whos got talent教学设计.docx
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whos got talent教学设计.docx
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whosgottalent教学设计
Who'sgottalent教学设计
文本分析:
在英语阅读教学过程中,如阅读前、中后各环节能围绕文本特征设计阅读教学活动,可以充分发挥文本特征在文本解读中的引领作用,加深学生对文本的理解和感悟,提高阅读理解...
学情分析:
本校为农村中学,学生刚入学初,英语学习基本为一片空白,从26个字母学起,初一每个班74人,班级人数过多,从初一执教起,本人注重基础知识的积累,对单词书写勤抓狠抓,初二进行分班后,随着学习难度与广度的加深,加上初二特殊时期,学生的叛逆及厌学心理加重,两极分化逐渐严重,优生的语言表达能力较为流畅,能够独立地完成语篇翻译与阅读任务,而后进生在阅读上速度慢,不能正确理解文意,存在畏难情绪,丧失积极性。
TeachingAids:
multi-media,video
TeachingAims:
?
Knowledgeaim:
Studentscanknowsomebasicinformationaboutthetalentshowsandmastertheusageofkeywordsandthesuperlatives
Abilityaim:
Studentscanimprovetheirreadingandspeakingabilityandlearntotalkaboutthetalentshowsandusethesuperlativescorrectly.
Emotionalaim:
Studentscanbemoreconfidenttotalkwithothersandlearntofindsomeshinningpointsofothers.
TeachingTeachingKeyPoints:
Tomastertheusageofsomenewwordsandhaveabetterunderstandingofthetalentshows.
TeachingDifficultPoints:
Howtoapplythesuperlativesintopracticeandusethemtocommunicatewithotherscorrectly
TeachingMethods:
CommunicativeLanguageTeaching,Task-basedLanguage
procedures:
Step1Lead-in
Playavideo“China'sgottalent”andaskstudentsiftheyhaveeverwatchedthistalentshowandwhattheythinkofit.
Step2:
Pre-reading
Askstudentssomequestionsandinvitesomestudentstotalkabouttheiropinionsaboutthesetalentedpersons
(1)Whoisthemosttalentpersonyouknow?
(2)Whatcansheorhedo?
Step3:
While-reading
1.Extensivereading.
Askstudentstoreadthepassagequicklyandthenconcludethemainidea.
2.Intensivereading.
1).Askstudentstoreadthepassageagainandanswerthefollowingquestions:
Whatdoestalentshowshaveincommon?
Whodecidesthewinner?
Whydosomepeoplenotlikethesetalentshows?
Whatdoyouthinkofthesetalentshows
2).Askstudentstounderlinethesuperlatives.
(1)Encouragestudentstodiscusswithpartners.
(1)Giveexplanationbygivingsomeexamplestohelpstudentsunderstandthem.
(1)Askstudentstomakesentencesbyusingsuperlatives
Step4:
Post-reading
1.Playthetapeandaskstudentstoreadtheshortpassageafterthetapeandpayattentiontothepronunciationsofthewordsandsentences.)
2.Dividestudentsintofourgroupsanddiscusswho’sgottalentinyourclassandthenmakeachart.Inviteoneofstudentstoreporttheresultstothewholeclass.
Step5:
SummaryandHomework:
1.Summary:
Askonestudenttoactasanassistantteachertoguideotherstosummarizewhattheyhavelearnedinthisclass.Andthengiveaconclusionaboutthislesson.
2.Homework:
(1)Listentothetapeandreadtheshortpassagealoud.
(2)FindmoreinformationaboutChina'sgottalentontheInternetandwriteashortpassageaboutit.
BlackboardDesign:
Who'sgottalent
Fastreading:
MainideaDiscussion:
Who’sgottalentinourclass?
Carefulreading:
answerthesequestions
Somesuperlatives:
Thefunniest
Themostexciting
Themosttalent
Who'sgottalent教学设计
文本分析:
在英语阅读教学过程中,如阅读前、中后各环节能围绕文本特征设计阅读教学活动,可以充分发挥文本特征在文本解读中的引领作用,加深学生对文本的理解和感悟,提高阅读理解...
学情分析:
本校为农村中学,学生刚入学初,英语学习基本为一片空白,从26个字母学起,初一每个班74人,班级人数过多,从初一执教起,本人注重基础知识的积累,对单词书写勤抓狠抓,初二进行分班后,随着学习难度与广度的加深,加上初二特殊时期,学生的叛逆及厌学心理加重,两极分化逐渐严重,优生的语言表达能力较为流畅,能够独立地完成语篇翻译与阅读任务,而后进生在阅读上速度慢,不能正确理解文意,存在畏难情绪,丧失积极性。
TeachingAids:
multi-media,video
TeachingAims:
?
Knowledgeaim:
Studentscanknowsomebasicinformationaboutthetalentshowsandmastertheusageofkeywordsandthesuperlatives
Abilityaim:
Studentscanimprovetheirreadingandspeakingabilityandlearntotalkaboutthetalentshowsandusethesuperlativescorrectly.
Emotionalaim:
Studentscanbemoreconfidenttotalkwithothersandlearntofindsomeshinningpointsofothers.
TeachingTeachingKeyPoints:
Tomastertheusageofsomenewwordsandhaveabetterunderstandingofthetalentshows.
TeachingDifficultPoints:
Howtoapplythesuperlativesintopracticeandusethemtocommunicatewithotherscorrectly
TeachingMethods:
CommunicativeLanguageTeaching,Task-basedLanguage
procedures:
Step1Lead-in
Playavideo“China'sgottalent”andaskstudentsiftheyhaveeverwatchedthistalentshowandwhattheythinkofit.
Step2:
Pre-reading
Askstudentssomequestionsandinvitesomestudentstotalkabouttheiropinionsaboutthesetalentedpersons
(1)Whoisthemosttalentpersonyouknow?
(2)Whatcansheorhedo?
Step3:
While-reading
1.Extensivereading.
Askstudentstoreadthepassagequicklyandthenconcludethemainidea.
2.Intensivereading.
1).Askstudentstoreadthepassageagainandanswerthefollowingquestions:
Whatdoestalentshowshaveincommon?
Whodecidesthewinner?
Whydosomepeoplenotlikethesetalentshows?
Whatdoyouthinkofthesetalentshows
2).Askstudentstounderlinethesuperlatives.
(1)Encouragestudentstodiscusswithpartners.
(1)Giveexplanationbygivingsomeexamplestohelpstudentsunderstandthem.
(1)Askstudentstomakesentencesbyusingsuperlatives
Step4:
Post-reading
1.Playthetapeandaskstudentstoreadtheshortpassageafterthetapeandpayattentiontothepronunciationsofthewordsandsentences.)
2.Dividestudentsintofourgroupsanddiscusswho’sgottalentinyourclassandthenmakeachart.Inviteoneofstudentstoreporttheresultstothewholeclass.
Step5:
SummaryandHomework:
1.Summary:
Askonestudenttoactasanassistantteachertoguideotherstosummarizewhattheyhavelearnedinthisclass.Andthengiveaconclusionaboutthislesson.
2.Homework:
(1)Listentothetapeandreadtheshortpassagealoud.
(2)FindmoreinformationaboutChina'sgottalentontheInternetandwriteashortpassageaboutit.
BlackboardDesign:
Who'sgottalent
Fastreading:
MainideaDiscussion:
Who’sgottalentinourclass?
Carefulreading:
answerthesequestions
Somesuperlatives:
Thefunniest
Themostexciting
Themosttalent
Who'sgottalent教学设计
文本分析:
在英语阅读教学过程中,如阅读前、中后各环节能围绕文本特征设计阅读教学活动,可以充分发挥文本特征在文本解读中的引领作用,加深学生对文本的理解和感悟,提高阅读理解...
学情分析:
本校为农村中学,学生刚入学初,英语学习基本为一片空白,从26个字母学起,初一每个班74人,班级人数过多,从初一执教起,本人注重基础知识的积累,对单词书写勤抓狠抓,初二进行分班后,随着学习难度与广度的加深,加上初二特殊时期,学生的叛逆及厌学心理加重,两极分化逐渐严重,优生的语言表达能力较为流畅,能够独立地完成语篇翻译与阅读任务,而后进生在阅读上速度慢,不能正确理解文意,存在畏难情绪,丧失积极性。
TeachingAids:
multi-media,video
TeachingAims:
?
Knowledgeaim:
Studentscanknowsomebasicinformationaboutthetalentshowsandmastertheusageofkeywordsandthesuperlatives
Abilityaim:
Studentscanimprovetheirreadingandspeakingabilityandlearntotalkaboutthetalentshowsandusethesuperlativescorrectly.
Emotionalaim:
Studentscanbemoreconfidenttotalkwithothersandlearntofindsomeshinningpointsofothers.
TeachingTeachingKeyPoints:
Tomastertheusageofsomenewwordsandhaveabetterunderstandingofthetalentshows.
TeachingDifficultPoints:
Howtoapplythesuperlativesintopracticeandusethemtocommunicatewithotherscorrectly
TeachingMethods:
CommunicativeLanguageTeaching,Task-basedLanguage
procedures:
Step1Lead-in
Playavideo“China'sgottalent”andaskstudentsiftheyhaveeverwatchedthistalentshowandwhattheythinkofit.
Step2:
Pre-reading
Askstudentssomequestionsandinvitesomestudentstotalkabouttheiropinionsaboutthesetalentedpersons
(1)Whoisthemosttalentpersonyouknow?
(2)Whatcansheorhedo?
Step3:
While-reading
1.Extensivereading.
Askstudentstoreadthepassagequicklyandthenconcludethemainidea.
2.Intensivereading.
1).Askstudentstoreadthepassageagainandanswerthefollowingquestions:
Whatdoestalentshowshaveincommon?
Whodecidesthewinner?
Whydosomepeoplenotlikethesetalentshows?
Whatdoyouthinkofthesetalentshows
2).Askstudentstounderlinethesuperlatives.
(1)Encouragestudentstodiscusswithpartners.
(1)Giveexplanationbygivingsomeexamplestohelpstudentsunderstandthem.
(1)Askstudentstomakesentencesbyusingsuperlatives
Step4:
Post-reading
1.Playthetapeandaskstudentstoreadtheshortpassageafterthetapeandpayattentiontothepronunciationsofthewordsandsentences.)
2.Dividestudentsintofourgroupsanddiscusswho’sgottalentinyourclassandthenmakeachart.Inviteoneofstudentstoreporttheresultstothewholeclass.
Step5:
SummaryandHomework:
1.Summary:
Askonestudenttoactasanassistantteachertoguideotherstosummarizewhattheyhavelearnedinthisclass.Andthengiveaconclusionaboutthislesson.
2.Homework:
(1)Listentothetapeandreadtheshortpassagealoud.
(2)FindmoreinformationaboutChina'sgottalentontheInternetandwriteashortpassageaboutit.
BlackboardDesign:
Who'sgottalent
Fastreading:
MainideaDiscussion:
Who’sgottalentinourclass?
Carefulreading:
answerthesequestions
Somesuperlatives:
Thefunniest
Themostexciting
Themosttalent
Who'sgottalent教学设计
文本分析:
在英语阅读教学过程中,如阅读前、中后各环节能围绕文本特征设计阅读教学活动,可以充分发挥文本特征在文本解读中的引领作用,加深学生对文本的理解和感悟,提高阅读理解...
学情分析:
本校为农村中学,学生刚入学初,英语学习基本为一片空白,从26个字母学起,初一每个班74人,班级人数过多,从初一执教起,本人注重基础知识的积累,对单词书写勤抓狠抓,初二进行分班后,随着学习难度与广度的加深,加上初二特殊时期,学生的叛逆及厌学心理加重,两极分化逐渐严重,优生的语言表达能力较为流畅,能够独立地完成语篇翻译与阅读任务,而后进生在阅读上速度慢,不能正确理解文意,存在畏难情绪,丧失积极性。
TeachingAids:
multi-media,video
TeachingAims:
?
Knowledgeaim:
Studentscanknowsomebasicinformationaboutthetalentshowsandmastertheusageofkeywordsandthesuperlatives
Abilityaim:
Studentscanimprovetheirreadingandspeakingabilityandlearntotalkaboutthetalentshowsandusethesuperlativescorrectly.
Emotionalaim:
Studentscanbemoreconfidenttotalkwithothersandlearntofindsomeshinningpointsofothers.
TeachingTeachingKeyPoints:
Tomastertheusageofsomenewwordsandhaveabetterunderstandingofthetalentshows.
TeachingDifficultPoints:
Howtoapplythesuperlativesintopracticeandusethemtocommunicatewith
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