新標(biāo)準(zhǔn)初二（上）M2U2教學(xué)設(shè)計(jì)(1)

1、新標(biāo)準(zhǔn)英語(yǔ) 初二（上）教學(xué)設(shè)計(jì)Module 2 ExperiencesUnit 2 Wei Ming has been all over China by plane 李會(huì)蓉一、教學(xué)目標(biāo)：語(yǔ)言知識(shí)目標(biāo)：1. 能夠詢(xún)問(wèn)他人的經(jīng)歷，向他人介紹自己的經(jīng)歷，并掌握跳讀的技巧 2. 能夠運(yùn)用現(xiàn)在完成時(shí)詢(xún)問(wèn)和表達(dá)經(jīng)歷3. 能夠理解、使用下列單詞和詞組：Western, come true, abroad, fantastic, anywhere, Chinatown, Italian, delicious, pizza, sandwich, more than, sell, sell out, music

2、ian, dagger, seat, beside, taste 語(yǔ)言技能目標(biāo)：1. 能夠聽(tīng)懂用現(xiàn)在完成時(shí)描述的經(jīng)歷2. 能夠運(yùn)用現(xiàn)在完成時(shí)詢(xún)問(wèn)和表達(dá)經(jīng)歷運(yùn)用句型Have you ever been toHave you ever triedIve always wanted toIve heard of 詢(xún)問(wèn)和描述個(gè)人經(jīng)歷，表達(dá)情感。3. 能夠讀懂介紹經(jīng)歷的文章，并且能夠理解語(yǔ)篇的主題和細(xì)節(jié)。4. 能夠用現(xiàn)在完成時(shí)描寫(xiě)文中人物及個(gè)人的經(jīng)歷。學(xué)習(xí)策略：1. 能夠預(yù)習(xí)教材；根據(jù)自己的情況進(jìn)行拓展和補(bǔ)救2. 相互詢(xún)問(wèn)或談?wù)摻?jīng)歷時(shí)能夠與他人很好的配合文化意識(shí)：能了解不同國(guó)家的風(fēng)景：了解其不同的自然環(huán)

3、境與文化同時(shí)能夠介紹中國(guó)的文化與名勝，增強(qiáng)民族意識(shí)情感態(tài)度：談?wù)摻?jīng)歷時(shí)能夠注意他人的情感，不因別人未能周游各地而蔑視，要表現(xiàn)關(guān)懷與平等二、學(xué)情分析： 對(duì)于大多數(shù)農(nóng)村學(xué)生來(lái)說(shuō)，針對(duì)旅游經(jīng)歷及本單元中所涉及到的西餐名稱(chēng)、國(guó)內(nèi)外名勝、名人等知識(shí)，了解得都比較有限。因此通過(guò)運(yùn)用現(xiàn)代教學(xué)技術(shù)（遠(yuǎn)程教育和因特網(wǎng)等為基本的教學(xué)手段），創(chuàng)設(shè)直觀(guān)、形象的語(yǔ)言教學(xué)情景，是必不可少的。教師為學(xué)生創(chuàng)造并提供生動(dòng)、有趣的英語(yǔ)學(xué)習(xí)氛圍，能夠提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣，減輕他們學(xué)習(xí)英語(yǔ)的負(fù)擔(dān)，激起了學(xué)習(xí)英語(yǔ)的欲望，增強(qiáng)了他們的參與意識(shí)，從而達(dá)到了預(yù)期的教學(xué)效果。三、教材分析： 本模塊的話(huà)題是Experiences，本節(jié)課授課內(nèi)

4、容為Unit 2 Wei Ming has been all over China by plane，在教材的1213頁(yè)，是本模塊的新授課內(nèi)容。學(xué)生通過(guò)詢(xún)問(wèn)他人或談?wù)搨€(gè)人的經(jīng)歷，學(xué)習(xí)掌握現(xiàn)在完成時(shí)態(tài)，并引導(dǎo)學(xué)生學(xué)習(xí)掌握跳讀的技巧，以便在今后的閱讀訓(xùn)練中能有效地使用這種閱讀方法。通過(guò)讓學(xué)生看有關(guān)文中人物的旅行經(jīng)歷的圖片，用現(xiàn)在完成時(shí)態(tài)進(jìn)行描述并讓幾個(gè)學(xué)生將其經(jīng)歷寫(xiě)在黑板上，這一環(huán)節(jié)是對(duì)本節(jié)課教學(xué)內(nèi)容的進(jìn)一步落實(shí)拓展，使學(xué)生掌握了有效的學(xué)習(xí)策略，提高了學(xué)生學(xué)習(xí)語(yǔ)言的實(shí)踐能力。四、教學(xué)重點(diǎn)與難點(diǎn)：重點(diǎn)：1、運(yùn)用現(xiàn)在完成時(shí)詢(xún)問(wèn)他人或談?wù)搨€(gè)人的經(jīng)歷。 2、能夠介紹文中人物的經(jīng)歷。 3、學(xué)習(xí)并掌握跳讀的技

5、巧。難點(diǎn)：在閱讀之后運(yùn)用現(xiàn)在完成時(shí)態(tài)介紹并寫(xiě)出文中人物的經(jīng)歷。五、教學(xué)設(shè)計(jì)的思路及資源運(yùn)用：本課的教學(xué)重點(diǎn)為運(yùn)用現(xiàn)在完成時(shí)詢(xún)問(wèn)他人的經(jīng)歷，在閱讀之后介紹并寫(xiě)出文中人物的經(jīng)歷。詞匯量、教學(xué)容量、難度相對(duì)較大。而且針對(duì)旅游經(jīng)歷及文中涉及到的西餐名稱(chēng)、國(guó)內(nèi)外名勝、名人等知識(shí)，對(duì)農(nóng)村學(xué)生來(lái)說(shuō)都很有限。針對(duì)學(xué)生存在的這種文化差異，非常有必要運(yùn)用現(xiàn)代教學(xué)技術(shù)，創(chuàng)設(shè)生動(dòng)、形象的語(yǔ)言教學(xué)情景，使學(xué)生能夠更為直觀(guān)地學(xué)習(xí)新詞匯、了解不同文化、掌握本課時(shí)的教學(xué)內(nèi)容。通過(guò)生動(dòng)有趣的畫(huà)面，刺激學(xué)生的感觀(guān)，喚醒學(xué)生的主體意識(shí)，從而全方位調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，使整個(gè)教學(xué)從知識(shí)的內(nèi)化到外顯呈現(xiàn)出一種動(dòng)態(tài)的、和諧的發(fā)展過(guò)程。例

6、如，運(yùn)用四幅寧夏風(fēng)景的圖片，使學(xué)生了解寧夏，使用Have you ever been to這個(gè)句型談?wù)搶幭?，并運(yùn)用have been to /have never been to/have heard of/have wanted to 等句型幫助學(xué)生提醒記憶，激發(fā)學(xué)生對(duì)本課教學(xué)內(nèi)容的學(xué)習(xí)熱情。調(diào)動(dòng)他們的參與意識(shí)，通過(guò)觀(guān)察、了解、描述、討論、閱讀、理解等一系列活動(dòng)使學(xué)生在語(yǔ)言實(shí)踐中獲得語(yǔ)言能力并得到文化體驗(yàn)的樂(lè)趣。在教學(xué)過(guò)程中，電腦的軟件融會(huì)了多種傳統(tǒng)電教媒體錄音機(jī)、投影儀及電視機(jī)的功能，精簡(jiǎn)了教學(xué)工具的使用，操作簡(jiǎn)便，使課堂學(xué)習(xí)氣氛濃厚，學(xué)習(xí)環(huán)境寬松。首先通過(guò)多媒體資源,為學(xué)生的聽(tīng)說(shuō)讀寫(xiě)訓(xùn)練

7、提供了非常形象直觀(guān)的語(yǔ)言運(yùn)用情景。 借助媒體資源方式, 降低了詞匯教學(xué)的難度、提高了趣味性，消除了學(xué)生學(xué)習(xí)大量詞匯的畏難情緒。針對(duì)大部分農(nóng)村學(xué)生不了解西餐或旅行目的地的相關(guān)知識(shí)，通過(guò)圖文并茂的畫(huà)面，為學(xué)生創(chuàng)設(shè)出符合其認(rèn)知水平的學(xué)習(xí)模式。由觀(guān)察到認(rèn)知、理解，從文字和文化角度幫助學(xué)生掃清閱讀障礙，使閱讀教學(xué)由易到難,由感性過(guò)渡到理性, 更易于被學(xué)生理解和掌握。如：將文中人物的旅行經(jīng)歷，用圖片和有關(guān)詞匯展示出來(lái)，學(xué)生描述時(shí)既直觀(guān)又簡(jiǎn)便，再如：展示“臥虎藏龍”的電影畫(huà)面，使學(xué)生對(duì)文中人物何美鳳渴望見(jiàn)到電影明星并夢(mèng)想成真的經(jīng)歷，有了更深的了解。為學(xué)生全面了解文章奠定了基礎(chǔ)。利用媒體資源更容易激發(fā)學(xué)生的語(yǔ)

8、言興趣和交際沖動(dòng), 提高語(yǔ)言交際的真實(shí)性、生動(dòng)性，并且有助于消除學(xué)生學(xué)習(xí)英語(yǔ)的畏難情緒，減少心理壓力。在有限的時(shí)間內(nèi)增大了知識(shí)容量,和訓(xùn)練量, 從而減輕了老師和學(xué)生的負(fù)擔(dān), 達(dá)到及時(shí)鞏固的效果。 六、教學(xué)過(guò)程： Teaching planModule 2 ExperiencesUnit 2 Wei Ming has been all over China by plane 1.  Type of lesson: Reading and writing2 Method：PWP approach3Aims：To enable the students to understand the

9、passages concerning travel experiencesTo enable the students to write about travel experiences4 Contents： Key vocabulary: western, abroad, fantastic, anywhere, delicious, sandwich, sell, seat, beside. Key structures: have/has+ been to have / has heard of have / has always wanted to 5. Important poin

10、ts：A To learn to ask the others experienceB To understand passages concerning travel experiencesC To write about travel experiences6. Difficult points：To write about travel experiencesTeaching Aids：MediaProcedures:Step1 Revision Ask the students to tell the class about their fantastic expe

11、riences.Step 2 Look and ask1). Show four pictures of places of interest in Ningxia Sand lake / Shapotou / 108 pagodas / Western movie town2). Ask them to answer the following questions after the model.-Have you ever been to Sandlake/Shapotou/108pagodas/Western Movie Town?-Yes, I have. Its fantastic.

12、-No, I havent. But Ive heard of it. / Ive always wanted to go there. 3)  Ask the students to practice in pairs. 4) Ask the pairs to present their conversations.Step 3 Look and learn Show some pictures to the studentsGet the students to learn the new words：western food, Italian food, delici

13、ous, pizza, sandwich, musician, dagger, seat, taste, Chinatown, come true, fantastic, anywhere, more than, sell out, beside abroad Step 4 Make conversations in pairs by asking and answering the following questions:1. Have you ever been to a concert?2. Have you ever tried western food?3. Have you eve

14、r had a “dream come true”?4. Have you ever flown?5. Have you ever been abroad?Step 5 Pre-reading1)   Ask the students to read the passage silently 2)   And complete activity 2 on page12 individually, and decide who and what you can see in the photo3) Check the answersSt

15、ep 6 Read and match the characters with their experience in the passage. Wei Ming has been to San Francisco Han Li has been to Sanya Yi Wen has been to a Beijing cinema Wang Ming has been to a Liu Huan concert in Beijing. He Meifeng has been to Nanjing Step 7 Read and decide Read the sentences from

16、the passageSay who or where the underlined words refer to1) Ask the students to do this individually, and then check with a partner2) Call back the answers from the whole class, having one student read one of the sentences, and another say who or where so they fly to different places for their holid

17、ays. His grandparents live there and he visits them every Spring Festival. Hes written the best songs! Zhang Ziyi was in the seat beside her. Ive always wanted to meet her! Step 8 Retelling1) Show the pictures referring to the experiences of each character.2) Ask them to describe each picture.Step 9 Writing1)  Ask some students to write