《2019-2020年高中英語(yǔ) Unit4 What should I do？-more reading教案 牛津上海版S1A.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019-2020年高中英語(yǔ) Unit4 What should I do？-more reading教案 牛津上海版S1A.doc（4頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年高中英語(yǔ) Unit4 What should I do？-more reading教案 牛津上海版S1A Teaching Objectives: Knowledge objectives 1. To help the students review the main information of More Language Input and gain the information of the Supplementary Reading 2. To help the students learn how to introduce a new item through reading, speaking and writing activities. Ability objectives 1. To encourage students to express orally what they read, understand and think 2. To inspire students’ creativity to write a short introduction, describing the laptop they would like to remend by using what they have taken in in class Emotional objective To arouse the sense of being cooperative and creative in students Teaching Aids: multimedia, handouts Procedures: Teaching Steps Teacher Activity Student Activity Purpose 1. Lead-in Ask the students to name the items in the pictures. Students look at the pictures and tell the name. To introduce the items. 2. Review of the passage Ask the students to plete the information in the table with regard to potential customers, functions, advantages. Students recall what they have learned in the previous lesson and plete the table. To go over the information in the passage and reinforce the 3 aspects of the introduction. 3. Analysis of the expressions used in the introduction Inform the students of the characteristics of the introductory writing and guide the students to find the examples. Students read the passage again and find the expressions that show the characteristics of the expressions. To help students bear in mind what expressions they should use when introducing a new item. 4. Oral discussion of what students have found Encourage the students to share what they have found in the passage and make ments. Students share the expressions they have found and tell their characteristics. To help the students reinforce the characteristics of introductory writing. 5. Lead-in for supplementary reading Show the students pictures of the laptop. Students have a vivid idea of the laptop. To arouse students’ interest in laptops. 6. Passage reading Ask the students to read the passage on laptops and plete the information in table 1. Students read the passage and plete table 1. To collect the information needed for the design of their laptop 7. Discussion about the information in the table 1. Encourage the students to share with the class what information they have found. Students tell the information they have obtained from the passage while others listen and take notes. To help the students share information through speaking activities and awaken them to the importance of drawing inspiration from others and respecting others. 8. Lead-in of the final position Present the teacher’s introduction of a laptop specially-designed for teachers. Students read the teacher’s introduction aloud, paying attention to the functions specially for teachers. To build up the students’ sense of writing. 9. Analysis of the writing Elaborate on the writing, reminding the students of the structure of the writing and drawing their attention to the characteristics of introductory writing again. Students listen to the teacher’s analysis and respond to the teacher’s remarks or questions when needed. To help the students to keep in mind what should be included in their introduction so that their introduction can make sense. 10. Writing task Ask students to follow the teacher’s sample work and design a suitable laptop for the customers they choose and write an introduction of it in a group of 4 students. Four students make up a group, choose their customers, design a suitable laptop, and write an introduction. To reinforce what they have taken in in class about how to write an introduction of a new item. 11. Writing presentation Ask the group leader to read the introduction of their laptops to the class. ment on their writing. Several students read their writing. The others listen to the teacher’s ments and judge which introduction is more attractive. To help the students to understand what makes a good introduction and help the students to build up self-confidence and sense of success. 12. Homework Ask the students to polish and perfect their writing with more functions. Students improve their writing according to the teacher’s ments and perfect the introduction with more functions. To reinforce and improve their writing skills.