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1、教学设计班级:七(1)学科:英语执教者:孙丽凤时间:5月10日课 题Unit 10 A sign about games教学目标知识目标:To learn and use “Dont, mustnt,is not allowed, No ” sentences能力目标:1. To develop the abilities of speaking and listening2. To design the signs for different places情感目标:To know the warning signs help protect ourselves from danger目标制定
2、依据对教材的分析这是第十单元Water festival 中的第三课时A game about signs.其中有许多重点句型,例如:Dont, mustnt, is not allowed, No以及要求学生掌握的部分地点状语中的介词选择,例如:at the beach, at a swimming pool, near a lake等。本课时中,侧重点在于warning signs,要求学生掌握并且熟知部分warning signs的用途和涵义。对学生状态的分析七上牛津英语教材中,曾经出现过warning signs,因此对于课文的引入,学生应该并不陌生。但是四种句型的相互转换,可能会造成
3、部分学生的思维混乱,对于地点介词的选择部分学生还是掌握不够扎实。在听力过程中,对于有些学生,尤其是一些信息筛选能力不是很强的学生而言,可能会有些难度。该班学生,在平时的日常英语教学中,已经开展了以“议”为核心的小组式学习模式,能够通过组内讨论的形式,来解决一些实际问题。教学重点1. To learn and use the four kinds of sentences2. To get useful information about the text through listening.3. To learn how to deal with problems by discussing.
4、教学难点 To express what students think in English 教 学 过 程教学内容教师活动学生活动设计意图I. Warming-up To introduce warningsignsTo use the knowledge they have learnt to say something about the warning signsTo introduce and reviewII. Pre-task 1. To show some warning signs2. To play the recorderTo listen and pick the tw
5、o warning signs after listening to the recorderTo introduce “is not allowed” sentenceIII. While-task 1. To show a group of warning signs2. To show some places in our life where we need some warning signs to tell others something we cant do3. To ask students to open the book and read the warning sign
6、s by themselves4. To show possible places we can find the warning signs5. To play the recorder and show some questions for the text on P841. To listen and pick2. To make practice “ is not allowed .” sentence3. To use “is not allowed” sentence4. To find out what kinds of sentences people usually use
7、to express the meaning of the warning signs5. To do pair work or group work to consolidate the four sentences6. To listen and answer1. To learn and practice the four kinds of sentences2. To have the sense of solve the problem by discussingIV. Post-task To show some bad manners the teacher saw during
8、 her trip to Beijing Water World1. To design some sings for Beijing Water World2. To show and introduce the signs1. To help students have the ideas of signs2. To develop students abilities to help keep our city safeV. Assignment1.To design at least one sign for our school2.Copy and recite the new wo
9、rds3.Rewrite the sentences设计意图:本课意在努力实践和研究如何在课堂教学中提高“议”的有效性。其中,为了充分调动学生“议”的积极性和参与度,我采用了游戏,奖励机制法等来激励学生们的“议”的热情。通过师生之间的“议”,生生之间的“议”,甚至是学生个体的独立“议”等各种“议”的可能形式来探究和发掘“议”的途径。在课堂的设问上,由浅至深,层层递进,希望能在各种“议”的环节中,使学生的不懂充分暴露出来,并且能够及时地在课堂上解决这些问题。当学生们问题出现时,希望能够借由学生自己的力量来使问题得到解决。本课教学内容应用性较强,与生活也是比较紧密相关的,课文中出现的几种句型,大多数在平时的英语教学中也零散地出现过,学生们对这几种句型有一些基本的概念,但是并不系统。通过有效开发“议”的途径,提高“议”的有效性,从而提高课堂的时效性,使学生掌握这四种句型,并且能够加以运用。结合情景教学和任务式教学,给学生创设“议”的氛围和空间,让学生有东西可“议”。总之,“议”在“后茶馆”教学模式中占据着核心的位置,主要是希望在各种“议”的过程中,能够暴露学生问题,并且可以解决学生的问题,通过有效的“议”来提高课堂的时效性。