初中仁爱英语教案设计案例Word文档下载推荐.docx
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通过本文的学习,帮助学生更好地提高阅读理解能力,了解这些习语能培养学生更高水平的交流技巧。
五、教学重难点:
1、培养学生的阅读能力,如略读、精读等能力。
2、提升学生综合运用语言的能力,如交际能力等。
六、教学过程:
Step1:
Leadin
Askthestudentstoreadthefollowingsentenceandguesswhattheidiommeans:
Itookmymother’scarwithoutaskingforpermission.Sheisangryatme.I’minhotwaternow!
(introuble)
【设计说明】以有据可依的语境导入,活跃了课堂气氛又恰当的引入了本节课的主题“BiblicalidiomsinEnglish”
Step2:
Fastreading
Readthearticlequicklyandanswerthefollowingquestions:
1、Whatisanidiom?
2、WhichlanguagewastheBiblefirstwrittenin?
3、Whichidiomisoftenusedtodescribechildren?
【设计说明】简要的问题使学生对文章内容有大概的了解,为下一步的carefulreading奠定基础。
Step3:
Carefulreading
Part1:
Answerquestions
1WhydoestheBiblehavealotofidioms?
2Whatdid‘byandby’originallymeanintheBible?
3Whatdoes‘byandby’meantoday?
4HowmanyyearsagowastheBibletranslatedintoEnglish?
5Whatdoes“feetofclay”mean?
6Whichanimalsarefeaturedintheidiomsinthearticle?
7Whichfoodsareincludedintheidiomsinthearticle?
8Howisstudyingidiomsusefulinlanguagelearning?
【设计说明】这是对文章的细节理解,同时也使学生学习了这部分的知识点。
Part2:
Choosethebestidiomfromthetexttofillintheblanks
1Sarah’sgrandmotheradoresher;
Sarahis_________________________________.
2Wilsonwasdisappointedwhenhelearntthatthecoachhad____________________.
3Sheknewitmighttakealongtimeforherteammatestochangetheirminds,butshebelievedthatthenewplanwouldwork_________________________________.
4Thepeopleinmyvillageareveryhonestandhard-working;
theyare______________________.
5WhenmybrothercamebackhomefromhistriptoEurope,we_________________forhim.
6Shewouldnotsaywhotoldheraboutthesurpriseparty.Shejustsaid___________________.
【设计说明】换一种语境让学生更好体会文中出现的习语的用法。
ReadashortpassageaboutidiomsfromtheBibleandfullintheblankswiththewordsblow.
HiddenunderlineweaknessestranslatedidiomsgroupGreek
Soonconceptbird
Anidiomisa_______ofwordsthathasaspecialmeaningwhichisnotusuallyapparent.IfyoualreadyhaveagoodunderstandingofEnglishandwanttopolishupandsharpenyourlanguageskills,studying_______canbeagoodwaytodoso.
ManyoftheidiomsusedinEnglisharefromtheBiblewas________fromHebrewinto_______andlaterintoEnglish.Take‘byandby’asanexample.Itoriginallymeant‘immediately’,butnowitmeans‘________’.
Idiomscanbeusedto______themoralofastory.Oneidiomabout‘feetofclay’stressesthe________thatthingsorpeoplethatseemperfect,likeapersonweadmireorrespect,canhavehidden_________.Anotheridiom,‘alittle________toldme’,isusedtosaythatyouknowsomethingbutyoudonotwanttotellothershowyouknowit.SomeBibleidiomsusethingsrelatedtofoodsuchassaltorapplestomakeapointmoreclear.
Fromnowon,wheneverIreadanidiom,Iwillrememberthattherecouldbea________meaninginit.
【设计说明】这个环节可以从另一个侧面检验学生对文章线索的掌握。
既是对文章内容的延伸,又是对文章的综合概括,并可以借此提高学生的词汇运用能力。
Step4:
Appreciation:
Enjoysomeidioms
1Alittlelearningisadangerousthing.
2Lifeismadeupoflittlethings.
3Ahighbuilding,alowfoundation.
4Manyalittlemakesamiracle.
5Manyhandsmakelightwork..
6Actionsspeaklouderthanwords.
7Bettertoarrivelateinthisworldthanearlyinthenext.
8WheninRome,doastheRomansdo.
……
Step5:
Homework
(1)Shortenthepassageusingyourownwords.
(2)Trytocollectsomeidioms.
(3)Findusefuland.difficultlanguagepointsfromthepassage.
初中仁爱英语教案设计2
一、说教材(教材分析)Analyzingteachingmaterial
1.说课型lessontype(Dialogue/reading/listening/revision)
2.本课在教材中的地位statusandfunction
Lesson33SavingtheEarthisadialogue.ThelessonisfocusedonthetopicoftheproblemsoftheearthandthefunctionalitemsofSupposition/Intentions/conjecture/Prohibition.Sinceitisadialogue/reading.It’shelpfultoimprovetheSscommunicative/readingability.
3.说教学指导思想teachingguideline
(Teachingsyllabus:
Languageisforcommunication,developtheirfourskills,layspecialemphasisonreading;
Grelletputitwellinhisbookdevelopingreadingskills:
developreadingskill/discourseanalysis;
getthemtounderstandthewesternculturebetter;
improvetheabilitytodiscover,analyzesolvetheproblems;
Readingisforinformation,forfun;
UseTop-downmodelorBottom-upmodeltoactivateSsschemata;
Interactivemodel)
4.说教学目标和要求Teachingaimsanddemands(…beintendedforSsinkeyschools)
1)认知目标knowledgeobjects
a.EnabletheSstorememberthefollowingnewwordsphrases:
Damage,lecture,pollute,pollution,room,standingroom,befitfor,hearabout,turninto
b.GettheSstobefamiliarwiththissentencepattern:
Ifthepopulationkeepsgrowingsoquickly,therewillonlybestandingroomleft…
GivetheSsareinforcedpracticeonthefunctionalitemSupposition.
c.ActivateSsschemataregardingthetopicofpollutionandhelpSstoknowmoreabouttheproblemofpollution.
2)智能目标abilityobjects
a.AsktheSstomakeupasimilardialogue.
b.Helpthemtounderstandthedialoguebetterandimprovethefourskills.
c.Developtheirabilityofthinkingindependently.
d.Cultivatetheirabilitytodiscover,analyzeandsolveproblems.
e.TrainthemtocollectinformationfromtheInternet.
f.TrainthemwithsomeeffectivelearningmethodstooptimizeSs’learningresults.
3)德育目标moralobjects
a.ArousetheirinterestinlearningEnglish;
b.Helpthemtounderstandthebackgroundofpollution.
c.Enablethestudentstoloveourearthandthenature.
d.Beawareoftheimportanceofstoppingpollutionprotectingoutenvironment.
e.EncouragetheSstodosomethingtosavetheearth.
5.说教学重点teachingimportantpoints(生词、句型;
培养阅读技能)
a.Newwordsandphrases
b.Sentencepattern:
If-clause
c.improvetheirreadingskills.
d.TalkingaboutproblemsoftheEarth.
6.说教学难点teachingdifficultpoints(语法;
发展交际能力)
a.functionalitem:
Supposition.
b.Developtheircommunicativeability.Actouttheirowndialogue.
7.说教具teachingaids(multi-mediacomputer,software,OHP)
Theteachingsyllabussaysthatit’snecessaryforteacherstousemodernteachingfacilities.It’sofgreathelptoincreasetheclassdensityandimproveourteachingresult.ItcanalsomaketheSsreachabetterunderstandingofthetextbymakingtheclasseslivelyandinteresting.Atthesametime,itarousestheSs’interestinlearningEnglish.
二、说教法Teachingmethods
Fivestepmethod;
audio-video;
communicativeapproach;
Task-basedlearning:
NewSyllabusDesignencouragesteacherstousethisteachingmethod.TBLTcanstimulateSs’initiativeinlearninganddeveloptheirabilityinlanguageapplication.MaketheSstherealmastersinclasswhiletheteacherhimselfactsasthedirectorandbringtheirabilityintofullplay.
三、说学法Studymethods
1.TeachSshowtobesuccessfullanguagelearners.
2.TeachSshowtodevelopthereadingskill—skimscan;
howtocommunicatewithothers;
howtolearnnewwords;
howtolearnindependently;
3.GettheSstoformgoodlearninghabits.
四、说教学过程Teachingprocedures
I.复习(Revision)5min(Dailyreport;
词汇diagram;
brainstorming;
activateschemata)
Activity1:
Imagination
1).Supposeabottleofinkisturnedoveranddirtiesyourwhiteshirt,whatistobedone?
(Washit?
Orthrowitaway?
)
2).Supposeyoucatchabadcold,what’stobedone?
3).Supposeyourbikeisbroken,what’stobedone?
4).Andsupposetheearth,onwhichwealllive,isdamaged,what’stobedone?
Whatcanyouthinkofwhenyousee“pollution”thisword?
(waste,environment,air,water,factory,desert,climate...TrytoactivatetheSsschemataregardingthetopicofpollution.)
II.呈现(Presentation)5min
Activity2:
Presentation
Playthesong“EarthSong”sungbyMichaelJackson.(Createanatmosphere)
Alotofpicturesandvideoclipsaboutthecausesandresultsofthethreeproblemsmentionedinthislessonwillbeshownonthescreenwiththehelpofthecomputer.
Ss’presentationonpollution.Attracttheirattention,arousetheirinterest,andcreateagoodatmosphereforcommunication.
ActivatetheirschemataandcultivatetheirabilityincollectinginformationfromtheInternetanddeveloptheirabilityinthinkingindependently.
III.对话/阅读(Dialogue)18m
1.Pre-reading
Activity3:
Prediction
1stlistening/fastreading,oneguidedQtohelpSstogetthemainidea:
Whatdoyouthinkisdiscussedattheconference?
2.While-reading
Activity4:
Readandanswer
2ndlistening/carefulreading,moreQstogetthedetailedinformation.Developtheirreadingskills:
skimscan.Payattentiontothepronunciation,stressintonation.
阅读:
Pre-reading;
while-reading;
post-reading(fastreading/carefulreading;
skim/scan;
识别关键词keywords;
确定主题句;
创设信息差informationgap;
TorF;
填表格chart/diagram;
Predicting;
Makeatimeline;
Mak