1、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: Lead in Ask the students to read the following sentence and guess what the idiom means: I took my mothers car without asking for permission. She is angry at me. I m in hot water now!
2、(in trouble ) 【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“Biblical idioms in English ” Step2: Fast reading Read the article quickly and answer the following questions: 1、What is an idiom? 2、Which language was the Bible first written in? 3、Which idiom is often used to describe children? 【设计说明】简要的问题使学生对文章内容
3、有大概的了解,为下一步的careful reading 奠定基础。 Step3: Careful reading Part1: Answer questions 1 Why does the Bible have a lot of idioms? 2 What did by and by originally mean in the Bible? 3 What does by and by mean today? 4 How many years ago was the Bible translated into English? 5 What does “feet of clay” mean
4、? 6 Which animals are featured in the idioms in the article? 7 Which foods are included in the idioms in the article? 8 How is studying idioms useful in language learning? 【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: Choose the best idiom from the text to fill in the blanks 1 Sarahs grandmother adores
5、her; Sarah is_. 2 Wilson was disappointed when he learnt that the coach had _. 3 She knew it might take a long time for her teammates to change their minds, but she believed that the new plan would work_. 4 The people in my village are very honest and hard-working; they are_. 5 When my brother came
6、back home from his trip to Europe, we _for him. 6 She would not say who told her about the surprise party. She just said _. 【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。 Read a short passage about idioms from the Bible and full in the blanks with the words blow. Hidden underline weaknesses translated idioms group G
7、reek Soon concept bird An idiom is a _of words that has a special meaning which is not usually apparent. If you already have a good understanding of English and want to polish up and sharpen your language skills, studying_ can be a good way to do so. Many of the idioms used in English are from the B
8、ible was _ from Hebrew into _ and later into English. Take by and by as an example. It originally meant immediately, but now it means _. Idioms can be used to _ the moral of a story. One idiom about feet of clay stresses the _ that things or people that seem perfect, like a person we admire or respe
9、ct, can have hidden _. Another idiom, a little_ told me, is used to say that you know something but you do not want to tell others how you know it. Some Bible idioms use things related to food such as salt or apples to make a point more clear. From now on, whenever I read an idiom, I will remember t
10、hat there could be a _ meaning in it. 【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: Enjoy some idioms 1 A little learning is a dangerous thing. 2 Life is made up of little things. 3 A high building, a low foundation. 4 Many a little makes a miracle. 5 Ma
11、ny hands make light work. 6 Actions speak louder than words. 7 Better to arrive late in this world than early in the next. 8 When in Rome, do as the Romans do. Step5: Homework (1) Shorten the passage using your own words. (2) Try to collect some idioms. (3) Find useful and .difficult language points
12、 from the passage. 初中仁爱英语教案设计2 一、说教材(教材分析) Analyzing teaching material 1. 说课型 lesson type (Dialogue/ reading/ listening/ revision) 2. 本课在教材中的地位 status and function Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Su
13、pposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. Its helpful to improve the Ss communicative/ reading ability. 3. 说教学指导思想 teaching guideline (Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it
14、well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata;
15、 Interactive model) 4. 说教学目标和要求 Teaching aims and demands (be intended for Ss in key schools) 1)认知目标 knowledge objects a. Enable the Ss to remember the following new words phrases: Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into b. Get the Ss to be familia
16、r with this sentence pattern: If the population keeps growing so quickly, there will only be standing room left Give the Ss a reinforced practice on the functional item Supposition. c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution. 2)智能
17、目标 ability objects a. Ask the Ss to make up a similar dialogue. b. Help them to understand the dialogue better and improve the four skills. c. Develop their ability of thinking independently. d. Cultivate their ability to discover, analyze and solve problems. e. Train them to collect information fro
18、m the Internet. f. Train them with some effective learning methods to optimize Ss learning results. 3)德育目标 moral objects a. Arouse their interest in learning English; b. Help them to understand the background of pollution. c. Enable the students to love our earth and the nature. d. Be aware of the i
19、mportance of stopping pollution protecting out environment. e. Encourage the Ss to do something to save the earth. 5. 说教学重点 teaching important points (生词、句型;培养阅读技能) a. New words and phrases b. Sentence pattern: If- clause c. improve their reading skills. d. Talking about problems of the Earth. 6. 说教
20、学难点 teaching difficult points (语法;发展交际能力) a. functional item: Supposition. b. Develop their communicative ability. Act out their own dialogue. 7. 说教具 teaching aids (multi-media computer, software, OHP) The teaching syllabus says that its necessary for teachers to use modern teaching facilities. Its
21、of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss interest in learning English. 二、说教法 Teaching methods Five step method; audio
22、-video; communicative approach; Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the direct
23、or and bring their ability into full play. 三、说学法 Study methods 1. Teach Ss how to be successful language learners. 2. Teach Ss how to develop the reading skill skim scan; how to communicate with others; how to learn new words; how to learn independently; 3. Get the Ss to form good learning habits. 四
24、、说教学过程Teaching procedures I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata) Activity 1: Imagination 1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?) 2). Suppose you catch a bad cold, whats to be
25、done? 3). Suppose your bike is broken, whats to be done? 4). And suppose the earth, on which we all live, is damaged, whats to be done? What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate. Try to activate the Ss schemata regarding the to
26、pic of pollution.) II. 呈现 (Presentation) 5min Activity 2: Presentation Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere) A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of
27、 the computer. Ss presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication. Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently. III. 对话 /
28、阅读 (Dialogue)18m 1. Pre- reading Activity 3: Prediction 1st listening/ fast reading, one guided Q to help Ss to get the main idea: What do you think is discussed at the conference? 2. While- reading Activity 4: Read and answer 2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim scan. Pay attention to the pronunciation, stress intonation. 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句;创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Mak
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