1、上課班級情況概述ClassDescription教材依據(jù)和內(nèi)容 TeachingMaterials andTeaching ContentMicroteachingLessonPlanStudentteachersNNoe：6TeachingDate:2011/11/12TeachingContent:fifthperiod,Unit4GloabalWarming,PEPNewSeniorEnglishforChina本班學(xué)生為高二年級。學(xué)生已達(dá)到高中新課程標(biāo)準(zhǔn)7級水平，有一定的英語知識基礎(chǔ)、認(rèn)知水平和邏輯思維能力，對已經(jīng)掌握的語言知識的練習(xí)能夠駕輕就熟，所以在教授時要借助于學(xué)生已經(jīng)掌握的知識

2、和生活經(jīng)驗展開并且在教學(xué)中要注意以鼓勵引導(dǎo)為主，使學(xué)生的認(rèn)知心理得到拓展，提高他們的求知欲望和表現(xiàn)欲。ThestudentsarefromSenior2whohavepossessedNewCurriculumStandardLevelSeven.AfterlearningEnglishforatleast8years,theyhavesomebasicabilityinacquiringEnglishknowledge.Andthestudentsofthisagealsohavesomebasicanalysicalskillsandlogicalthinkingskills.Teache

3、rsshouldhelpthemmasternewknowledgebyguidingthemtomakefulluseofwhattheyhavelearnedandtheirlifeexperience.新課標(biāo)提出：英語課程的學(xué)習(xí)，既是學(xué)生通過英語學(xué)習(xí)和實踐活動，逐步掌握英語知識和技能，提高語言實際運用能力的過程；又是他們陶冶情操、拓展視野、豐富社會經(jīng)歷、開發(fā)思維能力和提高人文素養(yǎng)的過程。本堂課的內(nèi)容節(jié)選自人民教育出版社，高中英語新課程標(biāo)準(zhǔn)選修六，第四單元Unit4GlobalWarming的UsingLanguage部分。本堂課的主要任務(wù)是帶領(lǐng)學(xué)生掌握理解閱讀材料以及提取其中的關(guān)鍵詞、句

4、，以及運用關(guān)鍵彳口息、句段等來重組彳口息，復(fù)述文章。AccordingtoNewCurriculumStandard,teachersshouldguidestudentstolearnEnglishinanactivewaybycontinualpractice.ItisofequalimportanceforstudentstoimprovetheirEnglishlearningabilityandbroadentheirhorizon.TheteachingmaterialofthislessonistheUsingLanguageofUnit4GlobalWarming.Thisle

5、ssonwillenablestudentstounderstandthetextpassageandtoacquirethskillofpickupkeywordsandphrases,andatthesametimetohelpstudentstousekeywordsandinformationtoreorganizethetext.Accordingtotheanalysisoftheteachingmaterialsandstudents'learningbackground,thelessonisdesignethis.教學(xué)目標(biāo)Teachingobjectives/aims

6、1 .語言知識目標(biāo)Knowledgeobjectives:Enablethestudentstounderstandwordsorphrasesaboutglobalwarming,andsomeexpressionsorsentensepatterns.2 .語百技能目標(biāo)Abilityobjectives:A.Helpthestudentsacquireknowledgerelatedtoglobalwarmingthroughdifferentways8. Helpstudentstopickupsomereadingskills,suchascatchingkeywordsorphras

7、esaswellastousekeypointstoretellastory,C.Promoteabilityofcooperationandactivelearning.3 .情感態(tài)度目標(biāo)EmotionalBystudyingthisunit,studentswillawareofthesevereeffectsofglobalwarmingandthepowerofindividuals'activities.Inordertoprotectourplanet,weshoudcarryoutprotectivethingsinourdailylife.Itseemsthatindi

8、viduals'actionisweak.Butifwehumanbeingsdothesethingstosaveenergy,itcanmakeahugedifference.4.學(xué)習(xí)策略LearningStrategyTheteacherwillapplydifferentmethodstohelpstudentstoacquireknowledgeinarelaxingway.(1) Theteacherwouldhelpstudentstoparticipateinpairandgroupworkstogetmoreinformationaboutglobalwarminga

9、ndthinkmoreaboutthetopicbyadoptingtask-basedlanguageteachingmethod.(2) Theteacherwillstartthelessonbypresentingapieceofvideo.Inthisway,studentswillacquireknowledgeinanactivewayinsteadoffollowingthetraditionalmethodsoflanguagelearning.(3)Theteacherwillhelptoimprovestudentsabilityofself-learningandgiv

10、ethemsometasksaboutfinishingcarefulreading.Studentswillgettheknowledgeaboutmusicbyresearching,cooperation,interactionanddiscussionwiththeirfellowclassmates.教學(xué)輔助手段Teaching AidsPPT,blackboardwriting,videowillbeappliedduringthelearningprocedure.教學(xué)重點與難占八、Difficultiesand KeyPoints教學(xué)過程TeachingProcedures(A

11、llocation ofTime)students activities:Greet teacher and think about questions asked by teacher.Watch the video carefully and then discuss questions with partners.To follow teachers guide, and then finish the tasks in an active way.DifficultiesandKeyPoints重難點(1) keypoint:helpingstudentstogettheinforma

12、tionaboutthecurrentsituationoftheglobalwarmingandknowwhatweshoulddoaboutit.(2) difficuty：leadingstudentstocooperatewitheachother,pickupkeywordorphrases,andusekeyinformationtoreorganizetheminalogicalway.pre-reading(8min)(1)Togreetstudentsandtalkaboutchangeableweather.(3) Topresentapieceofshortvideoto

13、lead-inandaskquestions:Whatcausesglobalwarming?Whatcanwedoaboutglobalwarming?”whlie-reading(1) skimmingToleadstudentstoskimthetwolettersonPage30withfollowingtasks:Whoisthewriter?”Whatarethetwoconcernsofthefirstletter?"DoseEarthCareagreewithOu'sopinionthatindividualscanhavenoeffect?"(2)

14、 carefulreadingTorequirestudentstoreadthepassageagainwithfollowingtasks:HowmanysuggestionsgivenbyEarthCare?'Whatarethey?Afterstudentsdiscussingtheabovequestions,organizestudentstodopairworkwithpartners.pairwork:Toworkwithpartnersandfindoutkeywordsandphrasesofthosesuggestions.Thenteacherwritedown

15、keywordsandphrasesgivenbystudents.Leadstudentstoorganizetheseinformationinalogicalwayandincompletesentences.Inordertomakestudentscanusekeyinformationtoretellapassageandtounderstanddetailedinformationwell,theresagroupworkforthem.groupwork:Toaskstudentstomakeatalkshowbaseontheinformationinthetextingro

16、up.TalkshowA:ahostorhostessofGuiZhouTelevisionB:aseniorshoolstudentC:anexpertonenvironmentSupposeanexpertCisinvitedbyGZTVtotalkaboutglobalwarmingandits)dimpacts,and a senior school studentB is wondering what we can do in our daily life.Then lead students to analyse detailed information and language

17、points. When students do not understand the meaning of a word or phrase, I will explain it in English instead of telling them the Chinese meaning of the word, and then give an example sentence.post-readingLead students to finish the task on Page30 Ask them to discuss whether they can carry out the s

18、uggestions given by Earth Care and talk about reasons.To think about the .questions actively and discuss with classmates, and try tc carry out thesesuggestionsinourdailylife.補充材料SupplementarVideoyMaterialsHomeworkI.Reviewthetextandunderlinethesentensesorphrasesthatyodon'tunderstand課后作業(yè)Assignment2.SurftheInternetandcollectsomewaysweindividualscandos