annie教学案例.doc

教学案例

一、 教学内容
The content of my lesson is Book6 unit 3reading. This is the first teaching period of this unit. The central part of this period is two sections in the reading passage titled Advice from Grandad and How Can You Stop Smoking? Reading is in two parts. The first part is a letter from a grandad to his grandson. Grandad lives a long and healthy life，but he has ever been addicted to nicotine，so he lists reasons for being addicted and the harm of smoking. The second part gives advice about how to stop smoking.

二、教学目标
三维目标　
Knowledge and skills
1．To know the meanings of some new words and phrases.
2．To learn about some health problems and how to live a healthy life.
3．To develop the students' reading ability by skimming and scanning the passage.
4．To develop the students' speaking ability by talking about health problems.
Process and methods
1．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and help students understand the harm of smoking.The teacher should lead the students to look at the title and layout of the two sections in the reading passage and try to find out the main idea of the text by skimming.
2．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and study the organization of the text.
3．To consolidate the contents of the reading passage，the students should be required to discuss some questions about the text at the end of the class.
Emotion，attitude and value
1．To get the students to reflect on some health issues which may concern them in the future and make sure they will be less likely to become addicted to risky behavior.
2．To develop students' sense of cooperative learning.
三．教学重难点　　　
1．To enable the students to learn about health problems and to develop their reading ability.
2．To enable the students to describe a healthy person or a healthy activity.
四．教学时间
45分钟
五．教学过程
Step1 Presentation
Teacher uses the pictures connected with smoking to lead in.
1. Show some pictures of different kinds of drugs to get them to know of drugs.
2. Show three pictures to let them know the dangers of drugs
3. Show the number of drug addicts: On March 1st, 2004, China government reported there were about more than 1,050,000 drug addicts in China. More than 70% of them are the young people under the age of 35.
(通过看图谈论，直观地将与本课内容有关的图片展现出来。学生很自然地被迁移到了新课中来)

Step2 New Words
Ask students to do an exercise of some new difficult words.
Teacher shows the English definitions of new words and then asks them to guess the Chinese meanings of the words.
（利用这个练习让学生初步掌握课文里的部分困难单词，解决阅读的语言障碍）

Step3 Listening
1.Play the tape of the first paragraphs of the two articles.
2.Ask students to listen to the tape and then to choose the best titles for the two articles.
A. A Drug Addict and His Story
B. Dangerous Activities of Teenagers
C. The Dangers of Using Cocaine
（利用这个练习锻炼学生听力的同时培养学生联想、分析能力和逻辑分析能力）

Step 4 Fast-reading (silently)
Ask students to skim the passage so as to get the key words and general idea of each paragraph.
Paragraph one：____　　Paragraph two：______　　Paragraph three：______
Paragraph four：______　 Paragraph five：______
A．The writer leads to the topic of the letter by talking about James' problem of smoking.
B．Introducing some different ways of becoming addicted.
C．Telling the writer's hope for his grandson.
D．Telling the harmful effects of smoking.
E．From the life the writer is leading now，we can know the importance of healthy life.
Suggested answers：E　A　B　D　C
（通过这个练习培养学生前后联系能力和逻辑分析能力）

Step5 Careful-reading (aloud)
(1)Ask students to read the text carefully to get some specific information and do the true or false questions.
①James is addicted to smoking now and couldn't give it up.
②James' grandad is also addicted to cigarettes now.
③Smoking doesn't affect the health of non－smokers.
④Grandad quitted smoking at last.
⑤James' grandad knew much about the harmful effects of smoking when he was young.
(2)Ask students to scan the reading passage for detailed information and do the following multiple choices.
①The first two sentences of the letter shows James' grandpa______.
A．lives a healthy life　　　
B．is addicted to sitting in the garden
C．has nothing to do at home
D．is tired when returning from a long bike trip
②In what way did the old man try to persuade his grandson to give up smoking?
A．Using scientific theory.　　　　　　　B．His failure in love.
C．His sports activity. D．His own experience.
③According to the letter，James' grandpa______.
A．didn't give up smoking
B．used to be a member of the school football team
C．is lonely
D．wrote down the advice from his experience
④______forced James' grandpa to give up smoking.
A．That he ran too slow
B．That he was taken off the school football team
C．His girlfriend
D．His parents
⑤Which of the following statements is NOT true according to the passage?
A．A person's smoking can have bad effects on other people.
B．It's not easy for a person to give up smoking.
C．Smoking has no effects on sports performance.
D．People can become addicted to cigarettes in different ways.
（利用这两个练习使学生进一步抓住两篇文章的细节内容。）

Step 6 Consolidation
Read the second part of the text and choose the correct words or phrases to fill in the blanks.
Choose a day that is not ______ to quit smoking.Make a list of all the ______ you will get from stopping smoking.______ all your cigarettes at the end of the day before you plan to quit the list of benefits you wrote when you feel like smoking.Develop some other habits like walking，drinking some water，cleaning the house and so on to keep yourself busy.If you feel nervous or stressed，try to do some ______ exercises like deep breathing.You can stop smoking with a friend or join a group.If you feel really bad，ask a doctor or ______ for help.The most important thing is to keep trying.Don't feel ______ if you ______ and have a cigarette，because some people have to try many times before they finally quit smoking.Never give up and you will succeed.

Suggested answers:
stressful；benefits；Throw away；Reread；relaxation；chemist；ashamed；weaken
（利用这个练习让学生借助于这篇完形填空，能够脱离课本将课文复述出来）

Step 7　Discussion
1．What kind of person do you think James' grandfather is?
2．What do you think can be done to protect non－smokers especially women and babies from those who smoke？(I think that.../In my opinion.../I believe that.../It's easy to do...)
(通过讨论环节，鼓励学生大胆地开口说英语，学生能用本堂课所学过的词汇及知识进行口语表达，这在英语课堂上是很可贵的，尽管学生的口语表达不是很准确)

Step8 Homework
1．Learn the useful new words and expressions in this part by heart.
2．Write a short passage about how to give up smoking(search as much information as possible)．
五．教学反思
这节课是阅读课，我觉得完成了本课的教学任务，实现了教学目标。我利用多媒体增加了课堂的容量，在课堂上调动起了学生学习英语的积极性，全面的训练了学生的听、读、说的能力。课堂气氛活跃，让学生进行巩固练习时，感觉方法有点传统，这是今后教学中要改进的。
高二英语组 倪安莉

shuo课稿
Good morning, everyone. Today, I feel honored to have the chance to share my lesson with you. The content of my lesson is the reading part of Book4 unit 4. I have been ready my lesson to begin my lesson with four parts. 1.Analysis of the teaching material; 2.The teaching methods,3.The teaching procedure; 4.conclusion
Part1 1.Analysis of the teaching material
ⅠTopic Introduction
The reading titled Communication: no problem？.By studying of this unit, students have improved their reading ability and known that public behaviour is different in various cultures,that not all people express themselves the same way.
Ⅱ.Teaching objectives
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
1.Knowledge objectives:
1) The students can hear, read, and use the key words and sentence patterns.
2) The students understand the content of the passage.
3) Let students learn about cultural differences and intercultural communication
2. Ability objectives:
1）. Develop students’ reading ability and let them learn different reading skills.
2）. Enable students to talk about cultural differences and intercultural communication
Emotional aims
1）. Help the Ss know about cultural differences and intercultural communication,and different cultural body language to avoid misunderstanding in intercultural communication.
2）. Develop students’ sense of cooperative learning.
Ⅲ.Teaching important and difficult points
Based on the requirement of the text ,I set my important and difficult points as follows
1. Let students learn more about cultural differences and intercultural communication.
2. Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.

Part2 The teaching methods
As everyone knows ,a good teaching method requires the teacher should help the studenths develop good sense of the English language .In order to achieve these teaching aims ,I adopted the following method according to the text.
a. Task-based Language Teaching :
 During the course, different tasks are designed for students to carry out. Whether and how they finish the tasks can reflect on how much information they grasp from reading. In return, the teacher can adjust his/her teaching.
b. Cooperative Learning:
In this class ,I have  divided the class into small teams, each with students of different levels of ability. Every member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement.
c. Discussion
Discussion helped develop their thinking and communicative ability.
Part 3 Teaching procedures
Interest is the best Teacher, So, at the very beginning of the class, I should let the students focus on the center topic.
Step 1: Lead-in and Warming up( 5 mins)
For warming up, I used some pictures to catch students’ attention about the passage and arouse their interest in learning English.
Step 2Fast Reading ( Skimming) (7 mins)
In this step, I used Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.
Task 1: General idea (3 mins)
I will let the ss read the passage as fast as possible and ask them
What’s the passage mainly about?
Task 2:Main idea of each paragraph
 In this part ,I have divided the students into several groups to skim the whole text and get the main idea of each paragraph.
Step3.Detailed Reading
It’s very difficult to get most detailed information and grasp the structure of the article, in order to develop the ss ‘s ability of communication. I used careful-reading to deal with the difficult points just like this.
Task 1Scanning to get detail information (12mins)
I guided the students to read the text carefully and take some important notes ,then answered the following questions.
1）Complete the chart with information from the passage:
Name
Description
Body language
To Whom
Tony Garcia

everyone

No touching

Man from Japan

George Cook

To man
To woman

Shake hands and kiss twice on each check

2)Use the passage to help you answer the following questions on Page 27.
Suggested answers:
Name
Description
Body Language
To whom
Tony Garcia
Man from Colombia
Kiss on the cheek
everyone
Jullia Smith
Woman from Britain
No touching
everyone
Akira Nagata
Man from Japan
Bowing
everyone
George Cook
Man from Canada
Shaking hands
everyone
Ahmed Aziz
Man from Jordan
Shaking hands
nodding
To men
To women
Darlene Coulon
Woman from France
Shake hands and kiss twice on each cheek
People she knows

Task 2.Allow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish the following:
1 Which is the main idea of the text?
A. There are different customs in different countries.
B. Foreigners should follow the customs of the country where they are visiting.
C. People use body movements to send messages and different bodymovements have different meanings.
D. The importance of knowing customs.
2.The author of this passage may be a _________.
A.male B. female C. Chinese D. American
3. In the passage the author noticed the two mistakes that________.
A. the Colombian man kissed the British woman and that the Japanese man bowed
B. the British woman kissed the Japanese and that the Colombian man bowed
C. the Canadian man started to shake hands and that the Japanese man bowed
D.the Colombian man kissed the British woman and that one man’s nose touched
the other man’s hand.
4.________ seemed to prefer to keep more physical distance from others
A. Julia and Ahmed B. Tony and Ahmed C. Tony and Julia D. Julia and George
5. Tony from Colombia and Darlenefrom France had a similar greeting custom which is ______.
A. a handshake B. a kiss C. a smile D. a bow
6.“ When in Rome, do as the Romans do.” means_______.
A. when we are in a certain place, we should follow the customs of the people who live in that
place, not our own customs.
B. when we are in a certain place, we needn’t follow the customs of the people who live in that
place, not our own customs.
C. when we are in a certain place, we should follow the customs of the people who live in that
place, and our own customs.
D. when we are in a certain place, we should follow the customs of the people who don’t live in that place, not our own customs.
【答案】CA ADBA

Step4 post reading ( 8 mins)
Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. So I designed 2 activities
Task1. Summary: fill in the blanks without referring to the context and then retell the whole text. (3 mins)
Task2 Discussion (group of 4 ) (5 mins)
Discussion is an easy way to inspire new ideas and an excellent chance to practice English in a cooperative learning atmosphere.I divided the students into several groups to HAVE a discussion. Then choose a reporter to share their opinions.
Step5 Homework
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook.

Part4.conclusion
In this lesson, I used cooperative leaning method and task-based teaching method to enable the students to solve language problems, understand the meaning of the context and dig the deep meaning step by step. Meanwhile, through the discussion. I,acting as a guide, led the students to get their own correct value of gender and society. In a word, I believe the