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英语创新教学设计参考

分类:教学设计 日期:2022-11-04 17:37人气:加载中...


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  英语创新教学设计参考

  注意通过语言语调的表达来推测词义,也可借手势动作和表情来完成。(主动参与学习,善于和他人合作交流)。学会在交流活动中尊重和理解别人,学会交换不同的看法,了解他人的生活习惯,增进情谊。以下是职场范文网和大家分享的英语创新教学设计参考资料,仅提供参考,对你有所帮助,欢迎你的阅读。

  英语创新教学设计参考一

  一、教学内容:

  Unit4 How do you get to school?

  二、教学目标:

  1、知识目标:单词:subway take the subway train ride a bike walk 等。

  2、语言目标:how引导的特殊问句;肯定句与否定句。听:能听懂谈话出行的方式。说:能表达自己想到达目的的出行方式。读:能正确朗读本单元的对话和句型。写:能写本单元的单词和句型。

  3、学习策略:注意通过语言语调的表达来推测词义,也可借手势动作和表情来完成。(主动参与学习,善于和他人合作交流)。

  4、情感目标:学会在交流活动中尊重和理解别人,学会交换不同的看法,了解他人的生活习惯,增进情谊。

  5、德育目标:在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。

  6、多元智能:人际交往逻辑表达个性呈现

  7、文化意识:了解英、美国家中小学生上学的方式,培养世界意识。了解中西文化的差异。

  三、教学重点、难点:

  1. how /how far /howlong 引导的特殊疑问句.

  2. 乘坐交通工具的表示方法.

  3. It takes /willtake/took sb. some time to do sth.

  四、课前准备:

  cards and atape-recorder .

  五、教学运用:情景交际法、游戏法等。

  六、教学手段:多媒体演示、flash动画、ppt演示、歌曲游戏及肢体语言的应用。

  七、教学过程:

  Step 1.Warming up.

  Greatthe class as usual.

  Talkabout the weather .

  T:How’s the weather today?

  T:How was the weatherlike yesterday? ……

  pointstudent A say

  “ Hello! Listen to me ok ?.I willsing a song to you .But you must …”.(用手指作安静动作)

  Listening to a song

  歌曲欣赏,创造轻松愉快的学习气氛, 激发学生的好奇心,为学习新课打下伏笔。

  Step 2 、Games

  用肢体语言表达让学生猜测意思,完成交通工具词汇的预知。

  Step 3、Play

  多媒体技术呈现以上预知的词汇导入新句型how do you get to ….?的学习。

  Askstudents to try to read these words:bike train subway car boat .and correct the wrong pronunciation of these words.Then do a words game .(比记忆力)。

  Step 4、Listening.

  过渡到Section A 1a 1b的学习,并逐步完成课文1b的填空。

  Usingthe picture on the screen. Ask students some questions about the picture.

  T: What can you see in the picture?

  T: How many people are there in the picture?

  T: What are they doing?

  Afterthis, play the recording for two times, ask students to finish Activity 1b andwrite down the phrases of the transports.

  takesthe train, takes the subway, takes the bus

  Thenask students to repeat the conversation and check the answers together.

  Theteacher give the correct answers on the screen.

  (通过听说使学生领悟如何表达使用交通工具)。

  Step 5、Structures(操练词汇及句型)

  a、Show the pictures tostudents and read these phrases , ask students to repeat.

  b、show the pictures tothem and ask them to say each phrase one by one.

  c、Then show thepictures to students and ask students to answer the question “How do you go to school?” one by one.

  d、Then do anotherexercise.

  Thefirst student say “I go to school by ……or I take……to school.”.

  Thenthe second student say “He/She goes to school by……or He/She takes……to school.”

  (完成第三人称的转换,目的是从“句子接龙”中让学生达到听与说的结合。)

  Step 6、Pairwork

  Asktwo students to read the dialogue about 1a.

  Thenask students to work in pairs. Ask and answer how students get to school in thepicture.

  Asthey work, move around the room, offering language or pronunciation support asneeded.

  Finallyask some pairs of students to present their conversations to the class.

  (通过情景对话让学生更好的掌握所学的句型。)

  Step 7:Exercises

  1.(  ) do you get to school?

  Itake the bus.

  A.Why B. How C. When D. Where

  2.How (  ) Dave (  ) to school yester day?

  A.does; get B. did; got C. does; got D. did; get

  3.She goes to the library (  ).

  A.walk B. on foot C. by foot D. in foot

  4.How (  ) Tom and Marry (  ) home?

  A.do; get to B. does; get to C. do; get D. does; get

  (通过练习巩固所学内容,特别是练习3强调了步行用“on foot”练习4强调了地点副词“home”前不用介词“to”)

  Step 8 :Homework:

  Writedown your own conversations in pairwork.

  Interviewten students how they get to someplace, make a list.

  八、板书设计:

  Unit4How do you go to school?

  Howdo you go to school?

  takesthe train takes the bus

  takesthe subway walk

  I go to school by…….

  九、教学反思:

  1)基本按照新课标的要求让学生成为课堂的主体,遵循学习认知规律,通过设疑、提问、启发、诱导、游戏、多媒体动画等方法,调动学生积极性,使整个教学呈现轻松的发展过程。

  2)多媒体教学使课堂生动活泼,增加了教学容量,使老师更好的利用和节省时间。

  3)随堂的几道习题帮助学生更好的掌握了所学。

  4)多设计一些合适的活动吸取他人经验改进自己的教学方法,这节课一定会取得更好的效果。

  英语创新教学设计参考二

  教学目标:

  1、语言目标(Language skills)

  巩固和强化上节课的知识: can I have ? Yes, you can./ No, you can't.

  能在图片的提示下听懂、认读、说出新单词:computer game、jipsaw puzzel、careful、fix,并懂得其意。

  学会表达某人拥有某物的功能句型“I’ve got 。 He’s got。 She’s got。 It’s got。”来进行交流。

  2、 技能目标(Objectives of skills)

  学会运用have got 表述拥有某物

  3、情感目标(Objectives of emotion and attitude)

  让学生通过自由对话交流自己拥有的东西,达到让其开口说英语的目的,从而激发他们学习英语的兴趣及运用英语交流的热情。

  重点难点:

  能正确拼读新单词:computer game、jipsaw puzzel、careful、fix; 理解本课句型:I have got。 并能够运用此句型和别人交流自己拥有的东西。

  教学过程:

  Step1、Warming up:

  Greeting. T: Hello, boys and girls!

  S: Hello, teacher!

  T: How are you, today?

  S: Fine, thank you.

  T:What’s the weather like today?

  S:It’s sunny day.

  设计意图:以简单轻松的问候进入一个比较愉悦的课堂教学。

  Step 2、Lead-in:

  老师指自己的物品,如课本、衣服等问。

  T:what’s this ? S:This is a book;This is a coat.

  T:This is my book. I’ve got a book. This is my coat. I’ve got a coat. (板书并做动作让学生理解意思I’ve got )

  让学生运用

  I’ve got——像老师一样描述自己拥有的东西。

  T:Now,I want you do the action like me.

  设计意图:通过老师演示,学生模仿操练,从而让学生更深刻的理解句型的意思,以此达到巩固句型的目的。

  Step 3、Presentation:

  1、(PPT出示课文图)T:Now Daming and Sam are playing together, 想不想知道:What have they got? What does Daming got? What does Sam got? (放第一遍录音)

  S:Sam says: I’ve got a kite. Daming says: I’ve got a computer game.

  2、老师拿出一个游戏机:I’ve got a computer game。

  T:Computer game,computer game.I have got a camputer game. Ss:Computer game,computer game.I have got a camputer game.

  (出示单词卡片,让学生跟读:computer, 分三个音节教发音,再连到一起。并由此而让学生练习拼读。接着指导学生拼读game,让学习学会主动学习。)

  3、T:Do you want to play with my computer game? If you want, you can say: Can I play with your computer game? (之后,让学生运用此句型在小组里交流,以让学生能更深刻理解computer game 的意思。)

  4、T:Daming has got a computer game. Can Sam play with his computer game? Sam has got a kite. Can Daming play with his kite? What happens to the kite?

  (PPT出示问题:What does the kite look like at the end? 最后,风筝看起来像什么?播放第二遍录音,引导学生回答出:jigsaw puzzle接着教师出示单词卡片并教授。)

  5、T:当Daming 弄坏Sam的风筝时,Sam说的是:Don’t worry!

  Let’s fix it.(同时出示单词卡片,fix fix Let’s fix it. 老师用动作去帮助学生理解fix 的意思)

  T:可见,Sam是一名非常有宽容心的孩子。如果你是Sam,What would you say? Who want to try?让学生模仿说出,并从中受到教育。

  6、老师播放第三遍录音,请学生跟读模仿。听到“I’ve got”句子时,要站起大

  声朗读出来。并指导careful发音及释义。

  设计意图:通过提出问题,然后引导学生带者问题去寻找答案,从而引出课文单词,此采用的任务型教学激发他们学习的兴趣。

  Step 4、Practice:

  1、分角色朗读。(个人,小组)

  2、课后练习题。

  3、游戏:看谁说得多。让每组在food,toys,animals,clothes中选择一类词,请学生先准备,然后在所给单词范围内全组尽量多的用I’ve got

  说句子,限定时间内说出句子最多的为胜。

  设计意图:通过朗读文本和做游戏,让学生在巩固环节中体验句子的作用,激发学生的兴趣。

 

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