2017筆試上52全科教學設計

1、教學設計5 博恩教育4、課堂總結 課堂總結是在完成某項教學任務的終了階段，教師富有藝術性地對所學知識和技能進行歸納總結和轉化升華的行為方式。 常用的課堂總結方法： 自然結尾法 懸念留疑法 前后照應法 知識延伸法 激勵法5、布置作業(yè) 學生在課堂教學結束后，完成課后作業(yè)便是對所學知識的一種鞏固。在設計課后作業(yè)時一定要注意與教學內容的重難點以及教學目標的設計相結合，設計的課后作業(yè)要體現學科特色。 6、板書設計 板書是教師以教學內容為素材、以教學目標為依據，在黑板上用書寫文字、符號或繪圖等方式，向學生呈現教學內容、分析認識過程，將知識概括化和系統(tǒng)化，啟發(fā)學生思維，幫助學生理解和記憶的教學手段。 【課題

2、】Module 2 Unit 1 There is a big Chinatown in New York.【教學目標】1、知識與技能：能熟練掌握并運用以下動詞的過去式描述過去發(fā)生的事。havehad gowent arewere speakspoke iswas seesaw eatate likeliked能夠熟練朗讀課文，能根據提示簡單復述課文。2、過程與方法：用過去時表述過去發(fā)生的事情；用There be 句型介紹某一地方。3、情感、態(tài)度和價值觀：了解中華文化，增強民族自豪感，養(yǎng)成合理的跨文化心態(tài)及與各國人民友好相處的意識?！窘虒W重點】能夠熟練朗讀課文，能根據提示簡單復述課文?！窘虒W難

3、點】運用動詞的過去式描述過去發(fā)生的事?！窘虒W準備】詞卡，CD-ROM ,課本，練習冊，多封E-mail. 一、Warming-up（熱身活動）1Greetings.2Now, lets sing the song. We had a lovely day.（設計意圖：通過歡快的歌曲，活躍課堂氣氛，并帶領學生復習以前所學的動詞的過去式，為課文學習做好鋪墊。）二、Presentation (介紹新語言項目)1T: Oh, they went to the Great Wall on holidays. Where did you go on holidays? S1：I went to Beiji

4、ng. T: What did you see? S1: I saw the Great Wall. T: What did you eat? S1: I ate the apples.2.T：Daming put many things in his bag. He went to the airport. He visited Simon. Where is Daming now? Ss: He is in America. T: Yes, he in in America with Simon.3. T: Look Daming, what is he going to do? Ss:

5、Hes going to send an email to Mum. T: Lets learn it together.（設計意圖：師生利用過去時進行有針對性的問答，利用以前學過的情節(jié)創(chuàng)設情景，到了美國的大明寫郵件給媽媽，引領學生進入課文學習。） 三、New teaching（課文教學）1.T: After listening, please choose my question: T：Where did Daming and Simon go yesterday? A. Washington D.C. B. New York Ss: They went to New York. T: Th

6、ere is a big Chinatown in New York.(ppt. Chinatown 的圖片) T: What do you think of Chinatown in New York? Is it big? Is it beautiful? Ss: Its very big. T: Yes. There is a big Chinatown in New York. (板書)2. T: Daming and Simon went to Chinatown yesterday. What was in Chinatown? Ss: There were Chinese peo

7、ple everywhere . Ss: There were lots of Chinese shops and restaurants there .(Practise: There were)ppt. There were _ everywhere.3. Teach “restaurant” (ppt. ) T: There were lots and lots of Chinese shops and restaurants there.（板書)4 反饋板書，請教學生為什么用is / were小結：is 是表現在仍客觀存在的現實；后接可數名詞單數。 were 表示的是過去發(fā)生的事情；后可接可數名詞的復數。5Read and judge “T”or “F”. (進行自己閱讀)(1) The people spoke Chinese . (F)Teach ”spoke”及原形“speak”.(2) We ate in an American Chinese restaurant. (T)評析：通過對比中外食物的差異，引出“