Unit9Whenwasitinvented?教学安排 | |||||||||||||||||||||||||||||||||||||||||
山东省威海市高区一中英语组 王丽娟 | |||||||||||||||||||||||||||||||||||||||||
| 一、教材分析 本单元要求学会谈论重要发明的历史及用途，然后针对各项发明的用处及特点，发表自己的看法，并说明理由。话题一直是围绕着历史上和日常生活中的重要发明，通过使用“Passive Voice”（被动语态）形式的句型，循序渐进地展开讨论。课本设计的活动情景能够自然地引发学生的好奇心，大家积极地投入到话题讨论中，寓教于乐，容易引起学生的兴趣；同时，它也有利于开阔学生的思路，培养创造精神，激励他们展开丰富的想象翅膀，人人都能成为“小发明家”。 二、教学目标 语言目标 重点词汇：salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accident 重点句型：When was the telephone invented? I think it was invented in 1876. 技能目标 能够谈论发明的历史和用途 能够对生活中的发明发表自己的看法 能够解决生活问题，设计新发明 情感目标 充满想象力，善于观察事物 面对难题，用积极的态度解决，发挥创造能力 认识世界，改造世界 三、重点难点 重点 讨论重要发明的时间、发明者和用途，学习使用句型“When was the telephone invented?”,“Who was it/were they invented by?”,“What is it/are they used for?”和答语。 难点 如何描述一项新发明的来历和用途 四、课时安排
老师准备 “大百宝箱”（由中等大小的盒子、彩纸等DIY而成），flashcards； a package of potato chips, some bars of chocolate. 学生准备 上课前引导学生使用互联网等工具查询1a图片中5项以及自己感兴趣的发明物的来历，然后在准备好的卡片反面写上关于这项发明的日期、发明者和用途等信息（如果学生查到的信息是用中文描述的，要求简单地翻译成为英文信息），正面写上发明物的名称，存放在自己制作的“小百宝箱”里。这个过程帮助学生们在进入新课程之前熟悉新单词，为操练目标语言做准备。它有助于学生养成自主学习、解决问题的能力，不但能够了解课本知识，而且发现了许多课外知识、增长了见识。 cards，several sheets of paper |
第一课时 | |||||||||||||||||||||
| Module 1 Step 1 1. 用 Powerpoint 制作，插入一张电灯泡的图片，依据讲课内容，旁边依次闪现 light bulb, invent, Thomas Edison, 1879. 2. T: Look at the picture on the Screen. What's that in English? SS: ... T: It's a light bulb. (Students read “light bulb” after the teacher repeatedly.) T: Who invented the light bulb? Thomas Edison invented the light bulb in 1879. (屏幕上，在图片的下面出现这句话。The teacher explains “invent” to help students learn the new word. “Invent” means “to make, design, or think of a new type of thing”. Students read “invent” after the teacher again and again.) Step 2 1. 邀请5名学生做个排序游戏：教师将事先准备好的大卡片随意地发给4名学生，每张大卡片分别印有 the light bulb, Thomas Edison, in 1879, invented。让他们自己排序，手持卡片、面朝大家排队。 2. T: Is it right, Class? SS: Yes/No. 3. 5 号学生做助手帮忙，找到正确的顺序，并大声朗读，其他学生集体跟读。 Step 3 1. 教师特意地颠倒 “the light bulb”和 “Thomas Edison”的顺序。 2. T: Can we say like this? SS: No. T: We can say in another way in English. 3. 教师手拿印有 was 和 were 的两张大卡片站在 invented 的前面，要求5号学生手持 by 插入 invented 的后面。教师分别用 was 和 were，要求其他学生朗读，判断用 was 还是 were. Claps for them! 5 名学生回到座位上。 4. 板书说明 被动语态的构成：助动词 be + 及物动词的过去分词 was/were + 如：invented, called, allowed, done 等 T: 英语动词有两种语态，即主动语态和被动语态。主动语态表示主语是动作的执行者，被动语态表示主语是动作的承受者。被动语态的助动词 be 有人称、数和时态的变化，其变化规则与 be 作为连系动词时完全一样。本单元主要学习一般过去时的被动语态。5. 要求学生看屏幕，重复用被动语态的表达方式。教师点鼠标，在最下方出现 The light bulb was invented by Thomas Edison in 1879. T: 当我们不知道谁是动作的执行者，或者没有必要指出谁是动作的执行者，或者只需强调动作的承受者时，要用被动语态，删除 by 引出动作的执行者。如屏幕显示： The light bulb was invented in 1879. Module 2 Step 1 1. 切换两张电话和多台计算机的图片，旁边分别出现提示词 Bell, 1876和1976, personal computers. 2. T: Talk with your partner about the invention with the words given. 完成任务所需要的语言结构： ① What is that/are they? It's/They're ... ② ... was/were invented by... in... 3. Ask a few students to say. 4. 图片下面呈现正确的说法： The telephone was invented by Bell in 1876. The personal computers were invented in 1976. 学生重复朗读，注意句中不同颜色的标注。 Step 2 1. T: List your favorite books, songs, movies, TV shows and so on.
2. T: Exchange the list with your partner. 3. 学生根据所拿到的信息，互相轮流说出它的作者、演唱者、演员、导演或者公布的时间等等。 4. 学生们判断这个句子所给的信息是 T or F。 完成任务所需要的语言结构： ① ... was/were written/sung/acted/directed/hosted by ... ② ... was/were written/sung/acted/directed/hosted in ... 5. 4 人小组再次交换信息单，每名学生手里拿着又一份不同的信息单。参照屏幕上呈现的句式，谈论信息单。全班共分成4个组，在规定的3分钟内，每组任意选择队员站起来，说出手中的信息单，其他3组学生在纸上记下表达的内容是 T or F。规定时间结束，T: How many Ts about the information? 教师在黑板上记录每组最后的成绩。屏幕呈现的句式：
6. T: The winners of this game are called top students in our class. Let's clap for them! Step 3 1. T: What are they in your partner's box? Do you want to know? Guess. 2. 两人结对猜“百宝箱”的宝物。学生使用“百宝箱”内卡片上的提示词或者简单的描述，猜测对方的宝物。猜中一种，卡片要送给对方。教师和1名学生做示范： T: Can you take a guess? Listen! 1876, Bell. You often use it to call. Then what's that? S: Mmmm... Loudspeaker? T: No. There're some numbers on it. S: Oh, it's a telephone. T: Yeah. Here you are. ... Step 4 1a 1. 保证大多数学生完成上面的环节。 2. T: Number five inventions in 1a from the oldest to the newest. 3. Discuss your answer with your partner. 完成任务所需要的语言结构： ① I think ... was/were invented before/after ... Step 5 1b & 1c 1. T: Is your answer right? Let's find out the real dates in 1b. 2. Listen and fill in the dates first.
4. According to the chart above, write the correct letter in 1b. 5. 第三次播放录音，学生在练习本上写对话，找学生逐句地口头复述内容，个别复杂难懂的句子教师可以提示讲解。在屏幕上根据学生的答案，逐句地呈现对话原文。
6. 学生看屏幕，重复跟读磁带读音，模仿语调、体会语气。 7. T: Close your book and look at the chart on the Screen. 回忆发明物的日期，仿照听力对话，结对角色表演（祖母和孙女）。 完成任务所需要的语言结构： ① When was/were ... invented? I think ... was/were invented in ... 8. T: Who would like to show up in front of the class? 邀请几对学生上台表演。 9. 全班集体举手表决，评选奥斯卡“最佳拍挡奖”！ 10. T: The best show today was acted by ... and ... Module 3 1. Write down an essay about your favorite books, songs, movies, TV shows and so on. 2. Read the new words from “invent” to “slipper” fluently and remember them by heart. |
第二课时 | |||||||||||
| Module 1 Step 1 1. Write down the housework that was done by you last weekend in the chart. 2. Interview your classmates in groups and make a list of the housework that was done by themselves.
完成任务所需要的语言结构： ① What kind of housework was done by you last weekend? ② My clothes/uniforms were washed. ③ ... was cleaned by myself. 3. Ask some students to share their survey results. 把学生的调查结果放在展示台上，用投影仪投到屏幕上，小组代表说出成员上个周末做的家务。 4. T: Who was the most tired and hard-working student last weekend? Cheers for him/her! He/She is so helpful to parents. It's better for you to help your parents, Class. They often do more housework than you every day. Step 2 1. Read the new words from “invent” to “slipper” fluently until they remember them all. 2. Close the textbook and look at the Screen. 3. 每4大组挑选1名代表参加“猜词”比赛。这名代表站在前面，背朝屏幕，教师用鼠标提示小组其他学生所猜单词，学生只允许用英语表达，本组内任何同学都可以随时加话，必须用英语提醒，代表猜测鼠标指示的单词。要求读音、拼写正确。如果犯规，这个单词无效。规定时间是1分钟。 4. 若是陌生的游戏，教师可以找个熟悉的单词做示范。It's like Warm-up. 5. 学生集体看屏幕，教师领读单词，纠正发音。 Module 2 Step 1 2a & 2b 1. Before we listen, look at the picture and chart. Discuss the questions with your partner below: 1. What are they on the table?2. Listen and number them in the order you hear. 3. Read the information in the chart, listen again and match the items. 同时，在表格的右边补充对话中提到这三项发明的额外信息。 4. When we check answers, we can ask students to do like this: “The shoes with adjustable heels were invented by Jayce Coziar and Jamie Ellsworth. They are used for changing the style of the shoes.” 5. Listen again and ask students to write and repeat one sentence after another. 由于这段对话的大部分内容已经在2b表格中重现，所以播放录音的次数不用太多。 屏幕上呈现听力原文：
Step 2 2c 1. 教师领读对话，其中复杂、难读的人名，给学生造成很大的障碍。教师可以有意识地替换成班级学生的名字，学生朗读更容易，学习气氛更活跃。 2. Read the conversations fluently with your partner. 3. 学生结对表演。One is a reporter, the other is an inventor. 完成任务所需要的语言结构： ① What are those/they? They are ... ② Who was it/were they invented by? It was/They were invented by ... ③ What is it/are they used for? It's/They're used for ... 4. Role play the conversations in front of the whole class. 教师把准备的麦克风递给扮演 reporter 的学生。 Step 3 “百宝箱”之谜 1. T: There're a lot of mysteries in the box. What are they? 两人猜测对方“百宝箱”的宝物，看看谁猜到的最多。 2. 学生 A 使用目标语言提出相关的问题，学生B根据箱中卡片上的描述回答，问题重点是围绕着发明物的日期、用途和发明人等等。 3. 如果得到了正确的答案，此张卡片要赠送对方；5分钟后，谁手里的卡片更多谁就是获胜者。 完成任务所需要的语言结构： ① Who was it/were they invented by? It was/They were invented by ... ② What is it/are they used for? It's/They're used for ... ③ Are they used ...? Module 3 Step 1 1. 当你需要了解一项发明的信息时，你可以用被动语态的句型结构询问日期、发明人和用途。Review the Grammar Focus. When was the car invented? It was invented in 1885.2. Let students find the differences and reasons. 3. Role play the conversations using the items in your life, e.g. pen, book, buses, schools, newspaper, backpack, etc. Step 2 1. Describe the dearest inventions in your box. Write your ideas on a sheet of paper. 2. Make a list of the inventions at school and home as more as you can, e.g. bike, bag, pencil, biscuits, batteries, etc. Inventions at school: ____________________________________________________________________________ Inventions at home: ______________________________________________________________________________ |
第三课时 | ||||||||||||||||||||||||||||||||||||
| Module 1 Step 1 1. 邀请部分学生到讲台前，描述自己的“百宝箱”中最珍贵的发明。 2. 其他学生仔细听并猜测他们的发明。这个环节能够检查学生完成作业的情况，巩固第二课时的重要语言点，以游戏娱乐的情景完成课前复习。 Step 2 学生已经罗列了学校和家里的有趣发明，让他们按照要求重新分类。 Helpful inventions: _________________________________________________________________________ Annoying inventions: ________________________________________________________________________ Module 2 Step 1 3a & 3b 1. Look at the words in each picture and read them. 2. 教师领读新单词，提出问题，学生结对谈论图中的3项发明。 完成任务所需要的语言结构： ① What's that? It’s ... ② It's a helpful/an annoying invention. 3. T: Look! A UFO is over there. Some aliens are doing a survey. Let's see what they want to know about us! Make a list of 5 helpful inventions and 5 annoying inventions in the chart.
完成任务所需要的语言结构： ① What do you think is the most helpful/annoying invention? ② Who was it invented by? ③ When was it invented? ④ What is it used for? ⑤ I think the most helpful/annoying invention is ... It was invented by... in ... And it's used for... 5. 鼓励几组学生表演。教师可以根据对话的内容提出问题，要求其他学生注意力集中，顺便练习听力。最后，由学生评出“最佳表演奖”，教师把用纸打印出来的“奥斯卡小金人”颁发给学生。 Step 2 1. 在调查的附表里，外星人还提出一个问题：“Imagine your group is alone on a tiny island. You can only have five inventions with you on the island. What would you like to choose and why?” 2. Discuss in groups and decide on five inventions. Talk like in 4. 3. Draw a form below and fill in groups.
1. T: Look! Those aliens are going to leave. We'd better give them a present. If you gave a present, what would you choose? Why? 2. Talk about the present in groups. 3. T: The aliens don't know how to use those items from the earth. Please leave a note. Tell them about your present, explain the reasons why you choose it, and present your opinions and wishes for them. I'd like to give ___________________________________________________________________________________ 2. T: The space in the UFO is so limited that they can't take away so many gifts. We have to choose the best gifts for them. 教师激励学生主动朗读自己的作品，最好的、最有创意的装进教师的“大百宝箱”里，打包集体赠送。 Module 3 1. Write a short article about “5 Important Inventions In My Life”. Tell us, what are the most important inventions in your daily life? Write more information about them and the reasons. 学生可以根据自己的兴趣，通过查书籍、上网等形式，查找相关资料，介绍发明者、何时发明的、有何用途等。 2. Make a list of your favorite food. Let's see who can write down the most food. |
第四课时 | ||||||||||
| Module 1 Step 1 Look at the list of your favorite food on paper. Let's have a food game! Fill in the chart as soon as possible. 在2-3分钟内比赛谁写的食物名称最多！
1. Ask students to explain the words—sweet, sour, salty and crispy with the food list. 2. Count the kinds of food in groups. 评选小组的“美食家”；对比数据，最终评选全班的“美食家”！ 3. T: Everyone needs to keep a balance of eating. We had better eat vegetables, fruits, some meat and any other healthy foods more often. Remember, don't always eat junk food! Module 2 Step 1 1a & 1b 1. Read four taste words alone. Then repeat them after the teacher. 2. Ask students to give some examples of foods that show what each word means. 完成任务所需要的语言结构： ① I think ... is/are sweet/crispy/salty/sour. 3. T: Look at the pictures. Can you write down the words from the box to describe how food tastes under each picture? 4. Ask students to check the answer. For example: Potato chips are crispy and ... 5. Write the name of any food you know after each taste word in 1b. 6. Check the answer with your partner. 完成任务所需要的语言结构： ① What else food is sweet/crispy/salty/sour? Step 2 2a & 2b 1. 通过回答下列问题的方式，自然地引出听力内容，并激发学生的学习欲望，也能够浏览课本中的表格，提前预知一部分基本信息。Think about the questions:
2. Read the statements in 2a and try to answer the questions above with the information in the chart. Ask students to explain them in a simple way if necessary. 3. Listen and circle “T” or “F”. 4. Read through the lines in 2b and get familiar with the missing blanks according to the passage. 5. Listen again and complete the sentences. 6. 用 Powerpoint 呈现完整的听力对话。Listen again and then fill in the missing words.
7. Ask students to read their answers. 8. 看屏幕，小组结对反复跟读磁带，回忆薯条发明的过程。 Step 3 2c 在融会贯通前面的目标语言的基础上，为了进一步巩固知识，教师设置一名记者采访“美食家”的情景，既能复习目标语言结构，又能练习口语，开阔思维。 1. Role play the conversation about the invention of potato chips. Use the information from 2a and 2b. 2. Ask two students to read the conversation in 2c to the class. 3. Talk about the inventor, date, reasons and other information with your partner. 完成任务所需要的语言结构： ① Did you know potato chips were invented by mistake? ② Who invented them? ③ When was that? ④ Why was it an accident? ⑤ They were invented by... back in... ⑥ ... because he said they were cut too thick. 4. Ask one or two pairs to show up to the class. 5. T: What else was invented by mistake? Discuss with your partner about the inventor, date, reasons and anything else. 完成任务所需要的语言结构： ①Did you know what else was invented by mistake? ②Who invented .../ Who was it/were they invented by? ③When was it/were they invented? ④Why was it an accident? Because ... ⑤... invented .../ It was/They were invented by ... ⑥It was/They were invented in ... 6. Ask a couple of pairs to say their conversations to the class. 7. The prize is a package of potato chips. Module 3 1. Go over the history of chips in 2a & 2b and write a short essay about it. 2. Look for the invention of tea by the Internet or reading the books. Then copy the information on paper. |
第五课时 | |||||||||||||||||||||||
| Module 1 Step 1 1. Discuss in groups how much information students have got about the invention of tea. 2. T: Can you reply to the questions? ①Who invented tea?Step 2 1. Students discuss and write down their answers in groups. 2. Ask several students to read their different answers. 这个环节既能检查课前收集资料的情况，又能提醒学生阅读短文时注意重点掌握信息。活动旨在创造学生积极、主动的思维方式。 Module 2 Step 1 1. Read the article once quickly and circle any words or phrases you don't understand. 2. Paraphrase the new words or give some examples on the Screen. Ask them to guess the meaning in the article. If some students still can't understand, look them up in the Vocabulary List.
3. Read the words repeatedly until students can read them fluently. Step 2 3a 1. Read again slowly and sentence by sentence. Write the answers to four questions in 3a. 2. Discuss the answers in groups. 3. Ask students to read their answers. If it's wrong, ask another one to give different answer. 4. Explain some phrases or sentences and give examples.
5. Students read after the tape-recorder. Then read aloud by themselves until they remember the general information. 6. Students close the textbook and try to retell the story in their own words. 7. Look at the words on the Screen and ask a few students to retell it.
Step 3 阅读和理解能力并存，因此需要教师选择围绕本单元内容的其它材料，扩展阅读量，测试学生的能力。限定时间将下面对话中的句子排序，比赛谁阅读速度快而且语感通顺流畅。 ____ No, I don't know. Was it the emperor of China? 1 Do you know who invented the airplane? ____ I don't think so. I think he invented tea. ____ What? I never learned that in history. How did he invent tea by accident? ____ Oh, that's right. I remember reading about that in history. A Chinese emperor invented tea by mistake a long time ago. ____ He tasted some hot water after leaves had fallen in it. It was delicious. Step 4 3b 1. Read the instructions to the class. 2. Students read the notes and first sentence in the sample, and circle the new words. 3. Look them up in the Vocabulary List, read and remember them. 4. Listen to the teacher's descriptions, guess the word and write them down on their Exercise Book. ①a shop where bread and cakes are baked or sold: bakery6. Write an article using the notes in the box. 7. The teacher walks around the classroom and looks through students' articles. Help them solve some problems if they need. 8. Ask a few to read their articles. 比较学生文章的表达是否流畅，是否合理使用表格中所提供的资料，语法错误是否减少。 Step 5 引导学生注意观察生活，感受生活，培养学生的创造力。学生根据日常生活中遇到的困难，发挥想象力和创造力，为此设计一项发明来解决所遇到的困难。 1. Discuss the problems you have in your daily life in groups. 2. Find one problem all of you can solve and give advice. 3. Design a new invention to solve it. Describe its uses and functions. 4. 活动讨论的结果填在表格里，为下面的活动做准备。
完成任务所需要的语言结构： ①What's your new invention? ②What can it be used for? ③If you invent it, what will our life be like? ④The invention is “Magical Pen Pal”. It's a new pen that listens and writes. This special pen was invented by... It is..., and it has... It is used for... If you..., you will... Step 6 Imagine you are a businessperson. Introduce your partner's new invention to the whole class. 对于基础比较差的学生，鼓励他们可以写一份简单的英文说明书，然后在同学们面前大声朗读。选择几名学生介绍伙伴的最新发明之后，全班举手投票评选本年度的“诺贝尔奖”！The Prize is a bar of chocolate! Module 3 1. Write a simple instructions of your new invention. 这篇写作能够总结本课时的中心语言结构，更能够连贯本单元的重要语言知识点，活学活用，刺激学生学英语的积极性。烦躁、乏味、重复的作业不复存在了，代替它的是大家感兴趣的活动。 2. Find out the information about the abacus, umbrella, binoculars, camera and bicycle. Write them down beside the pictures in Self-Check 2. |
第六课时 | ||||||||||||||||||||||||
| Module 1 Step 1 Choose some wonderful instructions. Invite them to get the prize (chocolate as well) before they read in the front. 从作业中挑选部分优秀的作品，鼓励那些擅长思考、课堂上反应慢的学生朗读自己的文章，其他的学生还可以练习听力，温习上节课的知识。颁发本年度的“诺贝尔提名奖”(A small bar of chocolate) Step 2 PAIRWORK Talk about your favorite taste food with your partner. You can ask questions like this: ① What's your favorite crispy food?Module 2 Step 1 Self-check 1 1. Read through the sentences and circle new words. 2. Explain new words in English. ① lemon: a fruit with a hard yellow skin and sour juice/ lemon juice ② cookie: a small sweet cake 3. Fill in each blank with the correct word given. Change the form of the word if necessary. 4. Check the answers. When there're different answers, ask students to suggest how to correct the mistake. 5. Then make your own sentences with each word. It's oral work. Step 2 1. Read the words in the pictures. 2. Discuss five inventions in groups and fill in the inventor and date.
4. 小组成员对讨论的结果进行整理后，总结在表格里，派一名代表将结果通过投影仪，向全班同学展示。 完成任务所需要的语言结构： ①Who invented...?Step 3 1. T: There's an English speech contest for our whole school next week. Who can represent our class? The subject is“I Can't Live Without It”. There must be plenty of inventions that we can't live without in our study and daily life. Why is it so important to you? Do you know the inventor, date, use and anything else about the invention? Why can't you live without it? Is it helpful or annoying? Write it down on a sheet of paper. 2. Ask several students to read their paragraphs to the class. Module 3 Search for the history of basketball and NBA. Summarize the information on paper. |
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| Module 1 Step 1 GROUPWORK Do you like playing sports at school? How much do you know about them? Make a list. Do a survey in groups.
T: Do you know Michael Jordan? What kind of sports does he like playing? Are you a super fan? Whatever you are, answer the questions below: ① Who invented basketball?Module 2 Step 1 Pre-reading 1. Give students 2 minutes to list eight sports played in China. Then discuss the results with the class so that everyone has the same 8 sports. 2. In order of popularity, rank them with your partner. Share different answers. But find out which sports are considered the 3 most popular. Step 2 While-reading 1. Read the article and write T(true) or F(false) before each statement. ( )1. Basketball is played in more than 200 countries. ( )2. A doctor from America invented basketball. ( )3. The first basketball game was played in 1891. ( )4. The aim of basketball is to try to get a ball into the “basket” for players. ( )5. There aren’t foreign players in NBA. 2. Read again and circle the words or expressions you don’t understand. 3. Read the new words and get the meanings. 4. Discuss your problems in groups and ask for help. 5. Explain the difficulties. ① 被动语态的构成：助动词be + 及物动词的过去分词（助动词be有人称、数和时态的变化，其变化规则与be作为连系动词时完全一样。）过去分词的规则变化：
②Knocking into players and falling down would be dangerous. 这里是动名词短语做主语的成分。 [size=+0] Eating junk food is bad for health. ③It is believed that on December 21st,1891, the first basketball game in history was played. 在这个句型中，it是形式主语，that引导的从句是真正的主语。类似的句型还有It is said/hoped/known/reported that… It is said that our group will win the game. It is known that Yao Ming is one of the basketball stars in NBA. ④although/though虽然…（但是）… a. although与but不能同时用。 e.g. Although he is very old, he still works hard. = He is very old, but he still works hard. b. although 与 though 都可作“虽然”解，用作从属连词，引导让步状语从句，一般情况下二者可以相互代用，只是 although 引导的从句放在句首的时候居多，而 though 引导的从句放在主句后面的时候居多。 e.g. Although it was expensive, we decided to buy it. We were a good team, though we were neither very big nor very strong. c.但在下列情况下两者不能通用。 a) 在as though, even though词组中，不能用although代替though. e.g. I won't let you do it even though you dare. b)though 可做副词用，作“可是…然而”解，而 although 不可用作副词。 e.g. He said he could come; he didn't, though 6. Read after the tape-recorder aloud and try to remember the information by mind-mapping. Step 3 Post-reading 1. Ask students to complete the information in the mind-map without reading through the article. Add more details beside each map. 2. Answer the questions without looking back at the article but from the mind-map. 3. With the mind-map, try to retell the article. 4. Make a list of advantages and disadvantages about being a basketball player in “Section 4 Go For It” if we have time. Module 3 Yao Ming is in Houston Rockets of NBA. What do you think his daily schedule is as a professional basketball player there? And give him some advice by email. The topic is “If I were Yao Ming, ...”. |
Unit13Rainydaysmakemesad教学设计 | |||||||||||||||||||||
长春市第八十七中学 张苏 孙志伟 | |||||||||||||||||||||
| Section A 3a 教学内容 话题内容：谈论环境对情绪的影响，帮助学生学会调节自己的情绪。 知识内容： 1. 学习和掌握与人的心情、描述事物等相关词汇和日常用语。 2. make sb + adj./ make sb + do 教学理念 1. 把英语教学与情感教育有机地结合起来，将德育教育渗透到学科教学中。 2. 以任务型教学为途径，设计贴近学生实际的教学活动。使学生通过观察、比较、思考、讨论，交流和合作等方式，学习和使用英语，完成学习任务。让学生真正把英语作为一种语言工具，通过它来解决生活中的各种问题，培养学生的动手能力和创新意识。 3. 设计探究式的学习活动，培养学生的阅读学习策略。 4. 合理利用网络资源和多媒体教学软件，丰富教学内容和形式，提高教学效果。 教学目标 1. 复习与人的心情相关的词汇及表达方式，进一步帮助学生调节自己的情绪。 2. 观察社会现象，谈论自己的感受，培养学生正确的是非关。 3. 有效利用好阅读篇章，培养学生从文中搜集、整理信息的能力。 4. 联系生活，通过任务型作业设计，培养学生动手能力及创新意识。 教学流程 Step 1 Watch some slides about the expressions and revise the words about them. Guess the expression. “How does he/she feel?” Talk about the students' own feelings. “What makes you feel happy/sad?” 谈论学生的情感经历，教师适当加以点评，帮助学生学会调整自己的情绪，正确认识问题，保持健康的心态。 关注学生的情感世界，联系学生的生活体验。会使学生觉得可以用英语讨论解决生活中的实际问题，从而在学习中产生较高的积极性。学生的生活经验是最有效的课程资源。 Step 2 Show the students some pictures of the unhealthy social phenomenon. Talk about their feelings. Get them to have right views. “How do you feel about the pollution?” 抓住教育契机，将思想道德教育渗透到英语教学中，帮助学生树立正确的价值观，具有明确的是非观念，敢于抵制不良现象。使英语课堂不仅成为语言课堂，也成为德育课堂，实现学科德育 Step 3 Do a survey in groups according to the diagram, give a report about the result.
分组合作，交流对社会不良现象的看法。通过所设计的活动，给学生提供用所学知识进行交流的时间和空间。培养学生搜集信息，整理信息的能力，交流与合作的能力，用语言表述的能力。 Step 4 1. Show pictures of two different restaurants , talk about different feelings. 2. Read the article in 3a, feel in the chat in Activity 3b. Train the students' reading skill, summarize the students' reading strategy. 1. 利用多媒体软件创设情景从视觉、声觉上刺激学生的感官，从而激发学生的学习兴趣，提高学习效果。 2. 有效利用教材中的篇章，培养学生的阅读技能，从而最大限度地开发教材所提供的课程资源。 (1) 学会列提纲，使文章思路清晰，明了，从而抓住文章主要信息，避免丢掉重要信息。 (2) 在回答问题时，语言要达到流畅。 Step 5 If you have a chance to start your own restaurant, how will you design it. 根据本节课内容，联系学生实际生活经验，设计任务型作业。学生可根据自己的喜好，设计自己喜爱的饭店环境，图文并茂。从而引导学生动手，通过亲自实践应用所学英语知识，既巩固了英语知识，又以英语学科为媒介，解决生活中的实际问题。培养学生的思维能力。 教学后记：本堂课针对教材所提供的教学内容，采取任务型教学方式，设计教学过程，使之适应学生的经历，兴趣，知识水平和理解能力，同时联系生活，将人文教育渗透到英语教学中。使学生在课堂上不仅学会用英语这门语言处理问题解决问题，而且真正体会到用英语交流、表达、思考的乐趣，从而达到学习英语的真正目的。 |
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