1、45%的学生有一定的基础,对学习反复性大,听说基本过 关,写作有困难;25%的学生较差,情感态度令人担忧。沙湾片区的学生以当地居民与外来人口的子弟居多,囿于多方面影响,社会认知水平较低, 对外界事物仅限于身边小范围片面的了解,对社会发展不关心,在与学生的交流中,我发现 学生对深圳的经济发展并没有深刻的认识。2. 学生存在的学习问题相当一部分学生的学习习惯停留于小学阶段,其学习的形式以模仿为主,重听说,轻读写, 喜欢游戏、表演、唱歌等趣味盎然的活动,对于阅读、写作则提不起兴趣,不懂得从阅读中 提取信息,书面表达史是不知从何处下手。3. 学生的学习需要和学习行为在语言习得方面,需要把所学的内容用多
2、种活动、练习的形式反复高频复现,在大量的口语 练习中形成能力,融会贯通的学习知识、运用知识、进而掌握知识;学会对目标材料进行梳 理,通过归纳、探究,培养听说读写综合运用语言能力,使言语智能得到操练和发展。(三)教学目标a)核心目标:语言知识:了解there be句型的过去式和现在式,理解深圳发生的巨大变化;语言技能:能听懂、理解有关城市变迁的话题的对话,能使用there be句型描述有关城市 几十年前后的变化,并就此话题进行简单的交际活动,能使用目标句型改编歌曲,能根据整 合的信息编写简单的书信;学习策略:形成对目标语言的主动注意,通过阅读、倾听获取和理解信息,并使用表达、交 流、分析、对比、
3、归纳等策略进行信息收集、梳理、整合,提取信息,扩展知识;情感态度:能积极主动地参与课堂实践活动,敢于使用英语交流,在小组合作、探究下,共 同完成任务,体会互相合作、互相尊重的重要性;通过优美的旋律动听的歌声,培养学生对 英语歌曲的兴趣,体会学习英语的乐趣,进一步激发学生对应于学习的浓厚兴趣;通过对深 圳的过去与现在的对比,加深对祖国、家乡的认识,激发学生爱祖国、爱家乡的情感; 文化意识:培养跨文化交际的意识,提高对文化的敏感性,进而提高跨文化交际能力。b)具体目标: 学生使用重点词汇 subway, tunnel, highway, bridge building, factory, ferr
4、y, ferry pier; harbour,通过句型there be过去时与现在时询问有关城市的过去和现在; 学生通过看、听、读,由浅入深对课文进行学习和理解,并能够根据课文内容进行对话; 学生通过小组合作学习模式,共同欣赏、分析一组规定主题的图片,感受深圳市多年来某 个方面的巨大变化,用简单的句子描述出来,给熟悉的歌曲填词,并且能和着伴奏演唱自编 的歌曲; 学生聆听有关深圳各方面的巨大变化,概括出深圳近年来的巨大变化,自觉地为深圳而骄 傲; 学生能用自己对深圳变化的了解,写一封邀请信,介绍深圳的变化。(四)教学重点难点Talk about the changes in Shenzhen b
5、y Using there waswereisare .(五)教学方式Collaborating, Task-based approach, Audio-visual method(六)教学过程I. Greetings 问候T: Good afternoon, everyone.Ss: Good afternoon, Miss Ou. What is different today? There are many teachers in our class. Yeah, then, What shall we do to the teachers? Welcome the teachers.
6、What polite kids! Please, everybody, turn round, face the teachers, smile, wave you hands, and say loudly to the teachers: Hello! Welcome to our class!设计意图:借助语言、动作、表情,让学生向来宾表示欢迎,营造轻松愉悦的情感氛围, 缓解学生的拘束感,培养学生的文明举止、热情待客的品质II. Pre-reading Activities1. Show your power 展示自己 You are smart students! Im always
7、 clear about that. And all the teachers know that now. They cant wait to see your performance. Dont delay! Show your power! Do you have confidence? Yes! Are you ready?Yes!(看幻灯片显示的图片,大声说出单词,图片每隔四秒变换一次的,每次变换都一声 清脆的声音提示;)教师根据单词难易,让学生集体抢答或点名让个别学生回答,为成绩稍落后的学生提供一个 体验成功的机会。图片可以直观地唤起学生对单词的识记,限时变换的图片有效地吸引学生的
8、注 意力;大声地抢答激活学生的表现欲和自信心,主动地参与课堂活动,同时重温巩固本课的 重点词汇,为下一环节作铺垫。2. A game: Find him out小游戏:寻找神秘嘉宾 Is there subway in Shenzhen? Are there a harbour in Shenzhen?. Shenzhen is so beautiful now. How was it like years ago? Was there a subway ten years ago? Do you know? How old were you at that time? You were to
9、o young to know. You can ask someone about it. Who can you ask? I invited a secret guess here today. You can ask him about it. Who want to be a reporter and interview the guess? Your must find him out among the guesses, according to a photo.(学生看一张旧照片,到听课的老师中间找到照片中的那位神秘嘉宾,最先找到的为获 胜者,获得机会采访这位嘉宾。利用学生的好
10、奇心和表现欲,激发学生的积极性和参与热情,寓教于乐,活跃 课堂气氛,消除拘束感;3. Task I: An interview (现场采访)S: How old were you in the photo?G: It was about thirteen or fourteen years ago when I was a student in university. Was there a subway in Shenzhen? No,. Were there bridges in Shenzhen? Yes, I think there were some bridges. Were th
11、ere tunnels? I think so, maybe, there was one or too. I am not sure. Were there .(获胜者获得机会采访嘉宾,用上一课时学过的句型询问这位嘉宾在照片里的年代深圳的情 况,其他学生听两人的对话,根据听到的信息在课本图片上以V或*做笔记。) 采访结束后,教师感谢嘉宾和采访者。 Are you clear about how the city was like when you were very young? Do you remember how did the guess said? Lets check. Was
12、there subway? Were there bridges?(学生回答,老师用幻灯片画笔功能在幻灯片(见图1)每个图片旁边打V或打x,以便让每 个学生确认自己所做是否正确-)突出了语言的交际功能,巧妙地创设情景,以交际的形式巩固和重温重点知识, 让学生经过亲身的体验和实践获得信息,完成任务,真实地体会语言的运用过程的成就感, 体现为用而学,用中学,学中用”的理念;关注语言学习中的高频复现、熟能生巧的学习过 程。自然的引入下一环节。III. While-reading activities1. Overall listening 概括理解 That was how Shenzhen was
13、 like thirteen years ago. How was Shenzhen like 50years ago? Here is another dialogue. Watch the show and see: Who are talking? Was the city the same as thirteen years ago? .(学生看课文影片,概括地了解对话的内容,回答T/F questions.)输入材料以视听形式出现,给学生以可理解的语言输入,使学生对材料有整 体的认识和理解。2. Detail reading 细节阅读 Open your books and turn
14、 to page 22 . Read the dialogue please.(阅读对话,了解内容细节。在此环节,根据学生不同层次,设计两种难度的练习,能力较 低的学生做词语选择题,(见图2)能力较高的做如下问答题: .How old was Grandma at the photo? .How many factories and people were there at that time? How many factories and people are there now?图2 .Why did Grandma say life is fast”? .How many ferries and piers were there 50years ago? What about now?3. Practise and act-out 操练与表演 Now class. Just now, Student A won a chance to show himself. He
copyright@ 2008-2022 冰豆网网站版权所有
经营许可证编号:鄂ICP备2022015515号-1