2017年12月21日英语公开课教学设计

2019-12-27


福州外国语学校教学设计模板



教学设计基本信息

福州外国语学校英语组   蔡超   1班    指导教师:廖素娟校长   2017.12.21

所有教科书书名、版本
初中英语仁爱版年级   
Unit 4 Topic 2 Section A Listening & Speaking的教学设计   
Would you like to cook with us?》   
设计主题
Book             I    Unit 4 Topic 2 Section A听说教学
Would you like to cook with us?    
1.整体设计思路、指导依据说明



2.教学背景分析

教学内容分析:
本节课的授课内容主要是围绕野餐这个话题来展开,1a部分是一个谈论野餐计划的电话。要求学生能够听懂并记录有关的简单信息,比如:野餐地点、和谁去野餐,出发的时间,带的食物、饮料、野餐时的活动计划等。从时态上来说,学生学会用be going to /will+动词原形。这是一节听说课,内容比较浅显易懂,学生们也是比较感兴趣的话题。老师可以适当拓展国外学生的野餐习惯等文化知识。
学生情况分析:
从学生的角度而言,本节课的教学内容有趣易学,而且与人们的现实生活实际联系紧密。学生们也很想了解国外的同龄人的学习生活、校园生活、特别是课外生活。



3.教学目标分析

After learning this class, the students will
be able to read the letter groups: air, are, augh, aw, able, ange.    
be able to listen and write down the exact information about the picnic plan.
be able to talk about the picnic plans with others.



4.教学重点、难点分析


教学重点:

Help the students understand and record the exact information about the picnic plan .

2. Be able to talk about the picnic plans with others.
教学难点
Be able to write down and talk about the picnic plans with others.




5.教学过程设计

Step1. Warming up   
   The students have a guessing game to make the teacher and students known each other.
设计意图:借助希沃白板5的蒙层功能玩猜擦游戏,同时引出复习的话题家庭,让学生熟悉老师的授课工具:希沃白板5
Step2. Sound and spelling   
Look at the given words with colored letter groups and read them aloud.
Read aloud the new words according to the spelling rules.
Play a matching game with the software of seewolink.
设计意图:齐读旧词找出字母组合的发音规律,并根据发音规律来拼读新词,最后结合希沃白板5的配对游戏来巩固检查拼读规律的掌握情况
Step3. Review
   Look at the pictures of Kangkangs family and review the words about family members.
    设计意图:借助图片提供的语境来复习学过的家庭成员的词汇,为后面谈论野餐计划做铺垫
Step4. Learn the new words and lead in   
(1) Learn the new words
Look at the pictures and learn the new words: pizza, sushi, cookie, hamburger,   have a picnic, tent, play the guitar, camera and take photos, mountain.
设计意图:学生在图片创设的语境中学习新词,为后面谈论野餐计划做铺垫
   ( 2) Lead in
Look at the picture and ask what Kangkang and Michael doing. Let them guess what they are talking about.
设计意图:看图片提供的信息后,让其猜测他们电话谈论的内容能够让学生听的目标更明确
Step5. While listening
   (1) Listen to the dialogue in 1a and fill in the blanks of the picnic plan.
设计意图: 边听边记录是在培养学生的更高层次的听的技能为后面的谈论做铺垫。
   (2) Listen and tell the following T or F.
    设计意图:检测听时是否抓住了细节信息,是否理解整个对话的意思。
Step5. Post listening
(1) Watch the flash and read aloud the dialogue.    
设计意图:听后看flash进一步巩固所听内容,同时为模仿对话留下直观的印象。
(2) Act out the dialogue in pairs.
设计意图:同桌间两两对话,操练语音语调,提高讲英语的表达能力,也为制定谈论自己的野餐计划做好铺垫
Step6. Make and talk about ones own picnic plan.
   (1) The teacher leads the class to draw a mind map of a picnic plan.
     设计意图:思维导图来帮助学生理清对话内容及重点,同时为制定个性野餐计划指出明确的思路。   
(2)Make a picnic plan in groups.
设计意图: 小组合作制定野餐计划并在组内讨论交流。   
   (3)Share their picnic plan in turns and fill out the form of picnic plans.
     设计意图:分享与表达是英语语言的学习的终极目标。所以,在这个环节就是培养学生的表达能力的最佳机会。
Step7. Homework
Read aloud 1a until you can retell it.
Finish all the exercises of Section A in WB.
Finish the rest of the exercises in the learning guidebook.
Finish the picnic plan and think over the differences between Chinese picnic and western picnic.
设计意图:大声朗读短文,形成语感。笔头练习进一步巩固所学的词汇句型及表达微技能。思考中西方野餐的差异,培养辩证的思辨能力。

6.教学评价设计


评价内容:







评价方法:







                        7. 教学反思






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