Lesson 106教学设计示例Word文档下载推荐.docx
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Lesson 106教学设计示例Word文档下载推荐.docx
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have,supper?
6:
30 6:
watchTV?
7:
00 6:
30
gotobed?
9:
30 10:
00
AskrandomlyOnweekends,whattime/whendoyouusuallyhavelunch?
etc.
Step3 Practice
Getthestudentstoaskandanswerinpairs,inordertomakeatableliketheoneontheBb.
Step4 Askandanswer
SBPage52,Part1,SpeechCassetteLesson106.Booksclosed!
Listenandrepeat.Thenopenthebooksandaskandanswerthequestions.Dothefirsttwoasexamples.Thengetthestudentstoworkinpairs.
Step5 Answer
SBPage52,Part2.Inpairs,havestudentsaskandanswerthequestionsconcerningthetimesgiven.Alsoencouragethestudentstoaskmorequestions.Thenhaveseveralstudentstellabouttheirpartner’sschedule.Again,makesurethestudentsaretalkingtoeachother,andnotjustwritingdowntheinformation.
Step6 Workbook
SBPage132,WbLesson106.Exx.1and3mustbedoneinclass.Ex.2shouldalsobedoneorallyinclass.Afterstudentsformthecorrectsentences,theyshouldtranslatethemintoChinesesothattheymayfindoutthedifferentwordorderinChineseandEnglish.
Homework
ActoutthedialogueinEx.3ofWbLesson106.WritedownthesentencesinEx.2.
一.课题:
IntheZoo
二.教学目标:
1.认知目标:
Ⅰ掌握提建议的几种典型句型。
2学习常见动物的几种名称,简略了解其特点。
(详见课文内容分解表)
Ⅱ.技能目标:
在创设的情景中,熟练运用新句型进行模拟交际。
Ⅲ.情景目标:
了解人类的朋友一动物,通过生动的画面和逼真的声音,激发学生的学习兴趣,热爱保护野生动物和热爱大自然的情感,增强环保意识;
同时培养学生的参与意识与协作精神
学习水平描述
四、教学重点
I.教学重点:
1.提建议的句型:
Shallwe/Ido…?
Goodidea!
/Allright./OKNO,let’s…
Let’sdo…
2.有关动物的生词:
animal,tiger,elephant,panda,monkey
Ⅱ.教学难点:
1.创设参观动物园的语言交际情景,操练提建议的句型
2.描述动物的特征。
五、媒体的设计:
本课教学重点,落在“提建议”句型的操练和动物类司汇的认知上。
教学设计的思路遵循学习认知规律,运用现代教学技术(以电脑多媒体辅助教学为基本的教学手段,创设生动有趣的语言教学情景,在尊重学生个性发展,面向全体学生基础上,唤醒学生的主体意识,从而全方位调动学生的学习积极性,进行听、说、读、写操练,使整个教学从知识的内化到外显呈现出一种动态的、和谐的发展过程。
在教学过程中,电脑的软件融汇了多种传统电教媒体——录音机、投影仪、录像机及电视机的功能,精简了教学工具的使用,操作简便,使课堂学习气氛浓厚,学习氛围宽松。
首先通过电脑,以文字的形式静态地展示对话范例,为学生树立明确的语言模仿对象;
在学生初步操练后,仍以文字形式归纳呈现典型句型,促进学生对重点知识的把握;
接着引人录音媒体,检测学生对该句型的初步理解及掌握程度,为下一步的对话练习奠定基础,通过借助媒体,句型教学做到由易到难,由感性到理性的过渡,更易于被学生理解和掌握。
之后以参观动物园为主要情景,推出动静结合,声像俱佳并配以适当文字说明及短句练习的音像材料,为学生的进一步交际创设出生动的语言运用环境,激发学生的学习兴趣和交际冲动,提高语言交际的真实性、生动性。
通过媒体的介入,成功地把词汇教学融汇到句型教学之中,使语言知识的音、形、意全面完整,形象逼真地展现在学生面前,在有限的时间内增大了知识容量,提高了学生的识记效率。
同时在知识的反馈上,因为媒体的适时介入,使得反馈与调整更及时更准确,从而减轻了老师和学生的负担,达到了及时巩固的效果。
**媒体组合使用表
六.反馈设计
Ⅰ。
口头练习:
(句型)
分层推进,由机械模仿
仿照课文范例自编对话
在创设的情景中自然对话。
Ⅱ。
笔头练习:
(词汇)
A)A)填空:
B)选择填空:
(选项以动物图像来代替单词)
C)趣味练习:
(词汇)
1.1.听声音,猜动物,学单词。
2.2.短时记忆练习
七、教案:
TeachingPlan(Lesson22Junior2)
Ⅰ.Teachingaims:
1.1.Learningthewaysofmakingsuggestions
2.2.Learningthenamesofsomeanimals
3.3.Strengtheningthesenseofenvironmentprotection
Ⅱ.Teachingkeypointsanddifficultpoints:
1.1.Makingsuggestions:
Shallwe/Ido…?
No, let’s…!
Let’sdo…!
Ⅲ.Teachingaids:
1.aprojector
2.acomputer
Ⅳ.Teachingsteps:
1.1.Dutyreport
2.2.Reviewingthepresentfuturetensebyaskingquestions
3.3.Presentingashortdialogueofmakingsuggestions
4.4.(Ss)Doingadrillfollowingtheteacher’sdialogue
5.5.Presentingthewaysofmakingsuggestions
6.6.(Ss)Readingtheexampleandusingthegivenphrasestomakenewdialoguesingroups
7.7.(Ss)ListeningtothesoundrecordingofLesson22andansweringsomequestions.
8.8.Explainingthekeyphrasesinthetext.
9.9.(Ss)Visitingthezoo
1)1).Makingsuggestionsaboutinthetext.
2)2).Learningsomethingaboutthefollowinganimals:
tiger,panda,elephant,monkey
3)3).GuessingtheEnglishnamesoftheanimalsbysound
10.(Ss)Doingtheexercises
1).Multiplechoice
2).Game:
(Ss)rememberandtellwhattheyhaveseen
10.10.Summary
1).Thewaysofmakingsuggestions
2).Animalsareourfriends.
课型:
阅读课
课时:
2
ⅠTeachingMaterials
Words:
describe,especially,attract,so-called,possible,since,part-time,although,fit,prize,competition,event,Olympic,Waikiki,Honolulu,SanFrancisco
Phrases:
allover,largenumbersof,nomatter,both…and…,giveup,eversince,theOlympicGames
Sentences:
Nowitisenjoyedbypeopleallovertheworld.
Youcanalwaysfindsurfersoutridingthewaves.
Inthemorning,heworksasapart-timeassistantinasurfshop.
ⅡTeachingObjectives
1.
Trytounderstandthewholepassageandreadthewholelessonfluentlyandthepronunciationandintonationshouldberight.
2.
Masterthefollowingmaterials:
4Ss
describe,especially,attract,so-called,possible,since,part-time,although,fit,prize,competition,event,Olympic
Phrases:
Sentences:
3.
3SsWords:
Waikiki,Honolulu,SanFrancisco
ⅢTeachingPoints
Themainpoints:
(1)&
(2)inteachingobjectives
Thedifficultpoints:
A.theuseof“although”
B.theuseof“nomatter”
C.theuseof“both…and…”
ⅣTeachingProcedure
Period11.
Organizationoftheclass
Talkaboutsurfing
Review
HaveyoueverbeentoQingdao?
WhohaseverbeentoBondiBeach?
Noneofus.
Hasanybodywater-skiedbefore?
Nobodyhas.
Theteachingofthenewlesson
A.
Lesson6
InLesson5,welearnedsomewatersports.Today,wearegoingtotalkaboutoneofthem----surfing.
B.
Talkaboutsurfing
Whereisthebestplaceforsurfing?
Why?
Haveyoueverwatchedpeoplesurf?
Whatdoyouthinkofit?
Askthestudentstosaysomethingaboutit.
Teach:
fit,prize,competition
Surfingwillmakeyoufit(healthy).Maybeyoucantakepartinasurfingcompetition,thenyoumaywinaprize.
C.
Part1Pre-read
Askandanswerthenteach:
watchsb.dosth.;
describesth.
D.
Part2
Readanddowb.Ex.1
E.
Conclusion.
fit,winaprize
4.
Homework
Gooverwhatwelearntoday
Readthepassageandfindoutallthenewwords,trytoguesstheirmeaning.
Period2TeachingProcedure
Learnthepassage
Watchsb.dosth.;
fit(healthy);
winaprize
A.Paragraph1
Findoutthekeysentence.Thenlearnthenewlanguagepoints.
oneof…;
beenjoyedbysb.;
allovertheworld=everywhereintheworld;
befamousfor\as;
especially;
attractsb.tosomewhere;
largenumbersofpeople(itisusedtomodifycountablenouns)=anumberof
Readthisparagraphafterthetapeandthenreadittogether.Asksometoreaditinclass
B.Paragraph2
Findoutthekeysentence.Thenlearnthenewlanguagepoints.
Alltheyearround=thewholeyear;
thebestbeachesforsurfing;
nomatter,eg:
Nomatterwhereyougo,youcanalwaysfindfriendlypeople.
Nomatterwhathedoes,wearestillhisfriends.
findsb.doingsth.
Paragraph3
So-called;
threetimesaday;
ifpossible;
both…and…
Readthisparagraphafterthetapeandthenreadittogether.Asksometoreaditinclass
Paragraph4
Findoutthekeysentence.Thenlearnthenewlanguagepoints.
21-year-old;
giveupChinese=stoppinglearningChinese=dropChinese
giveupdoingsth.=stopdoingsth.
SanFranciso;
Eversince;
Workas…;
Part-time;
Haveanightoff=takeanightoff
Leave…fordoingsth.eg:
leavemySundayforplayingfootball
Makemefit;
Winthefirstprize
BeaneventoftheOlympicGames
Conclusion
4.Homework
Wb.Ex.2&
3
Retellthestory
教学目标
知识技能目标
l.熟练运用本单元的日常交际用语,特别是“推测”的表示法,以及有关距离的表达法。
2.掌握由some-,any-,no-,every,等与body.one,thing,where构成的不定代词、副词的用法及特殊表达法。
3.掌握一些反义词的用法特别是take与bring,borrow与lend。
知识目标:
1.重点词汇
island,farther,farthest,somewhere,land,pull,outof,cool,anybody,ourselves,allbyoneself,perhaps,happily,lotsof,nolonger,cry,getback,too…to…,anywhere,solve,believe,everybody,soonerorlater,drop,runaway,as,eatup,bank,circle
2.日常交际用语汇
(1)Areyoucomingwithustomorrow?
(2)Shallwebringfoodforapicnic?
(3)Don’tbelate.I’llbethereontime.
(4)Ifeelalittleafraid.
(5)Don’tbeafraid.
(6)IseverythingOK?
3.重点句型
(1)Can’tyouhearanything?
(2)There’ssomebody/something/nobodythere.
(3)It’stooheavytocarry.
(4)Thepicnicbasketwasnolongerunderthetree.
(5)Wewon’tgountilwegetitbackagain.
(6)It’stimetogohomenow,orwe’llbelate.
4.语法
不定代词/副词的用法;
动词take和bring的区别。
情感态度目标
1.本单元所讲的故事情节带有很强的趣味性和悬念性,使读者的心态随着孩子们的心态变化而变化,扣人心弦,从而领会到文章情节安排的巧妙。
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