whos got talent教学设计.docx
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whosgottalent教学设计
Who'sgottalent教学设计
文本分析：
在英语阅读教学过程中,如阅读前、中后各环节能围绕文本特征设计阅读教学活动,可以充分发挥文本特征在文本解读中的引领作用,加深学生对文本的理解和感悟,提高阅读理解...
学情分析：
本校为农村中学，学生刚入学初，英语学习基本为一片空白，从26个字母学起，初一每个班74人，班级人数过多，从初一执教起，本人注重基础知识的积累，对单词书写勤抓狠抓，初二进行分班后，随着学习难度与广度的加深，加上初二特殊时期，学生的叛逆及厌学心理加重，两极分化逐渐严重，优生的语言表达能力较为流畅，能够独立地完成语篇翻译与阅读任务，而后进生在阅读上速度慢，不能正确理解文意，存在畏难情绪，丧失积极性。
TeachingAids：
multi-media,video
TeachingAims：
?
Knowledgeaim:
Studentscanknowsomebasicinformationaboutthetalentshowsandmastertheusageofkeywordsandthesuperlatives
Abilityaim：
Studentscanimprovetheirreadingandspeakingabilityandlearntotalkaboutthetalentshowsandusethesuperlativescorrectly.
Emotionalaim：
Studentscanbemoreconfidenttotalkwithothersandlearntofindsomeshinningpointsofothers.
TeachingTeachingKeyPoints：
Tomastertheusageofsomenewwordsandhaveabetterunderstandingofthetalentshows.
TeachingDifficultPoints：
Howtoapplythesuperlativesintopracticeandusethemtocommunicatewithotherscorrectly
TeachingMethods:
CommunicativeLanguageTeaching,Task-basedLanguage
procedures：
Step1Lead-in
Playavideo“China'sgottalent”andaskstudentsiftheyhaveeverwatchedthistalentshowandwhattheythinkofit.
Step2:
Pre-reading
Askstudentssomequestionsandinvitesomestudentstotalkabouttheiropinionsaboutthesetalentedpersons
（1）Whoisthemosttalentpersonyouknow?
（2）Whatcansheorhedo?
Step3:
While-reading
1.Extensivereading.
Askstudentstoreadthepassagequicklyandthenconcludethemainidea.
2.Intensivereading.
1）.Askstudentstoreadthepassageagainandanswerthefollowingquestions:
Whatdoestalentshowshaveincommon?
Whodecidesthewinner?
Whydosomepeoplenotlikethesetalentshows?
Whatdoyouthinkofthesetalentshows
2）.Askstudentstounderlinethesuperlatives.
（1）Encouragestudentstodiscusswithpartners.
（1）Giveexplanationbygivingsomeexamplestohelpstudentsunderstandthem.
（1）Askstudentstomakesentencesbyusingsuperlatives
Step4:
Post-reading
1.Playthetapeandaskstudentstoreadtheshortpassageafterthetapeandpayattentiontothepronunciationsofthewordsandsentences.）
2.Dividestudentsintofourgroupsanddiscusswho’sgottalentinyourclassandthenmakeachart.Inviteoneofstudentstoreporttheresultstothewholeclass.
Step5:
SummaryandHomework:
1.Summary:
Askonestudenttoactasanassistantteachertoguideotherstosummarizewhattheyhavelearnedinthisclass.Andthengiveaconclusionaboutthislesson.
2.Homework:
（1）Listentothetapeandreadtheshortpassagealoud.
（2）FindmoreinformationaboutChina'sgottalentontheInternetandwriteashortpassageaboutit.
BlackboardDesign:
Who'sgottalent
Fastreading:
MainideaDiscussion:
Who’sgottalentinourclass?
Carefulreading:
answerthesequestions
Somesuperlatives:
Thefunniest
Themostexciting
Themosttalent
Who'sgottalent教学设计
文本分析：
在英语阅读教学过程中,如阅读前、中后各环节能围绕文本特征设计阅读教学活动,可以充分发挥文本特征在文本解读中的引领作用,加深学生对文本的理解和感悟,提高阅读理解...
学情分析：
本校为农村中学，学生刚入学初，英语学习基本为一片空白，从26个字母学起，初一每个班74人，班级人数过多，从初一执教起，本人注重基础知识的积累，对单词书写勤抓狠抓，初二进行分班后，随着学习难度与广度的加深，加上初二特殊时期，学生的叛逆及厌学心理加重，两极分化逐渐严重，优生的语言表达能力较为流畅，能够独立地完成语篇翻译与阅读任务，而后进生在阅读上速度慢，不能正确理解文意，存在畏难情绪，丧失积极性。
TeachingAids：
multi-media,video
TeachingAims：
?
Knowledgeaim:
Studentscanknowsomebasicinformationaboutthetalentshowsandmastertheusageofkeywordsandthesuperlatives
Abilityaim：
Studentscanimprovetheirreadingandspeakingabilityandlearntotalkaboutthetalentshowsandusethesuperlativescorrectly.
Emotionalaim：
Studentscanbemoreconfidenttotalkwithothersandlearntofindsomeshinningpointsofothers.
TeachingTeachingKeyPoints：
Tomastertheusageofsomenewwordsandhaveabetterunderstandingofthetalentshows.
TeachingDifficultPoints：
Howtoapplythesuperlativesintopracticeandusethemtocommunicatewithotherscorrectly
TeachingMethods:
CommunicativeLanguageTeaching,Task-basedLanguage
procedures：
Step1Lead-in
Playavideo“China'sgottalent”andaskstudentsiftheyhaveeverwatchedthistalentshowandwhattheythinkofit.
Step2:
Pre-reading
Askstudentssomequestionsandinvitesomestudentstotalkabouttheiropinionsaboutthesetalentedpersons
（1）Whoisthemosttalentpersonyouknow?
（2）Whatcansheorhedo?
Step3:
While-reading
1.Extensivereading.
Askstudentstoreadthepassagequicklyandthenconcludethemainidea.
2.Intensivereading.
1）.Askstudentstoreadthepassageagainandanswerthefollowingquestions:
Whatdoestalentshowshaveincommon?
Whodecidesthewinner?
Whydosomepeoplenotlikethesetalentshows?
Whatdoyouthinkofthesetalentshows
2）.Askstudentstounderlinethesuperlatives.
（1）Encouragestudentstodiscusswithpartners.
（1）Giveexplanationbygivingsomeexamplestohelpstudentsunderstandthem.
（1）Askstudentstomakesentencesbyusingsuperlatives
Step4:
Post-reading
1.Playthetapeandaskstudentstoreadtheshortpassageafterthetapeandpayattentiontothepronunciationsofthewordsandsentences.）
2.Dividestudentsintofourgroupsanddiscusswho’sgottalentinyourclassandthenmakeachart.Inviteoneofstudentstoreporttheresultstothewholeclass.
Step5:
SummaryandHomework:
1.Summary:
Askonestudenttoactasanassistantteachertoguideotherstosummarizewhattheyhavelearnedinthisclass.Andthengiveaconclusionaboutthislesson.
2.Homework:
（1）Listentothetapeandreadtheshortpassagealoud.
（2）FindmoreinformationaboutChina'sgottalentontheInternetandwriteashortpassageaboutit.
BlackboardDesign:
Who'sgottalent
Fastreading:
MainideaDiscussion:
Who’sgottalentinourclass?
Carefulreading:
answerthesequestions
Somesuperlatives:
Thefunniest
Themostexciting
Themosttalent
Who'sgottalent教学设计
文本分析：
在英语阅读教学过程中,如阅读前、中后各环节能围绕文本特征设计阅读教学活动,可以充分发挥文本特征在文本解读中的引领作用,加深学生对文本的理解和感悟,提高阅读理解...
学情分析：
本校为农村中学，学生刚入学初，英语学习基本为一片空白，从26个字母学起，初一每个班74人，班级人数过多，从初一执教起，本人注重基础知识的积累，对单词书写勤抓狠抓，初二进行分班后，随着学习难度与广度的加深，加上初二特殊时期，学生的叛逆及厌学心理加重，两极分化逐渐严重，优生的语言表达能力较为流畅，能够独立地完成语篇翻译与阅读任务，而后进生在阅读上速度慢，不能正确理解文意，存在畏难情绪，丧失积极性。
TeachingAids：
multi-media,video
TeachingAims：
?
Knowledgeaim:
Studentscanknowsomebasicinformationaboutthetalentshowsandmastertheusageofkeywordsandthesuperlatives
Abilityaim：
Studentscanimprovetheirreadingandspeakingabilityandlearntotalkaboutthetalentshowsandusethesuperlativescorrectly.
Emotionalaim：
Studentscanbemoreconfidenttotalkwithothersandlearntofindsomeshinningpointsofothers.
TeachingTeachingKeyPoints：
Tomastertheusageofsomenewwordsandhaveabetterunderstandingofthetalentshows.
TeachingDifficultPoints：
Howtoapplythesuperlativesintopracticeandusethemtocommunicatewithotherscorrectly
TeachingMethods:
CommunicativeLanguageTeaching,Task-basedLanguage
procedures：
Step1Lead-in
Playavideo“China'sgottalent”andaskstudentsiftheyhaveeverwatchedthistalentshowandwhattheythinkofit.
Step2:
Pre-reading
Askstudentssomequestionsandinvitesomestudentstotalkabouttheiropinionsaboutthesetalentedpersons
（1）Whoisthemosttalentpersonyouknow?
（2）Whatcansheorhedo?
Step3:
While-reading
1.Extensivereading.
Askstudentstoreadthepassagequicklyandthenconcludethemainidea.
2.Intensivereading.
1）.Askstudentstoreadthepassageagainandanswerthefollowingquestions:
Whatdoestalentshowshaveincommon?
Whodecidesthewinner?
Whydosomepeoplenotlikethesetalentshows?
Whatdoyouthinkofthesetalentshows
2）.Askstudentstounderlinethesuperlatives.
（1）Encouragestudentstodiscusswithpartners.
（1）Giveexplanationbygivingsomeexamplestohelpstudentsunderstandthem.
（1）Askstudentstomakesentencesbyusingsuperlatives
Step4:
Post-reading
1.Playthetapeandaskstudentstoreadtheshortpassageafterthetapeandpayattentiontothepronunciationsofthewordsandsentences.）
2.Dividestudentsintofourgroupsanddiscusswho’sgottalentinyourclassandthenmakeachart.Inviteoneofstudentstoreporttheresultstothewholeclass.
Step5:
SummaryandHomework:
1.Summary:
Askonestudenttoactasanassistantteachertoguideotherstosummarizewhattheyhavelearnedinthisclass.Andthengiveaconclusionaboutthislesson.
2.Homework:
（1）Listentothetapeandreadtheshortpassagealoud.
（2）FindmoreinformationaboutChina'sgottalentontheInternetandwriteashortpassageaboutit.
BlackboardDesign:
Who'sgottalent
Fastreading:
MainideaDiscussion:
Who’sgottalentinourclass?
Carefulreading:
answerthesequestions
Somesuperlatives:
Thefunniest
Themostexciting
Themosttalent
Who'sgottalent教学设计
文本分析：
在英语阅读教学过程中,如阅读前、中后各环节能围绕文本特征设计阅读教学活动,可以充分发挥文本特征在文本解读中的引领作用,加深学生对文本的理解和感悟,提高阅读理解...
学情分析：
本校为农村中学，学生刚入学初，英语学习基本为一片空白，从26个字母学起，初一每个班74人，班级人数过多，从初一执教起，本人注重基础知识的积累，对单词书写勤抓狠抓，初二进行分班后，随着学习难度与广度的加深，加上初二特殊时期，学生的叛逆及厌学心理加重，两极分化逐渐严重，优生的语言表达能力较为流畅，能够独立地完成语篇翻译与阅读任务，而后进生在阅读上速度慢，不能正确理解文意，存在畏难情绪，丧失积极性。
TeachingAids：
multi-media,video
TeachingAims：
?
Knowledgeaim:
Studentscanknowsomebasicinformationaboutthetalentshowsandmastertheusageofkeywordsandthesuperlatives
Abilityaim：
Studentscanimprovetheirreadingandspeakingabilityandlearntotalkaboutthetalentshowsandusethesuperlativescorrectly.
Emotionalaim：
Studentscanbemoreconfidenttotalkwithothersandlearntofindsomeshinningpointsofothers.
TeachingTeachingKeyPoints：
Tomastertheusageofsomenewwordsandhaveabetterunderstandingofthetalentshows.
TeachingDifficultPoints：
Howtoapplythesuperlativesintopracticeandusethemtocommunicatewith
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