《实用英语1A课时说课.ppt》由会员分享，可在线阅读，更多相关《实用英语1A课时说课.ppt（29页珍藏版）》请在三一办公上搜索。
1、新标准高职高专公共英语实用综合教程2,Unit 7 Generation GapText A Clean Your Room,四,教材分析,一,二,三,五,学情分析,教学目标,教学重点与难点,教法与学法,教学过程设计,六,七,七,七,教学效果及反思,教材分析 1.教材 本次课的教材选自“新标准高职高专公共英语系列教材”综合教程第二册，王守仁主编,上海外语教育出版社，2008年4月第2版,该教材提供听说读写译技能的基础性综合训练，注重实际应用.,2.课文内容 本次课的课文Clean Your Room 是一对母女就打扫房间而展开的一段讨论，折射出年轻人和他们父母之间的代沟问题。,学情分析,情感态
2、度,学习能力,知识能力,具备了一定的英语基础，但基础知识不扎实，阅读能力稍好，听力、口语和写作偏弱。,能够完成教师布置的内容，但课后缺乏良好的学习自主性和自觉性。,英语学习兴趣不浓，但对参与性的教学接受程度高。,教学对象：2012级高职一年级A班学生,教学目标,掌握课文的核心词汇及重点句型理解文章内容，深入了解父母和年轻人之间的代沟问题。,提高学生运用基本阅读技巧的能力，同时加强口语运用练习。,探讨如何克服年轻人与父母之间的代沟问题.,知识目标,情感目标,能力目标,教学重点,核心词汇重点词组 难句理解,教学难点,语言运用,根据本课所学词汇,强调句,定语从句和课文内容，运用口头语言表达来探讨如何
3、解决代沟问题。,1、在做中学,将语言知识与语 言技能结合起来；2、调动学生参与课堂活动。,任务驱动法 角色扮演法直观引导法团队合作法讨论法,说教法,教法与学法,说学法,阅读策略 角色扮演 联系生活,略读、寻读、精读积极参与 思考自己生活中与父母的代沟问题,Presentation设置问题情境导入新课,Production语言运用总结,Practice课文语言技能操练,PPP三个环节,教学过程设计,I.Presentation 1.Picture DescriptionThe students are required to describe1.What the persons in the p
4、ictures are doing;2.What differences there are between the two persons in each picture.,引用生动有趣的情景图片，吸引学生看图片谈论图片内容，引出讨论话题：代沟,2.Background Introduction Generation gap is a popular term used to describe vast differences in values and attitudes between one generation and another,especially between paren
5、ts and children.,根据学生讨论得出的关键词，引出代沟的含义。,II.Practice,Text A,Clean Your Room,Language points,Role play,Key words,Reading skills,本环节是重点，讲练结合,注重操练通过对核心词汇、词组、句型的学习和操练，并利用有效的阅读方法及角色扮演，达到理解文章的目的,Task 1 Key words generation,major,mean,charge,prioritymajor adj.主要的 n.专业majority n.多数，大多数e.g.Our major concern is
6、 how to give everyone a fair chance.,词汇学习选取了课文中的5个核心词，通过构词法、举例法来帮助学生加深对核心词汇的理解和掌握,这里举 major 作为示范。,Practice1.Age is a major factor affecting chances of employment.2.The old man charged me five yuan for mending my shoes.3.Rebuilding the area is a top priority.4.Missing the train means waiting for an h
7、our.5.The novel is about several generations of a French family.,即学即用，通过现场练习来巩固词汇学习。,Task 2 Reading the textReading skills:skimming and scanningAsk the students to read the text fast,and answer the following questions:1How long had Nancy been home from school for Christmas?2What did Nancys father fe
8、ar?3What“old-fashioned”idea couldnt Nancys mother shake?4Why couldnt Nancys mother treat her as an adult?5What was Nancys priority,according to the text?,课文的阅读理解，采取任务型阅读法，先向学生介绍两种阅读策略：略读和寻读，要求学生采用这两种策略快速阅读文章，并回答课文的五个问题。,Task 3 Language points 1.Important phrasesnot until make a difference clean up b
9、ring up for sb.s sake What difference does it make?:Does it matter?make a/some/no difference:be important/unimportant to sb/sthe.g.It makes no difference to me what you say.I am not going.,讲解重点词组,通过讲授法及举例法帮助学生理解.,Practice1.I had not realized she was foreign until she spoke.2.The sea air has made a d
10、ifference to her health.3.I helped you for your sisters sake.4.She brought up five children.5.I am going to clean up my room this afternoon.,通过词组填空练习,帮助学生掌握词组的运用.,2.Important structureIt is/was thatIt is what you have in your heard that countsExample:My mother threw an egg at the Minister of 1 2 3Ed
11、ucation yesterday.4,本课的重点句型是强调句,教师先示范例句的一种强调句变化,然后学生根据不同的强调内容,推演出同一例句的不同个强调句子.,Practice1.It was my mother that/who threw an egg at the Minister of Education yesterday.2.It was an egg that my mother threw at the Minister of Education yesterday.3.It was the Minister of Education that my mother threw a
12、n egg at yesterday.4.It was yesterday that my mother threw an egg at the Minister of Education.,强调句是本文的重要句型,通过强化练习来帮助学生巩固本句型.,3.Difficult sentence You would rather have me make up my bed and pick up my clothes than become a free spirit who thinks for myself.who thinks for myself:This is a restrictiv
13、e attributive clause,modifying“spirit e.g.The tall man who is standing over there is my brother.would rather do A than Do Be.g.I would rather walk than take a bus.,难句的理解采用引导法,先让学生分析句子结构,找出主句和定语从句，再举例子帮助学生理解.,Task 4 Oral practice Role playAsk the students to do the role play according to the text.,通过
14、角色扮演法，学生操练课文对话，达到练习口语及理解文章的目的。,III.ProductionAfter-reading Discussion 1.Do you agree with Nancy or her mother on their ideas about cleaning the room?2.What suggestions do you have for bridging their generation gap?,这一环节是课文的难点，学生利用所学知识内容来进行口头语言表达观点：如何解决代沟问题。,解决方法一：师生根据课文共同总结本课的主题的关键词：generation gap,l
15、iving habits,interests,difference,understand,respect,重点词组,强调句和定语从句,学生可以根据这些内容来组织语言表达.解决方法二：学生分组进行讨论，要求每组至少提出一条可行建议。,Summary,讨论结果总结,总结学生讨论结果,得出解决代沟的途径.,课文语言点总结,课文理解总结,总结本文的重点词汇及句型。,提出有关课文理解的问题,学生共同总结回答.,教学效果及反思,教学效果1.新课呈现采用形象生动的图片展示，吸引学生积极讨论，效果较好；2.通过任务型阅读法和角色扮演法，学生能够理解文章的内容及主题。,教学反思1.参与性的课堂教学内容学生接受程度较高，如看图描述，角色扮演等活动学生愿意参与；2.理论知识内容可精讲，加大实际技能的操练，加大学习方法的指导，例如在本次课中讲授的略读、寻读等阅读策略，能帮助学生较好的完成阅读理解题目。,Thank You!,
