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中职英语 基础模块1 教学设计(教案、学案)Unit 3 第四课时  

2012-04-06 16:00:40|  分类: 中职英语 |  标签: |举报 |字号 订阅

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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

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。

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

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。

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

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 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。)

 

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。
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