CouldIaskifyouvementionedthistoher教学设计文档格式.docx
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A.Wordsandexpressions:
Newwords:
helplineseparateexplainmentionrefusetreatherselfwhetherlonelyregretpatientintroduceencourage
Phrases:
mentionsthtosbrefusetodobe/getseparatedfromexplaintoencouragesbtodonoproblem
B.Patterns
Theobjectclauseswiththeseconjunctions:
if,whether,who,where,how,when,why,what,andtherightwordorder.
Abilitypoints:
1.Totalkaboutyourfriendswithothers.
2.Tounderstandtheobjectclauseswithdifferentconjunctions.
Emotionalpoints:
Tolearnhowtomakefriendsandhowtosolvetheproblem.
4、Keypoints:
Newwordsandphrases;
5、Difficultpoints:
6、TeachingAids:
PPT,blackboard
二、教学过程:
Step1:
PlayasongnamedAuldLangSynebeforeclass.
(设计意图:
通过播放AuldLang
Syne这首歌,和学生唱有关友谊的歌,能快速地调动课堂气氛,同时较自然地引出下面有关友谊的话题,整节课的开展作了很好的铺垫。
)
Step2.Greeting&
Warming-up
1.Greeting:
引入:
T:
Justnowwelistenedtoasongaboutfriendship.Ithinkallofyouhavefriendsandthesametome.IhaveafriendcalledSally.Wehaven’tseeneachotherforalongtime.Howcanwestayintouchwitheachother?
Canyouthinkaboutsomewaystostayintouchwithyourfriends?
S1:
Ithinksendingemailstofriendsisagoodway.
S2:
Whydon’twecallthem?
...
让学生思考与朋友联系的方法有哪些,并说出最便利的联系朋友的方法是打电话,为下面的电话英语作铺垫。
。
2.Letthestudentstothinkaboutthesentencesaboutcallingandsaythemout.
Forexample:
Makingtelephonecalls
Whoiscalling,please?
ThisisSallyMaxwellspeaking.
IsChenHuanthere?
IsthatChenHuanspeaking?
Holdtheline,please.
Sorry.Heisn’thererightnow/atthemoment.
CanItakeamessage?
I’llcallbacklater.
让学生回忆常用的电话英语有哪些,复习巩固旧知识,并为下面学习对话打基础。
Step3Dialogue1
1.Listenandchoosethecorrectanswer.
T:
Thephoneisringing,whathappened?
Now,let’slistentotheshortconversationandfindouttheanswer.
1)LinglingwantstospeaktoBetty/MrsKing.
2)Bettyisin/out.
3)Betty’sfriend/MrsKing’sfriendworksontheFriendshipHelpline.
Answers:
Betty,out,MrsKing’sfriend
听力训练,可以训练学生听懂主旨大意的能力。
核对答案看看学生的预测是否正确,让学生有成就感。
初步感知对话。
2.Numberthesentences.
OK,wehaveunderstoodwhathappenednow.ListentoPart2andnumberthesentencesintheorderyouhearthem.
a.I’msorry,she’snotinatthemoment.
b.IsthatMrs.King?
c.CouldIspeaktoBetty,please?
d.MayIhavethenumber?
e.CanItakeamessage?
f.Thankssomuch.
再次听这个小对话,培养学生听的技能以及整体获取信息的能力)
3.Roleplay
Then,Iwanttoinvitesomestudentstopracticetheconversationandyouhavetolearnhowtheycommunicateonphoneinforeigncountries.
表演这个小对话,培养学生的使用电话会话英语的能力。
Step4.Dialogue2
1.Listening
LinglinghasgotthephonenumberofFriendshipHelpline.Butwhathappenedbetweenherfriendandher?
Now,wewillhearadialogueandlearnwhathappenedandhowdidthepersonadvicesLinglingtodowhenshehasproblemswithherbestfriend.Pleasecloseyourbook.
A:
ListentoPart3andanswerthefollowingquestions.
1)What’sherproblem?
Herbestfrienddislikeshertoseeherotherfriends.
2)What’sthesolutiontakenbyLingling?
Shewillencourageherfriendtojoininmore.
B:
Nowopenyourbookandcheckthetruesentences.
.Lingingcalledtoaskforadviceaboutherschoolwork.
.Lingingandherbestfriendarenowinthesameschool.
.Lingingishappytoseeherbestfriendatthesameschool.
Lingingishavingahardtimeinthenewschool.
.Linginggetshelpfromthehelpline.
Atthesametime,getthestudentstocorrectthefalsesentences.
(设计意图:
通过两次听这个大对话,回答问题和做是非判断题,加深学生对对话内容的了解和把握。
2.Competition
Lastunitwehavelearnedtheobjectclause,nowletusreviewit.
CouldIask(ifyou’vementionedthistoher?
Now,allofyouaredividedintofourteams,andyoushouldfindouttheobjectclausesinPart3,thewinneristheteamwhichspendtheleasttimeGetthestudentstotellwhattheyhavefound.Atthesametime,theteacherwritesthesesentencesontheblackboard.
这一任务以分组竞赛的形式,充分调动学生的参与课堂的积极性,帮助学生彻底理清对话脉络,充分理解对话,并引出重难点宾语从句。
3.Conclusion:
Theobjectclauseswiththeseconjunctions:
从句来源
连接词
陈述句
that
一般疑问句
if/whether
特殊疑问句
连接代词:
who;
whom;
whose;
which;
what等
连接副词:
when;
where;
why;
how等
和学生一起总结if/whether和疑问词引导的宾语从句)
4.Exercise.
Wehavetotallyunderstoodthedialogue,Nowcompletethepassagewiththecorrectformofthewordsfrombelow.
encourageherselfintroducelonelypatientregretseparatetreat
Whenyouget
(1)_________fromafriend,itmaycreateproblemsyou‟reyourfriendship.Shemaynotwantyoutoseeyourotherfriends,ifthisisthecase,sheprobably
(2)_______youlikethatbecauseshedoesnotfeelsureof(3)________.Trytofindoutwhethershefeels(4)_______withoutyou.Itisnaturaltofeellikethat.Sheprobably(5)________hurtingyou.Be(6)________withher,(7)_________hertoyourotherfriendsand(8)___________hertojoininmore.
Answers:
separated,treats,herself,lonely,regrets,patient,introduce,encourage
通过练习考查学生的语言运用能力。
Step5知识点拨
一、从课文中找出下列短语的翻译
1.某人有一个问题2.分离
3.和某人保持联系4.拒绝做某事
5.象那样对待某人6.对某人感到自信
7.找出,发现8.懊悔做某事
9.对某人有耐心10.对某人解释
11.鼓励某人做某事
二、选择题
1.Thegoodfriendsgot____whenthey
wenttodifferentcolleges.
A.partB.separateC.separated
2.Don’trefuse___tothenewsong,it’ssowonderful.
A.tolistenB.listenC.listening
3.Myfatheroften______theimportanceofstudytome.
A.mentionB.mentionsC.mentioned
4.Whenothersdon’tunderstand,youshouldbepatient_____them.
A.toB.atC.withD.for
通过练习掌握课本的知识点并能灵活运用)
Step6.走入友谊诊所,处理友谊问题。
Everyoneneedsfriends,butbeingagoodfriendcansometimesbehardwork.Hearinghowtosolveproblemsinafriendshipcanmakeyouabetterandhappierperson.Fourpeopleagroupto
discussthesituationbelowandsolvetheproblemswisely.
Commonproblemsamongteenagers
solution
Someofthecommonproblemsincludeforgettingfriends’birthday,notkeepingproblems,lettingoutfriends’secretsandsoon
Situation1:
friendsgetangrywitheachotherwhentheytrytotalkaboutsthdifficult.
Situation2:
friendsdon’tknowhowtoapologize。
Situation3:
somefriendsdon’tknowhowtokeepsecrets
设置朋友间相处常见的现实问题,使学生在认识“真正友谊”的基础上运用正确判断力解决实际问题,学生自由发表见解,提高表达能力。
Step7Homework
本节课作业是让学生写一封书信,告诉收信人为何选择他或她为朋友。
以此深化课堂内容,同时锻炼学生应用语言点以及进行写作的能力。
三、Blackboarddesign
1.haveaproblemwithsb.2.getseparated
3.stayintouchwithsb.4.refusetodosth.
5.treatsb.likethat6.feetsureofoneself
7.findout8.regretdoingsth.
9.bepatientwithsb.10.explaintosb.
11.encouragesb.todosth
四、学习效果评价设计
教师效果评价
Havealltheteachingaimsbeenreached?
_________________
Haveallthestudentslearntsomethinginthelesson?
________________
Whatcanbeimproved?
_______________________
学生效果评价
1.Whatimpressedmemostintheclass?
________________
2.whathaven’tIunderstoodyet?
3.InwhataspectdoIneedimprovement?
学生课堂活动评价
Class:
Name:
Score:
Items
Understandable
54321
Logical
Creative
Active
Cooperative
Others
五、教学反思
案例点评
1.本节课我通过不同的任务设置,让学生通过合作和探究来完成各个任务,不同的任务设置激发了学生的学习兴趣和用英语表达的欲望,同时小组竞赛和课堂评价表的非测试性评价手段对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价,达到激励学生学习,帮助学生有效调控自己的学习过程,使学生获得成就感,增强自信心,同时培养了学生的团队精神。
在设计任务型教学活动时,我主要注重到了以下几点:
(1)活动的目的性和可操作性;
(2)活动中以学生的真实生活和爱好为焦点话题,内容形象生动,学生易理解把握;
(3)通过活动让学生习得英语语言知识、更重要的是发展学生的语言技能;
(4)分组活动时尽量创造机会,促使学生主动获取、处理和使用信息,尝试用英语与他人交流,提高用英语解决实际问题的能力。
思考与探讨
1.如何在课堂活动中兼顾语法教学?
2.初中生课堂纪律松懈,如何治理英语课堂,做到放而不乱,活而有序?
如何在英语教学活动中引导个别学困生?
如何利用有效的方法,使那些对英语不感爱好、成绩差、注重力不集中的学生也自始至终参与课堂活动?
这些问题还需要在今后的教学过程中进一步进行探究和思考。