新視野大學(xué)英語(yǔ)1(高職高專(zhuān)教材)第九單元說(shuō)課稿

1、新視野大學(xué)英語(yǔ) 新視野大學(xué)英語(yǔ) 1（高職高專(zhuān)教材）第九單元說(shuō)課稿 （高職高專(zhuān)教材）第九單元說(shuō)課稿Unit Unit 9 New New Jobs Jobs Today TodayGood afternoon, laddies and gentlemen! It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is New

2、 Horison English course Book 1 Unit 9（New Jobs Today）. I’ll be ready to begin this lesson from five parts： Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Black

3、board design.First, let me talk about the teaching material. Part Part 1 The analysis of the teaching material:This lesson is a reading passage. It plays a very important part in the English teaching of this unit.

4、Lesson A and Lesson B are a whole unit. By studying the Lessons, students can improve their reading ability, learn more about new jobs today. At the same time, we should get the students to understand

5、 some difficult sentences to comprehend the passage better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education. Teaching Teaching object

6、ives: objectives: 1. In Reading and Writing, students will be able to:① identify the main idea of the Text A and analyze some difficult sentences and some language points;② understand and write notices(2);2. In Grammar,

7、 students will be able to practice reducing wordiness(1);3. In Listening and Speaking, students are expected to:① practice the words pronunciation;② remind the Students to use grammatical coherence and fixed expressions;

8、③ make a dialogue using the expression of talking about recreational activities; Key Key points points / Teaching Teaching important important points: points:1．Vocabularies of A and B level; Phrases and sentence structur

9、e;. 2. Reducing Wordiness(1); Notice(2);Teaching Teaching difficult difficult points: points:Use your own words to retell the text. Part Part 2 Something Something about about the the students: students:1. The Ss ha

10、ve known something about the sea and sea life through the Internet and other ways. 2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not acti

11、ve in the class because they are afraid of making mistakes. Part Part 3 My My teaching teaching theories, theories, methods methods and and aids aidsBefore dealing with this lesson, I’ll do my best to carry out the foll

12、owing theories: Make the students the real masters in class while the the same clothes for a week, it can be a great way to take a holiday Method: Read the text individually, use question—and—answer activity.

13、Purpose: Improve the students’ reading ability.Understand the general idea of each paragraph.Step 5. Intensive readingRead the passage carefully again and answer some detailed questions.(1) Why did Brian carry little lug

14、gage? -- Because he was required to do so.(2) Who was Toy? -- He might be an air-courier company clerk. (3) Why do air-couriers get cheap airline tickets? -- They take important packages and papers.(4) Why is air-courie

15、r travel fast-growing? -- It is cheap.(5) Who is air-courier travel good choice for?-- People who are flexible about travel plans.It is also called depth reading or study reading. It means reading for detailed informati

16、on. Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.Step 6. Preparation for details of the text. Structure Analysis:Part I (Para.1-5): B

17、rian carried a package for Torry to Jean Paul.Part II Paragraph7: The advantages of traveling as air-couries Paragraph8-9: Negative aspects of traveling as air-couriesKey Words:criminalcontrast negative flexibleexcept

18、for check in take off in/by contrast with/in regard toPurpose: Train the students’ability of understanding and using language.Step 7. Consolidation1. Retell the topic sentences. 2. Retell the passage according to

19、 the topic sentences. Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and