周麗珍的教案

1、MODULE 4 TEACHING PLANContent：Module 4 My family Junior 1 , New standard English一、 題材內(nèi)容本模塊以家庭為話題，重點(diǎn)是家庭成員介紹。在中國三世、四世同堂很常見，便于家庭介紹活動的開展。十分符合學(xué)生的實(shí)際。教學(xué)中應(yīng)結(jié)合學(xué)生生活實(shí)際情況，靈活掌握教學(xué)過程，組織教學(xué)內(nèi)容，豐富學(xué)生知識，拓展學(xué)生視野。二、 教學(xué)目標(biāo)1） 語言知識：語音/f/ / v/ /等詞匯many, people , aunt, grandfather, grandmother, grandparent, uncle, have got, email

2、, him, make詞組Play basketball, ride a bike, play the piano, be from語法.have/has got 表示“有”的肯定，疑問與否定形式； 靈活運(yùn)用，提高綜合運(yùn)用能力。功能介紹自己的家庭成員。話題向全班同學(xué)做有關(guān)家庭的介紹。2） 語言技能：聽聽懂有關(guān)家庭的介紹的簡短對話，提高學(xué)生實(shí)際應(yīng)用能力。說能利用there be和have/has got句型介紹自己的家庭；流利的說出含有本模塊生詞、短語。讀能讀懂含有there be和have/has got句型的關(guān)于家庭介紹的簡單文章。 進(jìn)行簡單的閱讀技能訓(xùn)練寫1.能利用there be和hav

3、e/has got句型寫出的簡短的關(guān)于家庭介紹的句子2.能正確運(yùn)用大小寫及正確使用句號和問號。演示與表達(dá)面向全班同學(xué)做有關(guān)家庭的介紹。3)學(xué)習(xí)策略學(xué)習(xí)一定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語思維能力。認(rèn)知聯(lián)系，歸納，推測等技能調(diào)控從同伴處得到反饋，對自己在敘述及作文中的錯誤進(jìn)行修改交際學(xué)習(xí)運(yùn)用恰當(dāng)詞語介紹 自己的家庭成員資源通過其他資源獲取更多介紹家庭的信息。自學(xué)策略培養(yǎng)話題和詞匯的語言域意識，形成話題聯(lián)想的習(xí)慣。合作學(xué)習(xí)策略掌握詢問和澄清策略。掌握搭配策略。4)文化意識：中外對比中西方家庭觀念的差異。5)情感態(tài)度: 培養(yǎng)對家庭的愛和對家庭成員的關(guān)心；培養(yǎng)對不幸家庭同學(xué)的同情和幫助。參加

4、各種英語活動，克服困難，在新環(huán)境中進(jìn)一步樹立準(zhǔn)確的語言學(xué)習(xí)觀。6)任務(wù): 能夠運(yùn)用所學(xué)句型結(jié)構(gòu)向他人介紹自己的家庭情況.三、 教學(xué)重點(diǎn)和難點(diǎn) 重點(diǎn)：1如何使用地道的英語介紹自己的家庭情況.。禮貌的進(jìn)行日常對話。2have/has got句型 表示“有”的肯定，疑問與否定形式；。 難點(diǎn)：能用恰當(dāng)?shù)氐赖挠⒄Z介紹人們介紹自己的家庭情況。四、 教學(xué)方法基于課程改革的理念及“第二語言習(xí)得論”,培養(yǎng)實(shí)現(xiàn)人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需的能力和素質(zhì)，運(yùn)用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開展和諧愉悅的課堂活動，強(qiáng)調(diào)興趣第一的原則,初步設(shè)計“PTP”自主學(xué)習(xí)立體模式：pre-task

5、task-cyclepost-task。五、 教材處理核心任務(wù)：能夠運(yùn)用所學(xué)句型結(jié)構(gòu)向不同的朋友介紹自己的家庭情況。三個環(huán)節(jié)如下：pre-task：學(xué)生聯(lián)系生活實(shí)際，激活背景知識，。task cycle：通過整個模塊的聽說讀寫的訓(xùn)練，強(qiáng)化“介紹自己的家庭成員。”的表達(dá)能力，為完成任務(wù)做好鋪墊post-task）：達(dá)成任務(wù)，展示成果，反饋學(xué)習(xí)情況六、 教材安排根據(jù)學(xué)生學(xué)習(xí)英語的特點(diǎn)和規(guī)律，我把本模塊劃分為5課時：Period 1: Listening and Vocabulary Period 2 Reading and Vocabulary Period 3. pronunciation an

6、d Speaking & Writing Period 4. Language in use Period 5. Around the world &Module Task 注：教學(xué)時應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、接受程度及課堂出現(xiàn)的臨時狀況進(jìn)行運(yùn)用、調(diào)整及篩選。教學(xué)設(shè)計Title: Module 4. My familyPeriod 1: Listening and Vocabulary Teaching Content : Listening and Vocabulary Teaching Aims and Demands:1. Language Knowledge Key voc

7、abulary: many,people,aunt,grandfather, grandmother, grandparent, uncle, have got Key structure: There is/are ； have/has got(重點(diǎn)); numbers 2, Listening skill: To process information of family members in listening. Improve the students listening ability. (難點(diǎn))3.Affection and attitudes: We should love my

8、 family and help the other students . .Learning strategies:Bottom up , Interactive approach and listening the tape and do some exercises.Teaching Aids: Multi-Media (Tape recorder , small blackboard ,cards)Teaching Procedures:Part I: Duty reportRevision Task: Help students to revise what is learnt in

9、 last module. Directions:1. Bring some pictures of famous people from China , England and America into class.Talk about them.His name is He is fromHe is 24 years old. 2Ask” Is there a book on your desk ? Where is your? Are there ?” etc. using everyday classroom equipment . In other words , I have go

10、t a What colour pen have you got ?. 3. Practise other forms with the class: Have you / Has he got a red pen? Yes , I have./ No I havent. etc in the same way. 4. Do some choral and individual repetition of the different structures as you use them.Part II: Lead in: 1 .activity 1on page 20 Task: Look a

11、t the pictures. Label Tonys family.Directions:Step one: Read through the words in the box and have the Ss. Repeat them after you chorally and individually.Step two :Ask the students to do activity 1on page 20. Step three: Check their answers with a partner. Step four : Call back the answers as compl

12、ete sentences in a whole- class setting using the known prepositions or phrases such as next to, behind , in front of etc.Step five: Summarize :Part III: Listening and VocabularyTask : To understand conversations .Improve the students listening ability .1 .activity 2 on page 20 Directions:Step one:

13、Explain that the students have to check in activity 1 the people Tony mentions.Step two : Play the recording once while they just listen. Step three Play the recording once again for them to Check the answers with a partner. Step four : Play the recording once again for them, then once again to chec

14、k. with a partner.Call back the answer in a whole- class setting.Step five: Summarize : Ask the students to call out the answers with a partner.2. Activity 3.on page 21. .Task: Listen and read: Directions:Step one: Play the recording and ask the Ss. to listen and read the conversation.Step two : Pla

15、y the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.Step three: Put the Ss. into groups of 4 to practise the dialogue. Step four: They should repeat it several times, changing the roles each time.3. Complete the sentences Directions:Step one: Explain by saying “This activity is designed to check if you have understood the main ideas of the activity. Step two : Ask the Ss. to listen and complete the sentences Step three: Play the recording once again for them, then once again to check. with a par