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Book1 Unit 1 Nice to meet you! (第一课时 教学设计) 一、学情分析 本单元是新生入学的第一单元,教学重点是活用招呼用语、相互了解个人基本信息、制作个人名片、 学习不同职业的表达与描述以及练习发音。就学习英语而言,职业学校的许多学生是胆大心粗,能 说不会写或写不到位。因此,教师在教学过程中应充分利用学生的特点开展相应活动。我们可以利用 学生胆大、敢说的特点,充分利用头脑风暴法采集相关素材,开展如招呼用语集锦、刨根问底探隐私、 名片栏目大荟萃等活动。教学中名片栏目的设计、描述不同职业、圆润的发音是本单元难点。圆润的发 音要靠长期的示范与坚持来实现。名片中各栏目的设计可以集体讨论商定,个人名片设计则可以体 现个性化、专业化,并决出最佳名片设计奖,教师还可以请学生一起收集生活中的名片,探讨名片 的基本要素和个性特色。职业的描述教师可以借助体态语、道具、图片、视频等来推进,还可以设计相 应的练习强化学生的认知。 本单元设计分为4个课时: 第一课时 lead-in + listening and speaking 第二课时 reading and writing 第三课时 language in use + vocabulary consolidation 第四课时 unit task + pronunciation practice 第一课时 Lead-in + Listening & Speaking 二、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第一单元的第一课时,包括Lead-in & Listening and speaking两部分,具体内容为:招呼用语,听懂并掌握询问和提供个人信息的词汇、句型。 2.教学重点、难点 ⑴教学重点 招呼用语,听懂并掌握询问和提供个人信息的词汇、句型 ⑵教学难点 个人信息的词汇、句型 三、教学目标 1. 知识目标 ⑴掌握与个人信息相关的词汇,如name, first name; last name; name card; telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss); ⑵掌握提供或询问个人信息时所使用的句型,如: 1) about greeting: Good morning. Hi. Nice to meet you. 2) about personal information What’s you name? Where are you from? Which company are you from? 2. 能力目标 ⑴学生能听懂关于询问和提供个人信息的对话。 1 ⑵学生能编写关于询问和提供个人信息的对话。 (3) 在日常生活中灵活应用招呼用语以及询问、提供个人信息时所用到的关键句型. 3. 情感目标 在真实情景交流中,师生间、生生间建立融洽的关系,主动参与、相互赏识。 四、教学步骤 Step One Lead-in (8m) 1.The teacher greets each student: Good morning. Nice to meet you. May I have your name, please? Which school are you from? What do your parents do? (设计意图:教师熟悉班上学生,也让学生尽快彼此熟悉,在自然交流中熟悉本单元重点之一) 2.Brainstorm the ways of greeting a person. Possible answers: Good morning/afternoon/evening. Hi./ Hello. Nice to meet you. How do you do? How are you?/ How are you going? (collect different answers on the blackboard) (设计意图:团队做乘法,个人做加法,通过头脑风暴,我们可以快速搜集多种招呼用语,并让全 体同学尽快掌握) 3.Let’s make it a rule: Let’s greet each other at the beginning of each English lesson, using the following patterns. Teacher: Class begins. The monitor: Stand up. Teacher: Good morning/afternoon, boys and girls. Students: Good morning/afternoon, teacher. Teacher: How are you today? Students: We are fine. And you? Teacher: I’m fine, too. Thank you. Sit down, please. (设计意图:固定课堂开始时的招呼问候语,问候时间适当增长,可以固定纪律,增进师生友谊) 4. Activity 3. Act and practice. How would you greet a person in the following situations? (教师可以利用教材中的图片或者另外搜集不同场合的图片,让学生学会灵活应用招呼用语) Step Two Listening and speaking (22m) 1.Activity 4. Listen and underline. Listen to dialogue A and underline the sentences about greeting a person. 2.Practice a similar dialogue with your partner. 3.Activity 8. Listen and complete. Listen to dialogue B , and fill in the following form. First name Last name From Ben Wang Hunan 2 4.Guess the meaning of “last name” and “first name”. (The teacher may ask some students the question: Lu Zhongnan, what’s your first name? What’s your last name?) (设计意图:教师通过询问班上多名同学的名和姓帮助学生掌握“last name”和“first name”的 含义和中英文名字表达顺序的差异) 5.Activity 9. Read and underline. Practice the dialogue with your partner and underline the sentences about asking one’s personal information. 6.Make a similar dialogue with the classmates around you. Sample: A: Good morning! I’m Lu Zhongnan. Lu is my last name and Zhongnan is my first name. May I have your name, please. B: Good morning! I’m Lin Chunning. Lin is my last name and Chunning is my first name. A: Nice to meet you. I’m from No. 7 Middle school. Where are you from? B: Nice to meet you, too. I’m from No.15 Middle school. (设计意图:实际应用所学内容,俩人小组相互询问对方的名和姓,以及对方的初中学校,既操练了 英语,也增进了了解) 7.Ask some pairs to demonstrate their performance(greet each other and ask for personal information). (设计意图:上台展示对话,既锻炼了当事者的胆量,也让学生们快速了解彼此) 8.Activity 12. Talk and complete. Talk to five classmates and ask about their first name, last name and which school they are from. And then fill in the form. First name Last name From (设计意图:学习利用调查、询问的方式来获取信息,确保每一位同学都知道first name和 last name的意思,增进彼此了解) Step Three Summary and Production (14m) 1. Make a short summary of what we’ve learned today. (1)key vocabulary: first name, last name, name card (2)everyday English about greetings and personal information. Hi. Good morning. How are you? How’re things? Nice to meet you. What’s your name? What’s your first name? What’s your last name? Where are you from? (设计意图:对本课时所学集体做个小结,让学生明确单元教学目标,方便学生补充笔记。) 3 2. Think of ten ways of greetings. Hi. Hello. How’s it going? How do you do? How are things? How are you? Haven’t seen you for ages. Great to see you again. Nice to meet you. Good morning./ Good afternoon./ Good evening. (设计意图:集思广益让学生罗列 10条问候语,并请学生当堂记忆。 明确数量,可以帮助学生记 忆。) 3. What else would you like to know about your classmates? Ask them the following questions and make an introduction of your classmates. .  What is your favorite animal?  What is your favorite city in China?  What is your favorite color?  What is your favorite day of the week? Why?  What is your favorite drink in summer?  What is your favorite food?  What is your favorite holiday? Why?  What is your favorite kind of book?  What is your favorite kind of movie?  What is your favorite kind of music?  What is your favorite magazine?  What is your favorite memory of childhood?  What is your favorite season? Why?  What is your favorite sport?  What is your favorite time of day?  What is your favorite TV program?  What is your favorite Website?  What is your favorite vegetable?  What's your favorite word in English? Why do you like it?  Who is your favorite actor?  Who is your favorite actress?  Who is your favorite athlete?  Who is your favorite singer?  What is your best friend's name?  Who is your favorite teacher? Why?  What is your favorite subject in school?  … 4 (设计意图:利用调查、询问的方式来获取同学信息,问题的设置迎合学生的口味,促使活动顺利开 展;请学生当堂汇报采访结果,训练学生的口语和听力以及语言组织能力。课后要求学生以海报形 式介绍班上一位同学,并在班级英语角展出。) Step Four Homework (1m) 1. Practice dialogue B with your classmate after class. 2. Make a similar dialogue, talking about personal information. 3. Make an introduction of your classmate. 五、板书设计 Greeting: Good morning/afternoon/evening. Hi./ Hello. Nice to meet you. How do you do? How are you?/ How are you going? Ask for personal information: A: Good morning! I’m ______. _____is my last name and ______ is my first name. May I have your name, please. B: Good morning! I’m ______._____is my last name and _____ is my first name. A: Nice to meet you. I’m from ____ Middle School. Where are you from? B: Nice to meet you, too. I’m from ______ Middle School. Book1 Unit 1 Nice to meet you! (第二课时 教学设计) 一、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第一单元的第二课时,包括reading and writing 部分,具体内容为:了解并读懂名片上的个人信息,制作个人名片。 2.教学重点、难点 ⑴教学重点 名片栏目名称,名片设计。 ⑵教学难点 名片设计 二、教学目标 1. 知识目标 ⑴掌握名片栏目词汇和职业词汇,如telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss) ⑵understand personal information in a name card; (3)design a personal name card 2. 能力目标 5 (1)学生能掌握有关个人信息、制作个人名片相关的主题词汇; (2)学生能读懂不同名片上的相关信息,设计个性化的个人名片,在班级中设立英语展示角; 3. 情感目标 学生尽情展示自己的名片创意设计能力。 三、教学步骤 Step One Lead-in (10m) 1.The teacher greets each student: Good morning. Nice to meet you. Would you please tell us something about yourself? May I have your name, please? Which school are you from? What do your parents do? (设计意图:复习第一课时教学内容,让学生学会用英语表达个人信息,让师生进一步彼此熟悉) 2.Demonstrate some posters. Introduce some students’ favorites. And read some students’ favorites and ask the students to guess who they are. (设计意图:展示优秀作业,请学生根据信息猜测同学名字,可以牢牢把握学生的听课关注度。) 3. Brainstorm factors about designing a name card. Hu Xiao, our monitor, asks us to design a name card for him. What should be included in his name card? (Possible answers: Name, company, address, telephone number, job, e-mail address, fax number,etc) (设计意图:团队做乘法,个人做加法,通过头脑风暴,我们可以快速搜集名片基本内容,并让全 体同学尽快掌握。请学生为班长制作名片,将内容真实化,也可以激发学生的集体荣誉感) 4. Show the students some name cards and discuss what are included in these name cards. (设计意图:欣赏生活中的真实名片,直观了解名片主要信息点,为个性化名片设计打下伏笔。) Step Two Reading (20 m) 1.What do they mean? (设计意图:了解这些短语或表达的内涵,学生也许会表达出不同的答案,此题只要合理即可,应 鼓励学生的发散性思维和想象力) 2. Activity 13. Read and tick. Which of them may be included in a name card? a.telephone number b. name c. age d. address e. e-mail address f. job (设计意图:再次明确名片设计要素。) 87394996 Yang Jian 18 885# Sangtian Rd English@yahoo.com taxi driver 6 3. Activity 14. Read and check.Answer the following questions. 1)What is Li Wenzhong? Where is he from? What’s his email address? Where is his company? What’s his telephone number? 2)What is Sara Smith? Where is she from? What’s her email address? Where is her company? What’s her telephone number? 3)What is Zhang Qing? Where is she from? What’s her email address? Where is her company? What’s her telephone number? 4)What is Gao Bin? Where is he from? What’s his email address? Where is his company? What’s his telephone number? (设计意图:阅读的同时操练口语与听力) 4. Activity 15. Read and complete. Ask the students to do it as quickly as possible. The first ten fastest can get a small prize. (设计意图:学会快速查找信息,并将信息归类) 5. Activity 16. Act and practice. Suppose you are a reporter, and you are interviewing one of them. Make a conversation with them, using the following sentence patterns. You may ask more other questions, if you like. 1)Excuse me. May I have your name, please? 2)What is your first name? And what is your last name? 3)What’s your company’s name? Where is it? 4)What are you? 5)May I have your telephone number? 6)Do you have an email address? (设计意图:阅读的同时操练口语与听力,学会采访他人,锻炼现场应对能力,允许学生创意发挥) Step Three Production (13m) 1.Now would you please design a creative name card for Mrs. Hu? (设计意图:请学生为老师制作名片,引发学生学习兴趣,为学生制作个人名片做示范) 2.Can you design a name card for yourself? (Imagine a future company and a future job for yourself) (设计意图:让学生设想自己今后会加盟的公司名称、职业,让同学们树立就业意识,了解学生的就 业倾向,学习职业的英语表达;可以再布置课后作业,并在教室英语角展示学生设计的名片,如果 可能,可以让学生印制英文名片并相互赠送名片,评选出十佳名片) 3.Ask some students to design their name cards on the blackboard. Make some comments. (设计意图:上台展示即可以锻炼当事者的胆量,也可以让学生的注意力更集中,还方便教师形象 评价学生设计的名片) 4. Show each student or each group a name card. Ask the students to talk about the information in the name card. (设计意图:教师事先收集一些中英文名片,请学生描述名片中的信息,使任务真实可信,教学形 象直观,还为学生自制名片提供了范本。假如教师能搜集到尽可能多的与学生所学专业相关的人员 的名片,则更佳。可以鼓励学生在适当时机给这些人士打电话,了解相关信息。) Step Four Homework(2m) 7 1.copy words: name, company, address, telephone number, job, e-mail address, fax number 2.design a special name card for yourself. 3.collect as many name cards as possible. 四、板书设计 Name cards: Name, company, address, telephone number, job, e-mail address, fax number Jobs: engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans 您可能也喜欢: Book1 Unit 1 Nice to meet you! (第三课时 教学设计) 一、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第一单元的第三课时,包括language in use和 vocabulary consolidation两部分,具体内容为:be动词的用法和名片各栏目词汇的表达,职业 词汇收集。 2.教学重点、难点 ⑴教学重点 be动词的用法和主题词汇的积累,未来职业的描述 ⑵教学难点 主题词汇的积累 二、教学目标 1. 知识目标 ⑴掌握与名片设计相关的主题词汇,如name, first name; last name; name card; telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss)。 ⑵掌握be动词的用法。 (3)能描述自己或他人的职业。 2. 能力目标 ⑴学生能清晰表达名片各栏目。 ⑵学生能熟练掌握职业词汇以及be动词的用法。 3. 情感目标 学生清楚自己的职业梦想,建立初步的就业意识。 三、教学步骤(英文) 8 Step One Lead-in (10m) 1. Have a comment on the students’ name cards. Pass the cards around the class. (设计意图:教师及时对学生的作业作出评价,对优秀作业的集体肯定,可以促使学生更积极主动 地做作业。) 2. Ask the students to present and talk about the name cards they have collected in groups. Use the following sentence patterns. His name is … He is from … He is a … His telephone number is … (设计意图:读懂名片信息,掌握动词be的用法之一:用is的情况。) Step Two Language in use (20 m) 1.Game: Who am I? The teacher says “I’m thinking of something and you guess what it is.” The teacher can describe anything that the students are familiar with, however, the teacher should use “am” as many times as possible.The teacher can decide if he want to score this game or not, and how. Eg. I am yellow. I have a thick skin that you peel off before you can eat me. I am white inside. I am sweet. What am I? Answer: BANANA (设计意图:复习词汇,掌握动词be的用法之二:用am的情况,猜谜语是学生感兴趣的游戏之一, 可以让学生快速集中注意力,主动参与学习。) 2. Grammar focus (page 15). The teacher helps the students have a general idea of the usage of be. Then the teacher offers the following rhyme to help the students master the usage of be in a better and easy way. 英语语法学习顺口溜 be 的用法口诀 我用 am,你用 are,is连着他,她,它; 单数名词用 is,复数名词全用 are。 变疑问,往前提,句末问号莫丢弃。 变否定,更容易,be后 not莫忘记。 疑问否定任你变,句首大写莫迟疑。 (设计意图:让学生对动词be的用法有个总的概念,采用顺口溜可以让背诵更有趣更有效,学生也 会主动记笔记。) 3.Activity 17. Think and write. The teacher asks the students to make as many sentences as possible. Practice reading these sentences together. Eg. I am a student. I am a teacher. I am a doctor. I am a manager. I am a secretary. I am a cat. 9 I am a dog. (设计意图:考验学生的组句能力和思维的开放程度,也通过一定量的机械操练让学生对动词be有 深入了解。) 4. Activity 18. Talk and guess. Game: What am I? The teacher says “I’m thinking of a job and you guess what it is.” The teacher can describe way of life, where they work, what they wear, etc. And the students have to guess the job. The teacher can decide if he want to score this game or not, and how. The teacher may also offer more jobs. The teacher may also invite one student to describe the job, if possible. Eg. I stay in the hospital. When people are ill, they ask me for help. I take care of patients. I usually wear in white or green. ANSWER: DOCTOR (设计意图:学会描述职业特性,掌握职业词汇。) 5. Exercise. Fill in the blanks. 用 be的适当形式填空。 (1) The man _________ a science teacher. (2) Mary's new dresses _________ colorful. (3) Mother _________ in the kitchen now. (4) _________ the woman an English teacher? (5) I _________ a student. (6) __________ your father a worker﹖ Yes, he __________ . (7) They __________ in the classroom. (8) This __________ an apple. (9) Where __________ my books﹖ (10) We __________friends. (11) You __________ a good student. (12) These ___________her pens. (13) How much _________the T-shirt? (14) How much __________ the socks? (15) Our mother _________forty. (16) _________ you in our school music club? (17) I want to ________ a teacher. (18) Let’s ___________friends. (19) He and I _________friends. (20) A: ______ this a bird? B:Yes,it_____. A: Thank you. B: That _____ OK. (设计意图:专题练习检测和巩固教学效果,确保学生能灵活使用动词be的基本用法。) 6. Activity 19. Write and talk. Talk about your parents and the persons that you know with your partner and take notes of what your partner tells you. Eg. My father’s name is Li Ming. He is a doctor. (设计意图:将动词be用法与职业描述结合起来,将说和写结合起来,不留知识盲点。将写部分改成 记录对方所说会更有意义,可以让学生学会倾听他人。) 10 Step Three Vocabulary consolidation (14m) 1. Show job flash cards and ask the students the following questions: What are they? What is he? What is she? Is he a doctor? Are they students? Is she a teacher? (设计意图:展示大量有关职业的图片,通过提问和回答让学生自然掌握动词be的用法和大量职业 词汇。) 2.Activity 21. Think and write. Group competition: write down as many jobs as possible in the given time. (设计意图:小组竞赛体现团队合作意识,也测试学生对工作词汇的掌握程度, 并指导学生记笔记, 让学生养成记笔记的良好习惯。) 3. Activity 20.Look and mark. Look at the name card and fill in the blanks. (设计意图:标注名片中各栏目名称,巩固检查名片栏目短语的表达。) 4. Interview five classmates and write down their future jobs. ( X XX wants to be …) (设计意图:复习了工作词汇,学会采访,了解彼此。) 5.More exercises. Fill in the blanks with the verb BE. (1)Who you ? I new here. (2)What your job? I a nurse. (3)How old your mother? She forty. (4)The old man Helen’s grandfather. (5)We late for school. (6)How you? Fine thank you. (7)What their jobs? They waitresses. (8)Who the old women? Sorry. I don’t Know. (9) she teacher? No, she . she a nurse. (10)The girl in orange Helen. (设计意图:对本课时教学做个小结,既复习了工作词汇、问候语,也巩固了语法。) Step Four Homework (1m) 1. Copy job words three times. 2. Create ten sentences with the verb is, am or are. 五、板书设计 英语语法学习顺口溜 be 的用法口诀 我用am,你用are,is连着他,她,它; 单数名词用is,复数名词全用are。 变疑问,往前提,句末问号莫丢弃。 变否定,更容易,be后 not莫忘记。 疑问否定任你变,句首大写莫迟疑。 Name cards: Name, company, address, telephone number, job, e-mail address, fax number Jobs: engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans… 您可能也喜欢: 11 Book 2 Unit 2 I can do it! (第一课时教学设计) 一、学情分析 本单元是教材的第二单元,关于个人能力描述,要求能进行口头能力描述,向别人了解能力,能看 懂求职表,根据求职表安排合适的工作岗位,填写求职表等,实用性强,内容贴近学生生活,新的 词汇量不大,句型简单。但是职业学校的学生通常会说却不能正确拼写单词,会七嘴八舌地说出许 多词组,但是不能长段地独立表达个人观点,课堂热闹但是课后较少主动复习。因此,教学中应重 视基本词汇的四会,重视指导性作文的写作,重视指导学生养成课堂记笔记的能力。职业学校的学 生普遍发散性思维较强,教师可以充分利用集体的力量开展教学,集思广益。 二、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第二单元的第一课时,包括Lead-in & Listening and speaking中的 Dialogue A两部分,具体内容为:描述个人能力的词汇、询问和谈论能力的语句。 这些内容为整个单元的学习活动做语言和知识的准备,也为学生用英语流利表达个人能力提供 了模版,还利于教师挖掘学生的多元智能,学生间进一步促进了解。 2.教学重点、难点 ⑴教学重点 通过与个人能力描述相关的词汇和句型的学习,学生采访同学、老师,并拟写采访单。 ⑵教学难点 学生了解词汇记忆的策略之一——分类记忆; 学生区分出不同购物场所的特点; 三、教学目标 1. 知识目标 ⑴学生能掌握描述个人能力的词汇,如speak Chinese, drive cars, repair computers, teach English, read in Chinese, serve customers。 ⑵学生能掌握询问和描述个人能力时所使用的句型,如: Can you say something about yourself? Can you sing English songs? Well, I can teach English and I can speak a little Chinese. 2. 能力目标 ⑴学生能听懂关于询问和描述个人能力的对话。 ⑵学生能罗列个人能力,并询问和了解同学的个人能力。 3. 情感目标 学生能欣赏自我,欣赏他人。 四、教学步骤 Step One Lead-in (10 min) 1. Facts or lies: Start with a game. The teacher makes a list of his abilities, and two of them are lies. Ask the students to pick them out. 12 Eg. I can read in English. I can sing many English songs. I can play basketball. I can drive a car. I can use the computer. (设计意图:以身说法,拉近师生距离,吸引学生注意力,自然呈现教学词汇,为学生流利表达打 下扎实基础。) 2. Guess Who I am: The teacher gives each student a card and ask each of them to make a list of their abilities(at least five abilities) on the card. Two of the abilities should be lies. Two minutes later, the teacher asks five students to read their cards in front of the blackboard and ask other students to guess which two sentences are lies. The teacher collects all the cards and picks five cards aimlessly. Then the teacher reads the cards loudly and asks the students to guess who the person is. After class, the teacher sticks all the cards. (设计意图:让学生挖掘自身优点,锻炼了写作和拼写能力;上台朗读所写内容,锻炼了口语能力, 增强了自信和胆量;教师收集所有卡片,从中任选5张,让学生猜测写的是谁的优点,可以牢牢吸 引学生的注意力,增进彼此了解。彩色卡片的引用显示教学的严谨与执着,同时利于将学生的作品 在班级英语角及时展示。) 3. Look and complete. (activity 1 on page23) Show the students a group of pictures. Then ask the students to describe each picture, using the sentence pattern “He/She/They can …” After that, the teacher may ask the students to listen to the tape and circle what Ben can do. (设计意图:教师可以收集更多利于能力描述的图片,通过 PPT快速展示,通过看图说话可以锻炼 学生的细致观察能力,语言表达能力,快速反应能力以及短时记忆能力。听力训练则着重锻炼学生 帅选信息的能力。) Step Two Vocabulary teaching (10 min) 1. Group competition: What can we do? (1 min) The teacher divides the whole class into four groups and asks each group to write down what they can do on the blackboard in the given time. The group that offers the most phrases about abilities will be the winner. (设计意图:小组竞赛利于培养学生的团队合作和公平竞争意识。上台书写既锻炼了胆量又利于教师 测试学生的拼写能力,还可以发现学生的个性差异,在短时间内为全体同学提供了展示的舞台。四组 同时举行,可以快速收集到尽可能多的主题词汇,利于词汇积累、思维开拓。) 2. The teacher types these abilities phrases on PPT (the teacher may ask a student to type these phrases if there is a good typist in class). Then the teacher asks the whole class to read these phrases together and corrects some pronunciation errors. After that, the teacher may encourage the students to memorize these phrases in one minute. Finally, the teacher asks the students to copy all these phrases in their notebook in 1 minute (the teacher may ask each pair to have a cooperation.) (设计意图: 老师或学生当堂将学生提供的词汇打入 PPT,既是展示才能的好时机,也是加强词汇 记忆的必须环节。请同学限时记忆尽可能多的词汇,则可以大大调动学生学习的积极性,激发他们 的课堂表现欲。请全体同学限时将罗列的词汇记入笔记本,既指导了学生记笔记,也利于学生随时 13 利用和复习这些词汇。为节省课堂时间,教师可以鼓励学生同桌分工合作记录词汇,课后再补充笔 记) Step Three Listening ( Activity 4,5,6,7 ) (12 min) 1. Activity 4. Read and tick. Are these abilities necessary for applying a job? a. I can drive a car. b. I can swim. c. I can use the computer. d. I can play basketball. e. I can serve visitors. f. I can speak English. 2. Activity 5. Listen and circle. What abilities does Zhang Qing have? 3. Activity 6.Read and underline. Read after the tape and underline the sentences about abilities. Can you say something about yourself? Well, I can teach English and I can speak a little Chinese. Can you sing English songs? Yes, I can. 4. Activity 7. Listen and repeat. And practice the dialogue with your partner. (设计意图:由于有以上环节的铺垫,Activity4-7可以相对轻松地完成,学生在完成过程中不会碰 到什么困难,主要训练学生的听力和语音语调。) Step Four Production (12m) 1. Make a similar dialogue with your partner. Ask some group to act their dialogue. (设计意图:模仿范文进行对话操练,熟悉对话内容,学以致用,简单容易操作,比单纯背书更能吸引 学生注意力。) 2. Bingo game. Draw a 3x3 square box and ask each student to write an item about abilities in each box. The teacher calls out items and students cross them off. (The teacher should write down phrases on the board in a random order.) Ask the winner to make sentences with the phrases he has written. Remember to use the real name of your classmates’. free (设计意图: Bingo游戏可以在英语教学中广泛应用,此处设计此游戏可以与学生一起复习主题词汇 和句型,达到巩固与拓展的作用。造句时要求学生必须使用班级同学的真实名字,这样可以考验同 学间的了解程度,也让任课老师从另一侧面获取学生信息。知己知彼,才能百战不殆。) Step Five Homework(1m) 1. Recite the dialogue (activity6) and make a similar dialogue. 2. Remember and copy the following sentences twice. I can speak Chinese. I can drive cars. 14 I can repair computers. I can teach English. I can read in Chinese. I can serve customers. I can swim. I can use the computer. I can play basketball. I can serve visitors. I can speak English. 五、板书设计 Abilities repair computers, teach English, read in Chinese, serve customers。 swim. use the computer. play basketball. serve visitors. speak English. speak Chinese, drive cars, Sentences: Can you say something about yourself? Well, I can teach English and I can speak a little Chinese. Can you sing English songs? Yes, I can. 您可能也喜欢: Unit 2 I can do it! (第二课时 教学设计) 一、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第二单元的第二课时,包括Listening and speaking中的 Dialogue B部分和language in use部分,具体内容为:申请加入俱乐部,提供个 人信息,和can的用法。 这些内容将第一单元以及本单元第一课时的教学内容融合在了具体的任务中,同时为本单元任 务“完成求职表”做好铺垫,起的是承上启下的作用。 2.教学重点、难点 ⑴教学重点 申请加入某俱乐部并陈述相关能力;can的用法。 15 ⑵教学难点 与所申请加入的俱乐部相关的能力描述。 二、教学目标 1. 知识目标 ⑴学生能掌握描述个人信息和能力的词汇,如 Class 3 Grade 1 , send e-mail, play computer games, drive a car, use the computer, speak English, write in English ⑵学生能掌握询问和描述个人信息及能力时所使用的句型,听懂应聘某一俱乐部时需提供的 信息,如: What’s your name? How old are you? Which class are you in? Can you use the computer? Yes, I can send e-mails, and I can play computer games. (3)掌握can的基本用法 You/ I / He/ She/ We/ You/They can/can’t … Can you/I /he/she/we/you/they…? Yes, I /you/she/we/you/they can. No, I / you/ she/ we/ you/they can’t. 2. 能力目标 ⑴学生能听懂关于询问和描述个人能力及信息的对话。 ⑵学生能选择适合自己能力的俱乐部,并进行相关能力和信息描述。 3. 情感目标 学生能正确评价自我,了解参加俱乐部所提供的基本信息。 四、教学步骤 Step One Lead-in (10m) 1. Vocabulary memory: the teacher shows a group of pictures about abilities on ppt and asks the students to describe each picture. (设计意图:复习词汇,锻炼学生的短时记忆能力,看图说话能力。) 2. Do a survey: the teacher asks some students some questions about “Can you write in English?/ Can he play basketball?/ Can she play chess?/ Can they sing an English song?/ Can you repair the computer?” and so on. (设计意图:此课堂随机调查问题的设置很重要,要尽可能地询问学生的实际能力,这可以树立教 师在学生心目中的威信。这里也不留痕迹地呈现了can在陈述句,一般疑问句,以及简短问答中的 用法.) 3. Do you know these school clubs: the teacher shows many school club activities on the ppt, and asks the students to guess the names of these school clubs. After that, the teacher may ask the students two more questions: Do you want to join these clubs? Can you …? (设计意图:以真实校社团活动图片呈现,让学生猜测这些社团的名称,让学生学会关注校园生活, 激励学生加入这些社团, 培养学生的主人翁意识,同时将教学内容生活化、真实化,利于学生吸 收。) Step Two Listening and speaking (20 min) 16 1. What’s this? (1 min) The teacher writes down some phrases on the ppt and asks the students to guess what they mean. (设计 意图:呈 现与听 力内容 相关的 短语, 让学生 对参加 俱乐部需提供的信息有清晰的印象。此处提供的信息最好是班上一位同学的真实信息,一来激发同 学的兴趣,二来利于同学模仿。) 2. Activity 8. Listen and tick. 3. Activity 9. Read and underline. Listen to the dialogue and complete the following tasks. (1) What is included in the dialogue? (2) Underline the sentences about asking one’s personal information. (3) What can Wang Yang do? What kind of club would he like to join? Can he join this club? (4) Please help Wang Yang fill in the application form. Application Form Name Gender Age Class & Grade Abilities Club to join (设计意图: 训练学生的听力以及提取关键信息的能力,表格的设置既为下一课时做铺垫,也利于 学生清楚申请加入俱乐部所需提供的基本信息。) 4.Activity 10. Listen and repeat. (设计意图: 训练学生有表情地朗读表演对话。) 5. Actibity 11. Act and practice. Ask- answer practice with your partner, using the given information. (设计意图: 训练学生重组信息能力。) 6. Make a similar dialogue with your partner and suppose one of you would like to join one of the school clubs. (设计意图: 将所学内容生活化、交际化、情景化,让学生熟悉学校社团,鼓励学生积极参加各级各 类社团。) Step Three Language in use (14min) 1. Change the following sentences. eg: Teacher: I can drive a car. Ss: Can you drive a car? T: Yes, I can./ No, I can’t. Lin Chunhua 0574-87392993 17 885# Sangtian Rd, Ningbo lixiaohong@sina.com.cn Class 4 Grade 1 17 They can swim. He can use the computer. We can play basketball. She can serve visitors. You can speak English. (设计意图:通过集体活动让学生快速掌握单元语法目标,同时以能力描述的句型呈现,可以将语 法教学与交际功能很好地结合起来。) 2. Ask-answer practice with your partner, using the similar questions. (设计意图:由于有以上环节的铺垫,此环节学生可以相对轻松地完成,主要训练学生的口头表达 能力,通过说的环节来巩固所学内容。) 3. Activity 16.Look and complete. Look at these pictures and complete each sentence. (设计意图:训练学生看图说话的能力以及词汇拼写能力。) 4. Activity 17. Choose and guess. Guess who I am. Think of a job in your mind and then ask your partner to guess who you are. He can only use the sentence pattern “can you …?” and you can only answer it with “yes, I can.” Or “no, I can’t.” (设计意图:获知学生对职业的了解程度,训练学生的职业描述能力,让学生学会归纳,学会倾 听。) 5. Activity 18. Think and write. Write what you may be able to do in three years. (设计意图:让学生预测三年后他可以掌握哪些能力,可以促使学生冷静思考自己的学习目标。鼓励 学生写出尽可能多的能力。) Step Four Homework (1m) 1. Make a similar dialogue as in dialogue B. 2. Suppose you want to join one of the school clubs. Design an application form for yourself. Write down at least five things that you can do. 3. Collect as many job words as possible. 四、板书设计 Application form Name Gender Age Class & Grade Abilities Club to join Interviewer: What’s your name? How old are you? Which class are you in? Can you use the computer? Interviewee: Excuse me. I’d like to join the Computer Club. Yes, I can send e-mails, and I can play computer games. 您可能也喜欢: 18 Book1 Unit 1 Nice to meet you! (第四课时 教学设计) 一、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第一单元的第四课时,包括unit task和 pronunciation practice两部分,具体内容为:单元任务和发音练习。 2.教学重点、难点 ⑴教学重点 词汇、语法、单元任务总复习 ⑵教学难点 发音练习 二、教学目标 1. 知识目标 ⑴掌握个人信息、制作个人名片相关的词汇、句型 ⑵正确朗读8个音标 (3) 互换名片并自我介绍 2. 能力目标 ⑴学生能流利使用关于个人信息和名片设计的词汇、句型。 ⑵学生正确朗读所教的 8个音标。 (3)学生能正确使用名片。 3. 情感目标 学生能利用自制名片与同学进行名片互换,并了解职场礼仪。 三、教学步骤 Step One Lead-in (5m) 1. Make a comment on the students’homework. Read some good sentences made by the students. Type some of the sentences on ppt and ask the whole class to fill in the blanks with be. (设计意图:作业点评是学生最喜欢的环节之一,值得教师长期坚持。让学生出练习题,是半开放性 的作业,可以激发学生的求异思维,带给教师许多惊喜,更好地推进教学。) 2.Review the ways of greeting a person and the job words. (设计意图:复习单元重点,为下面的名片交换环节打基础。) Step Two Video& Exchange name cards (25m) 1.Do you know how to offer your name card? Do you know how to accept a name card? Collect the students’ answers on the blackboard. (设计意图:摸底调查,了解学生对名片礼仪的现有知识。) 2.Watch a video clip about how to use your name card. (百家讲坛《金正昆谈礼仪之名片礼 仪》) Ask the students to take some notes while they are watching the video. (设计意图:通过视频来全面掌握名片设计技巧、交换礼仪等。) 3.Now let’s exchange name cards with each other. 19 (设计意图:职场虚拟情境模拟,教师也参与名片互换环节。要求学生互换名片时能用英语打招呼, 简单自我介绍,注意名片交换礼仪等。) 4. The students who greet the most people and get the most name cards will be the winner. The teacher may ask these students to talk about their experience and introduce the persons they meet. (设计意图:决出职场高手,要求学生转述他们所接触的人,避免学生只拿名片不对话。) Step Three Pronunciation Practice (9m) 1. Teach the pronunciation rules of the given eight phonetics. [i:] 是个长音,靠口腔发出,发声处靠前,口型很扁,嘴唇向两边张开成微笑状。 Eg. bee meat key jeep sea sleep tea sheep pea sheet [i] 是个短音,靠喉咙发出,发声处靠后,口型略窄,发这个音时,要短促有力。 Eg. dig pig win twin lip ship pin tin skip this 下面让我们来读一下这些句子。注意,朗读速度一定要慢,并仔细体会两个音标之间的区别。 This is a sheep. These are ships. … (设计意图:明确发音规则,让学生快速掌握发音要点,从已知导入未知,克服学生的畏难情绪。) 2. Listen and repeat. Read the following sentences after the tape and the teacher. Pay attention to the pronunciation and intonation. (设计意图:跟磁带和教师朗读,正确发音。) 3. Watch the flash.(英语发音规则和练习测试) (设计意图:利用网络资源促进教学,动画能吸引学生注意力。) 4. Offer each student a phonetic chart. (设计意图:让学生对音标有个全部了解。) Step Four Homework (1m) 1. Finish self-check. 2. Write a short article: my comment on the lesson (in Chinese or English) 四、教学反思 本单元教学为开学的第一堂课,师生间需要彼此熟悉,有信息差,利于招呼语、询问个人信息、设计 个人名片等活动的开展。所以,本单元的教学注重交际的实用性,既操练单元教学要求,又将英语 知识点巧妙地融入日常交际中。同时,个人名片设计、展示、评比、互赠等环节的设计突出了职业学校 教学的特点,使得任务更加真实可信。职业词汇的搜集、描述、未来职业的设想等既让老师初步获知 学生的择业倾向,为今后职业指导打基础,也让学生初步形成职业意识。本堂课整体设计通俗易懂, 利于学生积极参与,利于培养学生的积极开创思维。 五、板书设计 名片礼仪 递名片: 第一要尊卑有序 第二要放置到位 第三把名片正前方对着对方 第四要寒暄几句 接受名片: 第一接过名片一定要看 第二要把对方的名片收藏到位 20 第五要回敬对方名片 您可能也喜欢: Book 1 Unit 2 I can do it! (第三课时 教学设计) 一、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第二单元的第三课时,包括reading & writing部 分,具体内容为:求职申请表的内容、填写、阅读等,并能根据求职申请表为应聘者安排合适的工作 岗位。 2.教学重点、难点 ⑴教学重点 求职申请表的内容、填写与阅读理解。 ⑵教学难点 描述与应聘岗位相关的职业能力。 二、教学目标 1. 知识目标 ⑴掌握求职表中的各栏目名称:name, age, ability, phone number, e-mail, address, parents, family, position applied ⑵看懂求职表各项内容。 2. 能力目标 (1)学生能掌握求职表中的各栏目名称 ⑵学生能看懂求职表各项内容: 3. 情感目标 学生能形成初步的就业意识,了解自己的职业潜能,并能根据他人的职业能力描述选择合适的 工作岗位。 四、教学步骤 Step One Lead-in (10m) 1. Vocabulary memory: the teacher shows a group of pictures about abilities on ppt and asks the students to describe each picture. (设计意图:复习词汇,锻炼学生的短时记忆能力,看图说话能力。) 2. Do a survey: the teacher asks some students some questions about “Can you write in English?/ Can he play basketball?/ Can she play chess?/ Can they sing an English song?/ Can you repair the computer?” and so on. 21 (设计意图:此课堂随机调查问题的设置很重要,要尽可能地询问学生的实际能力,这可以树立教 师在学生心目中的威信。这里也不留痕迹地呈现了can在陈述句,一般疑问句,以及简短问答中的 用法.) 3. Do you know these school clubs: the teacher shows many school club activities on the ppt, and asks the students to guess the names of these school clubs. After that, the teacher may ask the students two more questions: Do you want to join these clubs? Can you …? (设计意图:以真实校社团活动图片呈现,让学生猜测这些社团的名称,让学生学会关注校园生活, 激励学生加入这些社团, 培养学生的主人翁意识,同时将教学内容生活化、真实化,利于学生吸 收。) Step Two Listening and speaking (20 min) 1. What’s this? (1 min) The teacher writes down some phrases on the ppt and asks the students to guess what they mean. (设计意图:呈现与听力内容相关的短语,让学生对参加俱乐部需提供的信息有清晰的印象。此处提 供的信息最好是班上一位同学的真实信息,一来激发同学的兴趣,二来利于同学模仿。) 2. Activity 8. Listen and tick. 3. Activity 9. Read and underline. Listen to the dialogue and complete the following tasks. (1) What is included in the dialogue? (2) Underline the sentences about asking one’s personal information. (3) What can Wang Yang do? What kind of club would he like to join? Can he join this club? (4) Please help Wang Yang fill in the application form. Application Form Name Gender Age Class & Grade Abilities Club to join (设计意图: 训练学生的听力以及提取关键信息的能力,表格的设置既为下一课时做铺垫,也利于 学生清楚申请加入俱乐部所需提供的基本信息。) 4.Activity 10. Listen and repeat. (设计意图: 训练学生有表情地朗读表演对话。) Lin Chunhua 0574-87392993 17 885# Sangtian Rd, Ningbo lixiaohong@sina.com.cn Class 4 Grade 1 22 5. Actibity 11. Act and practice. Ask- answer practice with your partner, using the given information. (设计意图: 训练学生重组信息能力。) 6. Make a similar dialogue with your partner and suppose one of you would like to join one of the school clubs. (设计意图: 将所学内容生活化、交际化、情景化,让学生熟悉学校社团,鼓励学生积极参加各级各 类社团。) Step Three Language in use (14min) 1. Change the following sentences. eg: Teacher: I can drive a car. Ss: Can you drive a car? T: Yes, I can./ No, I can’t. They can swim. He can use the computer. We can play basketball. She can serve visitors. You can speak English. (设计意图:通过集体活动让学生快速掌握单元语法目标,同时以能力描述的句型呈现,可以将语 法教学与交际功能很好地结合起来。) 2. Ask-answer practice with your partner, using the similar questions. (设计意图:由于有以上环节的铺垫,此环节学生可以相对轻松地完成,主要训练学生的口头表达 能力,通过说的环节来巩固所学内容。) 3. Activity 16.Look and complete. Look at these pictures and complete each sentence. (设计意图:训练学生看图说话的能力以及词汇拼写能力。) 4. Activity 17. Choose and guess. Guess who I am. Think of a job in your mind and then ask your partner to guess who you are. He can only use the sentence pattern “can you …?” and you can only answer it with “yes, I can.” Or “no, I can’t.” (设计意图:获知学生对职业的了解程度,训练学生的职业描述能力,让学生学会归纳,学会倾 听。) 5. Activity 18. Think and write. Write what you may be able to do in three years. (设计意图:让学生预测三年后他可以掌握哪些能力,可以促使学生冷静思考自己的学习目标。鼓励 学生写出尽可能多的能力。) Step Four Homework (1m) 1. Make a similar dialogue as in dialogue B. 2. Suppose you want to join one of the school clubs. Design an application form for yourself. Write down at least five things that you can do. 3. Collect as many job words as possible. 四、板书设计 Application form 23 Name Gender Age Class & Grade Abilities Club to join Interviewer: What’s your name? How old are you? Which class are you in? Can you use the computer? Interviewee: Excuse me. I’d like to join the Computer Club. Yes, I can send e-mails, and I can play computer games. 您可能也喜欢: Book 1 Unit 2 I can do it! (第四课时 教学设计) 一、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第二单元的第四课时,包括 vocabulary consolidation, pronunciation practice & unit task. 具体内容为:能力描述,词汇归类,对未来的职业 设想,6个音标,以及单元小结。 2.教学重点、难点 ⑴教学重点 能力描述, 词汇归类, 职业设想, 6个音标 ⑵教学难点 能力描述,音标 二、教学目标 1. 知识目标 ⑴词汇按三大主题归类:job, animal, personal information ⑵动物和职业能力描述,如 A teacher can speak English/use the computer/read and write/swim/run. A fish can swim. (3)想像未来的职业与能力,并填写求职表 (4)掌握六个音标的正确发音 2. 能力目标 ⑴学生能归纳词汇,并养成按主题记忆词汇的好习惯。 ⑵学生能畅想自己的未来,并为之付出不懈努力。 (3)学生能大声说英语,不怕出错。 3. 情感目标 学生能正确评价自我,合理规划自己的人生,并对自己的单元所学做出理性评价。 24 三、教学步骤 Step One Lead-in (10m) 1. The teacher makes a comment on the students’ homework. Read aloud some good writing about self-introduction.. The teacher may also type these good articles and ask each group to read these articles loudly. (设计意图:教师对学生的作业进行及时反馈,在全班面前朗读优秀文章,既鼓舞了被选中者,也 能激励更多学生用心写作。同时,这也是教师展示个人基本功的良好时机,教师应有表情地朗读这些 文章,达到言传身教的目的。将优秀习作及时打印,这不仅利于全班共享,还方便累积教学素材, 还可以在期末结集成册,在全校推广,向家长展示。 请各小组彼此大声朗读范文,既锻炼了语音语 调,又可以汲取他人精华,快速提高自己的写作能力。) 2. Guess who he is. The teacher types something selected from the students’ self-introduction on ppt and asks the students to guess who he is. Ask the students to read these sentences together and take notes of some excellent sentences. (设计意图:用 PPT呈现学生作业中的有关内容,请学生根据描述猜测同学名字,这可以激发学生 的学习参与度,让学生尽可能多地掌握有关能力和个人信息的表达方式,同时也鼓励了被展示 者。) Step Two Vocabulary consolidation (10 min) 1. Activity 19. Read and match. . Ask the students to make more sentences with can. (设计意图: 激发学生思维,让学生自由灵活组句。) 2. Activity 20. Read and group. Classify the given words into correct columns. (设计意图: 训练学生的词汇归类能力,引导学生通过归类来积累词汇量。) Step Three Pronunciation practice (13min) 1. Teach the pronunciation rules of the given eight phonetics. [ei] 是双元音,发音时由[e]音滑向[i]音,口型随之变化。前长后短,前重后轻。 Eg. afraid rain wait day play break great eight neighbour they [ai] 是双元音,发音时由[a] 音滑向[i],口型随之变化。前长后短,前重后轻。。 Eg. find child light high eye lie tie cry fry fly sky slide 下面让我们来读一下这些句子。注意,朗读速度一定要慢,并仔细体会两个音标之间的区别。 A snake can’t fly. … (设计意图:明确发音规则,让学生快速掌握发音要点,从已知导入未知,克服学生的畏难情绪。) 2. Listen and repeat. Read the following sentences after the tape and the teacher. Pay attention to the pronunciation and intonation.(page 32) (设计意图:跟磁带和教师朗读,正确发音。) 3. Watch the flash.(英语发音规则和练习测试) (设计意图:利用网络资源促进教学,动画能吸引学生注意力。) Step Four Unit task (11m) 1. Imagine the following things about yourself in three years. Age: Phone number: 25 E-mail address: Address: Position to apply for: Abilities: (设计意图:复习单元主题词汇。) 2. Now complete your application form in three years. Application form Name Gender Age Class & Grade Address E-mail Address Position you are applying Abilities (设计意图:复习单元教学重点。) 3. Read the application form of your partner’s and check if he is likely to get his job. Give him some comments. (设计意图:学会判断求职表的好坏,并提供合理性建议。) 4. Show the students some job applications. Have the students look at an application in small groups and share with the entire class what they have discovered different about the application compared to the sample application that they completed earlier. (设计意图:接触真实的求职信,寻找差异,改进自己的求职表。) 5. Make copies of some of these job applications and give students time to practice completing these applications in class. The teacher may offer the students several job advertisements as well. (设计意图:根据单位的招聘信息填写相应的求职表,学以致用,使任务更趋真实。) Step Five Homework (1m) 1. Collect at least one job advertisement and write an application form. 2. Ask local companies/employers for a copy of their job applications. 3. Practice the phonetics. 四、教学反思 本单元教学为教材的第二堂课,师生间已经彼此熟悉,但是需要进一步增进了解。在第一单元招呼 语、询问个人信息、设计个人名片等活动的基础上,教师可以顺利进入个人信息提供和能力描述,求 职表设计等教学环节。本单元的教学注重交际的实用性,既操练单元教学要求,又将英语知识点巧 妙地融入日常交际中。同时,求职表的设计,招聘信息的采集等环节的设计突出了职业学校教学的 特点,任务真实可信。能力的描述、未来职业的设想等既让老师初步获知学生的择业倾向,为今后职 业指导打基础,也让学生初步形成职业意识。本堂课整体设计通俗易懂,形式活泼,活动形式多样, 充分调用网络资源,利于学生主动学,利于培养学生的积极开创思维。名片礼节的知识扩充对学生 形成良好的职业道德非常有用。 五、板书设计 26 Application form Name Gender Age Class & Grade Address E-mail Address … … Position you are applying Abilities Unit 3 How much is it? (第一课时 教学设计) 一、学情分析 本教案的授课对象为高一年级电子商务专业学生。该班共有50名学生,其中女生42名,男生 8 名。 相对来说,该班学生学习习惯较好,班级的学习氛围浓厚。但是由于专业要求和英语的联系不 密切,学生对于英语课程并不特别重视,存在以下问题:掌握的词汇量和句型结构少、听力和口语 表达能力弱、害羞、课堂参与积极性不强、学习动机不强。 针对以上问题,本教案力求降低教学内容的难度、更多采用集体教学的方法增强学生的自信和参与 热情。形象化的图片教学和有适当紧张度的游戏和表演,不仅能提高学生的学习兴趣,而且能牢牢 抓住其注意力。同时教师将英语教学和学生未来可能从事的职业——在淘宝上开网店的现象结合起 来,通过发掘英语课程和学生所学专业的相通之处,在课堂上体现出英语教学的实用性和职业性特 点,从而增强学生的学习动机。 二、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第三单元的第一课时,包括Lead-in & Listening and speaking中的 Dialogue A两部分,具体内容为:部分商品和购物场所的词汇、买卖商品活动中 展开的对话和讨论购物计划的对话。 这些内容为整个单元的学习活动做语言和知识的准备,也为学生学以致用的语言表达活动提供 了语言铺垫。同时,shopping的话题也为教师将本课时的教学和学生的专业——电子商务相联系提 供了可能性。 2.教学重点、难点 ⑴教学重点 通过与购物相关的词汇和句型的学习,学生制定购物清单,并讨论购物计划。 ⑵教学难点 学生了解词汇记忆的策略之一——分类记忆; 学生区分出不同购物场所的特点。 27 三、教学目标 1. 知识目标 ⑴学生能掌握部分商品和购物场所的词汇,如medicine,cola,disk,cell phone,shopping mall,grocery,bakery,supermarket,department store。 ⑵学生能掌握讨论购物计划时所使用的句型,如: What’s your plan for…? Would you like to go shopping with me? What’s on your shopping list? There are many beautiful dresses. 2. 能力目标 ⑴学生能听懂关于购物和讨论购物计划的对话。 ⑵学生能制定购物清单,开展关于讨论购物计划的对话。 3. 情感目标 学生能具备理性消费的认识。 四、教学步骤 Step One Lead-in (1 min) 1. www.taobao.com Teacher shows the website on the screen, then asks, “ What’s it?” “ What can we do on taobao?” “Have you / your friends got any shopping experience on taobao? Students answer the questions together or individually. (设计意图:用淘宝网址导入课堂教学,既有趣又贴近学生的生活和所学专业,这将有助于教 师从一开始就抓住学生的兴趣。) Step Two Vocabulary teaching (10 min) 1. What have I bought from www.taobao.com? (1 min) Teacher says, “ I’m interested in shopping on taobao, because goods are cheaper there. Let’s see what I have bought this year on taobao. Then teacher shows the pictures of the following items on the screen, with the English word of each item beside each picture: an English dictionary, a magazine, a disk, a cell phone, adress, a bag. Students name all the goods teacher has got from taobao, and teacher writes down all the words on the board under the column of shopping list. (设计意图:该步骤有助于清除学生在 Activity One中可能碰到的词汇障碍。假如学生对黑板 上呈现的词汇不够熟悉,教师可以领读三遍或更多的次数。) 2. Brainstorming: Where can I go besides taobao? (5 min) Teacher says, “The goods on taobao are cheaper, but it takes some time before we get them. If I need an English dictionary, a magazine, a disk, a cell phone, a dress, a bag, somebread, biscuit and noodles badly, where can I go besides taobao? 28 Students give different answers first. Then teacher introduces different shops to get the above goods with the help of pictures. (设计意图:该步骤有助于学生通过形象图片的提示,掌握关于不同商店名称的新词汇。在回答 教师提出的问题 Where can I go besides taobao? 时,学生会有困难。因此,教师可以允许他们 先用中文表达,然后借助图片,引导出新词汇。) Words are listed on the blackboard under the columns of shopping list and different shops.. Then students read the words after the teacher three or more times. If they cannot remember the new words well, teacher can use different ways to help them. Here are some suggestions. 1) Teacher tells the words in Chinese , and students tell the English edition together. 2) Teacher tells the words in Chinese, and students tell the English edition individually. 3) Teacher asks, “What shop begins with the letter b / d/ g / s? (设计意图:黑板上词汇的呈现方式——分商品和商店两类呈现,以及以上三个问题都有助于 学生获得词汇记忆的策略之一 —— 分类记忆法。) 3. Game: Have you got a good memory? (3 min) There are 17 words about goods and shops on the blackboard. Teacher designs a game with the help of PowerPoint like this: Teacher shows some words with related pictures on the screen for only three seconds. Then students tell out what the words are. The number of the words on the screen is different each time, from 4 to 10. The class is divided into four groups, and there is a competition among them. Each group will be given 10 scores at first., then a right answer brings one more score, and a wrong answer will make them lose one score. The student who hands up first answers the question for his groups. (设计意图:该步骤的游戏能帮助学生深入领会和掌握本课的新词汇。因为词汇和图片记忆的时 间只有三秒钟,学生不得不聚精会神地投入其中,这使得活动更具效果。各组之间的竞赛将使活动 更加刺激。) 4. Activity 2. Read and number. (1 min) Students speak out the 6 items in this part together, then they finish it by themselves. Later one student stands up and tells the answer. Others check it. (设计意图:通过上一环节的词汇记忆游戏,学生能很容易地单独完成 Activity 2。但是教师 应该在学生做练习之前指出,有的商品可以在不止一家商店买到,以免学生产生困惑和误解。) Step Three Listening ( Activity 1, 3, 4 ) (7 min) 1. Activity 1. Listen and number. (2 min) 29 Students name the goods on the pictures together first, then listen to the tape and number each picture. If they cannot catch the answer in the first listening, repeat the dialogues again. (设计意图:由于有以上环节的铺垫,Activity 1非常简单,学生在完成过程中不会碰到什么 困难。) 2. Activity 4. Bingo! (3 min) Teacher explains the rules: Tang Hua and Sara are going shopping. What are they going to buy? Look at the pictures in Activity 4 and tick the goods that you think they will buy with a pencil. Then we listen to the dialogue and tick the right answer with a pen. If you get right guess, you say Bingo. Let’s see which group gets the most Bingo. I wish you good luck! Then students tick the goods, listen to the dialogue and check answers. (设计意图:该步骤使得听力活动更加有趣和有针对性,因为学生会更加仔细地听对话,以核对 自己是否 Bingo。教师可以先让学生一起用英语说出图片中的物体,这能扫除听力材料中存在的词 汇障碍。) 3. Activity 3. Listen and tick the shop Tang Hua and Sara are going shopping. (2 min) As the listening material is the same as Activity 4, students may get the answer in the first listening. (设计意图:教师在播放第二遍对话前,要求学生关注对话中即将出现的关于讨论购物计划的 句子。这一指令能让学生意识到对话中存在的关键句型。) Step Four Speaking (Activity 5 , 6 ) (26 min) 1. Read and underline. (2 min) Students read the dialogue in Activity 5 individually, then they underline 4 important sentences about the shopping plan. Then teacher asks 2 or 3 students to tell others their opinions. Teacher writes down the 4 useful sentences on the blackboard: (设计意图:学生通过阅读,独立找出 Activity 5中讨论购物计划的关键句型并不难。教师可 以请两三名学生给出答案,进行核对比较,这能让学生对关键句型的印象更加深刻。) 2.Read the dialogue together. (2 min) Students read the dialogue twice together. The first time is between two groups, and the second is between boys and girls. (设计意图:该步骤能帮助学生记忆关于讨论购物计划的关键句型,并就相关问题做出恰当反 应。为了保证学生朗读时语调正确,教师可以和他们一起大声朗读作为引导和示范。) 3. Performance: Mum gives me 200 yuan for my birthday! (20 min) Teacher explains the rule: Suppose your birthday is coming, and mum gives you 200 yuan to buy some gifts for yourself. Please make a shopping list first, then ask your partner to go shopping 30 with you. The words and sentences on the blackboard are for your help. You may change the role as the birthday girl / boy in turn. You are given 5 minutes to prepare, then I’d like to invite some groups to perform it on the stage. Of course, you may discuss it with other groups. Let’s see which group will bring us the most wonderful performance, and which girl / boy spends the money in the most reasonable way. Students get ready in 5 minutes, then 3 or 4 groups show the play on the stage. (设计意图:该步骤有助于学生将本堂课所学知识运用于生活实践。可能出现的问题是学生不愿 意上台表演。教师可以提供模拟的纸币作为道具,增加学生的新奇感。另外,教师鼓励性的话语和同 学们的掌声都能增加学生的自信和勇气。) 4. The top 10 best sellers on www.taobao.com in 2008! (2 min) Teacher shows the top 10 best sellers on taobao in 2008, with a brief introduction of the reason for their popularity. (设计意图:该步骤的活动和学生的专业相关,有助于培养学生把握市场的敏锐触觉。同时,在 课堂上体现职业元素,将使得英语教学更加实用和职业化。) Step Five Homework (1 min) Please prepare a 1-minute oral speech with the following beginning: If I run a shop on taobao, I will sell , because . The rule: 3 or 4 students can work together. You must write down the article first, then the representatives of some groups will be requested to make a speech in the next class. We will find out who are the most potential businessman / businesswoman in our class. You can get more help from me with the E-mail address lucy2311@sina.com. (设计意图:该步骤有助于能训练学生的书面和口头表达能力。小组合作完成作业,以及通过电 子邮件向教师请教的方式,都降低了作业的难度。) 五、板书设计 31 Shopping list Different shops Useful sentences dictionary bookstore What’s your plan for the afternoon? magazine shopping mall Would you like to go shopping with me? disk department store What’s on your shopping list? cell phone bakery There are many beautiful dresses. dress grocery bag supermarket bread drugstore biscuit noodles medicine Unit 3 How much is it? (第二课时 教学设计) 一、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第三单元的第二课时,授课材料为Listening and speaking中的 Dialogue B,具体内容包括:关于商品信息的词汇、买卖商品活动中售货员和顾客展 开的对话,如售货员接待顾客、介绍商品有无及折扣,顾客询问商品价格、表达购买数量等内容。 以上内容为本单元听说课的教学重点,也为学生学以致用的语言表达活动提供了语言铺垫。同 时,本课时的教学内容为学生完成单元任务——运用本课所学知识举办一次旧书展卖会做出语言和 行为示范。 2.教学重点、难点 ⑴教学重点 通过顾客与售货员之间对话的学习,学生能自如地询问商品信息,表达购物需求,并恰当回应。 ⑵教学难点 学生运用提高听力效果的策略——以表格形式记录关键信息。 学生理解购物发票各项目的含义。 二、教学目标 1. 知识目标 ⑴学生能理解关于商品信息的词汇,如 quantity, unit price, amount, signature, kilo, on sale。 ⑵学生能掌握顾客与售货员之间对话的句型,如: What can I do for you? 32 I’d like to buy…. Sorry, … are sold out. / Sorry, there aren’t any…. How much is / are…? 2 yuan a kilo. It’s on sale now. I will take 5 kilos. 2. 能力目标 ⑴学生能听懂顾客和售货员之间买卖商品的对话。 ⑵学生能开展关于买卖商品的对话。 (3)学生通过预测和记录关键信息的策略提高听力水平。 3. 情感目标 学生了解售货员及顾客的礼仪并会在实际生活中应用。 三、教学步骤 Step One Picture description (10 min) 1. Picture show (1 min) Teacher shows Picture 1 from Activity 21 on the screen,and adds more information on it, e.g. Wood’s Bakery, No. 2 Vocational School, Tang Hua, Jerry Shade, a calendar. Students have a look at the picture for 5 seconds. (设计意图:以生动的图片引入新课,有助于教师抓住学生的注意力。教师为图片增加的时间地 点和人物身份等信息,也为学生开展 Activity 7,8的活动做出情境铺垫。) 2. Let’s dig the story out! (5 min) Teacher says, “What’s on the picture? What might be happening? Let’s tell a story about the picture with a sentence, a phrase or even a word in turn. We will find out which group is the best story teller. Any words or sentences about the picture will gain a score for your group. Students describe the picture or imitate the dialogue between Tang Hua and Jerry Shade. The group that gives the most expressions is praised by teacher orally. (设计意图:让学生展开想象,用句子、词组或词汇轮流描述图片中可能发生的故事,难度分层, 有助于活跃思维,激发学生的参与热情,也为学生开展 Activity 7, 8的活动做出语言铺垫。) 3. The story in my eyes (4 min) After all groups have given their descriptions about the picture, teacher retells the story in her own words. The more exaggerative the story is, the more easily the students can remember the new expressions the teacher has referred to in her story. The following expressions must be referred to in the teacher’s story and must be written down on the blackboard to impress the students. Then students read the expressions on the blackboard together. (设计意图:教师以夸张的语言描述图片中可能发生的故事,易于吸引学生的注意力,并使他 们对故事内容有更深刻的印象,从而完成了本课部分关键词汇和句型的教学。) 33 Step Two Listening (Activity 7, 8) (7 min) 1. Activity 7. Bingo! (1 min) Teacher explains the rules: Tang Hua is in the bakery. He wants to buy some food. But something is sold out. What’ it? Look at the pictures in Activity 7 and tick the goods that you think is sold out. Then we listen to the dialogue. If you get right guess, you say Bingo. Let’s see which group gets the most Bingo. I wish you good luck! Then students tick the goods, listen to the dialogue and check answers. (设计意图:预测答案使得听力活动更具趣味和针对性,学生会更加仔细地听对话,以核对自己 是否 Bingo。教师可以先让学生一起用英语说出图片中的物体,这能扫除听力材料中存在的词汇障 碍。) 2. True or false exercises. (1 min) 1) Tang Hua wants to buy some bread and pizza. ( × ) 2) The cakes are on sale now. ( √ ) 3) Tang Hua buys some cakes and pizza at last. ( √ ) (设计意图:该步骤有助于学生理解听力材料的主要内容。学生可以在上一步骤后直接完成该题。 如果学生有难度,可以再播放一遍录音。) 3. Activity 8. Listen and complete. (5 min) Students discuss the invoice with their partner, and try to get to know the meaning of the following words on the invoice by themselves: item, quantity, unit price, amount, signature. Then ask one or two students to explain the words. Teacher introduces a tip on how to make the listening activity more efficient: Write down the key words of a dialogue in a form. Students listen to the dialogue and finish the invoice individually. Then the whole class check the answers together. Listen again if necessary. (设计意图:该步骤的情境已经在 Picture show中给出,有助于学生根据票据内容领会各个项 目的含义,培养分析推理能力。教师对于听力策略的提醒,能帮助学生形成科学高效的学习方法。) Step Three Speaking (Activity 9 , 10, 11) (27 min) 1. Read and underline. (2 min) Students read the dialogue in Activity 9 individually, then underline the sentences about shopping. Teacher asks 2 or 3 students to tell others their choices, and writes down the sentences on the blackboard: (设计意图:学生通过阅读,独立找出 Activity 9中关于购物的关键句型并不难。教师可以请 两三名学生给出答案,进行核对比较,这能让学生对关键句型的印象更加深刻。) 2.Read the dialogue together. (1 min) 34 Students read the dialogue twice together. The first time is between two groups, and the second is between boys and girls. (设计意图:该步骤能帮助学生记忆关于购物的关键句型,并做出恰当反应。为了保证学生朗读 时语调正确,教师可以和他们一起大声朗读作为引导和示范。) 3. Game: Question cycle (5 min) Teacher asks questions related to students’ real life with sentences on the blackboard. A student answers first, then he arouses another question to the next student. The question cycle must go quickly around most students in class. (设计意图:问答接龙游戏能帮助学生快速记忆和运用关于购物的句型。适当的刺激和紧张度有 助于学生集中注意力。问题要联系学生的实际生活,易于回答。) 3. Performance: Shopping for my birthday gift! (15 min) (1) Teacher explains the rule: In last class, we suppose that mum gives us 200 yuan to buy some gifts for ourselves. Let’s go on the role play in this class. I’d like to be the birthday girl, and I invite one of you to go shopping with me. Two others behave as salespersons. We make a dialogue about shopping with friends and salespersons together. Then teacher gives an example on how to carry out the role play. (2) Four students form a group. They get ready in 5 minutes, then 3 or 4 groups show the play on the stage. (设计意图:该步骤的情境承接上一堂课的活动背景,起到承上启下的作用,提高了课堂实践 活动的效率,有助于学生将所学知识运用于生活实践。) 4. Discussion: What manners are important when we serve the customers as salespersons? (4 min) Students may discuss the topic with partners. Then they give their ideas with sentences, phrases or even body languages. (设计意图:该步骤的活动和学生毕业后可能从事的职业——销售员相关,有助于加强学生的 职业素养和基本礼仪知识。开放式的交流方法,包括肢体语言在内的表达形式,降低了学生开展讨 论的难度。) Step Four Homework (1 min) Please google the requests of a famous company or department store to the post of salespersons on www.51job.com. Then write the requests down. It can be a group work with group members from 2 to 5. After finishing it, share the information that you have found with other groups. (设计意图:该步骤有助于训练学生的调研能力,积累相关的职业素养知识。小组合作完成作业, 降低了作业的难度。作业完成后的组间交流,使学生分享资源,提高学习效率。) 四、板书设计 35 Word Bank Useful sentences salesperson, What can I do for you? take, I’d like to buy…. delicious, How much is the cake? on sale, It’s on sale now. sold out I’ll take…. There aren’t any…. Two yuan a kilo. 您可能也喜欢: Unit 3 How much is it? (第三课时 教学设计) 一、教材分析 1. 教学内容 本课时系教材《英语 1》(基础模块 高教版)第三单元的第三课时,授课内容为课本 Reading and writing部分,具体包括:一张关于超市商品打折信息的海报,以及和海报信息相关的读写训练。 本课内容承接前一课时关于购物的对话,进一步呈现了商品的具体信息,要求学生能够读懂商 品折扣海报,并用简单句表述商品折扣信息,是本单元 Reading and speaking部分购物话题的拓展 和深化。同时,本课时的教学内容为学生完成单元任务——运用本单元所学知识举办一次旧书展卖 会提供了具体的操作方案。 2.教学重点、难点 ⑴教学重点 学生能准确地提取相关海报信息,通过写作的方式操练阅读中获得的信息并应用展示。 ⑵教学难点 学生通过阅读海报,选择数字,快速查找细节信息并加以整合运用。 学生在真实环境中筹备旧书展卖会的书籍,商定旧书价格并做出陈述。 二、教学目标 1. 知识目标 学生能理解超市海报中关于商品信息的词汇,如 original price, 30% off, surprise, on sale, save。 2. 能力目标 ⑴学生能读懂商品折扣海报。 ⑵学生能用简单句表述商品折扣信息和填写旧书展卖会书籍信息。 (3)通过统计展卖会的旧书,学生培养组织策划能力。 3. 情感目标 学生树立珍惜资源,合理利用旧物的意识。 三、教学步骤 Step One Lead in (6 min) 36 1. That’s my new dress! (3 min) Teacher enters the classroom in a new dress, shows the tag of the dress and describes her shopping experience: “I went shopping last week. It’s a nice dress, isn’t it? The original price is 500 yuan, but it’s on sale, 30% off. It saves me 150 yuan, so I bought it for 350 yuan. It’s really a big surprise!” While talking, teacher writes down the following expressions on the blackboard, then makes an explanation to impress the students. (设计意图: 该步骤有助于清除学生在海报中可能碰到的词汇障碍。教师以穿的新裙子为契机, 介绍购物经历,自然地引出以上词汇,易于学生记住以上表达。) 2. Tell us your shopping experience. (3 min) Teacher asks, “Do you sometimes go to the supermarket with your mother? What do you usually buy in the supermarket?” Students may discuss the questions with partners, then three or more students tell others their shopping experience. Teacher says, ‘Happy Mall often provides goods on sale. Let’s have a look at the poster and catch the right time to buy the goods at the lowest price. (设计意图: 该步骤联系学生的生活经历,易于激发他们对阅读活动的兴趣。教师联系本地大型 超市,引出 Activity 12中的海报,并把海报中的超市名称改为本地的超市,为后面的阅读活动设 置了真实的情境。) Step Two Reading (Activity 12, 13, 19) (9 min) 1. Activity 19. Read and group. (3 min) Teacher says, “There are many goods on sale in Happy Mall. Can we put the same kind of goods in the following baskets? Please think about it with your partner, and find the right goods for each basket.” Then students check answers together. (设计意图:该步骤能使学生熟悉海报上的所有商品,为后面寻找海报细节信息的活动做出铺垫。 同时商品归类的活动有助于培养学生对词汇意义分类并记忆的词汇学习策略。) 2. Activity 12. Have you got a quick mind? (3 min) Teacher asks, “Read the poster carefully and try to find out answers to the following questions.” (1) How many items are on sale on Monday? What are they? (2) How many items are on sale on Tuesday? What are they? (3) How many items are on sale on Wednesday? What are they? (4) How many items are on sale on Thursday? What are they? (5) How many items are on sale on Friday? What are they? 37 (6) How many items are on sale on Saturday? What are they? (7) How many items are on sale on Sunday? What are they? Students find answers quickly and the first one who puts his hand up gets the chance to answer questions. The group which has the most quick minds is praised orally. (设计意图:该步骤有助于培养学生对细节信息的搜索能力。小组竞赛的形式赋予学生适当的紧 张度,使得学生的注意力更加集中,课堂氛围活跃热烈。) 3. Activity 13. Read and judge. (1 min) Students finish the exercises individually, then check answers together. (设计意图:该步骤有助于培养学生对细节信息的判断能力。上一环节的活动,保证了学生能较 容易地独立完成该任务。) 4. Help me to be a smart housewife! (2 min) Teacher says, “I want to buy 2 kilos of pears and 5 kilos of rice in Happy Mall. Please help me to find the right time to Happy Mall and save some money for me. You can discuss it with your partner.” (1) The pears and rice are on sale on ___________. (2) The original price of pears is ____________. The original price of rice is ___________. (3) I can save __________ yuan on pears. I can save __________ yuan on rice. (4) I can save a total amount of _________ yuan. (设计意图:该步骤有助于锻炼学生整合运用细节信息的能力。真实的情境易于激发学生的兴趣, 同时为学生完成Activity 14,15的任务做出铺垫。) Step Three Writing (Activity 14 , 15) (14 min) 1. Activity 14. Read and complete. (7 min) Students read the poster again carefully. Then finish the table individually, after which they can discuss with partners. Then teacher asks four students to show their answers and make necessary explanations. Others check answers together. (设计意图:该步骤有助于锻炼学生通过阅读,把图的信息和单词信息转换成句子信息的能力。 上一环节的活动,保证了学生能较容易地独立完成任务。) 2. Discussion: On which day can Ben buy all items with the least money? (3 min) Students may discuss the question with partners, then teacher asks two or three students to have a statement and make an explanation. Others judge their statements. (设计意图:该步骤有助于锻炼学生的分析和推理能力。该任务属于Activity 15中的一部分,是 本课的教学难点.。单独讨论该话题,为学生顺利完成下一环节的任务做出铺垫。) 38 3. Activity 15. Talk and decide. (4 min) Students talk about Ben’s shopping list and fill in the blanks with partners together. Then 4 representatives from four groups give statements. (设计意图:该步骤有助于锻炼学生通过写作方式操练阅读中获得的信息并展示的能力。同桌合 作的方式,降低了活动的难度。) Step Four Unit task: Organize a used book sale. (15 min) 1. Fill in the information card. (10 min) Students show the books they have brought from home for sale, work in group of 4 and fill in the information card about each book, then get the information of all the used books of the whole group. N好女孩好 Name of the owner: ______________________ Name of the book: _____________________________ Original price: __________________ Present price: _________________ Discount: ______________ % off Name of the book Owner Original price Present price Discount (设计意图:该步骤有助于学生运用本课所学语言完成一个真实的任务,即组织一次旧书展卖会。 小组合作完成旧书信息的收集,降低了活动的难度。) 2. Presentation (5 min) Four or five group representatives come to the stage,show their cards and introduce prices of their books prepared for the used book sale. (设计意图:该步骤有助于锻炼学生的组织能力和口头语言表达能力。) Step Five Homework (1 min) Students in different groups work together to design a poster to sell the used books. Put up the posters on the wall of the classroom and hold a used book sale after class. (设计意图:该步骤有助于锻炼学生的策划能力。) 四、板书设计 39 Word bank original price 500 yuan on sale 30% off save money 150 yuan A big surprise! 您可能也喜欢: Unit 3 How much is it? (第四课时 教学设计) 一、教材分析 1. 教学内容 本课时系教材《英语 1》(基础模块 高教版)第三单元的第四课时,授课内容为课本 Language in use & Unit task部分,具体包括:Grammar focus, Vocabulary consolidation and Pronunciation practice。 本课时内容是对本单元所学知识的总结和回顾,有助于学生理清思路,对单元知识及其运用情 境有清晰的认识。由于在前三个课时的教学中,教师已经涉及和渗透Vocabulary consolidation部分 内容,因此教师可以删略已经呈现过的活动安排,更侧重于训练学生对所学知识的综合运用能力。 2.教学重点、难点 ⑴教学重点 学生总结本单元关于购物的关键句型及其运用情境,并能理解和运用 There be句型。 ⑵教学难点 音标/au/, /?u/以及相关的字母、字母组合。 学生能在具体情境中运用本单元所学知识。 二、教学目标 1. 知识目标 学生能理解并掌握 There be句型及其疑问、否定形式的用法。 学生能掌握音标/au/, /?u/以及相关的字母、字母组合。 2. 能力目标 ⑴学生具备总结分析本单元关于购物的句型及其运用情境的能力。 ⑵学生能用 There be句型描述各种生活场景。 (3)学生掌握正确的音标学习策略。 3. 情感目标 学生掌握销售员及顾客的礼仪。 三、教学步骤 Step One Revision: Dubbing performance (10 min) 40 Teacher plays two parts of short soundless movies about dialogues between two friends, a customer and a salesperson. Students watch it, think about what they are talking, and add dialogues for the movie with partners together. Students act the short movie in a group with 4 members. After 5 minutes’ preparation, they perform it on the stage. The best performer is praised by teacher orally. (设计意图: 该步骤有助于学生对本单元知识进行总结回顾,并在真实情境中运用。无声电影导 入的形式新鲜有趣。为电影配音有难度,但前三个课时的学习为学生完成任务奠定了基础。) Step Two Grammar focus (Activity 16, 17, 18) ( 25 min) 1. That’s our beautiful school! (3 min) Teacher shows a picture of the school, and describes it with the following sentences: “This is our school. There is a garden in our school. There are many flowers in the garden. …” Meanwhile, teacher writes down the useful sentences on the blackboard. Then students read the sentences together. (设计意图:该步骤有助于学生理解 There be句型的含义及肯定形式的用法。通过校园图片的形 式介绍句型,学生较感兴趣且易于理解,) 2. What’s our classroom like? (6 min) Teacher says, “What’s our classroom like? Please describe it with the sentences on the blackboard. You may talk about it with your partner first. Then everybody gives me a sentence one by one. ” Students describe the classroom with partners first, then stand up and cycle the sentences on the blackboard one by one quickly. (设计意图:该步骤有助于学生掌握黑板上的关键句型。大量的实际情境中的操练,能使学生对 句型的运用场合有更加深刻的认识。接龙回答的形式赋予活动适当的紧张度,更能抓住学生的注意 力。) 3. Activity 16. Look and write. (3 min) Students look at the pictures in this part first, then finish the exercises individually. Answers are checked together. Three students come to the stage and write down the sentences on the blackboard as a model. (设计意图:该步骤有助于学生进一步掌握和运用 There be句型。书写的过程中,教师更容易发 现学生关于该知识点存在的问题并予以纠正。) 4. Memory game: What’s on the picture? (8 min) Teacher puts a picture on the blackboard for 10 seconds, then asks students: “Is there a river in the picture? Are there any trees in the picture?” Students just answer yes or no at first. Teacher guides them and makes the answers more specific. Students remember the way to answer questions and then answer teachers’ questions 41 one by one. Teacher writes down the useful sentences on the blackboard. After the game, teacher puts up the picture again and describes the picture with all the sentence forms on the blackboard. At last, students read the sentences together. (设计意图:该步骤有助于学生掌握 There be句型疑问形式及否定形式的用法。快速记忆图片, 然后回忆图片内容,使得活动更加紧张刺激,有助于学生集中注意力,迅速掌握句型及其用法。) 5. Activity 17. Talk and guess. (3 min) Students put something in their schoolbags, then the partners guess the stuff with each other in the following way: A: What’s in your bag? B: Guess. A: Is / Are there a pen / any pens in your bag? … After 3 minute’s practice, teacher invites 3 or 4 groups to show their dialogues. (设计意图:该步骤有助于锻炼学生将本句型运用于实际生活中。猜测的形式增加了活动的趣味 性。前一环节的学习保证了学生能顺利完成该任务。) 6. Activity 18. Talk and find. (2 min) Teacher says something about Picture A, then students tell the difference in Picture B. The dialogue can also go between the girls and the boys, or between partners. (设计意图:该步骤有助于学生巩固和复习 There be句型。) Step Three Pronunciation practice (8 min) 1. Listen and repeat. (3 min) Students murmur the chant after the tape in the first time. In the second time students read after the tape loudly and pay special attention to the words with the pronunciation of /au/, /?u/. Then students find out the words with the pronunciation of /au/, /?u/ in the chant. Teacher writes them down on the blackboard. (设计意图:该步骤有助于学生通过跟读,掌握正确的音标发音。同时,通过朗读找到和该音标 相关的字母及字母组合,为学生提供了正确的音标学习策略和词汇记忆策略。) 2. Let’s find out more words with the pronunciation of /au/, /?u/. Students are divided into four groups. They compete against each other and try to find more words with the pronunciation of /au/, /?u/. The winner is praised by teacher orally. (设计意图:该步骤有助于锻炼学生的分析推理能力。该任务属于本课的教学难点.。学生分组竞 赛的形式既能活跃课堂气氛,降低任务难度,也易于活跃学生思维,提高他们的参与热情。) 42 Step Four Self check (1 min) Students check what they have learnt by ticking the items on Page 49. (设计意图:该步骤有助于学生自主检测其本单元知识的掌握情况,在脑海中就单元知识及其 运用情境形成系统的概念。) Step Five Homework (1 min) Students finish all exercises in workbook and get ready for dictation. (设计意图:该步骤有助于学生拓展单元知识,提高综合语言运用能力。) 四、板书设计 Useful sentences Pronunciation practice There is a garden in our school. /au/ There are many flowers in the garden. cow, how, Is there a river in the picture? /?u/ Yes, there is. / No, there isn’t. coke, you, know, Are there any trees in the picture? Yes, there are. / No, there aren’t. Word competition Group 1 There isn’t a house in the picture. Group 2 There aren’t any birds in the picture. Group 3 Group 4 五、教学反思 本单元讲述的是购物的话题,要求学生能够运用于购物相关的词汇、句型,开展购物计划和买卖商 品的对话,了解售货员及顾客的礼仪,并运用所学语言举办一次旧书展卖会,同时正确使用 There be句型和音标/au/, /?u/。 根据本单元的教学目的,教师遵循“稳、实、练”的原则,通过真实的情境导入、形象的图片启发、多 样化的练习手段,加深和巩固学生对基础语言知识的理解,并通过模拟真实的场景,来检验学生对 语言知识的运用能力。 最后,教师将学生的视角从课内延伸到课外,将 shopping话题和学生的专业相结合,通过以 下两个方面引导学生进行关于职业的思考:1. 如果在淘宝网上开店,你会卖什么?为什么?2. 作 为售货员,需要有什么样的销售礼仪?这些话题体现了新教材的生活性、职业性特点。作为电子商务 专业的学生,他们对这两个话题不仅感兴趣,也很熟悉,所以讨论的时候非常活跃,只是由于英语 表达能力的欠缺,不能很准确清晰地表达自己的想法。这是由于学生英语基础知识和语言运用能力 的欠缺导致的后果,需要在以后的教学中逐步改善。 对于语法知识的传授,教师注重多样性、实效性、可操作性和探究性,通过大量真实情境中的运用和 训练,帮助学生掌握知识,明了其运用语境。 43 Unit 4 Welcome to our party! (第一课时 教学设计) 一、学情分析 本教案的授课对象为高一年级电子商务专业学生。该班共有50名学生,其中女生42名,男生 8 名。 该班学生学习习惯较好,班级的学习氛围浓厚。但是由于专业要求和英语的联系不密切,学生 对于英语课程并不特别重视,存在以下问题:掌握的词汇量和句型结构少、听力和口语表达能力弱、 害羞、课堂参与积极性不强、学习动机不强。 针对以上问题,本教案强调集体配合和合作互助的精神,并通过多种途径激发学生的学习兴趣和参 与热情。形象化的图片教学和有适当紧张度的游戏和表演,不仅能吸引学生的注意力,而且能强化 教学效果。同时教师在课堂上不断提供适时的语言帮助和鼓励,扫除学生在学习过程中碰到的障碍, 有助于克服学生的畏缩心理,使他们积极主动地配合教学活动,真正成为课堂活动的主体。 二、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第四单元的第一课时,包括 Lead-in & Listening and speaking中的Dialogue A两部分,具体内容为:关于天气和参加聚会人物身份的词汇;主人 迎接客人、客人恰当回应的对话;在聚会上谈论天气等话题的对话。 这些内容为整个单元的学习活动做语言和知识的准备,也为学生学以致用的语言表达活动提供 了语言铺垫。 2.教学重点、难点 ⑴教学重点 学生在较为真实的聚会情景中迎接客人及恰当回应,并交流天气等话题。 ⑵教学难点 学生了解并运用两项听力策略——Inferring and note-taking; 学生找出适合聚会中交流的有趣话题。 三、教学目标 1. 知识目标 ⑴学生能掌握部分关于天气和参加聚会人物身份的词汇,如 party,weather,season,pleasant,snowy,rainy,windy,sunny,cloudy,foggy,host,gue st。 ⑵学生能掌握迎接客人及恰当回应、在聚会上谈论天气等话题的句型,如: Welcome to our party! This way,please. What’s the weather like in your hometown? It’s …. 2. 能力目标 ⑴学生能在真实聚会情景中迎接客人并恰当回应。 44 ⑵学生能运用所学语言在恰当场合谈论天气。 3. 情感目标 引起学生对 party planner工作的兴趣,并促使他们思考和规划未来可能从事工作。 四、教学步骤 Step One Lead-in (4 min) 1. What a wonderful birthday party! (2 min) Teacher shows a picture of a birthday party on the screen, then asks, “ What’s it?” “What can you see on the picture?” “Who are they?” “ Which season might it be? How do you know?” (设计意图:用图片导入本课话题,有助于教师从一开始就抓住学生的兴趣。在教师的几个提问 中,完成了部分天气词汇的复习和新词 host, guest的教学。) 2. You can always find time to hold a party! (2 min) Teacher says, “ In fact, birthday is not the only case that we can hold a party. There is Christmas party, garden party, welcome party, and even hen party and stag party. As party is so popular in modern society, there is even a new job called party planner. It must be very interesting.” During the explanation, teacher shows the pictures about the above kinds of parties on the screen, with the English expression of each item beside each picture: Christmas party, garden party, welcome party, hen party, stag party, party planner. (设计意图:该步骤有助于运用新鲜的内容,使学生继续保持对本课话题的兴趣。如果学生对屏 幕上呈现的词汇不够熟悉,教师可以解释并领读三遍或更多的次数。) Step Two Vocabulary teaching (10 min) 1. Which is the hot season for birthday party? (1 min) Teacher says, “I want to make a survey about the hot season for birthday party in our class. How many students were born in spring, summer, autumn or winter? Hands up, please, and Alex, please help me to count the numbers.” Students are involved in it. Teacher collects the numbers and writes them down on the blackboard. (设计意图:该步骤有助于学生通过举手的方式集中注意力,参与课堂活动。教师可以邀请未认 真听讲的学生帮助他统计数字作为提醒。) 2. What’s the weather usually like on your birthday? (6 min) Teacher says, “We were born in different seasons. But usually we all hold parties on our birthdays. What’s the weather usually like on your birthday? Please find possible weather in the following form (Activity 17, Page 60), then tell me your answers. 45 Students circle the words about weather individually, then Teacher asks ten or more students to answer the question. All words should be found according to students’ answers. Teacher writes down the key words and sentence patterns on the blackboard as a reminder. (设计意图:在字母表格中寻找单词的方式能集中学生的注意力,加深学生对天气词汇的印象。 大量的问答活动有助于学生掌握该关键句型的用法。) 3. Game: Have you got a good memory? (3 min) Teacher designs a game with the help of PowerPoint like this: Teacher shows some words about weather with related pictures on the screen for only three seconds. Then students tell out what the words are. The number of the words on the screen is different each time, from 4 to 10. The class is divided into four groups, and there is a competition among them. Each group will be given 10 scores at first, then a right answer brings one more score, and a wrong answer will make them lose one score. The student who hands up first answers the question for his groups. (设计意图:该步骤的游戏有助于扫除学生在听力活动中的障碍。因为词汇和图片记忆的时间只 有三秒钟,学生不得不聚精会神地投入其中,各组之间的竞赛将使活动更加刺激。) Step Three Listening ( Activity 1, 2, 3) (10 min) 1. Activity 1. Listen and match. (2 min) Students listen to the tape and finish the activity individually. If they cannot catch the answer in the first listening, repeat the dialogues again. (设计意图:由于有 Lead-in和 Vocabulary teaching的铺垫,Activity 1非常简单,学生在完成过 程中不会碰到什么困难。) 2. Activity 2. Listen and match. (3 min) Teacher says: “Where do Mr Smith, Wang Yang and Mr Lee come from? Please guess it and match the items according to your inferring. Then listen to the tape carefully, after which, you check the answers with your partner.” Students finish the activity according to the teacher’s instruction, and then teacher offers feedback. If they cannot catch the answers in the first listening, repeat the dialogues again. (设计意图:该步骤以 inferring的听力策略,增加了活动的趣味性和针对性。学生将更加专注于 听力材料,以证明其推理能力。) 3. Activity 3. Listen and complete. (5 min) Teacher says: “Sometimes we can take notes to help us get a full understanding about the listening material. Here is the case. You will listen to the dialogue again twice. Please write down all words you hear under the two columns in Activity 3. Listen carefully and try to get the correct answer with the help of note-taking, then check answers with your partner together.” (设计意图:教师在播放对话前,灌输给学生 note-taking的听力策略,有助于学生良好听力习 惯的培养。同桌一起核对答案,有助于提高学生的分析判断能力。) 46 Step Four Speaking (Activity 4) (20 min) 1. Read and underline. (2 min) Students read the dialogue in Activity 4 individually, then they underline important sentences about greeting and talking about weather. Teacher asks 2 or 3 students to tell others their opinions. Teacher writes down the useful sentences on the blackboard: (设计意图:学生通过阅读,独立找出 Activity 4中关于迎接客人和讨论天气的关键句型并不难。 教师可以请两三名学生给出答案,进行核对比较,这能让学生对关键句型的印象更加深刻。) 2.Read the dialogue together. (2 min) Students read the dialogue twice together. The first time is between two groups, and the second is between boys and girls. (设计意图:该步骤能帮助学生记忆本课关键句型,并就相关问题做出恰当反应。为了保证学生 朗读时语调正确,教师可以和他们一起大声朗读作为引导和示范。) 3. What other topics do you usually talk about in a party? How do you talk about it? (5 min) Students are divided into different groups with four members in each. They discuss the above questions and play one of the topics. Then teacher invites four or five groups to show their plays and writes down the topics on the blackboard as a reminder of the next activity. (设计意图:该步骤有助于激发学生的思考,扩展课堂知识。学生可能不愿意上台表演。教师可 以参与其中一组作为示范和引导。另外,教师鼓励性的话语和同学们的掌声都能增加学生的自信和 勇气。) 4. We are going to have a birthday party! (11 min) Teacher says: “We enjoy ourselves in our birthday party every year. Suppose your birthday is coming. This year, you have a birthday party in class. You are divided into different groups. Please find a girl whose birthday is coming soon in your group. The birthday girl invites some friends to her party. All invited guests prepare some gifts, such as a book, a pen or any others. Friends have a pleasant talk in the party.” Students prepare the performance for about 5minutes. Then teacher invites as much groups to show it as possible. (设计意图:该步骤的活动与助于学生把掌握的语言输出应用到真实的语境中,训练学生在相 对真实的情景下运用所学语言参与聚会活动。) Step Five Homework (1 min) Students choose one of the topics and prepare a 30-second oral speech for the next lesson. 1) Party planner seems an interesting job. Would you like to try it? Why or why not? 2) What’s your dream job? How can you get it? Tell us your plan, please. 47 (设计意图:该步骤有助于活跃思维,锻炼学生的语言表达能力。引导学生思考职业定位的问题, 体现了英语课堂教学生活化、职业化的要求。) 五、板书设计 Usful words and sentences Possible topics in a party pleasant, snowy, rainy, windy, …… sunny, cloudy, foggy …… --Welcome to our party, Mrs Stone. --Thank you, Miss Li. --This way, please. --Thank you. --It’s very cold today. --What’s the weather like in Australia now? Unit 4 Welcome to our party! (第二课时 教学设计) 一、教材分析 1.教学内容 本课时系教材《英语 1》(基础模块 高教版)第四单元的第二课时,授课材料为 Listening and speaking中的Dialogue B,具体内容包括:各种饮料和食物的词汇;主人在聚会上招待客人、客人恰 当回应主人款待的对话。 以上内容为本单元听说课的教学重点,也为学生学以致用的语言表达活动提供了语言铺垫。同 时,本课时的教学内容为学生完成单元任务——为即将过生日的同学举办一次生日聚会做语言准备 和行为示范。 2.教学重点、难点 ⑴教学重点 学生在聚会上周到地招待客人,并以客人身份礼貌地回应和感谢主人的款待。 ⑵教学难点 学生了解并运用两项听力策略——Inferring and listening for specific information. 二、教学目标 1. 知识目标 ⑴学生能掌握部分饮料和食物的词汇,如 coffee, milk, water, orange, grape, apple,sugar。 48 ⑵学生能掌握在聚会上招待客人并恰当回应的句型,如: Welcome to our party! Would you like something to drink / eat? Milk, please. With or without sugar? Without sugar, please. Here’s your milk. Please help yourself. 2. 能力目标 ⑴学生能听懂聚会上主人和客人之间的对话。 ⑵学生能开展关于招待客人和恰当回应的对话。 (3)学生通过预测和寻找关键信息的策略提高听力水平。 3. 情感目标 学生了解聚会礼仪并会在实际生活中应用。 三、教学步骤 Step One What a wonderful party on the picture! (10 min) 1. Picture show (1 min) Teacher shows a picture about a birthday party on the screen. On the picture, there is some food and drinks. People are talking with each other happily, and someone is offering food for others. Students have a look at the picture for 5 seconds. (设计意图:以生动的图片引入新课,有助于教师抓住学生的注意力。图片中出现的食物和饮料, 有助于学生回顾本课词汇。画面中的场景也为开展本课活动做出情境铺垫。) 2. Let’s dig the story out! (5 min) Teacher says, “What’s on the picture? What might be happening? Let’s tell a story about the picture with a sentence, a phrase or even a word in turn. We will find out which group is the best story teller. Any words or sentences about the picture will gain a score for your group.” Students describe the picture or imitate the dialogue among the people. The group that gives the most expressions is praised by teacher orally. (设计意图:让学生展开想象,用句子、词组或词汇轮流描述图片中可能发生的故事,难度分层, 有助于活跃思维,激发学生的参与热情,也为学生开展Activity 6, 7, 8的活动做出语言铺垫。) 3. The story in my eyes (4 min) After all groups have given their descriptions about the picture, teacher retells the story in his own words. The more exaggerative the story is, the more easily the students can remember the new expressions the teacher has referred to in his story. The key sentences of this lesson must be referred to in the teacher’s story and must be written down on the blackboard to impress the students. Then students read the expressions on the blackboard together. (设计意图:教师以夸张的语言描述图片中可能发生的故事,易于吸引学生的注意力,使他们 对故事中可能出现的对话有更深刻的印象,从而完成本课关键句型的教学。) 49 Step Two Listening (Activity 6, 7, 8) (6 min) 1. Activity 6. Listen and tick. (2 min) Teacher says: “We will listen to a dialogue between Li Xiaonian and Mrs Smith. What’s the relationship between them? Please guess and tick a possible answer. Then we listen to the tape and find out whether you are lucky enough to get a correct inference.” Then students tick the choice, listen to the dialogue and check answers. (设计意图:Inferring的听力策略使得听力活动更具趣味性和针对性,学生会更加仔细地听对话, 以核对自己是否 Bingo。教师可以先解释三个选项,扫除听力活动中存在的词汇障碍。) 2. Activity 7. Listen and judge. (2 min) Teacher says: “ We will listen to the tape again. This time, we just find out what Mrs Smith wants to drink. It is listening for specific information. So you can just focus on it and ignore other information.” 1) Mrs Smith wants to drink coke without sugar. ( ) 2) Mrs Smith wants to drink coke with sugar. ( ) 3) Mrs Smith wants to drink coffee without sugar. ( ) 4) Mrs Smith wants to drink coffee with sugar. ( ) (设计意图:该步骤向学生传递了一个重要的听力策略——Listening for specific information。如 果学生觉得有难度,可以再播放一遍录音。) 3. Activity 8. Listen and complete. (2 min) Students listen to the dialogue and fill in the blanks individually. Then the whole class check the answers together. Listen again if necessary. (设计意图:该步骤旨在加强学生对待客和做客相关表达的印象,帮助他们学习并使用这些表 达,为下一个活动做准备。如有需要,教师可将对话中的重点句型进行讲解。) Step Three Speaking (Activity 9 , 10, 11) (28 min) 1. Activity 9. Read and underline. (2 min) Students read the dialogue in Activity 9 individually, then underline the sentences about entertaining the guest. Teacher asks 2 or 3 students to tell others their choices, and writes down the sentences on the blackboard: (设计意图:学生通过阅读,独立找出 Activity 9中关于招待客人的关键句型并不难。教师可以 请两三名学生给出答案,进行核对比较,这能让学生对关键句型的印象更加深刻。) 2.Activity 10. Listen and repeat. (1 min) Students read the dialogue twice together. The first time is between two groups, and the second is between boys and girls. (设计意图:该步骤能帮助学生记忆关于招待客人的关键句型,并做出恰当回应。为了保证学生 朗读时语音语调正确,教师可以和他们一起大声朗读作为引导和示范。) 50 3. Game: Question cycle. (5 min) Teacher asks questions with the key sentences on the blackboard. A student answers first, then he arouses another question to the next student. The question cycle must go quickly around most students in class. Some noun words could be replaced each time. (设计意图:通过问答接龙游戏做替换练习,能帮助学生快速记忆和运用关键的句型,为下一 活动做准备。适当的刺激和紧张度有助于学生集中注意力。) 4. Performance: We are going to have a birthday party! (15 min) Teacher says: “Let’s go on the birthday party we held in the last lesson. You form the same groups as you did in the last lesson. Please find another girl whose birthday is coming soon in your group. The birthday girl invites some friends to her party. She offers guests food and drinks, and helps them to know each other. Friends have a pleasant talk in the party.” Students prepare the performance for about 5minutes. Then teacher invites as much groups to show it as possible. The teacher gives an example on how to carry out the role play if necessary. (设计意图:该步骤承接上一堂课的活动内容和情景,起到承上启下的作用,提高了课堂实践 活动的效率,有助于学生将所学知识运用于生活实践,为完成单元任务做准备。) 5. Discussion: What manners are important when we are hosts or guests in a party? (5 min) Students may discuss the topic with group members. Then they give their ideas with sentences, phrases or even body languages. (设计意图:该步骤的活动有助于培养学生参加聚会的礼仪。同组合作的交流方法,包括肢体语 言在内的表达形式,降低了学生开展讨论的难度。) Step Four Homework (1 min) Please finish the tables with your group members according to your discussion and put them up on the wall so that others can enjoy your group work. Dos as a host Don’ts as a host Dos as a guest Don’ts as a guest (设计意图:该步骤有助于训练学生的总结分析能力。小组合作完成作业,降低了作业的难度。作 51 业完成后的组间交流,使学生分享资源,提高学习效率。) 四、板书设计 Useful sentences Welcome to our party! Would you like something to drink / eat? Milk, please. With or without sugar? Without sugar, please. Here’s your milk. Please help yourself. Unit 4 Welcome to our party! (第三课时 教学设计) 一、教材分析 1. 教学内容 本课时系教材《英语1》(基础模块 高教版)第四单元的第三课时,授课内容为课本Reading and writing & Unit task部分,具体包括:一封电子邮件邀请信,根据邀请信辨别人物身份和填写聚 会备忘录的读写训练,以及为本月生日的同学筹备生日聚会。 本课内容承接前一课时关于生日聚会的话题,要求学生能够了解并实施生日聚会的筹备工作, 是本单元 Reading and speaking部分内容的拓展和深化。同时,本课时的教学内容为学生完成单元 任务——运用所学语言设计并组织生日聚会提供了具体的操作方案。 2.教学重点、难点 ⑴教学重点 学生准确地提取邀请信信息,并根据已知信息填写聚会备忘录。 ⑵教学难点 学生快速查找邀请信的细节信息并在备忘录中转述相关信息。 学生在较为真实的情景中筹备生日聚会并填写备忘录。 二、教学目标 1. 知识目标 学生了解电子邮件的组成部分,以及邀请信应该包含的信息。 2. 能力目标 ⑴学生能读懂邀请信。 ⑵学生能根据不同目的,通过不同阅读方式获取邀请信的关键信息。 (3)学生能重新组织语言在备忘录中转述相关信息。 3. 情感目标 学生了解并体验聚会的设计和实施,学会团队合作。 52 三、教学步骤 Step One Lead in (8 min) 1. Please give me some suggestions! (3 min) Teacher says: “Next month I will have a birthday party in my house. I’d like to invite some friends and workmates to my party. But many of my friends are not in the same city as me. How can I invite them in a quick and convenient way?” Students may discuss first. Then teacher asks some of them to give their ideas. Teacher and students find the best way that costs no money----sending e-mails. (设计意图: 该步骤通过教师生活中碰到的问题,自然地导入本课的教学内容——邀请信。学 生因为专业要求经常接触网络,能立刻想到电子邮件这一便捷的联系方式。) 2. Brainstorming:What information must be included in my e-mail?(5 min) Teacher says, “If I want my fiends to understand my invitation clearly, what information must be included in it ?” Then teacher draws a spider map on the blackboard and stimulates the students to have an active thinking. Students may discuss the question with partners, then they offer ideas together. Teacher writes down the tips on the blackboard as a reminder for the next activity. The spider map is as follows: (设计意图: 该步骤以头脑风暴的形式活跃学生思维。蜘蛛图能激发学生的兴趣。活动为学生理 解本课阅读材料的内容做铺垫,降低了阅读活动的难度。) Step Two Reading (Activity 12) ( 6 min) 1. Let’s find the right e-mail. (3 min) Teacher says, “Ok, we are sure what must be included in the invitation. Here are three e- mails. I want you to help me find the one that has the correct pattern.” Then teacher offers three e-mails in which two of them have the wrong pattern. Students think about it and find the right one quickly. Teacher makes a repetition about the pattern of e-mail. (设计意图:该步骤能使学生重新熟悉电子邮件的组成部分,通过对比的方式掌握正确的电子邮 件书写格式,为学生完成家庭作业做准备。) 2. Activity 12. Read and answer. (3 min) Students read the e-mail individually, then they find the answers to the two questions. Before teacher offers feedback, students explain how the find the answers. Then teacher make a conclusion about an important reading strategy----Reading for specific information. With this strategy, students just find out related information and ignore others. 53 (设计意图:该步骤能培养学生运用阅读策略搜索信息的能力。教师有意识的策略引导,有助于 学生根据不同目的采取不同的阅读方式,提高学习效率。) Step Three Writing (Activity 13 ) ( 10 min) Students read the e-mail again carefully by themselves. Then they underline the key words according to the memo. Next students discuss the memo and check their underlined words together. Then teacher asks three of four groups write down their answers on the blackboard, after which teacher checks the answers and analyzes the key words and sentences in the e-mail. Finally teacher offers feedback about the character of memo writing. (设计意图:该步骤有助于锻炼学生通过阅读,有重点地获取相关细节信息,并重新组织语言 在备忘录中表述信息的能力。) Step Four Unit task: Plan a birthday party for your classmates. (20 min) 1. Making a plan with your group members. (16 min) Firstly students work in groups of 4 and find out whose birthday is coming. Other members help the birthday girl decide on the guests, the place and the time for her birthday party and write them down in Memo 1. Then they discuss the activities for the party and record them in Memo2. Next students decide on what food and drinks they’ll have and who will bring them, and then complete Memo 3. Memo 1 Date: Time: Place: Guests: Memo 2 Activities: Memo 3 Name Items 54 (设计意图:该步骤有助于学生运用本课所学语言完成一个真实的任务,即在团队合作中设计、 组织一个生日聚会并展示设计方案。学生将有机会将所学英语运用在实际生活中。) 2. Presentation (4 min) Each group presents their birthday party plan. Students born in this month choose the best one. (设计意图:该步骤有助于锻炼学生的口头语言表达能力,培养他们运用英语的勇气。) Step Five Homework (1 min) 1. Suppose your birthday is coming, and you’d like to invite some friends to the party. Please send them an e-mail as an invitation. 2. If possible, hold a birthday party according to the best plan for students born in this month. (设计意图:该步骤有助于学生巩固本课所学知识,锻炼学生的书面表达能力。) 四、板书设计 Unit 4 Welcome to our party! (第四课时 教学设计) 一、教材分析 1. 教学内容 本课时系教材《英语 1》(基础模块 高教版)第四单元的第四课时,授课内容为课本 Language in use部分,具体包括:Grammar focus, Vocabulary consolidation & Pronunciation practice。 本课时内容是对本单元所学知识的总结和回顾,有助于学生理清思路,对单元知识及其运用情 景有清晰的认识。同时,语法和语音的教学有助于学生正确地使用英语。由于在前三个课时的教学中, 教师已经涉及和渗透 Vocabulary consolidation部分内容,因此教师可以删略已经呈现过的活动安 排,更侧重于训练学生正确运用所学知识的能力。 2.教学重点、难点 ⑴教学重点 学生总结本单元关于生日聚会交谈所涉及的关键句型及其运用情景,并理解和正确使用形容词 性物主代词。 ⑵教学难点 音标/t/, /d/, /h/, /r/, /η /以及相关的字母、字母组合。 二、教学目标 1. 知识目标 学生能理解并掌握形容词性物主代词的用法。 学生能掌握音标/t/, /d/, /h/, /r/, /η /以及相关的字母、字母组合。 2. 能力目标 ⑴学生具备总结分析本单元关于生日聚会交谈所涉及的句型功能及其运用情景的能力。 ⑵学生能在日常交流中正确使用形容词性物主代词。 55 (3)学生掌握正确的音标学习策略。 3. 情感目标 学生学会反思学习方法和效果。 三、教学步骤 Step One Revision: Let’s act it out!(5 min) Teacher puts up two pictures on the blackboard, in which people are talking happily at a birthday party. Students look at it, think about what they are talking, and add dialogues for the people with group members together. Then students act the dialogue out in a group with 4 members. After 5 minutes’ preparation, they perform it on the stage. The best performer is praised by teacher orally. (设计意图: 该步骤有助于学生对本单元知识进行回顾和复习,并在真实情景中运用。图片教学 的导入形式新鲜有趣。模拟画面中人物的对话有难度,但前三个课时的学习为学生完成任务奠定了 基础。) Step Two Grammar focus (Activity 14, 15) ( 27 min) 1. Grammar analysis: sentence-cycle (10 min) Firstly teacher shows the form on the blackboard and makes two sentences about the usage of each pronoun. Then teacher asks students to make sentences with the pronoun one by one. The sentence- cycle game must go quickly and go among all students, so that they will pay full attention to the grammar. (设计意图:该步骤有助于学生理解和掌握形容词性物主代词的含义和用法。接龙造句的形式赋 予活动适当的紧张度,更能抓住学生的注意力。) 2. Activity14. Look and complete. (5 min) Firstly students fill in the blanks individually. Then they discuss the answers with their partners. Next teacher checks answers and offers feedback. Finally students read the dialogues with partners and teachers checks it. (设计意图:该步骤有助于学生进一步掌握和运用形容词性物主代词。书写的过程中,教师更容 易发现学生关于该知识点存在的问题并予以纠正。) 3. Activity 15. Talk and guess. (12 min) Students put something in their schoolbags, then the partners guess the stuff with each other in the following way: 1) A: Whose pencil is it? / Whose pencil are they? B: It’s my pencil. / They’re their pencils. 2) A: Is it your pencil? / Are these their pencils? B: Yes, it’s my pencil. / Yes, they are their pencils. Students do the exercises with group members. 56 Every student arouses questions to others with Model 1 and Model 2, and other three students answer the questions in turn. Then another student asks questions and others answer until all students have tried the role of questioner. Finally teacher invites some groups to give their play on the stage. (设计意图:该步骤有助于学生进一步熟悉形容词性物主代词的用法及其提问方式,并在语言 运用中根据真实情况提问和回答。) Step Three Vocabulary consolidation (3 min) 1.Acticity 16. Look and complete. (3 min) Students finish the blank filling exercise individually, and then teacher offers feedback. After it, students read the dialogue with their partners. (设计意图:该步骤有助于学生通过读图复习和巩固关于聚会的典型语言,对本单元关键句型 的功能和运用情景有更加明确的认识。) Step Four Pronunciation practice (8 min) 1. Listen and repeat. (3 min) Students murmur the chant after the tape in the first time. In the second time students read after the tape loudly and pay special attention to the words with the pronunciation of /t/, /d/, /h/, /r/,/η /. Then students find out the words with the pronunciation of /t/, /d/, /h/, /r/, /η / in the chant. Teacher writes them down on the blackboard. (设计意图:该步骤有助于学生通过跟读,掌握正确的音标发音。同时,通过朗读找到和该音标 相关的字母及字母组合,为学生提供了正确的音标学习策略和词汇记忆策略。) 2. Let’s find out more words with the pronunciation of /t/, /d/, /h/, /r/, /η /. (5 min) Students are divided into four groups. They compete against each other and try to find more words with the pronunciation of /t/, /d/, /h/, /r/, /η /. The winner is praised by teacher orally. (设计意图:该步骤有助于锻炼学生的分析推理能力。该任务属于本课的教学难点.。学生分组竞 赛的形式既能活跃课堂气氛,降低任务难度,也易于活跃学生思维,提高他们的参与热情。) Step Five Self check (1 min) Students check what they have learnt by ticking the items on Page 63. (设计意图:该步骤有助于学生自主检测其关于本单元知识的掌握情况,在脑海中就单元知识 及其运用情景形成系统的概念。) Step Six Homework (1 min) Students finish all exercises in workbook and get ready for dictation. (设计意图:该步骤有助于学生拓展单元知识,提高综合语言运用能力。) 57 四、板书设计 Grammar focus I you he she it we you they my your his her its our your their 五、教学反思 本单元讲述的是生日聚会的话题,要求学生能够运用和生日聚会上交谈相关的词汇、句型,并在主 人和客人间、客人和客人间开展对话,了解待客和做客礼仪,并运用所学语言为本月生日的同学举 办一次聚会,同时正确使用形容词性物主代词和音标/t/, /d/, /h/, /r/, /η /。 根据本单元的教学目的,教师遵循讲练结合、注重学生参与的原则,通过真实的情景导入、形象的图 片启发、造句接龙、角色扮演和分组竞赛等手段,加深和巩固学生对基础语言知识的理解,并通过模 拟真实的场景,来检验学生对语言知识的实际运用能力。 对于语法知识和音标的传授,教师主要通过大量的举例和训练,让学生通过运用和比较,结合 真实的情景自主地理解和掌握相关知识点的含义和用法,并引导学生反思自己的课堂表现,总结本 单元学到的学习策略,以期在以后的学习中得到改进和运用 Unit 5 What’s your hobby? (第一课时 教学设计) 一、学情分析 本教案的授课对象为高一年级学前教育专业学生——女生班级。因为女生对语言学习有着比男 生相对较浓的兴趣,但学生英语基础差异较大,总体语音基础不是很好,自信心不足。但她们生性 活泼,能歌善舞,敢于表演。所以在设计中充分利用这个优点,通过多种课堂组织形式来调动她们 的积极性,设计不同难易度的任务,唤起英语学习的欲望,从而达到教学目标。 二、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第五单元的第一课时,本单元主要是是关于兴趣 的话题,该话题与学生的生活联系密切,能引起学生的共鸣。第一课时的内容包括Lead-in & Listening and speaking中的 Dialogue A两部分,主要内容是关于兴趣爱好的词汇和对话。这些内 容为整个单元的学习活动做语言的必要准备,也让学生知道表达兴趣爱好的部分短语,同时也为完 成本单元的任务做语言上的准备。 2.教学重点、难点 (1)教学重点 ①通过对图片的理解,能听懂关于兴趣爱好的词汇和句型。 ②通过对话学习,学生能够口头表达关于业余爱好相关的词汇和句型。 (2)教学难点 58 ①学生能在真实的情境中运用与兴趣爱好有关的词汇和句型。 三、教学目标 1. 知识目标 (1)学生能掌握关于兴趣爱好的词汇,如hobby, music ,fishing, stamp, chess, jogging, painting etc 。 (2)学生能够掌握关于兴趣爱好的词组 如:play chess, go fishing, listen to music, collect stamps, fly kites ,play computer games etc。 (3)学生能掌握讨论兴趣爱好时所使用的句型,如: What’s your hobby ? Do you like/love ….? I like/love…… I am crazy about …… 2. 能力目标 (1)学生能听懂关于个人喜好的词汇和对话。 (2)学生能用 I like…, I love…等句型口头表达个人爱好。 3. 情感目标 了解并明确自己在专业学习中所需的技能极其重要性。 四、教学步骤 Step One Lead-in ( 4 min ) 1. Brainstorming Teacher : “What are in your minds when you see the word ‘ hobby’ ? (Write the word “hobby” on the blackboard) Students : Compete with each other and write the related words about “hobby ” on the blackboard . (设计意图: 激活学生已有的词汇知识。通过词汇比赛启发学生的主动思维,调动学生的积极 性、主动性,也为后面的听说做好最基础的词汇铺垫。) Step Two Word Study (10 min) 1. Matching game (Activity 1 ) Teacher : Show the words and related pictures of different hobbies on the screen. Students: Work in pairs and match the words to make phrases as the example. 2. Listen and check (Activity 2 ) Listen to the tape and check the answers in Activity 1. 3. Listen and complete (Activity 3) 59 Listen to the tape again and complete the sentences under each picture to talk about hobbies. (设计意图: 动词和名词的配对活动,以及将词汇学习与具体的图片相结合,帮助学生以较为 生动的形式学习词汇。并通过听力和完成句子的书面活动让学生在听、写方面巩固词汇。) Step Three Listening (15min) 1. Pre-listening Teacher: Ask several students about their own hobbies. The dialogue as follows : T: What’s your hobby ? S: …….. T: So your favorite is ….. Students: Make up dialogues in pairs according to the example presented by the teacher and student. (设计意图: 通过对话,联系学生的生活实际,巩固前两个活动中的重点词汇并引出另一重点 词汇favorite,以帮助学生扫除在接下来的听力中的语言障碍。) 2. While-listening (1)Listen and tick (Activity 4) Teacher: Lead students to look through the three pictures, and ask them what are the hobbies the pictures tell us. Students: First, look through the pictures and get the main idea of each picture by answering the teacher’s question. Then listen to the tape and tick out the picture of Li xiaonian’s hobby. (2) Listen and complete (Activity 5) Students listen to the tape again and complete the sentence in activity 5. If they can’t, listen to the tape again. (设计意图:通过此活动,训练学生能根据图片提供的信息预测听力内容的能力以及在听的过 程中把握材料的大意,获取主要信息的能力,同时为说的活动提供语言铺垫。) 3. Post-listening ( class work and pair work ) Teacher :Play the tape sentence by sentence and lead students to repeat them. Students : Listen to the tape again and repeat sentence by sentence. (设计意图:在句子的跟读中,使学生掌握关于谈论兴趣爱好的重要句型。为后面的说做好最 基础的准备) Step Four: Speaking (15min) 1. Read and underline (Activity 6) Students read the dialogue and underline the sentences about hobby. Teacher writes the sentences on the board. (1)What’s your hobby ? (2)I love….. (3)Do you like ……? 60 (4) They’re my favorite. (5)I’m crazy about …… If students can’t understand the words or sentences, teacher should explain them . (设计意图:阅读对话并划出关于兴趣爱好的语句,让学生重点关注这些句子。) 2. Activity 7: Listen and repeat Students read the dialogue after the tape, focusing on the sentences talking about hobby. (设计意图:通过跟读对话,让学生对兴趣爱好的句型进行反复口头表达。为以下的对话操练做 好语言上的准备。) 3. Practice and act (1) First teacher makes short dialogues with several students. For example T: What’s your hobby, XXX? S: I like…… T: Do you like……? S: Yes/ No. T: But I don’t love…. I’m crazy about …? Students make dialogues in pairs, following the example. Then some of them act out their dialogue in the front to the class. (2)Students make dialogues with partner to talk about the hobbies related with their major to identify what kind of hobby should be developed to study their own major ( preschool education). (设计意图:通过简单的对话操练,运用兴趣爱好的句型。并结合学生的学前教育专业,让学生 意识到该专业需要在业余时间培养怎样的兴趣爱好。) Step Five Homework (1min) 1. Summarize and add the names of hobbies. 2. Make a dialogue with the partner to express your hobby. (设计意图:归纳总结兴趣爱好的词汇并加以补充,以复习课堂词汇并扩散学生的思维。对话操 练旨在巩固句型运用。) 五、板书设计 Unit 5 What’s your hobby? (第二课时 教学设计) 一、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第五单元的第二课时,即 dialogue B 部分,此部 分内容主要涉及到谈论兴趣爱好的对话。此部分对话从表达自己的兴趣爱好适当地扩大到表达他人 61 的兴趣爱好。通过听力和口语的教学培养学生在听力过程中抓住细节信息的能力以及实际口语应用 能力,为本单元任务作语言和形式上的准备。 2.教学重点、难点 (1)教学重点 ①学生通过听力问题,能有选择地听懂关于兴趣爱好的细节信息。 ②通过与兴趣爱好相关句型的学习,学生能口头上熟练运用这些句型。 (2)教学难点 学生在实际的情景中熟练运用兴趣爱好的句型。 二、教学目标 1. 知识目标 (1)学生能熟练运用关于兴趣爱好的短语:playing football/basketball, playing computer games, playing the piano, playing chess, listening to music, singing and dancing, watching movies. (2)学生能熟练使用讨论兴趣爱好的句型,如: What’s your hobby? What do you like/love? Do you like /love/enjoy…? Does he /she like/love/enjoy…? I like/ love/enjoy... He/she likes /loves/enjoys… What about …? 2. 能力目标 (1)学生能在听的过程中抓住关于兴趣爱好的细节信息。 (2)学生能熟练运用关于兴趣爱好的句型并自由开展对话。 3. 情感目标 学生尊重他人的爱好并意识到兴趣爱好对生活的重要性 三、教学步骤 Step One Lead-in (3 min) 1. Competition Teacher: First, show the pictures about different hobbies on the screen, and then ask students to compete with each other to write the expressions on the board to see how many expressions they remember and write correctly. Students: Compete among the groups, writing the different phrases about different hobbies on the board according to the pictures on the screen, for example: playing basketball, listening to music… (设计意图:通过图片展示并以竞赛的形式让学生说出相应的兴趣爱好的短语,一方面巩固了 上节课中已学的重要的表达方式,也为本节课的听力和口语做好了语言的准备。) Step Two Listening (15 min) 1. pre-listening Teacher: Explain the question “What’s Wang Yang’s hobby” and let students describe the three pictures of Activity 8 in short expressions. 62 Students: Work in pairs and describe the pictures in short expressions. 2. while-listening ( Activity 8,9 ) (1) Listen and tick (Activity 8) Teacher: Play the tape and let students check tick Wang Yang’s hobby, if necessary, teacher can play the tape for the second time to make sure every student get the right answer. Students: Listen to the tape and tick out the right picture. 2) Listen and complete (Activity 9) Teacher plays the tape again and students fill in the form to get information about Li Xiaonian’s and Ben’s hobbies. 3. post-listening According to the form, students work in pair and make a short sentence to describe Li Xiaonian’s and Ben’s hobbies. For example, Li Xiaonian likes playing basketball. (设计意图: pre-listening部分通过听力问题和图片的分析,训练学生预测听力材料内容, 并有选择地抓住听力内容的细节信息。while-listening 部分根据表格中的任务提示有重点有目的 地把握住材料的细节,获取信息。最后通过post-listening的造句练习巩固听力内容,运用对话句 型。) Step Three Speaking (25min) 1. Read and underline. (Activity 10) First, teacher play the tape and listen to the dialogue in Activity 10 and then students read the dialogue together, meanwhile they underline the important sentences about hobbies. After underlining the sentences, several students are asked to write down the sentences on the board. Finally, the whole class checks the answer. The sentences are: (1) Do you like sports / American football? (2) I enjoy playing football very much. (3) I don’t like playing American football. (4) Does she love American football? (5) She likes playing chess. (6) What about you / Tang Hua ? (设计意图:通过听读对话,学生可以掌握对话内容,并在找出 Activity 10中讨论兴趣爱好 的句型过程中,学生可再次巩固这些重要句型。让学生在黑板上写出这些句型,也让学生把注意力 集中到句型中,为后面的班级的关于兴趣爱好的调查作好准备。) 2. Listen and repeat (Activity 11) Students listen to the tape and read after the tape, focusing on the above sentences. Then teacher ask some of student to repeat them to see if they can express the sentences. 63 (设计意图:通过再次听和读关于兴趣爱好的句型,以达到巩固这些表达方式,为接下来的活 动作好语言上的准备。) 3. Make short dialogues Teacher: Make short dialogues with two or three students as a model, using the above sentences. For example, T: Do you like singing a song? S1: Yes, I do./ No, I don’t. T: What do you like? S2: I like playing the piano. Students: Make dialogues with the partner, following the model given by the teacher and students. (设计意图:通过老师与学生的对话,给学生以示范作用。但在与不同的学生对话时老师要用 到不同的句型,使得学生不局限于几个句子,以达到灵活运用的效果。) 4. Talk and complete (Activity 12) Students ask three classmates about their hobbies according to the form in Activity 12. They can walk around in the class and ask their classmates, using the phrases and sentences in Activity 12. Meanwhile, they should fill the answers in the form. Finally, teacher asks some of them to tell the whole class about the hobbies of the three classmates they asked just now. (设计意图:通过在同学间兴趣爱好的询问,学生自由运用所学的表达方式,以提高他们的实际 语言运用能力。) Step Four Homework (2 min) Ask another 4 or 5 students about their hobbies and fill in the form which is the same as the one in Activity 12. (设计意图:此课时重在口语操练,在课堂内时间非常有限,让学生在课后再询问4到 5位同 学并填写在表格内以达到熟练运用所学表达方式的效果。) 四、板书设计 64 Unit 5 What’s your hobbies the expressions students will write 1.Do you like sports / American football? 2.I enjoy playing football very much. 3.I don’t like playing American football. 4.Does she love American football? 5.She likes playing chess. 6.What about you / Tang Hua ? 您可能也喜欢 Unit 5 What’s your hobby? (第三课时 教学设计) 一、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第三单元的第三课时,是阅读和写作课。本课在整 个单元中扮演着承前启后的角色,既是对上节听说课的复习与巩固,又为本单元的任务——建立班 级兴趣小组做好准备。阅读部分是关于人们的兴趣爱好的短小文章,并分别以第一人称和第三人称 叙述形式出现。写作部分是让学生写出同学的好恶。所以这课时旨在通过阅读课文和写作训练让学生 进一步了解有关喜好的表达方式。 2.教学重点、难点 (1) 教学重点 ①学生能通过阅读有关喜好的材料,获取相关信息。 ②学生能以第一人称和第三人称书面表述自己和他人的兴趣爱好。 (2) 教学难点 ①学生能将兴趣爱好第一人称的叙述方式以第三人称进行复述 ②学生能结合生活实际写出同学的好恶。 二、教学目标 1. 知识目标 (1)学生能掌握和运用表达兴趣爱好的词汇和短语,如 enjoy, hate, exciting, boring;playing computer games , singing English songs ,etc。 (2)学生能理解和运用表达兴趣爱好的第一人称和第三人称的句型。如 65 I enjoy playing computer games. I hate playing the piano. She likes American football, but she doesn’t like playing chess. …… 2. 能力目标 (1)学生能读懂关于兴趣爱好的阅读材料。 (2)学生能写出相关句子表达同学的兴趣爱好。 3. 情感目标 (1)学生能够积极与他人合作,有积极的学习态度 (2)尊重他人的兴趣爱好 三、教学步骤 Step One Lead-in (5 min) 1. Give a short report Several students are asked to give a report according to the homework about their classmates’ hobbies they did after class. (设计意图:从上节课的课后作业入手,让学生根据他们的调查作简单的口头报告说出同学的 喜好,一方面以检查课后作业,另一方面自然引入到本课。) Step Two Reading (20 min) 1. Read and fill in blanks ( Activity 13 ) Students read the material and fill in the blanks in Activity 13. Teacher asks 3 students to write their answers on the board to check whether they are right or not. (设计意图: 在填空练习中,学生可以理解阅读材料,并通过书写为后面的写作作好基本的语 言储备。让学生在黑板上写出答案以面对全体学生检查阅读结果。) 2. Explain the important words and expressions Teacher explains the important phrases and sentences in Activity 13, especially the words and phrases about hobbies. For example, boring, favorite, playing the piano etc. (设计意图:在老师的解释过程中以处理阅读材料中的生词,让学生更深刻理解有关重要的词 汇的运用。) 3. Read and match ( Activity 14 ) First, students read the material of Activity 14 together, and then students read it again . At last they match with the pictures. Teacher checks the answers by asking several students to answer it. (设计意图:通过学生读句子,连线活动将上一活动中第一人称的叙述方式以第三人称重复一 遍,为后面的单元任务做语言上的准备。) 4. Retell 66 Teacher takes a family as an example and shows the pictures about the family member’s hobbies. Meanwhile , showing the sentences to describe their hobbies, using (第一人称) I like playing basketball, but I don’t like playing baseball. I love singing English songs, but I don’t love seeing movies. I enjoy watching TV, but I don’t enjoy playing computer games. Teacher asks students to work in the group to retell the sentences, using the third-person narrative. (设计意图: 通过介绍一户家庭的兴趣爱好设置相关情境,并在小组活动中把句子用第三人称 代替第一人称,以此训练学生的阅读能力并为下面的写作做好铺垫。) Step Three Writing (18min) 1. Example writing Teacher: Ask two students to write down the sentence on the board according to the homework of the last lesson (classmate’s hobbies). For example XXX likes dancing, but she doesn’t like playing the piano. XXX loves singing songs, but she doesn’t love dancing. Students: Look at the board to see if the sentences are right. If not, correct them by discussing. Then they write down the sentences, following the examples on the board according to their own homework. (设计意图: 让两个学生根据自己的上节课的课后作业(关于同学的兴趣爱好的采访结果)在 黑板上写出相应句子。并通过同学的检查给出正确的范例,为每个学生的写作起到示范作用。) 2. Write oneself ( Activity 15) Students write the sentences about classmates’ hobbies according to the form in Activity 12. Teacher walks around to see if they can write the sentences correctly. (设计意图:利用上节课的活动12的表格让学生用第三人称写出同学爱好的句子, 通过写作的 方式训练学生从阅读中获取信息并应用的能力。) Step Four Homework (2min) Read the following material and rewrite it, using the third-person narrative. I live in China. I study in Xingzhi Vocational School. I like playing chess, but I don’t like playing basketball. I love sing songs, but I don’t like dancing. (设计意图:通过阅读材料并用第三人称重写句子以巩固课堂上所学内容。) Unit 5 What’s your hobby? (第四课时 教学设计) 一、教材分析 1.教学内容 67 本课时系教材《英语1》(基础模块 高教版)第五单元的第四课时,包括 Language in Use和 Unit Task两部分,具体内容包括了语法知识(一般现在时态)、词汇学习(关于兴趣爱好的词汇的 巩固和形容词的应用)和本单元的任务(在班级建立兴趣小组)。这些内容总结了本单元的重要词 汇和语法,并在完成真实的任务中达到综合运用本单元所学语言的能力。 2.教学重点、难点 (1)教学重点 ①通过在情境中学习,学生能正确使用一般现在时态。 ②通过句型操练,熟练掌握有关兴趣爱好的单词和句型的用法。 ③通过单元任务(在班级建立兴趣小组), 提高学生综合运用语言的能力。 (2)教学难点 ①学生能准确运用一般现在时介绍自己和他人的兴趣爱好。 ②学生能够运用本单元所学的有关兴趣爱好的语言知识完成一个真实的任务,即在班级建立兴趣 小组。 二、教学目标 1. 知识目标 (1)学生能掌握表达喜好的原因的形容词,如 interesting, boring, exciting…。 (2)学生能熟练运用表达兴趣爱好的句型,如: I like/dislike/enjoy/hate It’s 2. 能力目标 (1)学生能在情境中正确使用一般现在时。 (2)学生能在口头和书面上表达自己和他人的好恶。 3. 情感目标 (1)学生能在活动中意识到自己的任务,有责任心,积极配合小组工作,共同完成任务。 (2)学生能为班级出谋划策,有强烈的集体荣誉感. (3)学生在任务活动过程中有自信心和成就感。 三、教学步骤 Step One Lead-in (1 min) Teacher tells students that today we will set up several different hobby groups to attract students’ attention. (设计意图:教师一开始就开门见山提出本节课的任务,即建立班级的兴趣小组以吸引学生的 注意力。) Step Two Grammar focus (15min) 1. Look and complete(I) ( Activity 16) Students look at the four pictures in Activity 16 and complete the sentences under the pictures individually and check each other. Teacher writes the answers on the board to make sure every student can understand it. (设计意图:在图片提供的情景中,补全句子。让学生能理解并正确运用一般现在时的第三人称 的用法。) 68 2. Look and complete (II) ( Activity 17) Students look at the pictures in Activity 17 and complete the 4 dialogues in pairs. Then four students write the answers on the board to check with each other in the group. At last students will act as one of the characters in the dialogues to read the dialogues. (设计意图: 通过看图设置真实的语言情境,补全对话。在完成对话的训练中,综合运用一般 现在时。) 3. Talk and practice At first, students work in the groups to introduce their own favorite stars’ hobbies to the classmates. Then, some of them will be invited to introduce their own favorite stars’ hobbies to the whole class. (设计意图:在前面两个练习的基础上让学生介绍自己喜爱的明星的好恶,这和学生的业余生活 紧密相连,能引起学生共鸣,激发他们的学习热情。该活动在活泼的形式下使语法学习层层递进, 最终提高学生的语言应用能力。) Step Three Vocabulary consolidations (8min) 1. Read and write ( Activity 19 ) Students read the sentences in Activity 19 and write the sentences after the example. (设计意图:通过反复句型操练,使学生更加熟练地掌握单词和句型的用法。) 2. Talk and guess (Activity 20 ) Students work in groups of four to describe one of classmate and let others guess who this person is and what for his role, following the example in Activity 20. (设计意图:通过描述同学的好恶,让同学猜猜她是谁,不仅紧密联系学生的实际生活,而且活 跃课堂气氛,最终以达到灵活运用本单元的重要词汇和句型的目的。) Step Four Unit Task (20min) Teacher introduces the unit task (setting up hobby groups in the class ) . The steps are as follows: 1. Write down own information. Students write down the information: Name: ___________ Age: __________ Group number:___________ Likes: _______________________ Dislikes: ___________________________ 2. Work in groups of 6. Find out the information of your group members. Six students are in one group. One student acts as a leader. Two students are responsible for writing down the information. One student is responsible for arranging for all information and filling in the following form. One student acts as a reporter to give a report. 3. Share the group information with other groups in the form of a report or a chart. 69 One student of the group gives a report about his own group information in the form of a report or a chart. A sample report ( on page 75 ) 4. Decide on the class hobby groups. Share the information with each other and decide on the class hobby groups. At last , teacher write the names of the class hobby groups. (设计意图: 让学生能够运用本单元所学语言完成一个真实的任务,即在班级建立兴趣小组。真实的 任务能调动学生的积极性和参与性,将语言学习变成一件快乐的事情。而且在活动中每个小组的成 员都有自己的任务,负责好分配的事项,让每个人都动起来,在活动和交流中都有收获,让他们充 分感受到成就感和自信。) Step Five Homework (1min) Ask for the information about your family members’ hobbies and give a report (设计意图:对家庭成员进行兴趣爱好的调查并以报告形式呈现,让学生关注家人的爱好的同时,也 提高了学生综合运用本单元的语言知识的能力。) 四、板书设计 五、教学反思 1、本单元紧紧围绕兴趣爱好为主题,以任务——开展兴趣爱好的调查,在班级成立兴趣小组为最终 的学习目标。四个课时的内容安排层层递进,从词汇到句型再到文章的理解,从简到难,环环相扣。 前面课时的内容从听、说、读、写着手都为完成本单元的任务做语言上的必要准备,最终提高学生的 综合运用语言的能力。 2、本单元的教学以能力为本位,学生为中心,从学生的初始能力、需求出发,注重学生的学,联系 学生的生活实际,激发和培养学生学习的内在动力和主动性,组织丰富多彩的学习活动,提供适当 的帮助,帮助学生体验学习过程,感悟方法,感受快乐。 3、在组织课堂教学方面还有待提高。最后一课时教学中,让学生在班级进行兴趣调查及做报告的过 程中,有些学生只当旁观者,没有很好地执行自己所分配到的任务。如何发挥每位学生的积极性, 让他们都参与到活动中来,这在今后的教学中还有待改善。 4、学生在学习过程中,以下问题要引起关注:(1)虽然是幼师班学生,大多数都生性活泼,但有几 个学生总保持沉默,不愿开口。(2)在听力部分,部分学生注意力分散,没有集中精神去理解听力材 料。(3)阅读部分对学生来说比较简单,但在人称的转化复述过程中还有些错误。以上问题都在提醒 我们老师在日后的教学中要采用多样的教学方法,帮助学生克服在英语学习上的困难,为进一步深 入学好英语打下扎实的基础。 Unit 6 Would you like to order? (第一课时 教学设计) 一、学情分析 本课时的授课对象是高一年级旅游班学生。由于班级大多数都是女生,学生的基础相对较好,对 英语学习积极性较高,但没有养成良好的学习习惯,也缺乏综合运用语言的能力。本单元的内容与 餐厅有关,与他们的专业联系密切。这将有利于教师开展教学活动,培养学生的学习主动性,从听、 说、读、写等方面提高他们的语言运用能力。 70 二、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第六单元的第一课时,包括 Lead-in & Listening and speaking中的Dialogue A两部分,具体内容为:餐厅英语的部分词汇和短语、有关描述餐厅的 对话。通过词汇学习让学生熟悉与餐厅有关职业和食物的词汇。在描述餐厅的对话学习中让学生初步 接触形容词的比较级。这部分内容为整个单元的学习活动做语言上的必要准备,为单元任务做好语 言铺垫。 2.教学重点、难点 (1)教学重点 ①通过部分餐厅英语的词汇学习,学生能够掌握相关词汇。 ②通过有关描述餐厅的对话,学生能够初步理解和运用形容词比较级。 (2)教学难点 学生根据提供的有关餐厅图片,口头上简单用形容词比较级介绍饭店的基本情况,如路程远近, 饭菜价格等 三、教学目标 1. 知识目标 (1)学生能掌握部分与餐厅有关的词汇和短语,如 order, restaurant , menu, juice, waiter, waitress, delicious, eat out, be far away等。 (2)学生能掌握描述餐厅所使用的句型,如: ①Do you want to eat out ? ②Do you like Chinese food or Western food ? ③I think …..Restaurant is better. ④……restaurant is father away than……restaurant. ⑤The food is more delicious. 2. 能力目标 ①学生能听懂有关描述餐厅的对话。 ②学生能用简单的比较级句式口头描述餐厅。 3. 情感目标 ①学生通过对餐厅的初步了解能喜欢上自己的专业。 ②培养学生大胆开口、勇于实践的良好学习习惯。 四、教学步骤 Step one Lead-in (2min) 1. Guess the meaning of the word Teacher writes the topic on the board and let students guess the meaning of the sentences, focusing on the word “order”. Meanwhile, teacher shows some pictures about ordering foot in restaurants to help students guess the meaning. (设计意图: 利用猜词义,解决了单元标题中的重要词汇“order”的意思。并自然引入到本单元的 关于饭店的主题学习及下一环节词汇的学习。) Step two Vocabulary study (8min) 71 1. Read and tick ( Activity 1) Teacher lets one or two students read the words to see if how many words they can read correctly. If they can’t, teacher helps them read the words. Then students read the words and tick out the words related to the restaurant. 2. Look and complete ( Activity 2 ) Students look at the pictures and choose the proper words from Activity 1 to complete the dialogues. (设计意图:引导学生联想餐厅的情景,选出与餐厅有关的词,并在读图中再让学生在情景中运 用单词,巩固单词学习。通过这两个活动,让学生轻松学习单词。) Step Three Listening ( 15min) 1. Pre-listening Teacher: introduce two girls, Sara and Tanghua, who are talking about the restaurant. First, let students look at the pictures and ask the following questions : (1)How many restaurants are there in the picture ? (2)Which restaurant is father from the school ? (3)Do you think the food in Yueguang Restaurant is delicious or more delicious ? Students: look at the picture and answer the questions, then work in pairs to describe the picture in simple sentences. 2. While-listening (1)Listen and choose ( Activity 3 ) Students listen to the tape and tick the answer. After that, teacher asks one or two students to check the answer. (2) Listen and tick ( Activity 4 ) Teacher : ask students to read the sentences to get the meaning of them and play the tape. Students: Listen to the tape and find out whether the sentences are true or not. If they can’t get the right answers, teacher can play the tape for several times. 3. Post-listening Students correct the sentences of Activity 4 and read them together to understand better the listening material. If students can’t understand some of words or phrases, teacher can explain again. (设计意图:pre-listening部分旨在通过老师的简单提问和对图片的描述,训练学生根据图片中提供 的信息预测听力内容的能力。while-listening部分通过 Activity 3培养学生在听的过程中把握大意并 捕捉主要信息的能力,通过 Activity 4培养学生在听过程中捕捉细节的能力。post-listening部分让学 生在改正陈述句子和朗读句子中更深刻理解听力内容。并对描述餐厅的词汇和句型有个基本的了 解。) Step Four Speaking (18min) 1. Read and underline 72 Students read the dialogue after the tape and underline the words and sentences used to describe restaurant. The teacher writes the following words and sentences on the board. If necessary, teacher can explain the difficult words and sentences . (1)Do you want to eat out ? (2)Chinese food and Western food (3)What about …restaurant ? (4)I think …Restaurant is better. It’s farther away than …, but the food is more delicious. (设计意图:学生阅读对话,并划出描述餐厅的词汇和句子。让学生对描述餐厅的词汇和句型 有进一步的理解。) 2. Listen and repeat Read the dialogue after the tape again and learn to say the underlined words and sentences. (设计意图:通过跟读对话,让学生对描述餐厅的句型能以口头形式进行表达。为下面的图片 描述和对话练习做好语言准备。) 3. Practice and talk Teacher shows another picture which is similar to the one of Activity 3. Students work in the group to describe the picture in simple several sentences, which is similar to those of Activity 5, then make a dialogue with the partner according to the picture. (设计意图:提供与课文中相似的关于当地餐厅的图片,联系到学生的具体的生活环境,在 图片描述和对话操练中运用所学句型。) Step Five Homework (2min) Talk with the partner about the restaurants near your home, using the sentences patterns learned in the class. (设计意图:运用课堂内所学句型,谈论自己家附近的餐厅,学以致用来巩固课堂知识。) 五、 板书设计 Unit 6 Would you like to order ? order eat out Do you want to eat out ? restaurant Chinese food What about ……? menu Western food I think ……is better. juice It’s farther away than…… waiter The food is more delicious. waitress eat out 73 Unit 6 Would you like to order? (第二课时 教学设计) 一、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第六单元的第二课时,即Dialogue B部分。本部分 内容是上一课时内容的深入,从去餐厅前的对餐厅的描述过渡到餐厅的点餐活动,带领学生一步步 进入贴近其生活的场景,让学生在真实的情景中掌握餐厅点餐的习惯用语。 2.教学重点、难点 (1)教学重点 ①通过有关餐厅点菜的听力活动,学生能听懂关于餐厅点餐的对话。 ②通过与餐厅点餐对话的学习,学生能熟练运用点餐的习惯用语。 (2)教学难点 ①学生能听懂菜单并写下菜名 ②学生能在真实的情景中口头表达餐厅点餐的习惯用语。 二、教学目标 1. 知识目标 (1)学生掌握菜单上的食品词汇,如 dish, burger, cheese, steak, chicken, coffee, salad等。 (2)学生能掌握餐厅点餐的习惯用语,如: ①Would you like to order now ? ②I’d like…… ③Well done or medium ? ④Would you like something to drink ? 2. 能力目标 ⑴学生能听懂关于餐厅点餐中菜名极其习惯用语。 ⑵学生就餐厅点餐能进行熟练的对话活动。 3. 情感目标 学生能够了解和掌握餐厅服务员及就餐者的基本礼仪。 74 三、教学步骤 Step One Lead-in ( 4min) Teacher says: in the last lesson we have known that there are two restaurants. Now Sara want to go Meiwei Restaurant. Let’s step into Meiwei restaurants with her together to order something to eat or drink today. But do you know How should have behavior as a customer? How should a waiter/waitree should behavior? Students work in the groups to discuss to get the right answers to the above two questions. (设计意图: 教师从上一节课内容直接过渡到本节课,开门见山。跟随课文的主人公想象与其 一起到餐厅就餐,自然引入到本节课内容。并通过讨论让学生了解和掌握餐厅服务员及就餐者的基 本礼仪,实现情感目标。) Step Two Vocabulary study (6min) Teacher asks students what they are favorite food when they eat out. Several of students are asked to compete with each other to list some favorite food when they eat out on the board. Then teacher shows some other words about food people usually order in restaurants. Teacher should give explanation by showing relative pictures to help them get the meaning of the words. (设计意图:让学生以比赛形式在黑板上写出自己在餐厅就餐时喜欢的食物,唤起旧词汇的学 习。教师通过图片补充相关词汇,扩充本单元的关于食物的词汇。) Step Three Listening (15min) 1. Pre-listening ( Activity 7 ) (1) Read the menu teacher says we have our favorite foods when we eat out . Now let’s look at the menu of Meiwei Restaurant to find out if there are any foods you like. Students read the menu individually to get main idea of the menu. (2) Look and tick Teacher leads students to look at the two pictures and let them guess what the waiter might say, then tick the right answers. 2. While-listening ( Activity 8, 9 ) (1) Listen and check Students listen to the tape and check the answers to Activity 7. (2) Listen and complete Students listen to the dialogue again and help the waiter finish the notes he makes about what Sara and Tang Hua order. If students can’t get the answers, teacher should play the tape for several times to help them to get the right answers. 3. post-listening Teacher divides the whole class into three groups to act as waiter, Sara and Tang Hua . The students acting as the waiter read the sentences of Activity 7. The students acting as Sara read the food she ordered. The students acting as Tang Hua read the food she ordered. Then all students take turns to act as different characters to. 75 (设计意图: Pre-listening部分通过读菜单和猜测服务员所说的话,训练学生根据图片中提供的信 息对听力内容进行预测。While-listening让学生帮助服务员写出菜单,训练学生在听的过程中抓住 细节信息的能力,并将听到并理解的内容以另一种直观的方式呈现出来。post-listening部分通过学 生扮演不同的角色朗读词汇和句子,巩固听力部分的重要内容,并为口语表达奠定基础。) Step Four Speaking (18min) 1. Read and underline (Activity 10) Students read the dialogue after the tape and underline the words and sentences used to order in a restaurant. Teacher asks several students to give the answers and write the words or sentences on the board. If necessary, teacher should explain the key words and sentences. (1) Would you like to order now? (2) Yes, I’d like …… (3) Well done or medium (4) Would you like something to drink? (5) What about you? (6) The same, please. (7) All right, wait a minute, please. (设计意图: 通过听材料,获取关键信息,掌握重要语句,为后面说的活动做好语言上的准备。) 2. Listen and repeat (Activity 11) Students read the dialogue after the tape again and learn to say the underlined words and sentences. (设计意图: 通过跟读对话,学说关于餐厅点餐时所用的语句,进一步为熟练进行对话操练做准 备。) 3. Act and practice (Activity 12) Students make a dialogue with the partner about ordering food in a restaurant, using the sentences patterns and words of Activity 12. One student acts as a waiter, the other acts as a customer. Firstly, they work together in their groups. Secondly, teacher lets some of them to act out in the front of the class. (设计意图: 根据提供的句式和词汇与同伴练习在餐厅点餐,让学生进一步熟悉餐厅点餐的习惯用 语。 把掌握的语句应用到实际的语境中,训练学生在相对真实的情景下用合适的方式和语句用英语 点餐。) Step Five Homework Imagine you will open a restaurant. Now you make a menu for the restaurant. And you act as a waiter in your own restaurant make a dialogue with your partner who acts as a customer. (设计意图:让学生设想自己在将来成立一个餐厅并制定菜单,并扮演不同的角色进行餐厅点餐的 对话,充分发挥学生的想象力,将课堂知识灵活运用于实际的情景中。) 76 四、板书设计 Unit 6 Would you like to order? (第三课时 教学设计) 一、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第六单元的第三课时,即 reading and writing 部分。本部分的主要活动是读懂菜单,在前两课时的基础上,学生已经了解了一些菜名,本部分内 容要求学生通过就菜品的价格用英语进行比较,从而让学生学会在口头和书面表达中正确运用形容 词比较级和最高级比较事物,进一步增加学生的学习词汇以及增强学生实际运用语言的能力。 2.教学重点、难点 (1)教学重点 ①通过阅读菜单和表格,学生能总结并掌握形容词比较级和最高级的变化规律。 ②学生能在口头及书面表达中正确运用形容词比较级和最高级比较不同餐厅 ③学生能根据阅读材料,纠正错误信息的表达。 (2)教学难点 ①学生通过文中给出的线索,猜出词义 ②学生能够运用阅读表格的策略对餐厅进行比较 二、教学目标 1. 知识目标 (1)学生能理解并运用形容餐厅的词汇 如,delicious, cheap, expensive 等 (2)学生能够正确运用形容词比较级和最高级比较各餐厅情况 2. 能力目标 (1)学生能够读懂菜单,并通过文中给出的线索,猜出词义,归纳形容词比较级和最高级规律。 (2)学生能够运用形容词的比较级和最高级以书面形式简单介绍餐厅的基本情况,如路程远近, 饭菜价格及质量。 3. 情感目标 通过对餐厅的比较,学生外出就餐时能做出理智选择。 三、教学步骤 Step One Lead-in (1min) Teacher shows the situation: If you invite your friend to Meiwei Restaurant to eat out, What would you like to order for your friend ? (设计意图:教师设定情境,让学生想象邀请朋友用餐。自然进入到下面菜单的阅读阶段。) Step Two Reading (22min) 1. Read and circle ( Activity 13 ) Students read the menu and circle what you may order for your friend. Then teacher asks several students , using the sentence pattern “ What would you like to order ? ” as an example. At last, students ask each other, using the sentence pattern “ What would you like to order ? ”. 77 (设计意图: 让学生选择自己喜爱的食品,在点菜中熟悉菜单。老师运用本单元的重点句型进 行提问,以巩固本句型的运用。) 2. Read and guess Students work in pairs and read the price of the food on the menu of Activity 13 again , guessing the meanings of the underlined words of Activity 14. Teacher asks some pairs to tell the class what are the meanings of the underlined words. If the students can’t get the correct meanings, teacher should explain them. (设计意图:阅读菜单,在合作中比较价格,通过文中的线索猜出词意,了解形容词比较级和 最高级的运用,并培养学生阅读策略。) 3. Read and choose Teacher tells the students situation: Zhang Qing is helping Sara, Wang Yang and Li Xiaonian to choose the right restaurants. Students: (1) read the table individually and the statements of three people. Ask the following question. “What kind of restaurant does Sara/ Wang Yang/ Li Xiaonian want to choose ? ” (2) discuss in the groups to choose the restaurant according to the following questions. a. Which restaurant’s food is the most delicious ? b. Which restaurant’s price is the cheapest ? c. Which restaurant is the nearest ? (3 ) Every group gives the suggestion to Zhang Qing to choose the most suitable restaurant for the three people and fill in the blanks. If students can’t understand some difficult words or sentences, teacher writes down them on the board and explains them to the students. (设计意图:通过阅读表格和相应的信息选择合适的餐厅,培养学生单独阅读文字材料并对文 字信息进行筛选判断的能力。) Step Three Writing (18min) 1. Read and correct (Activity 16) Students read the table again and correct Zhang Qing’s statements. Then teacher asks several students to check the answers. (设计意图: 通过对阅读材料的内容的检测,自然过渡到写作。 在改正句子陈述的过程中,学会 形容词比较级的运用,同时考查学生识别错误的能力。) 2. Read and write Teacher writes the sentence according to the table of Activity 15, using Superlative degree. For example: The food in Meiwei Restaurant is the most delicious among the three restaurants. 78 Students read the table again and write the similar sentences on paper, using Superlative degree. (设计意图: 充分利用表格信息,仿照教师例句用最高级写出句子。在写作中再次理解最高级 的用法。) 3. Introduce a restaurant According to the form in Acitivity 15, let students write several sentences to introduce the three restaurants by using Positive degree, Comparative degree and Superlative degree. Teacher should give an example as follows: Lyyuan Restaurant’s is the nearest in the three restaurants. The food in the restaurant is delicious but more expensive than Haoyun Restaurant. (设计意图:再利用活动15中的表格信息,运用形容词的比较级和最高级对三个餐厅分别进行介 绍,让学生学会综合运用该语法项目。) Step Five Homework (4min) Read the following table and write 3 sentences, using Comparative degree and Superlative degree. Name of the store Place ( far or near home ) price quality Hongming clothes store near expensive beautiful Xiaocao clothes store nearer most expensive more beautiful Zhaoyang clothes store Nearest more expensive most beautiful (设计意图: 设计类似于课文的表格,通过阅读让学生用形容词的比较级和最高级各写三个句子, 提高学生的阅读和写作能力。) 四、板书设计 Unit 6 Would you like to order ? (第四课时 教学设计) 一、教材分析 1.教学内容 本课时系教材《英语1》(基础模块 高教版)第六单元的第四课时,包括 Language in use和 Unit task两部分,具体内容为:形容词比较级和最高级的用法、与餐厅有关词汇的巩固以及单元 任务,即对学校周边的餐厅做比较调查,以便外国朋友来访时加以选择。这些内容总结了本单元的 重要词汇和语法,并在完成真实的任务中达到综合运用本单元所学语言的能力。 2.教学重点、难点 (1)教学重点 ①总结形容词比较级和最高级的用法,学生能够理解其变化形式和规律,并能够在口头和书 面上正确使用比较事物。 ②通过在具体语境中使用和练习词汇,学生能够巩固本单元重点词汇。 ③通过完成单元任务即请一个美国朋友到一家合适的餐厅吃饭,提高学生综合运用语言的能 力。 (2)教学难点 79 ①根据图片情景,学生能正确并熟练使用形容词比较级和最高级 ②学生能够运用本单元的所学语言完成一个真实的任务,即请一个美国朋友到一家合适的餐 厅吃饭。 二、教学目标 1. 知识目标 (1)学生能熟练掌握与餐厅有关的词汇,如manager, fork, menu, customer, chopsticks, juice, coffee, beef等。 (2)学生能熟练掌握形容词比较级和最高级的用法。 2. 能力目标 (1)学生能够在口头和书面上正确运用形容词比较级和最高级比较事物 (2)学生能够将与餐厅有关的词汇进行分类并写出菜单 (3)学生在完成单元任务的过程中,提高语言综合运用能力,即听、说、读、写能力 3. 情感目标 (1)学生能积极和他人合作,完成任务。 (2)学生敢于开口,勇于实践 (3)学生能客观评价周围事物,并做出合理的选择。 三、教学步骤 Step One Grammar focus 1. Read the table Let students look at the table on page 95 and try to generalize the rules of the different degrees of adjectives: Positive degree, Comparative degree and Superlative degree. Then teacher summarizes the usage of adjective degrees. (设计意图:通过表格呈现形容词比较级和最高级的变化形式和规律,总结规则和不规则变化, 为接下来的活动做好语言的铺垫。) 2. Look and write ( Activity 17) Teacher explains the example to students. And students look at the pictures and complete the sentences they may say in that situation, following the example. Finally, Teacher ask 3 students to write the sentences on the board to see if they are right. (设计意图: 结合对图片的理解,在实际的语言情景中应用性容词比较级和最高级。) 3. Discuss and write (Activity 18) Students discuss in the groups to find out “who is the …..in our class” and recorder on the book, following the example . Another 3 students are asked to write the sentences on the board to make every student can check whether the sentences are right or not. (设计意图: 让学生讨论“班级之最”并记录下来,充分结合学生的实际生活灵活运用形容词 最高级。) Step Two Vocabulary consolidation 1. Read and group ( Activity 19 ) 80 Students read the words related to restaurants and put them into different groups individually, and then check with each other in the group. (设计意图:通过对词汇的归类, 巩固与餐厅相关词汇,更便于学生记忆。) 2. Discuss and write ( Activity 20 ) Suppose you run a restaurant. You need English menus for foreign guests. Work in groups and make a menu. Then compare your menus and choose the most attractive restaurant for foreign guests. (设计意图: 通过为外国客人制定菜单并通过比较选出最好的菜单,让学生在写菜单过程中再 次巩固词汇的学习和形容词比较级和最高级的用法。) Step Three Unit task Teacher shows a map of 5 different restaurants around the school. The information about their location, menu will be shown on each photo. Teacher introduces a situation to the class: An American friend comes to our school. You want to invite him /her to eat out. You want to find a restaurant with reasonable prices and good food. Now you need make a survey to decide on a restaurant. Students work in the groups and the steps are as follow: 1. Choose three restaurants near the school. 2. Choose three kinds of food and drinks that are related in all the three restaurants. 3. Ask classmates about the food quality in the three restaurants, using the following sentence patterns: Do you like…? How about/ What about…? Is …far from/near our school? Is it delicious? Is the food good? How much is it? 4. Complete the following table Name of the Restaurant Kind of food Quality of Food (delicious or not) Average Price Place ( far or near school) 5. Report the result of the survey One of the students in every group presents the result of the survey, following the example on page 98. (设计意图: 结合本单元任务,教师提供自己学校附近的餐厅的地图和餐厅图片,并附上相应的各 餐厅的菜单,更贴近学生的生活。在活动过程中,学生对熟悉的生活场景较为感兴趣,能积极调动 81 他们的积极性。最重要的是,在任务的过程中,学生能综合运用本单元的语言知识,提高他们运用 语言的综合能力。) Step Four Homework Set up own restaurants in every group 1. Name your restaurant 2. Choose the location 3. Make a menu 4. Compare with the restaurants in other groups and fill in the following form Name of the Restaurant Kind of food Price of Food Place ( far or near school) popularity 5. Prepare a report about introducing one of the restaurants. (设计意图: 通过选址,制定菜单,学生创建自己的餐厅, 激发学生兴趣,再和其他组的餐厅 进行比较并准备一份报告介绍其中一家餐厅。通过该作业将课堂的知识延伸到课外,提高学生 的综合运用语言的能力,并开发学生的创新精神,培养学生的合作精神。) 四、板书设计 五、教学反思 1、本单元教学以任务型教学为主要教学方法,创设各种情景,提供自主学习和直接交流的机会,让 学生有充分表现和自我发展的空间。尊重每个学生,积极鼓励他们在学习中进行尝试,创造合作学 习的机会,促进学生互相学习,体验成就感,发展合作精神。 2、本单元的主题与学生的专业有联系,所以学生比较感兴趣,他们能积极投入到学习中。通过每一 课时的学习逐步实现学习目标。在体验、实践、合作与探究中发展了听、说、读、写的综合语言运用能力。 3、整个单元教学过程中以下几方面还有待改善: (1各环节教学衔接的流畅性不够。 (2)听说教学中,特别要注意方法的引导,许多学生对听力无所适从,不知道该从哪里着手。(3)形 容词的比较级和最高级的运用中还存在些错误,个别学生还不能写出正确而完整的句子。 82 Unit 7 Can I speak to Wang Yang? (第一课时教学设计) 一、 学情分析 本教案的授课对象为高一年级计算机专业学生。该班共有 52名学生,其中女生 10名。本班同学 思维活跃,兴趣广泛,热爱篮球、足球等体育活动。有较强的计算机专业知识与操作技能。但大多数 同学尤其是男生英语入学基础比较薄弱,对英语缺乏兴趣和信心。由于掌握的词汇量和句型结构少, 造成大多数同学不敢开口说英语,课堂参与积极性和学习动机不强。针对以上问题,本教案力求降 低教学内容的难度,更多采用集体教学的方法增强学生的自信和参与热情。 二、 教材分析 1.教学内容 本课时系教材《英语 1》(基础模块 高教版)第七单元的第一课时,包括 lead-in & listening and speaking 中的Dialogue A 两部分,具体内容为:运动图标与名称,打电话常用语句以及邀请王阳一 起打篮球的对话。 这些内容为整个单元的学习活动做语言和知识的准备,也为学生学以致用的语言表达活动提供 了语言铺垫。同时打电话的话题使教师可以充分地在教学中把教学内容与学生的生活联系起来。 2.教学重点、难点 (1)教学重点 通过学习打电话的对话,让学生掌握常用打电话语句。 (2)教学难点 学生记住关于运动项目的单词 学生听懂有关打电话对话中的详细内容 三、 教学目标 1.知识目标 (1) 学生能掌握部分运动项目的名称,如 volleyball, badminton, tennis, table tennis等, 及message 一词的用法。 (2) 学生能掌握打电话时的常用句型: A: Hello! This is …. Can/May I speak to ….? B: Speaking. / This is … speaking. / ….isn’t in at the moment. Can /May I take a message? A: Ok, …. B: All right, I’ll tell him / her. A: Thank you. Bye! 2.能力目标 (1) 学生能听懂关于打电话邀请别人参加某一体育活动的对话 (2) 学生能根据常用打电话句型,打电话邀请别人参加某一体育活动的对话练习 3.情感目标 学生能懂得打电话的基本礼仪 83 四、 教学步骤 Step One Lead in 6’ 1. Activity One ----Do you know the name of these sports item? Show some pictures of different sports items on the screen. Then ask students to tell the English name of these items. If students can’t, they are allowed to speak Chinese. (Since they haven’t learned some of these words and the vocabulary of them is poor.) Learn these words together with the help of pictures. Students are asked to read them one by one following the teacher. Then they can read them together or read them by themselves. Ask students to read these words one by one to check whether they can read or not. (设计意图:利用图片进行体育活动词汇的学习,可以帮助提高学生的兴趣和识记单词的有效性, 同时此环节为后续环节增加必要的词汇量。) 2. Activity Two----Tick the answer of the phone call T: According to the above sports, which do you like best? S: ……. T: Suppose you want to watch a match with Bush, you are making a call to him. What will you say? Do activity 2. Read and tick. Ask students to tell the answers one by one. (设计意图:利用活动 2环节,由词汇学习引入到电话开场白的选择,从而自然引出对话内容。) Step Two Listening 13’ 1. Activity 3 Listen and choose Teacher explains the task of this part, and then asks students to listen to the tape and choose the answer. If they cannot catch the answer in the first listening, repeat the dialogue again. (设计意图:由于有活动 2 的铺垫, 本环节学生不会碰到太多的困难。) 2. Activity 4 Listen and tick Teacher explains three cards first, then points out the key of listening for this time is to catch the time and the content of the action. Students listen to the dialogue, tick the right note and check the answer together. (设计意图:听大意,了解对话基本内容。) 3. Listen and repeat Ask students to listen to the dialogue. Then repeat it sentence by sentence. (设计意图:通过句句重复,使学生了解对话具体内容。) Step three Speaking 23’ 1. Read and underline Students read the dialogue in activity 5 individually, then they underline some important sentences about the telephone call. Then teacher asks 2 or 3 students to tell others their opinions. Teacher writes down these sentences on the blackboard: A: Hello! B: Hello! This is …. Can/May I speak to ….? A: This is … speaking. ….isn’t in at the moment. Can /May I take a message? B: Ok, thanks. A: All right, I’ll tell him / her. 84 B: Thank you. Bye! (设计意图:学生通过阅读,独立找出打电话时的常用句型应该不难。因为这几个句子在前面的 activity 2 和 activity 3 、4中出现过。但学生在划线时并不一定会划全,故请两到三名学生给出答案, 进行核对,能进行互相补充和增加信服度。) 2. Performance: Make a call Teacher explains the rule: Make a phone call to your friend to invite him or her to take part in a sport item. But he/she is not in when you call. And his/her father answers the phone. The cards with sentences and words on the blackboard will help you to finish the dialogue. To: Tom Things: come to school to watch the basketball match this evening To: Jane Things: come to the playground to play volleyball together this afternoon T: You may change the role as the father and the call boy/girl in turn. You are given 5 minutes to prepare, then I’d like to invite some groups to perform it on the stage. Of course, you may discuss it with your partners. Let’s see which partners will bring us the most wonderful performance, and which partners will make the call naturally and politely. (设计意图:该步骤有助于学生进一步掌握打电话常用句型,并且通过具体操作能更加注意到打电 话时应该注意到的礼仪。鉴于这种情形在日常生活中比较常见,且有黑板上的常用句型及相关内容 的帮助,学生能顺利进行该活动。) 3. Evaluation Ask students to evaluate which partners is the best. (设计意图:适时的评价能促进学生的积极性和自信心。) Step Four Summary 2’ Ask students to review the sentence structure used in making the call. Ask them to repeat it or read it together. (设计意图:课堂小结,学生能进一步明确和巩固本节课所学句型结构) Step Five Homework 1’ 1. Read and copy the new words of this part. 2. Write down the dialogue you made in the class on your exercise-book. (设计意图:进一步巩固所学词汇,训练学生的书面表达能力。) 五、 板书设计 85 Unit 7 Can I speak to Wang Yang? A: Hello! volleyball B: Hello! This is …. Can/May I speak to ….? badminton A: This is … speaking. ….isn’t in at the moment. Can /May I take a message? tennis B: Ok, thanks. table tennis A: All right, I’ll tell him / her. B: Thank you. Bye! Unit 7 Can I speak to Wang Yang? (第二课时教学设计) 一、 教材分析 1.教学内容 本课时系教材《英语 1》(基础模块 高教版)第七单元的第二课时 dialogue B。具体内容为:运用 现在进行时打电话。虽然现在进行时在初中里已经出现过,但由于本班部分同学英语基础差,对此 语法知识掌握还不是很明确,教师需在对话过程中做一定的强调。 本节课的内容起到了承上启下的作用,即承接了上一课时的打电话常用句型的学习,又为 reading里出现的现在进行时作好知识铺垫。同时打电话的内容可以使教师更加联系生活拓展对话教 学。 2.教学重点、难点 (1)教学重点 在打电话对话教学中渗透现在进行时的学习 (2)教学难点 学生听懂有关进行体育活动的打电话内容 二、 教学目标 1.知识目标 (1) 学生能掌握下列词组:make a phone call, do housework, play badminton, play table tennis, wash clothes (2)学生能了解现在进行时的基本结构 2.能力目标 (1) 学生能听懂关于某人正在做什么事的对话内容 (2) 学生能根据常用打电话句型,开展相关打电话讲述正在干什么事的对话 3、情感目标 学生能在对话中正确运用打电话的礼仪 三、 教学步骤 Step One Lead in (7’) 86 T: What did you do yesterday? S:…. T: I did some things yesterday. Please look at the screen. Can you tell what I am doing? (Show a picture that I’m running.) S:…. T: Ok, Let’s look at these pictures. Can you match the pictures with the words? (Show some pictures about different actions on the screen.) 1. Ask students to match the picture and the phrase. The pictures are about: make a phone call, do housework, play badminton, play table tennis, wash clothes, go swimming, go fishing, go shopping, have dinner, play basketball, watch a football match, watch TV 学生基础差,词汇量不够,故设计此环节降低难度。复习知识吸引注意力和增加自信。 2. Ask students to tell the phases according to the picture. Then ask them to read it twice to remember them. 通过朗读能增加学生对这些词组的印象。 3.Game----I have remembered them. Rule: Teacher covers the phrases that appeared under each picture. Then ask students to tell it by competition. 复习刚才出现的词组,进一步巩固知识为听力和对话练习作好铺垫。 Step Two Listening (8’) 1. Listen and judge Teacher explains the task of this part, then ask students to listen to the tape and judge right or not. If they cannot catch the answer in the first listening, repeat the dialogue again. 由于有 lead-in 环节作铺垫,本环节学生能正确作出判断。 2. Listen and repeat Ask students to listen to the sentences again and repeat it sentence by sentence. (通过重复听,训练学生听力中的抓词能力。) Step Three Speaking (15’) 1. Ask students to read the dialogue of activity 9 and teacher explains some difficult sentences, such as , “Hold on, please. What’s up? Would you like to join us?” (为学生理解对话扫清障碍) 2. Read and underline Ask students to read the dialogue by themselves and underline the sentence structures used in making a call. Then teacher asks 2 or 3 students to tell others their opinions. Teacher writes down these sentences on the blackboard: A: Hello! B: Hello! This is …. Can/May I speak to ….? A: Hold on, please. 87 C: This is … speaking. B: Hi, …. This is …… 3. Ask students to read the dialogue loudly. 大声地朗读加深学生对此对话内容的印象为下面的说奠定基础 4. Practice: Make a phone call according to the pictures. Teacher explains the rule: According to the pictures to make a phone call. You can act as one of them. Please prepare for it with your partner according to the dialogue you just read. Teacher can invite one of the students to make the dialogue for an example to reduce the difficulty that students may have. Then ask students to act it out in front of the class. 根据课文对话范例和图片进行编对话练习,训练和提高学生的口语表达能力。 Step Four Performance( 10’) Making a dialogue by yourself according to the following requirements: Role: three persons (Tom, Jack and Jack’s sister) Time: Saturday morning Thing: to invite Jack to watch a football match on Sunday afternoon Jack is doing his homework now. T: You can design the dialogue with your own idea and the above key points should be included in the dialogue. You may discuss the play in the group then choose three persons to act it out. After eight minutes, ask students to act it out in front of the class and evaluate the best. 这个对话表演有一定的难度,它需要学生设计好故事情节然后进行对话。但本班同学对于这样的情 景剧表演非常感兴趣。通过小组合作学习,每组都能组织对话。 Step Five summary( 3’) Ask students to review what we have learned in this class. Read it together. 适时的复习巩固本节课所学知识。 Step Five Homework( 2’) 1. Recite the dialogue in this part after class. 2. Search one e-mail on the Internet after class. 通过背诵对话来巩固和复习本课对话,搜寻 e-mail为下一节课内容做好准备。 四、 板书设计 A: Hello! be + doing B: Hello! This is …. Can/May I speak to ….? Hold on, please. A: Hold on, please. What’s up? C: This is … speaking. Would you like to join us? 88 B: Hi, …. This is …… Unit 7 Can I speak to Wang Yang? (第三课时教学设计) 一、 教材分析 1、教学内容 本课时系教材《英语 1》(基础模块 高教版)第七单元的第三课时 reading and writing。具体内容 为:王洋发给美国网友Mike的邮件及围绕此邮件展开的相关练习。 本节课在整个单元中有非常重要的作用,它既是对上节听说课的复习和巩固,又为本单元的任 务----描述一个最喜爱的运动员做好阅读和写作的准备。 因为 e-mail与本班同学的专业计算机有一定的关系,故学生对此内容比较熟悉和感兴趣。这为 教师安排和设计教学过程打下了较好的基础,对于 e-mail 邮件格式家伙司可以不必花太多的时间去 讲解。 2、教学重点、难点 (1)教学重点 学习王洋写给Mike的 e-mail 邮件内容 (2)教学难点 通过阅读和学习邮件学生能对文中内容作简要的描述。 二、 教学目标 1、 知识目标 学生能掌握下列词和词组: volunteer, sell goods, drive a car, put up posters, hand out booklets, provide sth. for sb., place flowers, be glad to do, more and more, look forward to 2、 能力目标 通过阅读学生能理解 e-mail的具体内容—担任奥运志愿者的工作,并通过具体活动完成课文相关的 练习,从而提高阅读和写作能力 3、 情感目标 鼓励学生通过 e-mail的往来,加深彼此的了解和友谊 三、 教学步骤 Step One Warm up 6’ 1. Teach new word “volunteer” Show a red cap of a volunteer. T: What’s this? S: … T: If you wear this cap, what are you? S:…. T: Do you work as an volunteer? S:… T: What kind of work do you do as a volunteer? 89 S: …. T: Here are some work, can you match? 2. Match the phrases and the pictures Show some pictures on the screen. They are about: sell goods, drive a car, put up posters, hand out booklets, play volleyball, play the piano and write e-mail When students are doing it, teacher asks them to tell the Chinese meaning. 设计意图:学校里有青年志愿者服务队,通过志愿者小红帽的展示来学习单词 volunteer 学生会觉 得印象比较深;通过图片对 e-mail中的词组进行学习为课文学习做铺垫。 Step Two Pre-reading 5’ Complete the sentences T: Just now we learned some words and phrases, now let’s use them to complete the following sentences. Show some pictures and ask students to complete the following sentences according to the given pictures. (1) sell goods She is _______________. (2) drive a car He is ________________. (3) Put up posters He is _______________. (4) Hand out booklets He is __________________ (5) Write e-mail Wang Yang is _________________. 设计意图:本环节是对 Ex 13 的分解学习。通过词组与图片的配对,引出本节课中的主要词汇和词 组的学习,为完成句子做好准备。同时在完成句子中又通过最后一幅图写邮件的描述自然引出课文 内容。 Step Three While-reading 20’ Activity 1: learning the purpose of this e-mail T: Just now, we saw Wang Yang was writing an e-mail. Now let’s see the details of the e-mail. Why did he write this e-mail to Mike? Listen to the tape and try to find the answer. Wang Yang wrote the e-mail to _____________________________ A. tell him he will be a volunteer of the 2008 Beijing Olympic Games B. tell him something about his study 设计意图:此环节训练学生概括文章大意的能力。考虑到学生的英语基础较弱故进行选择练习来降 低难度。 Activity 2: finding the jobs that a volunteer of Olympics do. Students are asked to read the text carefully and underline the jobs that volunteers do. Teacher asks students to read them loudly. 设计意图:找出课文中的关键词,初步理解课文。 Activity 3: Ex 16. Do true or false exercises and point out the mistakes of the sentence. Explain some important phrases and sentences: more and more & look forward to by making sentences. 90 设计意图:通过对错练习让学生进一步理解课文,同时在纠错时自然讲解重点词组 Activity 4: Ex 17. Ask students to read and write out some sentences according to the e-mail. (group work) T: From the e-mail, we learned something about Wang Yang and his classmates’ volunteer jobs. Can you write them down according to the pictures? You can discuss it in the group then write them down on the paper. I’ll ask each group to present the answer. 设计意图:通过讨论呈现课文主要内容并以写的形式来训练学生的语言表达能力。 Step Four Post-reading 10’ Activity1: make a survey T: Ok, Let’s return to look at this red cap. We know if you wear it, you become a youth volunteer. I think most of you act as youth volunteer. Now let’s remind what we are doing when we act as youth volunteers. Question: Are you a youth volunteer? What are you doing when you act as youth volunteer? Ask students to make a survey among the group members then fulfill the survey paper. Name Time What are you doing? Activity 2: Presentation Ask each group to introduce their jobs as youth volunteers to the whole class. Hello, I’m in Group _______. In our group, ___________(time) ______________(name) act(s) as youth volunteer(s). When they are youth volunteers, they are _______________________. 设计意图:由于本班同学有当青年志愿者的经历,在此通过采访让学生回忆志愿者的工作既联系课 文内容也联系学生的实际生活,学生通过小组合作完成此任务比较感兴趣。 Activity 3: Evaluation Students evaluate their group work. And choose the best group and the most active students in class according to the scores they got. Teacher praises the whole class, glad to reach the purpose of encouraging students to take an active part in the classroom activities. 设计意图:课堂最后进行总结评价,对优胜组进行表扬。评选上课最积极的极为同学作为鼓励,可 延续每位学生的学习劲头,使她们能在学习中找到快乐。 Step Five summary 3’ Ask students to review what we have learned in this class. Read it together. 适时的复习巩固本节课所学知识。 Step Six Homework 1’ According to the survey made in class, write an e-mail to the teacher to tell me this news. You’d better put some photos to make the e-mail vividly. 91 通过写 e-mail给老师对本节课内容作进一步的拓展和延伸,同时也是一种检查。放照片在中结合本 班学生专业也增加了他们的兴趣。 板书设计 volunteer put up posters He is putting up posters on the notice-board. hand out booklets He is driving a car. write e-mail They are providing translation and other services for foreign friends. more and more They are placing flowers on the roads. look forward to 您可能也喜欢 Unit 7 Can I speak to Wang Yang? (第四课时教学设计) 一、教材分析 1、教学内容 本课时系教材《英语 1》(基础模块 高教版)第七单元的第四课时,包括 Grammar focus, vocabulary consolidation and unit task三部分内容。 这部分内容为整个单元的语法和词汇作了一个小结。其作用是使学生在通过对话和课文内容的 学习之后能更加明确而清晰地掌握现在进行时的用法,同时对本课中出现的单词和词组进一步进行 复习和巩固,最终实现单元任务----呈现你最喜爱的体育明星。基于本部分内容为复习课故教师可以 安排数个活动或游戏来进行教学活动。 2、教学重点、难点 (1)教学重点 现在进行时的学习 (2)教学难点 如何利用课文中的练习让学生积极而主动地学习现在进行时 二、教学目标 1、知识目标 现在进行时的肯定句和疑问句的构成及回答 2、能力目标 学生能够运用现在进行时谈论及描述具体动作 3、情感目标 学生能够通过小组合作学习体会到学英语的快乐感和成功感 三、教学步骤 Step One Lead in 5’ Game----making friends 92 T: Let’s look at the screen. You can see there are two columns on the screen. What are the words in the column A? What are the words in the column B? S:…… T: Yes, Column A is the verbs and Column B is the nouns. Try to use the verbs in the column A to find friends in the column B. They can be used more than once. Think it over for one minute, then I’ll ask you to answer it as soon as possible. Column A column B look forward to put up provide hand out take watch play sell go some medicine TV booklets a message a poster a football game medical service clothes shopping swimming 设计意图:通过游戏复习本单元中出现的单词和词组以及词汇间的搭配使学生正确运用所学词汇 Step Two Grammar----present continuous 23’ 1. Look and talk (pair work) T: Just now you did a good job. Now let’s look at the picture of activity 18. How many items can you find in this picture? S: ….. T: What are they? S: ….. T: Can you complete the following sentences? (Show the following on the screen). Liu Yan is ____________________. Zhang Qing is ______________________. Wang Yang is _______________________. Li Xiao Nian is __________________________. Some girls are __________________________. Some boys are ____________________________. Two boys are ____________________________. T: Please do it with your partner. Pay attention to the use of verbs. About five minutes later, teacher asks students to do it one by one. Then check the answers together. 设计意图:利用图片进行讲解,引出现在进行时的动词形式----动词+ing 2. Look and write (group work) 93 T: Now, let’s play a game. I’ll ask some of you to do actions. You can do the actions on the screen or you can do it by your own idea. When one of you are doing the action, each group please look and write down what he or she is doing on the paper which I hand out by group work. After ten of you finished the actions, we’ll check the answers. The group who writes down the most and the correct sentences is the best. 设计意图:通过小组合作学习,让学生观察周围同学正在做的动作,并把它写下来,练习现在进行 时的句型结构。小组合作可以提高基础差的学生的自信心和成功感。 4. Grammar focus According to the sentences that students wrote. Analyze the structure of the grammar. Teacher writes the following down on the blackboard. Basic structure : be + doing be( am, is ,are) Am I I am. Are you Yes, he/ she is. Is he/she doing something? they are. Are they I’m not. Is ***** No, he/ she isn’t. Are the students they aren’t. 设计意图:通过口头描述和书面描写,自然概括出现在进行时的基本结构,一般疑问句型及其回答。 5. Look and practice Ask students to look at the pictures of activity 20 on the page of 111 and 112.Then do the exercises. They can discuss with their partners. 设计意图:利用句型结构进一步操练现在进行时的有关内容。 Step Three Unit Task---- Give a presentation of your favorite sport star? 15’ Activity 1: Who is my favorite sport star? T: Do you like sports? S: …. T: Do you know some sports stars? S:….. T: Is Liu Xiang your favorite sport star? S:…… T: Ok, some say yes some say no. Next, let’s work in groups, decide what your favorite sport is and who your favorite sport star(s) is/are. Activity 2: Think about the information you know about the star(s) and work in groups to put all the materials together. Activity 3: Work in groups and make a poster to introduce your favorite star(s) to the classmates. You can introduce him/her like this: Hello, I’m in Group ______. We all like ________and this is our poster. _________is our favorite star. In this poster, he/she is ___________________. 94 设计意图:通过编写海报来介绍自己最喜爱的体育明星。小组合作学习法在此运用恰如其分。小组成 员各司其职,人人感到有事可做且个个都有成功感。 Step Four Homework 2’ 1. Continue to complete the poster with the pictures and more information about the sport star. We will have a competition in a week. 2. Do the self-check after class to check yourself. 设计意图:有限的课堂资源,学生不可能找到太多的资料,利用课外时间结合本班学生的专业,制 作精美的海报并评奖,学生对英语学习会产生更大的兴趣。 板书设计 Basic structure : be + doing be( am, is ,are) Am I I am. Are you Yes, he/ she is. Is he/she doing something? they are. Are they I’m not. Is ***** No, he/ she isn’t. Are the students they aren’t. 教学反思 本单元听、说、读、写四部分组成自然,课程排列由浅入深。通过打电话邀请别人参加某项体育活动 到阅读课文一封 e-mail的学习,最终对本单元词汇和语法的综合复习,学生在学习的过程中并不感 到有太难的语言点。由于打电话比较接近学生的日常生活,故利用情景教学法进行课堂教学,学生 会有更大的兴趣。本班同学以男生为主,通过适量的游戏和活动设计,他们不会感到学英语的枯燥, 最后一课时复习课由于有大量的活动组成,学生表现最活跃,都积极踊跃地上台来表演动作,这是 值得我在以后的教学设计中多多考虑的现象。至于个别同学在课堂上“羞于启口”,还需要做更深 层次的了解,以后在教学过程中要多注意。 95
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