高中英语阅读课公开课
教案一等奖
文件排版存档编号：[UYTR-OUPT28-KBNTL98-UYNN208]
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说课稿题目：高中英语阅读课公开课说课稿一等奖
课件题目：高中英语阅读课公开课课件一等奖
阅读原文题目：An interview with Jackie Chan 高中英语阅读课公开课原文
高中英语阅读课教学设计新案例 王秀琴 高中英语（SEFC）阅读课文具有题材广泛、体裁各样、语言知识丰富等特征，是各单元教学的核心部分，也是培养学生阅读能力的主要渠道。然而，传统的阅读课教学模式常常是单一的自下而上模式，教学方式只是把课文作为单纯向学生传授语法及语言知识的载体，忽视了培养学生的阅读速度和理解能力；传统的阅读理解提问方式也常常停留在对所阅读文章的表层理解层次上。那么，如何借助这些课文来提高学生的阅读速度、阅读理解能力和语言水平呢？经过教学实践和不断尝试，笔者发现：不同阅读活动阶段，必须采用不同阅读理解模式以求不同阅读教学目标的实现。下面以SEFC Book 1A Unit 7 "Earthquakes" 单元阅读课为例对这一问题进行探析。 一、First–reading 采用自上而下模式，侧重培养快速阅读理解能力 ―自上而下的模式‖是哥德曼（Goodman）1971年提出的阅读理论模式。这一理论反对把阅读看成是对一系列词句的知觉，认为阅读者不必使用全部文本中的提示，他们在文章中挑选和选择足够的信息来作出预测，用他们自己的经验和有关客观世界的知识去验证他们的预测。按这个模式，阅读者在阅读过程中不是逐字、逐句地去理解，而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。该模式有利有弊，弊在对学生语言基础知识的掌握不利，容易造成学生语言基本功不扎实。然而，由于强调整体篇章理解，在阅读时采取跳跃式搜索、猜测等方法，所以有利于培养学生快速阅读理解能力。 阅读速度的培养是阅读教学中一个重要的任务。目前，中学生阅读能力在速度上与可能达到的指标相比普遍要低几倍，甚至十几倍。随着信息时代的到来，人们急需尽快获取各种信息资料，成倍提高工作效率与学习效果，培养学生的快速阅读理解能力是实施英语素质教育的必然要求。然而，训练学生阅读速度必须建立在学生对文章内容处于陌生状态的基础上，因此，在学生初次接触阅读课文时，应该采用自上而下阅读模式，不失时机地培养他们的快速阅读习惯、快速阅读理解能力。这一阶段的教学设计主要如下： 1、引入题材。可采用设疑悬念、直观导入、故事导入等引入方式。 2、进行快阅。可向学生介绍组读法、察读法、浏读法、略读法、跳读法等快速阅读方法。 3、检测理解。可采用问答题、判断题、选择题、做笔记、填图表等检测形式。 附SEFC Book IA Lesson 26 & Lesson 27 阅读理解问答题： 1) Which was the USA's strongest earthquakes ? 2) How many people lost their lives and how many people lost their homes in the 1906 earthquake ? 3) How many people lost their lives in the 1989 earthquake? 4) When the 1906 earthquake happened, how many metres did the Pacific plate jump to the north ? 5) How many measures(措施) can we take in order to deal with earthquakes ? 6) What is " The Big One"? 经过一读课文及完成表层信息捕捉问题后，学生对文章有了肤浅的认识，阅读速度也得到训练。然而，阅读包含两个阶段：一是辨认文字符号的感性认识阶段；二是理解内容，吸收信息，创造性思维译码的理性认识阶段。因此，二读课文，加深文章的理解就显得尤为必要了。
Writing How to write an English diary Teaching aims: a) How to write an English diary. b) The form of English diaries. c) To improve the students’ writing ability. Important points: The skills of English writing. Difficult points: How to make every sentence appropriate and precise. Teaching procedure: Step I.Leading-in After exchanging greetings, talk about writing diaries and the advantages of writing in English.（As we know, most of the students, especially the girls, like writing diaries. But few of you write in English, which is a good way to improve your writing and speaking. So why not write English diaries? Today our topic is how to write English diaries.） Step II. Discussion First, give the students about three minutes to check their
Lesson plan --- reading course(Unit 4) Background information: School: Changshou senior middle school, Grade 1 Class: 4 Students: 50 Lesson duration: 45mins Time: 8:00—8:45am Date: March 14, 2014 Methods: setting the scene, predicting, skimming, scanning Teaching aids: black board, PPT. Type of lesson: reading Teaching objectives: 1.Instructional aims (language knowledge and language skills) 1) By the end of the class, students should be able to know some information about the beginning of universe at the end of the class. 2) By the end of the class, students should be able to learn some new words about the universe and animals and phrases. 2. Educational aims (affect, learning strategy and cultural awareness) 1)By the end of the class, students should be able to build up the interest of reading. 2) By the end of the class, students should be able to develop their ability to find and summarize main ideas and information through reading at the end of the class. 3) By the end of the class, students should be able to develop the ability to predict in pre-reading at the end of the class. 4) By the end of the class, students should be able to raise the awareness of protecting our earth. Teaching contents: 1.V ocabulary + phrase: astronomy, globe, atmosphere, atom, Solid, globe, nitrogen, vapour…. 2.Pre-reading, predicting exercise, reading, reading exercise, post-reading, homework. Presentation: T: Good morning, class! Ss: Good morning. T: How are you today? Ss: I’m fine, thank you! And you?
高中英语阅读与写作整合教学设计 一，教学设计 设计意图：运用“讨论式”的英语教学模式和采用“任务型”英语教学途径，培养同学们的听说读写能力，突出阅读和写作技能训练、学习策略的培养、阅读和写作的实践，从而使学生领会语言信息的输入与输出、阅读和写作之间的内在联系，并引导学生独立思考并以讨论、合作学习的方式练习英语写作。 主题内容：Born Dying Unit 7 SBII 相关领域：信息技术，医学 课时安排：2课时 任务布置： 1、网上查寻有关的信息并做汇报； 2、课堂阅读两篇文章 3、写一篇英语演讲稿“Cherish Your Life & Prevent AIDS” 实施过程： 第一课时：信息输入——阅读课 教学目标： 1、检阅学生课外查阅有关的信息资料和学生对知识的了解情况； 2、培养学生的阅读策略和提高阅读能力； 3、学会“善待他人，关爱自己，珍惜生命”。 教学形式：讨论交流合作 教学过程（Teaching Procedures） Step 1、Pre-reading 课前教师给学生布置如下任务：1.What is AIDS ? What is HIV? 2. How do people get AIDS? 3. What happens to people who have AIDS? 4. How does Xiaohua feel about having AIDS? 5. How do her friends and family feel about her disease? 6. Something about the World AIDS DAY. 要求学生带着这些任务预习课文。学生要回答以上问题，除阅读课文外，还必须查找相关材料，做好记录。此环节学生可采用分工合作的学习方式。此时教师可以给学生一些必要的帮助，如：提供网站名,提供一些阅读材料。由于学生是在任务目标驱使下预习，预习就很有成效，而不是走过场。为课堂讨论奠定了基础，同时也提高了课堂教学的效率，发挥了学生的主体作用，培养了学生查找信息的能力和较强的自学能力。 Step 2: Lead-in Collect the information Ss have found and at the same time ask the Ss to exchange the information about HIV/AIDS. And ask Ss to discuss the following questions. 1. Answer the following questions What is AIDS? How is it infected? Who gets it easily? What attitude do people have now ? 2.What can you do on World AIDS Day? 3. Do you think it is safe to be friends with people who are living with HIV/AIDS? Give your views.
珠海市第x中学公开课教案 课题Basic writing-- Introduce a place 课型writing 执教者班级授课时间 节次2/4 课时第课时授课地点教室 教学目标知识与技能 1.Have a general idea about basic writing 2.How to introduce a place 3. Put useful information together logically. 过程与方法For details please refer to the following steps 情感态度 与价值观 Get the students to be confident to write a basic writing. 重点Master the ways to write a basic writing: introduce a place 难点Enable the students to write a basic writing: introduce a place 教学方法Motivations, information processing, cooperative learning Step 1 Brainstorming What is a basic writing? Put the given information together in five setences. How to write a basic writing? Go through the given information Figure out the key words and phrases Write out the simple sentences according to the given information Put the whole information together in five setences using clauses , “with” structure, “-ing” form and so on Check the whole passage, adding conjunctive words if necessary. Step 2 Presentation: Introduce a place---Weifang 1.Go through the given information 2.Figure out the key words and phrases: ?位置be located in ?占地面积cover an area of ?平方公里square kilometers ?人口 a population of ?宜人的气候 a pleasant climate ?多风windy ?雨少little rain ?年平均气温yearly average temperature ?悠久的历史 a long history ?富饶的be rich in ?矿藏mineral resources ?水产seafood products ?旅游城市t ourist city ?举办城市host city
浅谈高中英语阅读课课堂教学设计 发表时间：2013-01-21T11:23:15.637Z 来源：《新校园》学习版2012年第9期供稿作者：杨彩红 [导读] 高中英语的阅读课文的选材丰富，是渗透着思想情感的教育，对学生的身心发展会产生较强的感染作用。 张圆 （兰州市六十中，甘肃兰州730060） 摘要：高中英语阅读材料贴近现代生活，许多阅读课文渗透着思想情感的教育，是高中英语教学的一个重要环节。本文对高中英语阅读课教学设计进行初步探讨，提出一种新的阅读课的课堂教学设计，强调学生在阅读教学中的主体性和参与性，重视学生的参与以及学生用英语获取信息、运用信息、处理信息、分析和解决问题的能力，同时也注重学生的知识拓展以及对英语文学作品的审美能力。 关键词：阅读课教学；教学设计 英语阅读课是扩充学生词汇量、丰富学生语言和提高学生语言运用能力的重要课程和途径，是学生拓宽视野，获取知识和信息的重要渠道。新课程标准指导下的Senior Englishfor China 新教材阅读课教材内容十分广泛，包括人文地理、科学发明、历史与文学、体育与健康、宇宙空间、新闻媒体、报刊杂志、旅游与休闲、人权等各种题材。体裁则更加丰富多彩，有记叙、说明、议论、小说、书信、戏剧、游记、幽默等。这样就具有话题广泛、信息量大、语言知识丰富等特征。它是各单元教学的核心，是培养学生阅读能力的经典范文，也是学生吸收和运用信息的主渠道。以高中英语阅读课文为例，对高中英语阅读课文课堂教学设计进行初步探讨，大致分为以下四个环节进行课堂教学设计，每个环节在教学中的侧重点不同，但又缺一不可。 一、导入（Leading in）———引出话题 课文导入环节是为了对阅读作教学准备，引起学生对阅读的兴趣和求知欲。设计好导入环节能有效地激发学生的学习兴趣，培养良好的阅读习惯。采用启发式教学方法，激活学生思维，让学生对文章所给的信息产生好奇的心理，给学生独立思考、大胆想象和自我发挥创造了思维空间，从而激发他们去捕捉文章中的信息。在教学中根据不同的内容可以使用的导入方式有以下几种： 1.背景介绍式（the way to introduce background information） 这种导入模式可以启发学生对有关话题的思考，常用于涉及西方文化的背景知识，比如外国的政治、历史、文学、地理、风俗习惯等题材的文章，我们可以利用PPT 来进行背景展示，也可以通过录像、文字资料、旅游指南、音乐、视频等进行介绍,目的是提供背景信息，启发学生的思维和想象，提升课程周边知识量。在阅读课The British Isles (高二Unit5)的教学中，让学生了解其历史、文化、自然风光等知识，还可以通过世界地图或者教学挂图来让学生了解the British Isles 的地理位置及其它的组成部分。 2.提问式（the way to ask questions） 这是一种常用的导入模式，教师通过教学参考资料或者课文中的重点和难点提出问题，让学生根据自己的常识进行回答，或者带着问题去阅读。提出的问题不仅与本单元的主题有关，而且与阅读材料关系密切。此任务型活动需要学生根据问题的启发，发表自己的见解。学生找到文章中的有关章节并不难，难点在于要求学生用自己的语言将答案概括出来。例如，在进行课文Table manners at a dinner party （高一Unit6）的教学时，笔者要求学生先讨论以下问题： （1）What table manners does the text about? （2）How does the text develop, in the order of content or in theorder of time? 3.讨论式（the way to discuss） 高中英语教材大多数内容都与我们的日常生活密切相关，比如，饮食健康、旅游、自然灾害、疾病与急救常识、环境保护等。在上课前先组织学生讨论与课文有关的话题，能激活学生头脑里的生活体验，启发学生预测课文的内容，展开简短的讨论，以便通过阅读验证自己的推测，让学生在阅读文章时有身临其境的感觉。例如，让学生例举平时在身边发生的紧急情况，比如溺水、交通事故、房子着火、出血、哽住、煤气中毒等，要求他们分组讨论如何自救，从而为阅读课文The rescue(高一Unit5)作好铺垫。 二、课文教学———课文呈现（Presentation） 课文教学是阅读课教学的核心部分，它是学生从文章中吸取信息而进行加工处理的一个阶段，学生要从所给的篇章中找出文章的细节描写、归纳出文章的中心思想，找出文章的主题句和主题段、归纳文章的语言知识，培养学生对获得信息、处理信息、分析问题和解决问题的能力，特别是注重提高学生用英语进行思维和表达的能力。在课文教学时，打破传统的授课模式，不再逐字逐段地为学生翻译句子或者向学生“满堂灌”或“满堂问”，而是要指导学生进行篇章分析，找出每段的中心词和中心句（key word and sentence），理解文章的体裁，掌握每个段落的大意（general idea），归纳出整篇文章的主题，最后让学生欣赏文章。课文阅读教学应该分为以下两步来进行： 1.快速浏览（Skimming)———初步感知 快速浏览是为了获取特定的信息而阅读，要求学生在限定的时间内找到问题的出处，并迅速找到问题的答案。在进行课文Kwanzaa(高一Unit14)设计与课文有关的的几个问题，要求学生通过快速浏览来回答： （1）What is the name of the festival? （2）What is the festival about? （3）When do people celebrate Kwanzaa? 教师要让学生养成正确的阅读习惯，训练学生“Z”字型的阅读方式，避免一个词一个词地逐行阅读，而是要快速用眼、用心、用大脑去扫描文章，集中精力用大脑去捕捉每段文字所传达的信息并对信息进行简单的加工和处理。 2.详细阅读(Careful reading)———深化理解 详细阅读是课文教学的重要环节，是学生掌握课文内容的关键。首先要引导学生仔细阅读课文，了解课文的主要情节和细节，可以让学生分析段落、段落大意以及段落之间存在的内在逻辑联系。在详细阅读这一环节还可以给学生设计多项选择题或者正误判断题让学生讨论。分段细读，注意细节，帮助学生深化理解。例如，进行课文Chuck’s friend（高一Unit 1）的教学时，设计划分文章段落大意的题，目的在于教会学生理清文章的层次，进一步理解阅读材料的内容。 详细阅读之后，在学生基本掌握课文内容的基础上，教师通过播放录音，要求学生在听的过程中注意英语的语音语调和句子的停顿，
公开课教案 Xxx Model 1 How Good Are Your Social Skills? Lear ning Aims: 1. Learn some words related to social manners. 2. Get a gen eral un dersta nding of social skills using differe nt readi ng strategies 3. Be able to summarize some basic social skills mentioned in the passage and thus improve their own social techniques Step 1 lead-in What kind of book is it from? A. a bus in ess course
B. a how-to book teach ing social skills Step 2 while- readi ng Skip to get the main idea of each paragraph. Lear n how to do small talk Develop your liste ning skill. Lear n the rules. The gen eral idea is _____ . A. social skills B. liste ning skills C. talk skills D. social rules Step 3 read the passage carefully to get some detailed in formati on. 1. We will not be shy if we have good ____________ . 2. Accord ing to paragraph land 2 ,We should ______ . A. avoid talk ing to some one whom you know B. lack the con fide nce to talk to a stra nger C. talk con fide ntly to a stra nger 3. Communication is a __________ process」t invoIves _______ and ________ . Step 4post- readi ng
A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysi s On the Teachin g Materia l Teaching Content The content of my lesson is a reading material, through the learning of which, I ’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Teaching Aims Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about success. A bilities (1) To develop the Ss ’ abilities of listening, speaking, reading and writing (2) To improve Ss' reading abilities, especially their skimming and scanning abilities. (3) To train the Ss ’ abilities of studying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Importan t Points What qualities are required to be successful? Difficul t Points Help students to conclude the questions of interviewers according to Jackie Chan ’s answers. Teaching Methods 1. Communicative Approach 2. Task-based Language Teaching 3. Total Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Students ’ Activities Purpose Step 1 Lead in (3 min) Greeting. T: Hello, everyone! Do you have an idol? Ss: yes. Arouse students' interest and
高中英语阅读课评课稿内部编号：（YUUT-TBBY-MMUT-URRUY-UOOY-DBUYI-0128）
篇一：高一英语阅读公开课评课稿 高一英语阅读公开课评课稿 xxx 这次 我听了xxx老师的一节公开课，结合所听的课及和其他老师的交流，谈一点 我的个人看法。不当之处，望予以指正。 ．值得推介的几点。 1． 导入部分新颖自然，易让学生接受。课堂教学的导入，是教师在新的教学内 容或活动开始时引导学生进入学习的行为方式。导入是课堂教学的一个有机 组成部分，是实际教学的前奏，起着“引子”的作用。组织好一堂课的开 端，可以抓住学生，控制课堂，促进学生积极思维的作用。本课教师没有以 传统的教学方法引出今天所讲的主题，而是以当前的世界热点问题展开热身 和讨论活动来导入整堂课，从而引出单元的主题----working land。 2． 教学思路清晰，活动形式多样。对于高中英语的阅读课来讲阅读内容的落实 是一个比较困难的环节，除了阅读内容的设计还牵涉到一个过程控制的问 题。在这方面，郑老师充分利用了的课后的阅读后活动，如判断，回答大意 等多种形式。在阅读开始前，让学生在一定的时间里完成一项阅读任务，在 一定程度上能避免一些无效阅读。 3． 教师对教学充满热情，积极调动课堂气氛。课堂气氛是通过师生间的相互作 用和同学间的相互影响而表现出来的一种群体心理状态。建立和谐的人际关 系是优化课堂气氛的重要条件之一。郑老师在这一点上做得很好。 4． 注意培养学生的阅读能力。在基础的语言形式训练上提升交际品位，为学生 创设丰富的语言环境，让学生产生交际的愿望和机会，使交际具有实际内容 和实际意义。 ．值得探讨之处。 1． 导入的题目设得过大，在一定程度上使课堂的阅读时间显得局促，不妨直接
高三英语公开课教案： Gerund ---------------梁胜利 教学目标： 动名词可以起名词的作用，在句子中作主语，宾语，表语和定语。教学重点：动名词与不定式作主语，表语的区别 教学难点；现在分词的形式与动名词相同，但功能不同.可在句中充当定语，表语，状语和补语。 教学过程：动名词的语法作用 1. Playing football is my favourite sport.主语 2. Our work is serving the people. 表语 3. I remember being taken to Wuhan when I was a very small child. 宾语 4. W e have a swimming poor in the back yard.定语 I remember being taken to Wuhan when I was a very small child.（动名词的一般被动态） She admitted having opened the box.（动名词的完成被动态）How about the two of us taking a walk down the garden? (MET93 17) (动名词的复合结构) 动名词与不定式作主语，表语的区别 v-ing形式作主语时往往表示一般性的、习惯性的动作；而不定式作主语则表示在具体情况下特定的或一次性的动作。但有时可
以通用。 只能用动名词作宾语的动词 1.advise, allow, avoid, admit, consider, delay, enjoy, escape, excuse, finish, imagine, mind, miss, permit, practise, risk, suggest,dislike,appreciate 2.feel like, give up, put off, keep on, look forward to ,insist on , can’t help ,get used to ,devote …to 3.It’s useless/no use/no good… doing 在begin, start, continue,intend 等动词后跟v-ing形式和不定式作宾语，句子含义相同 在like, love, hate等动词后v-ing形式作宾语时往往表示一般性的、习惯性的动作；而不定式作宾语则表示在具体情况下特定的或一次性的动作。 下列动词后跟动名词或不定式意思完全不同。 v 1.remember,forget, regret + doing 记得/忘记/遗憾曾做过某事 + to do记得/忘记/遗憾要做某事 v 2.want,need,require +doing 需要被做 +to do 需要做 v 3.stop,try, mean,go on
Lesson Plan 学科英语赖菲菲2015120101 Background information: Students:40 senior high school students, Grade 1. Lesson duration:45mins Teaching objectives: Knowledge objective: By the end of this lesson, students will be able to use some important words and phrases in the passage, for example, hide, outdoors, go through, on purpose, a series of and so on. Ability objective: By the end of this lesson, students will 1.learn some reading strategies about narration, such as paying attention to time, places and characters, finding out specific information, retelling and the like. 2.learn about the formats of a diary or a letter. Emotion objective: To get the students to realize the importance of friends and friendship. Teaching contents:Unit 1 Reading: Anne’s best friend Teaching aids:PPT, blackboard, chalk Type of the lesson:reading Teaching procedures: Step1: Pre-reading(8mins) 1. Warming-up(1min) Enjoy a piece of music and find out its theme. 2.Divide students into 3 groups and ask them to discuss two questions. Afterwards, choose representatives to show their answers.(3mins) ⑴Do you think friends are important to us? Why do you think so? ⑵Does a friend always have to be a person? What else can be our friend? 3. Go through the text quickly to find out:(1min) ⑴how many parts it contains? ⑵what the different parts are about?
阅读原文题目： An interview with Jackie Chan 高中英语阅读课公开课原文 A teaching design Teacher Hongli Dong Senior high students are eager to learn something knowledgeable Analysis and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. on Their abstract thinking and cognitive capability have developed a lot. Learners So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Teaching The content of my lesson is a reading material, through the learning Content of which, I ’enablell students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about Analysis success. Abilities On Teaching (1) To develop the Ss ’abilities of listening, speaking, reading and the writing Teaching Aims (2) To improve Ss' reading abilities, especially their skimming and Material scanning abilities. (3) To train the Ss ies ’ abilitofsudying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Important What qualities are required to be successful Points Difficult Help students to conclude the questions of interviewers according Points to Jackie Chan ’s answers. https://www.doczj.com/doc/4d1345210.html,municative Approach Teaching Methods 2.Task-based Language Teaching 3. Total Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Step 1 Lead in (3 min) Students ’Activities Purpose Greeting. Arouse students' T: Hello, everyone! Do you have an idol interest and lead Ss: yes. in the topic for T: who is he or she is she Yangmi is she Zhao Liying this lesson. is he Wu Yifan (while speaking ,i will show those persons ’ pictures mentioned) Ss: he/she is .... T:What qualities of your idol attract you most
阅读原文题目：An interview with Jackie Chan 高中英语阅读课公开课原文
persons’ pictures mentioned) Ss: he/she is .... T:What qualities of your idol attract you most (I will pick up three students to answer this question) T: do you want to know who my idol is Ss:no T:have a guess .(then I will show them a picture of Jackie Chan’s profile ) 》 Ss: he is Jackie chan. T: Ok, today, I will introduce my idol—Jackie Chan to all of you. First let us enjoy a video about Jackie Chan’s life. Then I will play a video about Jackie chan. 《 $ Step 2. Pre-reading (8 min)Task1. A small quiz (individual work,3 min) T: let’s check the following sentence using true or false .and I will pick up some students to say his or her answer and tell me why it is wrong or correct. # Ss:ok. 1. Get Ss to know something about Jackie Chan. 】 2. Serve as a warm-up for the following tasks.