教案示例
Unit 6 It’s raining! |
Unit 6 It’s raining! |
教学目标
*复习地名
*掌握表示天气情况的词语
*能够谈论天气,表达自己的情感
教学向导
目标语言 |
语言结构 |
语言功能 |
How is the weather? It’s raining/windy/ cloudy/sunny/ snowing/ cold/hot. |
现在进行时 What are you doing? I’m watching TV. What is he/she doing? He/She is playing basketball. What are they doing? They’re studying. |
谈论天气 |
重点词汇 |
学习策略与技巧 |
跨学科知识 |
Windy cloudy rain snow sunny cold cool warm humid winter weather |
Pair work Group work |
其他国家、城市名称 地理方位 |
教学过程设计:
Steps |
Teacher’s activity |
Students’ activity |
Preparation |
Brainstorm |
Show some pictures and guess the places |
Look at the pictures and give the answers |
Pictures or ppt. |
Task I pair work: talk about the places and the weather |
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Aim |
Familiar with the new words |
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1 |
Look at the pictures and know the name of the places |
Read |
Ppt. |
2 |
Read the new words in 1a and explain the meaning |
Read and remember |
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3 |
Use the sentence ‘how is the weather in Beijing?’ |
Answer the questions and learn |
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4 |
Make a sample: question and answer; let Ss do it |
Prepare their conversations |
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5 |
Move around the room and give support as needed |
Talk to each other |
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6 |
Ask some pairs to show their conversations |
Give their works or more expressions |
More sentence structures |
Task II: listening comprehensions: what are they doing? |
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Aim |
Familiar with the new structure |
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1 |
Look at the pictures in 2a and know their activities |
Look |
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2 |
Listen to the tape for two times and fill in the blanks |
Listen and give the answers |
Tape |
3 |
Move around the room and give some support |
Write the answers |
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4 |
Check the answer and point out the focus |
Check |
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5 |
Pair works to practice: what’s he doing? And answer it |
Make the pair work |
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Task III: group work:Is he playing soccer? |
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Aim |
Familiar with the sentences |
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1 |
Guess: what is he doing? Is he …..? How’s the weather? |
Listen to the rules of this game |
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2 |
Give some time and let them prepare to act |
Talk about how to act |
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3 |
Move around the room and give support |
Talk in groups |
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4 |
Ask one to act, other group guess, the winner group gets 1 point; |
Act and guess |
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5 |
Evaluate the best group in the class |
Choose the best group and the best actor |
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Homework |
Call your friend and ask him/her what his family members are doing, write a diary. |
教学反思:本单元主要谈论天气,可以结合地理方位,国家名称来扩大学生的知识范围。在活动的选取方面,注重结合目标语言的机械操练及任务型的情景练习,使学生多方位的理解现在进行时的用法。让学生使用所学过的句型,可以巩固以前的知识。老师在任务中的指导地位是很重要的,要仔细设计好任务的各个环节,还要更加充分的备课、准备资料。
教案点评:
本单元主要谈论天气,可以结合地理方位,国家名称来扩大学生的知识范围。在活动的选取方面,注重结合目标语言的机械操练及任务型的情景练习,使学生多方位的理解现在进行时的用法。
(二)
教学目标
*熟练运用现在进行时的用法
*能够描述自己看到的情景,人的动作行为。
*能够对天气、对事情表达自己的情感
教学向导
目标语言 |
语言结构 |
语言功能 |
What are you doing? I am playing basketball. |
现在进行时一般疑问句 Are you watching TV? Yes, I am. No, I am not. Is she playing computer games? Yes, she/he is. No, she/he isn’t. |
谈论人的动作 谈论天气 |
重点词汇 |
学习策略与技巧 |
跨学科知识 |
Hot, cool, humid, cold, warm; Riding, walking, taking; Playing basketball, Eating/ drinking, Visiting my grandmother, Watching TV, Playing the guitar |
小组活动 调查图表 |
互相交流不同国家的文化 |
教学过程设计:
Steps |
Teacher’s activity |
Students’ activity |
Preparation |
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Brainstorm |
Ask students to describe photos of them |
Describe the photos, use ‘my father is watching TV.’ |
Photos |
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Task I: pair work: what is he doing? |
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Aim |
Familiar with the new words; review the sentences |
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1 |
Look at the words and the pictures and match them P601a |
Finish the work |
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2 |
Check the answers |
Check |
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3 |
Make conversations with the pictures: what and how |
Use: The weather is… he is reading; |
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4 |
Move around the room and give the suggestions |
Talk about the conversations |
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5 |
Ask some pairs and point out the mistakes |
Show their works |
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Task II: reading comprehension |
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1 |
Say something about the background knowledge of Egypt and then look at the picture |
Give their information of Egypt |
Ppt. |
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2 |
Ask students to explain the report for the class |
Act as a reporter. |
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3 |
Choose the words of weather and the activities |
Give the answer |
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4 |
Check the answer and point out the focus |
Finish the work |
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5 |
Look at the pictures and describe Paris |
Read and fill in the blank |
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6 |
Check the answer and point our the verb phrases |
Check the answer |
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Task III: group work: your ideal place |
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Aim |
Use different sentences |
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1 |
Each group choose one place to describe and what you are doing in it |
Choose one place, and describe what they are doing |
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2 |
Move around the room and give suggestions |
Talk about it and write it down |
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3 |
Ask one to show their works and act it |
Choose one of each group to make a report |
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4 |
Evaluate the best group and the best reporter |
Choose the best one |
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Homework |
Ask your friends their ideal place and write about it |
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教学反思:新课程标准中强调学生在课堂中的主体地位,在综合课中他们的主体地位就更加突出。在各个活动中给不同程度的学生不同层次的任务,让各层面的学生都有表现发挥的机会,从而产生对英语的兴趣。使用照片图片多媒体来辅助教学,效果更好。同时让了解其他国家风景,风俗的同学介绍ideal place,增加学生的背景知知识,实现跨学科交流的目的。
教案点评:
采用任务型教学模式,在各个活动中给不同程度的学生不同层次的任务,让各层面的学生都有表现发挥的机会,从而产生对英语的兴趣。使用照片图片多媒体来辅助教学,效果更好。让了解其他国家风景,风俗的同学介绍ideal place,增加学生的背景知知识,实现跨学科交流的目的。