主交流和查询信息的能力；4. 培养学生的口语表达和听力理解能力。
教学重点：1. 出行方式的询问和回答；2. 怎样用英语表达所要去的具体地点。
教学难点：如何培养学生在沟通中积极主动的交流能力。
教学过程：Step 1 自我介绍T: Hello, everyone! My name is Jason. And what’s your name? S1: My name is Lily.S2: My name is Mike.S3: My name is Jane.Step 2 视听材料欣赏T: OK, let’s watch a video about “Going Places”. When you watch the video, please pay attention to where they are going and how they are going there.(播放视频)T: What places have they gone to?S1: They went to the beach, the park, the zoo, the store and the library.T: How did they go there?S2: They walked, they rode a bike, they took a bus, they drove a car and they took a train.Step 3 课文解析T: Now, let’s look at the sentences in the video.“Where are you going?” 你们去哪里？“I’m going to the beach.” 我去海滩。
Unit;3《Going;places》教案1
Unit;3《Going;places》教案1 period 1 i. teaching aims: 1. learn and master the following words: traveling, transportation, consider, boarding call, destination. 2. do some listening. 3. do some speaking and talk about traveling to the past or future. ii. important points: 1. improve the students' listening ability. 2. improve the students' speaking ability by discussion, talks and making some dialogues. iii. difficult points: how to finish the task of speaking and how to make dialogues correctly. iv. teaching methods 1. warming up to arouse the students’ interest in traveling. 2. listening activity to improve the students’ listening ability. 3. get as many activities as possible for the students to get more chances to practice. v. teaching procedures: step ⅰ. greetings greet the class as usual. step 2 lead in t: with the development of society, we are changing our way of life. more and more people like to travel. do you often travel? where have you been? what should you do when you are traveling? collect the answers: bring the things we need think about our safety travel with otherpeople in the mountain or in the forest throw waste things in the dustbins park cars in parking plots step 2 warming up ask the students to open their books at page 15 and look at the four pictures in it. discuss in pairs and see if the people in the pictures are doing anything wrong. after a while, teacher asks at least four students to talk about the pictures before the class. (picture 1) the man is driving too fast. he should drive at the speed of 30 km an hour, but he is driving at 60 km per hour. (picture 2) the woman is littering waste things. she is going outing in the mountain. she shouldn't throw rubbish where there is a sign, saying "no littering!". (picture 3) the man is in the park. he shouldn't be smoking in the place where there is a sign, saying "no smoking!". (picture 4) the car is stopping at the wrong place. there is a sign, saying "no parking!" for ex. 2, tell the students that "means of transportation" refers to the ways of carrying people or goods from one place to another and "consider" means "think about". ask: who can give us the names of the transportation? by bike, by bus, by train, by car, by boat, by plane or on foot.(write them on the bb.)then get some students to answer the question. possible answer: we must consider time and money we have to spend, and whether we'll feel comfortable and safe during our travels. look at ex. 3 and answer it after a short discussion: situation 1: from shanghai to londonsituation 2: from chongqing to chengdu situation 3: from beijing to guangzhou situation 4: from dalian to qingdao situation 1: by air. it’s a long way from shanghai to london. it’s the better and faster way to get there by air than by ship. situation 2: by bus, chongqing is not far from chengdu. it takes us only several hours to get there by bus. it’s faster by bus than by train. situation 3: by train. beijing is far from guangzhou. we can get the re by train or by plane. it’s faster by plane, but it’s much more expensive. i think it’s better to go there by train. on the train we can be comfortable and enjoy the beautiful scenes on the way there. situation 4: by boat / ship. it’s shorter by ship than by bus or train. meanwhile, we can enjoy the beautiful scene on the sea. step ⅳ. listening p15, part 1. listen three times and fill in the form. then check the answers together. teach “destination”. stepⅴ.speaking ask the students to look at the speaking part on p16 and think about the places you'd like to visit best, the years when you would go there and the reasons. write them on a piece of paper. after three minutes, teacher asks three students to give the answers and fill in the form on the screen. name where would your prefer going in which years would you like to go there why then look at the dialogue between two students in the book. they are talking about traveling to the future. ask the students read it first, and then make up a new one, using the information in the form. homework write down the dialogue made up in your exercise books and preview the reading text.。
Unit 3 Going places说课稿
Lesson Plan Interpretation(SEFC Book 1 Unit 3 the 1st period warming up & listening)外国语学院01英本（2）班连乐丹010312161. Analyzing the Teaching Material1. What and Why to teach?1.To get the students to have more knowledge of travel.2.To enable the students to master some new words and expressions.3.To develop the students’ listening ability for specific information.4.To get the students to value the way of study by cooperation.a)Background informationSaint Augustine has said that the world is like a book, if you stay at home instead of traveling, it seems that you just stare at one page of a book. From his words we can see traveling is as important as reading for us. Nowadays, it becomes a hot topic all around the world. Our country encourages visitors to travel because it can do a world of good for the economic. So of course, we can’t neglect this popular topic in our English textbook. Generally speaking, when the English teacher begins this unit, the National Day Holiday is just coming near. So it is necessary and essential to provide the students with enough information about travel. On one hand, compared with the western people, our Chinese people’s awareness of the importance of travel fall much behind. On the other hand, some challenges and problems arise while traveling. More and more people travel not only for pleasure and study but also for environment and unusual experience.b) Analysis of the material of this unit.As we know, the center topic –travel is a popular and modern concept. In short it follow the main future of the new textbook, that is, novelty. In the part of warming up, there are three requirements. The first one is to draw the students’ attention to think about some travel manners and behaviors and improve the awareness of protecting the environment. The second one is to talk about the consideration and preparation before traveling as a form of an open question. And the last part is to choose the proper means of transportation. There are four different routes for the students to choose. Different people may have different opinions. So it can activate the students to think hard and speaking at their own will. In the listening part, there are two parts. The first part has something to do with the boarding call, which keeps close to our real life. So it can broaden the students’ scope and knowledge. On the other hand, the design of the exercise for the information gap can train the students listening ability for specific information. The second part is about five world travelers’talking. It is more difficult for the students because of the implied meaning in their talking. It not only needs some good listening technique such as note-taking but also a quick and responsive mind. The form is to fill the table according to three questions. So the key and difficult points of this period is to stimulate the interest of the students and to do the listening exercises. At the same time, I will show the students some important language input. In order to achieve such goal, I will use computer and radio as my teaching aids.2. Teaching objectivesAt the beginning of this unit, it will take much time to stir students to talk freely and liven the atmosphere of the class. We know listening is more likely to be disturbed by lacking of information about the material. Then it needs to supply some relevant knowledge. So in order to fulfill the task of this unit, I figure out the following objectives:a) Knowledge objectiveFirst, Ss will be asked to list some places of interest in Beijing and learn some new words and expressions such as instead of, consider, means of transportation, boarding call, destination and so on. These information and knowledge can do great help in the following steps. Students will also learn how to select the proper means of transportation for their journey and tell the considerations for their choice.b)Ability objectiveSs should be the masters of the class while the teacher acts as an organizer or guider. But the problem is the average students don’t have a sound knowledge of English learning. They don’t form the habit of taking note while listening and don’t know how to have a quick grasp of some specific information. I’ll tell Ss some listening technique in note taking and guessing the new words from the context. And Ss should develop the active and creative thinking ability.c)Moral objective1)Suggest Ss to have good manners and behavior2)Improve Ss awareness of environment protect while traveling.3)Encourage Ss to balance the importance of study and travel.3. Teaching principlesa)Task-based language teachingThis period is mainly based on the principle of task-based language teaching. Specifically speaking, it can be further divided into Situational Approach, Communicative Approach and Whole language teaching. So the learner can have a good knowledge of English by expressing, communicating, cooperating or requiring. In the end, Ss can enjoy themselves while learning English and fulfilling the teaching requirements in this unit.b)Heuristic approach and brainstormI stick to the principle of heuristic approach and brainstorm, which can make the Ss speaking freely and lessening the difficulty of listening. Since the main objective of this period is to activate Ss in talking and thinking and train their listening ability. I’ll show some pictures concerned this topic and supporting details in the lead-in step.4.Teaching ProceduresWith the purposes above, I intend to give my lesson as follows:Step 1. Greeting and leading- in (5 minutes)Activity: To talk about travel.Purpose: 1. To stir the atmosphere in the class and the interest of the students2. To warm up and lead in the topic--- travel3 To show the students some word inputAs this is the first lesson in Unit 3, students have had some knowledge of travel and havemastered some expressions used to talk about travel. It makes it possible to lead in today’s topic by brainstorming. Students are asked to talk about the places of interest in Beijing and some animals in the south and North Pole islands. Here chances are given to average students. Of course, students are encouraged to give as much information as possible.Step 2. Warming up (15 minutes)Activity: 1. To Talk freely to give teacher some advice on the means of transportation (class work)2. To work in pairs to tell how and why choose the means of transportation for theroute. (Pair works)3. To do some error finding (class work)Purpose: 1.To help Ss to choose the means of transportation.2. To communicate with each other in English.Since there are three parts in warming up in the textbook, the students are given many chances to express their own ideas. Two heads are better than one. Students are supposed to cooperate while studying English. What’s more, students are expected to connect what they have learnt in the book with what they should meet with the daily life.The first and third activity is fairly easy, so I will offer the chance to the whole students. However, the second activity, which is a bit too difficult, will be offered to top and talented students. There is a famous saying going like this --- Interest is the first teacher. So I will show Ss four routes to choose. But in my opinion, for a senior middle school student, interest comes rather from the success they achieve. So I intend to let each student have the chance to achieve success and have the pleasure of being successful in learning English.Step 3. Listening (19 minutes)Activity: 1. To listen to the breading call for some specific information.2. To listen to several world travelers’ talking and fill the tablePurpose: 1. To listen for important and specific information such as number or places.2. To enable students to have a quick and active mind and guess.There are two parts in the listening part. The second part is far more difficult than the first one. So the second part will take us much more time.In the first part, considering some students don’t have the experience to travel by plane, I will present a question first and then show a piece of boarding call on the screen. After reading it, the students are asked to tell the flight number, gate number and destination. Hence, students get to know the necessity of what to listen carefully in the following exercise. I will let Ss listen to the material for three times. For the first time, I will check the answer briefly with the Ss. For the second time, I will ask some average students to show the answer individually. And the last time, we will listen to it sentence by sentence and deal with some difficult points. Usually, students are asked to tell the teacher and the whole class the answer to the question immediately after listening .In that case, only a few students sometimes only several students have the chance to express themselves. Here, I try my best to provide every student a chance to speak English in class.In the second part, I should be aware of the necessity of providing students some background information and some listening techniques. After all, the Ss who I teach are not good at English. So students should not listen independently. So I change the way of answering and understanding the listening part. For the first traveler, Ss will be asked to tick some places first and then to fill theform in the book. For the second traveler, Ss will be asked to tick the right sentences first and then to fill the form in the book. For the third traveler, Ss will be asked to fill some blanks first and then to fill the form in the book. In this way, most students can take part in the listening activity. For the time is limited, the rest part will be used as homework. Of course, the chances here are mainly given to top and average students. The weak students are as well encouraged to have a try. At the same time, I will show Ss some methods of guessing. For I have lessened the difficulty of the material, Ss will be asked to listen to it for three times too.Step 4. Summary (1 minutes)Activity: To read the words of a well-known person about the importance of travel.Purpose: 1. To make them value the importance of travelFor all these reasons people travel. It is time to do something to suggest the importance of travel for the Ss. But how? Now comes an interesting step, which offers the students a chance to read a short passage from a famous person Saint Augustine. Reading is unavoidable in their daily life, so is travel. As a result, students will come to have a better understanding of what will be taught in this unitStep 5. Homework (1 minutes)Purpose: To review and previewNow comes homework assignment. With all the input in form of speaking and listening, students are required to.1. Go on listening to the rest listening part on page 162. Do the listening exercise on the workbook3.Preview the next lessonstep 6. Blackboard Design。
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高一英语Unit3Goingplaces说课稿
人教版高一英语Unit3Goingplaces说课稿
本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。
文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。
而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。
而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。
Waring-up由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。
主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。
比如：第一部分的图例内容与ec-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。
Listening提供了两部分听力资料。
前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。
目的'在于通过输入语言，掌握一些旅游中会碰到的常用表达法。
Speaing提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，
文后设计了表格。
这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。
整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。
Reading分为三部分：pre-reading,reading,pst-reading.pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading是一篇关于探险旅游的材料，其中介绍了hiing与rafting，话题较新颖；pst-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。