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融匯貫通之教學設計

來源:教師招聘網  時間:2019-08-13 10:04:11

A

請根據所提供的教學材料,根據PPP教學模式,用英語完成以下使學生掌握Can I have ..., please?和Sorry! Certainly!句型的教學設計任務。(設計意圖可用中文表述)

1.確立本節課的知識目標和能力目標。

2.根據所設定的知識目標,設計presentation 環節的教學活動,并設計意圖加以說明。

3.根據所設計的能力目標,設計practice環節的教學活動。

4.根據所設定的知識目標和能力目標,設計homework環節的教學活動并從合作學習的角度對設計意圖加以說明。

5.板書設計。

Let’s talk

A: Have some grapes.

B: Thanks. I like grapes.

C: Here you are.

D: Sorry, I don’t like grapes. Can I have some bananas?

Let’s play

I don’t like pears. I like apples.

【參考設計】

(1)Teaching aims:

Students can grasp the sentence pattern: Can I have ..., please? & Sorry! Certainly!

Students will Form the good habit of thrift and develop a correct concept of diet.

Students can express their needs in English.

(2)Step Presentation

The teacher sticks pictures that represent all kinds of fruits they have learned on the blackboard.

①Point to these fruits, say: “Look, these are many fruits.” Repeat “fruits” and lead to read “fruits”.

②Then ask: “Do you like fruits?” They can answer: “Yes, I do.” So the teacher invite them to eat fruits: “Have some fruits.” and repeat it.

③Show the sentence card: “Have some fruits.” and stick on the blackboard, then lead to read it.

④Ask: “So many fruits, I like apples. Which one do you like? “They can answer: “I like peaches. / I like pears”... The teacher asks: “I like apples. Can I have an apple, please?” Lead to answer: “Sure.”

⑤Change the fruit, repeat to ask: “Can I have..., please?” Lead to answer: “Sorry!” or “Certainly!”

⑥See the CD about the dialogue of “Let’s talk”.

⑦Show the sentences cards: Can I have an apple, please? Sorry! Certainly! See the CD follow to read.

⑧Show some pictures of drinks: orange, juice, milk, coke, tea, coffee, water. Stick them on the blackboard. Say “I’m thirsty. Can I have some orange juice, please?” Then point to the milk, coke, tea .... Let the students answer with: Can I have some......, please?

(設計意圖:使學生學習有關水果的單詞,并在老師的指導下學習并熟練運用Can I have an apple, please? Sorry! Certainly!句型。在第⑧步驟的學習下,使學生明白飲料前面應該用some修飾而不能用a/an修飾)

(3)Step Practice

Pass one by one:

Divide students into groups, four of them in one group. Student A draw an apple on picture, and student B asks: Can I have an apple, please? The students answers: Certainly, here you are. And give it to B. The B asks C: Can I have an apple, please? Student C answers: Certainly, here you are. Then ….

When the teacher says stop, the one who gets the apple in his hand will be the winner.

(設計意圖:通過這個游戲使學生熟練掌握句型:Can I have an apple, please?和Certainly, here you are.)

(4)Step Homework

Let students have a party with their friends in their homes, and prepare some fruits and juice. Then use the sentence they have learned to communicate with each other.

(設計意圖:培養學生的口語交際能力,和交友能力,增進學生之間的友誼;在活動過程中認識和培養好的飲食習慣)

(5)Blackboard design:

B

設計任務:根據所提供的信息和語言素材設計一節課的教學方案。

該方案沒有固定格式,但須包含下列要點:

l Teaching objectives

l Teaching contents

l Key and difficult points

l Major steps and time allocation

l Activities and justification

教學時間:45分鐘

學生概括:某城鎮普通中學八年級(初二)學生,班級人數40人,多數學生已達到《義務教育英語課程標準(2011年版)》三級水平,學生參與積極性一般。

Frank: Hi, Bob. How is your day?

Bob: It’s OK. I like Monday because I have P.E. and history. They’re my favorite subjects.

Frank: Who’s your P.E. teacher?

Bob: Mr. Hu. He always plays games with us.

Frank: That’s great! But do you like history? It’s boring.

Bob: Oh. I think history is interesting. What’s your favorite day?

Frank: Friday.

Bob: Why?

Frank: Because the next day is Saturday.

Bob: Haha! That’s for sure. I like Fridays too.

【參考設計】

Class Contents: A dialogue about one’s favorite subjects, favorite teacher and favorite day.

Teaching Objectives:

(1) Knowledge objectives:

Students could master the names of subjects and the usage of “favorite”.

(2) Ability objectives:

Students could know how to say different subjects, and develop the ability of describing them.

(3) Emotional objectives:

Students could have a better understanding of their classmates through the discussion, and cultivate their love for every day and every class.

Teaching Key Points:

Name words of subjects; description of words, usage of “favorite”

Teaching Difficult Points:

Usage of “favorite”, how to start a discussion.

Teaching Aids:multi-media, a calendar, flash cards

Teaching Procedures:

Step 1 Warming up (5minutes)

The teacher will show a picture of English class, math class and Chinese class on the multimedia screen to ask “What classes are these?”

Students will answer the questions.

(Justification:This step will warm up the class..)

Step 2: Presentation & Practice(25 minutes)

(1) New words

① Students will be divided into 4 groups, and they have 5 minutes to think about the names of subjects. The teacher will reward the group that think out the most words correctly.

All the correct names of subjects will be listed on the blackboard.

② The teacher guides students to master these subject words by offering some learning strategies like word-formation, for example, “What’s the same part of the words ‘biology’ and ‘geology’? Can you guess the meaning of the suffix ‘-ology’?”

(Justification:These activities can enhance students’ memory of new words and help them master the study strategy of vocabulary learning.)

(2) Grammar

The teacher will ask “So which class do you like best?”

After students’ answers, teacher needs to write “… is my favorite subject” on the blackboard and say, “We can also use this sentence to say I like something best. English is my favorite subject. What’s your favorite subject?”

One student will be requested to answer the question and ask another one, and all of them need do the same action.

(Justification:This step will help students practice the grammar pattern of “… is my favorite subject”.)

Step 3: Production (10 minutes)

Teacher will ask questions:

(1) What is your favorite fruit?

(2) What is your favorite season?

(3) What is your favorite sport?

(4) What is your favorite drink?

All the students are possible to be pointed to answer.

(Justification: This step will use the words students have learned to make sentences, and they will review and master the grammar.)

Step 4: Summary and Homework (5minutes)

The teacher will show the flash cards of words and sentences to lead students to read and review.

The homework is to write 10 sentences at least to introduce 3 to 5 subjects.

(Justification:This step will help students to use the words to describe their academic life, and strengthen their interests and confidence in learning English.)

Blackboard Design:

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