英语教学设计Unit 4 Our World005.docx
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英语教学设计Unit 4 Our World005.docx
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英语教学设计Unit4OurWorld005
Unit4OurWorld
Topic3TheInternetmakestheworldsmaller.
教学内容分析及课时分配建议:
本单元以OurWorld为主题。
第三话题在复习前两个话题的基础上,引入新内容的学习,包括认识互联网、互联网的功能、以及我们应该怎样正确对待互联网等。
语法板块学习“主语+谓语+宾语+宾语补足语”的用法,比如TheInternetmakestheworldsmaller.TheInternetmakesourlifeeasierandmoreinteresting.等。
此外,还学习了对肯定和不肯定的表达的功能句,如I’msuretheInternetwillbecomemoreandmoreimportanttous.I’mnotsureifitisgoodtoshoponline.Guesswhat!
等。
该话题还设计了音标的学习,帮助学生正确区分/w/和/v/的发音,同时也设置了句子连音、弱读、重读以及语音语调中升降调的学习,帮助学生通过语音语调的学习理解句子表达的意思,训练学生说地道的英语口语。
最后通过Project的活动BecominganInventor对所学内容进行积极的应用。
本话题建议用五课时完成。
第一课时:
SectionA—1a,1b,1c,2
第二课时:
SectionA—3a,3bSectionB—4a,4b
第三课时:
SectionB—1a,1b,1c,1d,2,3
第四课时:
SectionC—1a,1b,1c,1d,2a,2b
第五课时:
SectionD—GrammarandFunctions,1,2,Project
第一课时(SectionA—1a,1b,1c,2)
教学设计思路:
本节课的课型为听说课,主要活动为SectionA-1a和2。
在Warming-up环节里,教师特意说在网上下载了一首好听的英文歌,与学生分享。
Revision环节里,利用图片复习形容词的比较级和最高级的用法,并学习词汇cheap,Mars,pizza,cheap和expensive。
重新整合本话题的词汇学习不仅是本节课的需要,同时也为第三、四课时的词汇学习减轻压力。
在pre-listening环节针对一段关于网络给人们生活带来便捷的视频,讨论:
Whatcanyoudoonline?
学习新词汇online,language,information,facetoface。
并利用这一话题,导入1a的学习,并读1b预测答案。
在while-listening环节里,设置不同层次的听力任务,第一遍听1a录音,回答WhatisKangkangdoing?
和Whatmakescomputerstalkwitheachother?
这两个简单的问题。
第二遍再听1a,完成1b,核对答案。
在post-listening环节里,首先让学生跟读并模仿对话,分角色朗诵并表演,此时,提醒学生注意语音语调以及连读和弱读的现象。
接下来师生讨论对话,找出重点词句,让学生在运用中掌握。
最后,分析对话的重点句子:
TheInternetmakestheworldsmaller.并导入2关于语法的学习,学生通过观察和运用总结语言规律。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)学习并掌握新词汇:
cheap,online,language,information,facetoface,headmaster,grammar,Mars,pizza,expensive
(2)认识和理解“主语+及物动词+宾语+宾语补足语”的结构。
2.Skillaims:
(1)能听懂有关谈论因特网的作用及简单的背景知识的对话。
(2)能运用本课所学知识正确地谈论因特网带给我们的便利。
(3)能将“主语+及物动词+宾语+宾语补足语”的结构融入到具体的句子之中。
3.Emotionalaims:
通过本课的学习,让学生了解因特网给人们生活带来的便利并正确地使用因特网。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
(1)学习“主语+及物动词+宾语+宾语补足语”结构在句子中的使用。
(2)了解有关因特网给人们生活带来的便利。
2.Difficultpoints:
学习“主语+及物动词+宾语+宾语补足语”的结构在句子中的使用。
Ⅲ.Learningstrategies
1.善于观察和总结语言规律,并能举一反三,学以致用。
2.鼓励学生将学到的语言运用到实际生活当中。
Ⅳ.Teachingaids
多媒体课件/图片
V.Teachingprocedures
Stage1(3mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
Greetthestudentsandgetthem
readyforlearning.Playthetape
recordingofthesongSovereign
LightCafe.
T:
Goodmorning,everyone!
T:
Didyouhaveaniceweekend?
T:
Whatdidyoudo?
T:
Youknow,Ioftensurfthe
Internetinmysparetime.
YesterdayIfoundsucha
beautifulsongontheInternet,
thatIdownloadeditforyou.Let’s
enjoyittogether.
Focustheirattentiononthe
teacher.
Ss:
Goodmorning,Miss…
Ss:
Yes,wedo.
Ss:
…
Ss:
…
Remark:
这一环节的目的是要创造学习英语的氛围并使学生静下心来,开始新的学习。
可以采用多种方式,如唱歌、游戏、值日报告、自由讨论等。
Stage2(5mins):
Revision
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
Showsomepicturestoreviewcomparativeandsuperlativedegreesofadjectivesandlearnsomenewwords.
T:
Doyourememberwhattopicwetalkedaboutlastweek?
T:
Andthegrammar?
Youknow,grammarmeans“语法”.
T:
Verygood.Let’smakesentencestoreviewthisgrammar.Lookatthesepictures.
T:
Trytomakesentenceswiththecomparativeandsuperlativedegreesoftheword“cheap”.
T:
Goodjob.Expensiveistheoppositeofcheap.Canyoumakesentenceswithittoexpressthesamemeanings?
T:
Youdidquitewell.Lookatthesepictures.
T:
Thisistheearth.Doyouknowwhatitis?
T:
It’sMars.Whichisbigger,theearthorMars?
T:
Yes.Canyoumakesentencestocomparethem?
T:
Welldone.Thelastgroupofpictures.Whatisthis?
T:
Yes.Doyoulikepizza?
T:
Doyouthinkwhichisthemostdelicious?
Makesentencestoreviewcomparativeandsuperlativedegreesofadjectivesandlearnsomenewwords.
Ss:
Aboutearthquakes.
S1:
Comparativeandsuperlativedegreesofadjectives.
S1:
TheT-shirtischeaperthanthedress.
S2:
Thedressischeaperthantheovercoat.
S3:
TheT-shirtisthecheapestofthethree.
S4:
Theovercoatismoreexpensivethanthedress.
S5:
ThedressismoreexpensivethantheT-shirt.
S6:
Theovercoatisthemostexpensive.
Ss:
…
S7:
TheearthisbiggerthanMars.
S8:
Thesunisthebiggest.
S9:
Theearthissmallerthanthesun.
S10:
Marsissmallerthantheearth.
S11:
Marsthesmallestofall.
Ss:
比萨饼。
Ss:
Yes,wedo.
S12:
Ithinkpizzaisthemostdelicious.
S13:
…
Remark:
将本话题的词汇学习任务重新整合,减轻第三、四课时的词汇学习压力。
Stage3(7mins):
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
ShowavideoabouttheconvenienceoftheInternet.
T:
Whatdoyouoftendoinyoursparetime?
T:
DoyouoftensurfontheInternet?
T:
Let’swatchamovieabouttheInternetfirst.
T:
WhatdoyouthinkoftheInternet?
T:
Yes.Itissoimportantthatwecan’timaginewhatourlifewillbelikeifwedon’thavetheInternet.Well,Whatcanyoudoonline?
T:
Youmeanwecansearchforsomeinformationonline.Right?
Informationmeans“信息”.
T:
Anythingelse?
T:
Yes.WeevenchatwithourfriendsfacetofacethroughtheInternet.Anythingelse?
T:
Yes.WecanstudyontheInternet.Forexample,wecanlearnEnglishontheInternet.WecanalsolearnotherlanguagesontheInternet.Canyouguessthemeaningoftheword“language”inChinese?
T:
KangkangandhisfriendsaretalkingabouttheInternet.Read1btofindoutwhattheyaretalkingabouttheInternetandpredicttheanswers.
WatchavideoandtalkabouttheconvenienceoftheInternet.Learnthenewwords.
Ss:
…
Ss:
…
Ss:
…
S1:
Ithinkitisveryimportant.
S2:
Ithinkit’snecessaryforus.
S3:
Wecandosomeshoppingonline.
S4:
WecanfindsomethingwewanttoknowontheInternet.
S4:
Yes.
S5:
Wecanchatwithourfriends.
S6:
WecanstudyandplaygamesontheInternet.
S7:
Itmeans“语言”inChinese.
Ss:
…
观看一段关于网络给人们生活带来的方便和变化的视频。
讨论:
Whatcanyoudoonline?
学习新词汇online,language,information,facetoface。
导入1a。
并读1b,预测答案。
Remark:
将语言学习与学生的生活实际联系起来,激发学生说的欲望,尽可能多地运用英语。
Stage4(8mins):
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualwork)
Playthetaperecordingof1a.AndgettheSstoanswertwoquestions.
T:
Nowlistento1aandanswerthequestions.
1.WhatisKangkangdoing?
2.Whatmakescomputerstalkwitheachother?
T:
Haveyougottheanswers?
WhatisKnagkangdoing?
T:
Youareright.Whatmakescomputerstalkwitheachother?
T:
Youdidquiteagoodjob.
Listento1aandanswersomequestions.
Ss:
…
S1:
HeisdoingsomeshoppingontheInternet.
S2:
Aspeciallanguagemakescomputerstalkwitheachother.
设置难度不同的听力任务。
2(Individualwork)
Playthetaperecordingof1aagain.
T:
Nowlistenagainandcompletethepassagein1b.
T:
Let’scheckyouranswers.Whowouldliketoreadthepassageforus?
Listenagainandcomplete1b.Andthenchecktheanswers.
Ss:
…
S1:
…
Remark:
Stage5(17mins):
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Pairwork)
Playthetaperecordingof1a.
T:
Readtheconversationafterthetapeandimitate.Payattentiontothestressandintonation.
T:
Iwantsomepairstoactitourinroles.Whowouldliketohaveatry?
T:
Goodjob.ButIthinkyoucandobetterifyoupaymoreattentiontotheliaisonandweakform.Forexample,I’mdoingsomeshoppingontheInternet.It’salittlecheaper.
Readafterthetapeandthenactitoutinroles.
Ss:
…
P1:
…
2(Classactivity)
Talkabouttheconversationanddealwiththekeypoints.
T:
Read1aquicklyandunderlinethekeypointsyouthink.
T:
Sayoutwhatyouunderlined,please.
T:
Good.Facetofacemeans“面对面”.Wearetalkingfacetofacenow.Canyouguessthesimilarphrases?
backtoback.
T:
Handinhand.
T:
Verygood.Neckandneck.
T:
Itmeans“齐头并进”.Anyotherphrases?
T:
Itmeans“appear”.Forexample,wedon’tknowwhenthenuniversecameintobeing.Canyougiveanexample?
T:
Agoodsentence.Well,whendidtheInternetcomeintobeing?
T:
Thenwhat’sthemeaningof“makeitintouse”?
T:
Perfect!
Itmeans“use”.“投入使用”inChinese.
Learnthekeypoints.
Ss:
…
S1:
Facetoface.
Ss:
背对背。
Ss:
手挽手。
Ss:
…(Sorry,wedon'tknow.)
S2:
What’sthemeaningof“comeintobeing”?
S3:
Anewrulecameintobeinginourclass.
S4:
ScientistsstartedtostudytheInternetonthe1960sandmadeitintousein1990s.
S5:
Ithinkitmeans“use”.
师生讨论对话,找出重点词句,让学生在运用中掌握。
3(Classactivity)
Leadto2.Writedownthesentencesin2ontheblackboard.
T:
Doyouhaveanyotherquestions?
T:
ButIhaveaquestion.Lookatthesentence:
TheInternetmakestheworldsmaller.Canyoutranslateit?
T:
Good.“Theworld”istheobject.Andtheworldissmaller.So“smaller”isacomplementfortheobject.Wecallitobjectcomplement.Anothertwosentence:
Hemademelaugh.Youshouldkeeptheroomclean.Canyouunderstandtheobjectcomplement?
T:
Lookatthepicturesin2andfollowtheexampletomakeupsentences.Youcandiscusswithyourpartnerifyouneed.
T:
Readyoursentences,please.Whowouldliketoshowyoursentences?
T:
Doyouknowthemeaningof“headmaster”?
(出示一张本校校长的照片)Doyouknowhim?
Yes.Heisourheadmaster.Let’sgoon.Thethirdsentence.
T:
Youalldidquitewell.Ihavewrittenyoursentencesontheblackboard.NowI’llasksixstudentstounderlinetheobjectcomplement.
T:
Thankyou.Nowwatchthemcarefully.Canyoutellmewhatcanbeusedasobjectcomplement?
T:
Perfect.Youlearnedanewstructure.Pleasetrytouseitasmuchaspossibleinyourdailylife.
Makesentencesandlearnthestructure:
subject+Vt.+Object+Objectcomplement.
Ss:
No,wedo
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