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1、Changes in Our City教学设计一、 教材版本本课使用的教材是深圳市基础教育英语教材编写组与郎文香港教育合作编写的义务教育课程标准试验教育用书 Junior English初中英语b5E2RGbCAP二、 课题名称第二册 第三课Changes in Our City第二课时B1三、 授课年级初中一年级平行班四、 授课时间1课时五、 教学设计(一)学生分析1学生的年龄特点、认知水平、能力状况与情感态度初一年级的学生年龄介乎11-13岁之间,处于心智成熟初期,好胜、好奇、好动、爱表现的特点仍然明显,羞涩、胆怯、焦虑等消极情感因素开始左右学习的积极性,这个时期的学生容易出现波动,需要教
2、师正确的引导。p1EanqFDPw上课的班级是初一级平行班,班级学生质量差异悬殊,30%的学生基础水平较扎实,学习兴趣浓,具有一定的听说读写能力;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。DXDiTa9E3d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。RTCrpUDGiT2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
3、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,书面表达更是不知从何处下手。5PCzVD7HxA3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。jLBHrnAILg(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
4、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;xHAQX74J0X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、归纳等策略进行信息收集、梳理、整合,提取信息,扩展知识;LDAYtRyKfE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
5、、爱家乡的情感;Zzz6ZB2Ltk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, ferry, 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;dvzfvkwMI1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,
6、并且能和着伴奏演唱自编的歌曲;rqyn14ZNXI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 by Using there waswereisare EmxvxOtOco(五)教学方式Collaborating, Task-based approach, Audio-visual methodSixE2yXPq5(六)教学过程I. Greetings 问候 T: Good afternoon, everyon
7、e. Ss: Good afternoon, Miss Ou. T: What is different today? Ss: There are many teachers in our class. T: Yeah, then, What shall we do to the teachers? Ss: Welcome the teachers. T: What polite kids! Please, everybody,turn round, face the teachers, smile, wave you hands, and say loudly to the teachers
8、: Hello! Welcome to our class!6ewMyirQFL 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kavU42VRUsII. Pre-reading Activities1. Show your power 展示自己T: You are smart students! Im always clear about that. And all the teachers know that now. They cant wait to see your performance. Dont
9、 delay! Show your power! Do you have confidence?y6v3ALoS89Ss: Yes!T: Are you ready?Ss: 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;)M2ub6vSTnP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。设计意图: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。0YujCfmUCw
10、2. A game:Find him out 小游戏:寻找神秘嘉宾T: Is there subway in Shenzhen? Are there a harbour in Shenzhen?eUts8ZQVRdSs: .T: 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 too young to know. You can ask someone ab
11、out 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.sQsAEJkW5T (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。)GMsIasNXkA设计意图:利用学生的好奇心和表现欲,激发学生
12、的积极性和参与热情,寓教于乐,活跃课堂气氛,消除拘束感;TIrRGchYzg3 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.7EqZcWLZNXS: Was there a subway in Shenzhen?G: No, S: Were there bridges in Shenzhen?G: Yes, I think there were some b
13、ridges.S: Were there tunnels? G: I think so, maybe, there was one or too. I am not sure.lzq7IGf02ES: 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或做笔记。)zvpgeqJ1hk采访结束后,教师感谢嘉宾和采访者。T: Are you clear about how the city was like when you were very young? Do you remember
14、how did the guess said? Lets check. Was there subway? Were there bridges?NrpoJac3v1(学生回答,老师用幻灯片画笔功能在幻灯片(见图1)每个图片旁边打或打,以便让每个学生确认自己所做是否正确。)1nowfTG4KI设计意图: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。fjnFLDa5ZoIII. While
15、-reading activities1. Overall listening概括理解T: That was how Shenzhen was 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? .tfnNhnE6e5 (学生看课文影片,概括地了解对话的内容,回答T/F questions.) 设计意图: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T: Open your books and turn to page 22 . Read the dialogue please.HbmVN777sL(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