教学设计
教学主题 | Unit 3 I’m more outgoing than my sister. | ||||||||||||||||||||||||||
一、教材分析 威海旅游景点大全 | |||||||||||||||||||||||||||
二、学生分析 | |||||||||||||||||||||||||||
学生已经学习过一些描述人物的简单形容词,如tall,short,fat,thin等,但对描述人物性格特征的形容词outgoing,hard-working,serious等词未学,需要重点学习。 学生需要重点学习形容词副词的比较级形式结构和句式结构,能运用所学的目标语言进行说与写的活动,完成相关任务。学生学会对不同人物进行对比。学会综合运用动词和形容词进行描述,根据自己掌握的句式结构来完成对课中不同歌手的描述。 学生需要了解中外青少年对待友谊的态度和看法,了解自己对朋友的看法,明确自己需要什么样的朋友。学会与朋友友好相处,培养乐观、积极向上的性格。 | |||||||||||||||||||||||||||
三、教学目标 | |||||||||||||||||||||||||||
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四、教学环境 | |||||||||||||||||||||||||||
□√简易多媒体教学环境 □交互式多媒体教学环境 □网络多媒体环境教学环境 □移动学习 □其他 | |||||||||||||||||||||||||||
五、信息技术应用思路(突出三个方面:使用哪些技术?在哪些教学环节如何使用这些技术?使用这些技术的预期效果是?)200字 | |||||||||||||||||||||||||||
一、视频影像,形象创境。 本节课是一节视听课。单纯运用图片进行人物对比非常枯燥,并且很不形象,学生很难体会loudly,quietly,outgoing,hard-working等词的意义。而本课了很多合适的影视资料,创设了非常形象生动的语言情境。多媒体的利用充分,多感官帮助学生感受语言、运用语言。 例如第一个环节,授课者先声夺人,放了一段Twins弹吉他唱歌的视频。让学生对twins在外貌特征、声音高低、性格特点等方面有了一个全方位、立体形象的认识。而如果只是看课本twins的卡通图片,是无法让学生感受两者在声音、性格等方面的差异的。 在Role-play the conversation环节中,课本原文设计的是谈论Lisa和Nelly两个抽象人物的演唱比赛。学生没有观看两人的比赛实况,只能生硬地去表演,没有真情实感。而授课者引入了学生感兴趣的素材——中国好声音的比赛实况录像,学生通过观看聆听好声音学员的pk对唱,根据自己的感受,发表自己的看法。课堂气氛非常活跃,参与率很高,并且每个学生的喜好不同,学生用英语谈论了很多个人的想法,教学内容得到了很好的拓展,收到了意想不到的效果。 二、思维导图,匠心独具。 听力环节中,思维导图的设计,激发了学生的联想与创意,将各种零散的知识、资源等融会贯通成为一个系统。授课者对所听材料做了细致的研究,把所听内容设计成了四个部分:Appearance(外貌)、Character(性格)、Sports(运动)、Habits(习惯)。听力教学由点到面,由易到难,由部分到整体,深入浅出地使学生掌握了所学知识。学生填完所有空以后,一只美丽的“蜻蜓”蜕变成型,学生对所学知识有了一个整体的认识。此环节中,思维导图的设计不但提高了学生的听力理解能力,而且拓展了学生的思维创新能力,让学生意识到描述两个人物的区别,一般从外貌、性格、运动以及生活习惯等多个方面进行比较,为后面的写作教学做好了铺垫。 | |||||||||||||||||||||||||||
六、教学流程设计(可加行) | |||||||||||||||||||||||||||
教师节句子简短 教学环节 (如:导入、讲授、复习、训练、实验、研讨、探究、评价、建构) | 教师活动 | 学生活动 | 信息技术支持(资源、方法、手段等) | ||||||||||||||||||||||||
Step 1 Play a game | Is the monitor taller than me? Does the monitor have longer hair than me? Who is funnier, you and the monitor? etc. | Answer the teacher’s questions. Help the teacher guess: Who is the monitor? | 用多媒体播放相关音像资料。 | ||||||||||||||||||||||||
Step 2 Free Talk | Can you guess more differences? Who is more outgoing? Who is more hard-working? | Watch a video about the twins. They look similar, but they are very different. Have a free talk in groups. Talk about their differences. | 利用微视频展示twins弹吉他唱歌,让学生身临其境。 | ||||||||||||||||||||||||
Step 3 Listening | Listen to the tape, find out the differences between Tina and Tara. Fill in the blanks. | Part 1 Tina: I'm___________ thanTara. I’m ________ and ______. And I love sports. Part 2Tara: Yes, she can run _____ and jump ______than me. Part 3Tara: Tina thinks she works harder than me, but I work _________Tina. But she is _______ than me. | 利用多媒体播放系统,进行听力训练。 | ||||||||||||||||||||||||
Step 4 Talk Show | Give us a talk show, talk about your parents. Tell the differences between them. | Hello, everyone. Let me tell you something about my parents. My father is taller than my mother. My mother is more outgoing than my father. She is funnier. … | 播放事先在PPT中插入有好声音比赛的音频文件,并利用电子白板呈现的带有对话的模板,便于学生完成,并利用电子白板的交互作用核对答案。 | ||||||||||||||||||||||||
Step 5 Role-play | Enjoy a singing competition. Talk in pairs. | A: Do you like this singing competition? B: Oh, it was fantastic! Zhao Qi sang so well! A: Well, I think Li Qi sang better than Zhao. B: Why? A: She sang more clearly than Zhao. B: Yes, but Zhao sang more loudly. A: You can tell that Li Qi really wanted to win, though. B: Well, everyone wants to win. But the most important thing is to learn something new and have fun. | 用微课展示本课语法,呈现比较级肯定句基本句型结构:两者比较“主语 + 谓语(系动词、行为动词) + 形容词、副词比较级 + than + 对比成分”。 | ||||||||||||||||||||||||
Step 6 Make s survey | Interview the other students about your own teachers. Who do you like better? Why? Fill in the blanks. And then give a report like this: Hello, everyone! I will give you a report about our teachers. I like my Chinese teacher better, because she is friendlier. Student A likes ... because ... Student B likes ... because… | Hello, everyone. Let me tell you something about my parents. My father is taller than my mother. My mother is more outgoing than my father. She is funnier. … | 利用电子白板呈现共性错误,并利用电子白板的交互作用纠正错误。 | ||||||||||||||||||||||||
Homework | Talk about your parents. Tell the differences | ||||||||||||||||||||||||||
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