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教学设计展示八

教学设计展示八

  • 分类:教科研信息室
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  • 发布时间:2021-01-05 08:13
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【概要描述】首届全国信息技术与英语教学融合教学成果展评教师参赛报名表   参赛教师姓名 马小媛 年龄 26 性别 女 所在学校 锦州市第三初级中学 任课年级 八年级 电话 18704201280 E-mail 512009836@qq.com 教学设计☑       教学论文 □   教学课例 □     八下Unit 3 Could you please clean your room?Section A (3a-3c) 教学设计   教学内容分析 1. The students will be able to apply the reading skills of prediction and scanning into practical use. 2. The students will be able to feel the features of language and the different feelings it brings out.   学情分析 The students have learnt some simple chores when they were in primary school, so talking about chores is a familiar and easy topic for them. Also the story itself is quite interesting and real to them. The students will enjoy the class very much!   教学目标 1. understand the new words and expressions: messy, the minute, neither do I. 2. aware the variety of sentence expressions in similar meanings. 3. act out the conversation vividly. 4. aware the importance of sharing chores at home.   信息技术应用 CAI/PPT   课时教学设计   教学环节 内容 教师活动 学生活动 目的/意图   Step 1 复习与热身 Review  and   Warm up Lead-in T: As we know, May Day Holiday is celebrated for those who are hard-working in their jobs. So are you hard-working? Do you often do chores at home? Lead in by talking about the past holiday—May Day Holiday.   To attract students’ attention.   Use of IT(information Technology)CAI/ PPT   Step 2 感知并理解语言 Perceive & Understand Discuss two questions       Pre-reading T: Imagine no one does any chores at home, what will your home be like?   T: Which kitchen do you prefer? T: Why is it dirty and messy? Can you guess? T: Maybe your guess is right, maybe wrong. Why don’t we read the passage and find out the reasons? Answer the two questions.     1. Compare two different kitchens. 2. Predict why the kitchen of Nancy’s family is dirty and messy.   To prepare the reading material.     Use of IT CAI/PPT   Step 3 练习语言 Practice While-reading 1.T: We can also find the text type through the title. You really have sharp eyes. 2.T: When we talk about a story, we can always deal it from five useful questions. What are they? 3.T: How do we usually divide the story? According to the …? 4.T: Well, it would be easier for you if we divide the story according to the time line. From “last month, for   one week, the next day”, the story can be divided into three scenes, right? 5.T: Verbs are magic. You can infer the information behind the words. Can you have a try? 6.T: Nancy’s mom came over. What would they talk about? 7.T: At first, Nancy and her mom were very … Ss: Polite. 8.T: But are they polite all the time? Could you please discuss with your partners about the change of feelings and act the conversation out. 9. Read Scene2 carefully and guess who would do the housework. Pay attention to the variety of   expressing the sentences in similar meanings. T: From Scene1, we know both Nancy and her mom were angry. So what would happen? T: Why didn’t Nancy’s mom and Nancy do any housework for a whole week? T:So who would do the housework, Nancy, Nancy’s mom or the dog?   1. Let students think of the text type of the passage and the way to deal with a story through five questions. 2. Scan the passage and find the answers to the “who, when, where” questions. 3. Divide the story into three scenes according to the three different times. Then read carefully  paragraph by paragraph. Ss: Time/Place/Mood… 4. Read Scene1 carefully and finish two tasks: 1) Read Para.1-2 and fill in the actions of each character and guess the information behind the words. 2) Find out the conversation between Nancy and her mom. Then discuss with partners about the change of feelings and act the conversation out in pairs. 6. Read Scene 3 carefully and answer three questions. 1) Who cleaned the house? 2) How did Mom and Nancy feel? 3) Why does Nancy write the passage? To improve students’ reading skills   Use of IT CAI/PPT   Step 4 巩固与迁移 Strengthen & Transfer Post-reading

教学设计展示八

【概要描述】首届全国信息技术与英语教学融合教学成果展评教师参赛报名表

 





参赛教师姓名


马小媛


年龄


26


性别





所在学校


锦州市第三初级中学




任课年级


八年级


电话


18704201280


E-mail


512009836@qq.com




教学设计☑    


 




教学论文 □


 




教学课例 □


 




 


八下Unit 3 Could you please clean your room?Section A (3a-3c) 教学设计




 


教学内容分析


1. The students will be able to apply the reading skills of prediction and scanning into practical use.

2. The students will be able to feel the features of language and the different feelings it brings out.




 


学情分析


The students have learnt some simple chores when they were in primary school, so talking about chores is a familiar and easy topic for them. Also the story itself is quite interesting and real to them. The students will enjoy the class very much!




 


教学目标


1. understand the new words and expressions: messy, the minute, neither do I.

2. aware the variety of sentence expressions in similar meanings.

3. act out the conversation vividly.

4. aware the importance of sharing chores at home.




 


信息技术应用


CAI/PPT




 


课时教学设计




 


教学环节


内容


教师活动


学生活动


目的/意图




 


Step 1

复习与热身

Review  and  

Warm up


Lead-in


T: As we know, May Day Holiday is celebrated for those who are hard-working in their jobs. So are you hard-working? Do you often do chores at home?


Lead in by talking about the past holiday—May Day Holiday.

 


To attract students’ attention.




 


Use of IT(information Technology)CAI/ PPT




 


Step 2

感知并理解语言

Perceive & Understand


Discuss two questions

 

 

 

Pre-reading


T: Imagine no one does any chores at home, what will your home be like?

 

T: Which kitchen do you prefer?

T: Why is it dirty and messy? Can you guess?

T: Maybe your guess is right, maybe wrong. Why don’t we read the passage and find out the reasons?


Answer the two questions.

 

 

1. Compare two different kitchens.

2. Predict why the kitchen of Nancy’s family is dirty and messy.

 


To prepare the reading material.




 


 


Use of IT CAI/PPT




 


Step 3

练习语言

Practice


While-reading


1.T: We can also find the text type through the title. You really have sharp eyes.

2.T: When we talk about a story, we can always deal it from five useful questions. What are they?

3.T: How do we usually divide the story? According to the …?

4.T: Well, it would be easier for you if we divide the story according to the time line. From “last month, for   one week, the next day”, the story can be divided into three scenes, right?

5.T: Verbs are magic. You can infer the information behind the words. Can you have a try?

6.T: Nancy’s mom came over. What would they talk about?

7.T: At first, Nancy and her mom were very …

Ss: Polite.

8.T: But are they polite all the time? Could you please discuss with your partners about the change of feelings and act the conversation out.

9. Read Scene2 carefully and guess who would do the housework. Pay attention to the variety of

  expressing the sentences in similar meanings.

T: From Scene1, we know both Nancy and her mom were angry. So what would happen?

T: Why didn’t Nancy’s mom and Nancy do any housework for a whole week?

T:So who would do the housework, Nancy, Nancy’s mom or the dog?

 


1. Let students think of the text type of the passage and the way to deal with a story through five

questions.

2. Scan the passage and find the answers to the “who, when, where” questions.

3. Divide the story into three scenes according to the three different times. Then read carefully

 paragraph by paragraph.

Ss: Time/Place/Mood…

4. Read Scene1 carefully and finish two tasks:

1) Read Para.1-2 and fill in the actions of each character and guess the information behind the words.

2) Find out the conversation between Nancy and her mom. Then discuss with partners about the

change of feelings and act the conversation out in pairs.

6. Read Scene 3 carefully and answer three questions.

1) Who cleaned the house?

2) How did Mom and Nancy feel?

3) Why does Nancy write the passage?


To improve students’ reading skills




 


Use of IT CAI/PPT




 


Step 4

巩固与迁移

Strengthen & Transfer


Post-reading


  • 分类:教科研信息室
  • 作者:
  • 来源:
  • 发布时间:2021-01-05 08:13
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详情

首届全国信息技术与英语教学融合教学成果展评教师参赛报名表

 

参赛教师姓名

马小媛

年龄

26

性别

所在学校

锦州市第三初级中学

任课年级

八年级

电话

18704201280

E-mail

512009836@qq.com

教学设计    

 

教学论文 □

 

教学课例 □

 

 

八下Unit 3 Could you please clean your room?Section A (3a-3c) 教学设计

 

教学内容分析

1. The students will be able to apply the reading skills of prediction and scanning into practical use.

2. The students will be able to feel the features of language and the different feelings it brings out.

 

学情分析

The students have learnt some simple chores when they were in primary school, so talking about chores is a familiar and easy topic for them. Also the story itself is quite interesting and real to them. The students will enjoy the class very much!

 

教学目标

1. understand the new words and expressions: messy, the minute, neither do I.

2. aware the variety of sentence expressions in similar meanings.

3. act out the conversation vividly.

4. aware the importance of sharing chores at home.

 

信息技术应用

CAI/PPT

 

课时教学设计

 

教学环节

内容

教师活动

学生活动

目的/意图

 

Step 1

复习与热身

Review  and  

Warm up

Lead-in

T: As we know, May Day Holiday is celebrated for those who are hard-working in their jobs. So are you hard-working? Do you often do chores at home?

Lead in by talking about the past holiday—May Day Holiday.

 

To attract students attention.

 

Use of ITinformation TechnologyCAI/ PPT

 

Step 2

感知并理解语言

Perceive & Understand

Discuss two questions

 

 

 

Pre-reading

T: Imagine no one does any chores at home, what will your home be like?

 

T: Which kitchen do you prefer?

T: Why is it dirty and messy? Can you guess?

T: Maybe your guess is right, maybe wrong. Why don’t we read the passage and find out the reasons?

Answer the two questions.

 

 

1. Compare two different kitchens.

2. Predict why the kitchen of Nancy’s family is dirty and messy.

 

To prepare the reading material.

 

 

Use of IT CAI/PPT

 

Step 3

练习语言

Practice

While-reading

1.T: We can also find the text type through the title. You really have sharp eyes.

2.T: When we talk about a story, we can always deal it from five useful questions. What are they?

3.T: How do we usually divide the story? According to the …?

4.T: Well, it would be easier for you if we divide the story according to the time line. From “last month, for   one week, the next day”, the story can be divided into three scenes, right?

5.T: Verbs are magic. You can infer the information behind the words. Can you have a try?

6.T: Nancy’s mom came over. What would they talk about?

7.T: At first, Nancy and her mom were very …

Ss: Polite.

8.T: But are they polite all the time? Could you please discuss with your partners about the change of feelings and act the conversation out.

9. Read Scene2 carefully and guess who would do the housework. Pay attention to the variety of

  expressing the sentences in similar meanings.

T: From Scene1, we know both Nancy and her mom were angry. So what would happen?

T: Why didn’t Nancy’s mom and Nancy do any housework for a whole week?

TSo who would do the housework, Nancy, Nancy’s mom or the dog?

 

1. Let students think of the text type of the passage and the way to deal with a story through five

questions.

2. Scan the passage and find the answers to the “who, when, where” questions.

3. Divide the story into three scenes according to the three different times. Then read carefully

 paragraph by paragraph.

Ss: Time/Place/Mood…

4. Read Scene1 carefully and finish two tasks:

1) Read Para.1-2 and fill in the actions of each character and guess the information behind the words.

2) Find out the conversation between Nancy and her mom. Then discuss with partners about the

change of feelings and act the conversation out in pairs.

6. Read Scene 3 carefully and answer three questions.

1) Who cleaned the house?

2) How did Mom and Nancy feel?

3) Why does Nancy write the passage?

To improve students reading skills

 

Use of IT CAI/PPT

 

Step 4

巩固与迁移

Strengthen & Transfer

Post-reading

T: In the story, we know Nancy said sorry first.How would Nancy’s mom feel after hearing Nancy’s words? What would Nancy do later? What would happen next? Where was Nancy’s father? …

T: There are still a lot of questions we don’t know. Could you please continue writing the story?

 Brainstorm with your team and be creative.

Group work: Create the ending of the story

Discuss with group members and continue writing the story. Pay attention to the tips.

 

To make the students understand the passage.

 

Use of IT CAI/PPT

 

Step 5

学有所得

production

Reading-mate time

1.Read the passage and underline the words you don’t know.

2.Decide whether the underline words in the sentences are verb or nouns. Then write another sentence  using the underlined word in the other form.

 

1.read the passage quickly.  

 

 

2.Decide the words.

To improve students outside reading skills

 

Use of IT CAI/PPT

 

S5 Homework   

 

★★:

Help your parents do some chores when you’re free.

★★★:

Have you experienced such a matter in your family? Try to write a story about it.            

 

教学反思Reflection

 

这节课达到预期目标,因为学生基础很好,设计也基本符合学生的思维水平。此一课例充分说明:在8年级阅读教学中开展思维活动、价值活动,非常受欢迎,而且完全可行。

1、教学过程显示,本班学生思维非常发达,超过预期,老师对学生思维能力把握还过于保守,教师对学生的思维能力预估偏低。教师应更加充分地接触学生、了解学生的思维能力,更好地设计更有挑战性的问题。

2、学生完成每一阅读环节都非常顺畅,而学生之前没有学习这篇文章,文章来自学生教材之外的内容。这说明文章语言水平适合学生进行阅读。训练阅读能力的文本的语言水平应低于同级别课文,以便于专注于阅读能力发展。

3、学生段落大意归纳、部分整体理解等存在一定困难,说明平常阅读应更注意此方面培养。

 

教学活动流程Flow chart of activities

 

Step 1 Lead-in

Step 2 Pre-reading

Step 3 While-reading

Step 4 Post-reading

Step 5 Reading-mate time

Step 6 Summary and homework

 

 

 

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