An attempt at senior high school English. It is required to prepare lessons for 30 minutes and speak 10 minutes. Speak the text directly, or the language first?

Generally speaking, the text is understood as a whole, and language points only affect understanding. I have a lesson plan here. You can refer to it and pay attention to the teaching steps. You actually need to make your speech clear. I hope I can help you ~

This is an article introducing the British and American Daily. By reading this article, students can increase their understanding of western news, broaden their knowledge and related vocabulary, and prepare for the next task.

Objective: To let students know about some daily newspapers in Britain and America.

1. Lead-in

Stimulate students' interest in foreign newspapers by asking questions. ..

Q 1。 How many foreign newspapers do you know? What are they?

Q2。 Have you read it before? If so, how do you feel about it?

Q3。 Do you have any foreign newspapers or magazines?

Step 2 Work in pairs

Ask the students to read the article and complete the following form:

Types of printing machine characteristic examples.

3. Personal work

Read the article again and judge whether the following statements are right or wrong.

(1) The mass pressure is serious. ( )

You can learn about famous pop stars in a popular newspaper. ( )

You can find headlines and a lot of big photos in The Times. ( )

The Sun is the most successful high-quality newspaper in Britain. ( )

(5) The New York Times was published in new york. ( )

4. Group work

Ask the students to tell what kind of newspaper they like best and why. Show some expressions to help them if necessary.

For your reference:

I think/believe .../In my opinion, ...

I like/love/enjoy it ...

(3) Very funny, useful and interesting …

It has good articles/photos.

It is full of information about my favorite pop stars/sports/computer games.

Step three. Function and Everyday English

In the part of function and daily English, some sentences expressing "believe or not believe" and some daily expressions are listed to help students understand, learn and master the language in a certain context and encourage them to express their preferences boldly.

Objective: To let students know how to express their belief and disbelief. )

1. Personal work

Read the dialogue on page 48 and underline the sentences that express belief and disbelief.

Express belief, express disbelief

There is some interesting evidence.

(2) Yes, very likely.

(3) things are unpredictable. Stranger things happened.

You don't believe in …, do you?

I can't believe you said that!

I don't believe a word! This is a crazy idea!

You must be joking!

It's impossible.

You can't be serious!

2. Work in pairs: Do Activity 2 on page 48:

Complete the dialogue with the expressions you just learned about believing or not believing.

3. Group work

Let the students think of a topic by themselves and have a dialogue with their partners in the form of believing or not believing.

For your reference:

(1)A: A famous actor stole money from beggars? You can't be serious!

Well, I read it in the newspaper.

It is said that some UFOs were flying over Shaoguan area last night.

Oh, come on. I can't believe what you said.

A: But it is possible.

Step four. homework

1. Let the students review the words they have learned during this time.

2. Preview the vocabulary and reading of this module.