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        教學設計展示八

        教學設計展示八

        • 分類:教科研信息室
        • 作者:
        • 來源:
        • 發布時間:2021-01-05 08:13
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        【概要描述】首屆全國信息技術與英語教學融合教學成果展評教師參賽報名表 ? 參賽教師姓名 馬小媛 年齡 26 性別 女 所在學校 錦州市第三初級中學 任課年級 八年級 電話 18704201280 E-mail 512009836@qq.com 教學設計????? ? 教學論文 □ ? 教學課例 □ ? ? 八下Unit 3 Could you please clean your room?Section A (3a-3c) 教學設計 ? 教學內容分析 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. ? 學情分析 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! ? 教學目標 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. ? 信息技術應用 CAI/PPT ? 課時教學設計 ? 教學環節 內容 教師活動 學生活動 目的/意圖 ? Step 1 復習與熱身 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 感知并理解語言 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 練習語言 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 鞏固與遷移 Strengthen & Transfer Post-reading

        教學設計展示八

        【概要描述】首屆全國信息技術與英語教學融合教學成果展評教師參賽報名表

        ?





        參賽教師姓名


        馬小媛


        年齡


        26


        性別





        所在學校


        錦州市第三初級中學




        任課年級


        八年級


        電話


        18704201280


        E-mail


        512009836@qq.com




        教學設計?????


        ?




        教學論文 □


        ?




        教學課例 □


        ?




        ?


        八下Unit 3 Could you please clean your room?Section A (3a-3c) 教學設計




        ?


        教學內容分析


        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.




        ?


        學情分析


        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!




        ?


        教學目標


        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.




        ?


        信息技術應用


        CAI/PPT




        ?


        課時教學設計




        ?


        教學環節


        內容


        教師活動


        學生活動


        目的/意圖




        ?


        Step 1

        復習與熱身

        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

        感知并理解語言

        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

        練習語言

        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

        鞏固與遷移

        Strengthen & Transfer


        Post-reading


        • 分類:教科研信息室
        • 作者:
        • 來源:
        • 發布時間:2021-01-05 08:13
        • 訪問量:
        詳情

        首屆全國信息技術與英語教學融合教學成果展評教師參賽報名表

         

        參賽教師姓名

        馬小媛

        年齡

        26

        性別

        所在學校

        錦州市第三初級中學

        任課年級

        八年級

        電話

        18704201280

        E-mail

        512009836@qq.com

        教學設計?    

         

        教學論文 □

         

        教學課例 □

         

         

        八下Unit 3 Could you please clean your room?Section A (3a-3c) 教學設計

         

        教學內容分析

        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.

         

        學情分析

        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!

         

        教學目標

        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.

         

        信息技術應用

        CAI/PPT

         

        課時教學設計

         

        教學環節

        內容

        教師活動

        學生活動

        目的/意圖

         

        Step 1

        復習與熱身

        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

        感知并理解語言

        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

        練習語言

        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

        鞏固與遷移

        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

        學有所得

        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.            

         

        教學反思Reflection

         

        這節課達到預期目標,因為學生基礎很好,設計也基本符合學生的思維水平。此一課例充分說明:在8年級閱讀教學中開展思維活動、價值活動,非常受歡迎,而且完全可行。

        1、教學過程顯示,本班學生思維非常發達,超過預期,老師對學生思維能力把握還過于保守,教師對學生的思維能力預估偏低。教師應更加充分地接觸學生、了解學生的思維能力,更好地設計更有挑戰性的問題。

        2、學生完成每一閱讀環節都非常順暢,而學生之前沒有學習這篇文章,文章來自學生教材之外的內容。這說明文章語言水平適合學生進行閱讀。訓練閱讀能力的文本的語言水平應低于同級別課文,以便于專注于閱讀能力發展。

        3、學生段落大意歸納、部分整體理解等存在一定困難,說明平常閱讀應更注意此方面培養。

         

        教學活動流程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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