2023年融匯貫通之教學設計

融匯貫通之教學設計A

請依據(jù)所供應的教學材料，依據(jù)PPP教學模式，用英語完成以下使同學把握CanIhave...,please?和Sorry!Certainly!句型的教學設計任務。(設計意圖可用中文表述)

1.確立本節(jié)課的學問目標和力量目標。

2.依據(jù)所設定的學問目標，設計presentation環(huán)節(jié)的教學活動，并設計意圖加以說明。

3.依據(jù)所設計的力量目標，設計practice環(huán)節(jié)的教學活動。

4.依據(jù)所設定的學問目標和力量目標，設計homework環(huán)節(jié)的教學活動并從合作學習的角度對設計意圖加以說明。

5.板書設計。

Letstalk

A:Havesomegrapes.

B:Thanks.Ilikegrapes.

C:Hereyouare.

D:Sorry,Idontlikegrapes.CanIhavesomebananas?

Letsplay

Idontlikepears.Ilikeapples.

【參考設計】

(1)Teachingaims:

Studentscangraspthesentencepattern:CanIhave...,please?Sorry!Certainly!

StudentswillFormthegoodhabitofthriftanddevelopacorrectconceptofdiet.

StudentscanexpresstheirneedsinEnglish.

(2)StepPresentation

Theteacherstickspicturesthatrepresentallkindsoffruitstheyhavelearnedontheblackboard.

①Pointtothesefruits,say:"Look,thesearemanyfruits.'Repeat"fruits'andleadtoread"fruits'.

②Thenask:"Doyoulikefruits?'Theycananswer:"Yes,Ido.'Sotheteacherinvitethemtoeatfruits:"Havesomefruits.'andrepeatit.

③Showthesentencecard:"Havesomefruits.'andstickontheblackboard,thenleadtoreadit.

④Ask:"Somanyfruits,Ilikeapples.Whichonedoyoulike?"Theycananswer:"Ilikepeaches./Ilikepears'...Theteacherasks:"Ilikeapples.CanIhaveanapple,please?'Leadtoanswer:"Sure.'

⑤Changethefruit,repeattoask:"CanIhave...,please?'Leadtoanswer:"Sorry!'or"Certainly!'

⑥SeetheCDaboutthedialogueof"Letstalk'.

⑦Showthesentencescards:CanIhaveanapple,please?Sorry!Certainly!SeetheCDfollowtoread.

⑧Showsomepicturesofdrinks:orange,juice,milk,coke,tea,coffee,water.Stickthemontheblackboard.Say"Imthirsty.CanIhavesomeorangejuice,please?'Thenpointtothemilk,coke,teaLetthestudentsanswerwith:CanIhavesome,please?

(設計意圖：使同學學習有關(guān)水果的單詞，并在老師的指導下學習并嫻熟運用CanIhaveanapple,please?Sorry!Certainly!句型。在第⑧步驟的學習下，使同學明白飲料前面應當用some修飾而不能用a/an修飾)

(3)StepPractice

Passonebyone:

Dividestudentsintogroups,fouroftheminonegroup.StudentAdrawanappleonpicture,andstudentBasks:CanIhaveanapple,please?Thestudentsanswers:Certainly,hereyouare.AndgiveittoB.TheBasksC:CanIhaveanapple,please?StudentCanswers:Certainly,hereyouare.Then.

Whentheteachersaysstop,theonewhogetstheappleinhishandwillbethewinner.

(設計意圖：通過這個嬉戲使同學嫻熟把握句型：CanIhaveanapple,please?和Certainly,hereyouare.)

(4)StepHomework

Letstudentshaveapartywiththeirfriendsintheirhomes,andpreparesomefruitsandjuice.Thenusethesentencetheyhavelearnedtocommunicatewitheachother.

(設計意圖：培育同學的口語交際力量，和交友力量，增進同學之間的友情;在活動過程中熟悉和培育好的飲食習慣)

(5)Blackboarddesign:

B

設計任務：依據(jù)所供應的信息和語言素材設計一節(jié)課的教學方案。

該方案沒有固定格式，但須包含下列要點：

lTeachingobjectives

lTeachingcontents

lKeyanddifficultpoints

lMajorstepsandtimeallocation

lActivitiesandjustification

教學時間：45分鐘

同學概括：某城鎮(zhèn)一般中學八班級(初二)同學，班級人數(shù)40人，多數(shù)同學已達到《義務教育英語課程標準(2022年版)》三級水平，同學參加樂觀性一般。

Frank:Hi,Bob.Howisyourday?

Bob:ItsOK.IlikeMondaybecauseIhaveP.E.andhistory.Theyremyfavoritesubjects.

Frank:WhosyourP.E.teacher?

Bob:Mr.Hu.Healwaysplaysgameswithus.

Frank:Thatsgreat!Butdoyoulikehistory?Itsboring.

Bob:Oh.Ithinkhistoryisinteresting.Whatsyourfavoriteday?

Frank:Friday.

Bob:Why?

Frank:BecausethenextdayisSaturday.

Bob:Haha!Thatsforsure.IlikeFridaystoo.

【參考設計】

ClassContents:Adialogueaboutonesfavoritesubjects,favoriteteacherandfavoriteday.

TeachingObjectives:

(1)Knowledgeobjectives:

Studentscouldmasterthenamesofsubjectsandtheusageof"favorite'.

(2)Abilityobjectives:

Studentscouldknowhowtosaydifferentsubjects,anddeveloptheabilityofdescribingthem.

(3)Emotionalobjectives:

Studentscouldhaveabetterunderstandingoftheirclassmatesthroughthediscussion,andcultivatetheirloveforeverydayandeveryclass.

TeachingKeyPoints:

Namewordsofsubjects;descriptionofwords,usageof"favorite'

TeachingDifficultPoints:

Usageof"favorite',howtostartadiscussion.

TeachingAids:multi-media,acalendar,flashcards

TeachingProcedures:

Step1Warmingup(5minutes)

TheteacherwillshowapictureofEnglishclass,mathclassandChineseclassonthemultimediascreentoask"Whatclassesarethese?'

Studentswillanswerthequestions.

(Justification:Thisstepwillwarmuptheclass..)

Step2:PresentationPractice(25minutes)

(1)Newwords

①Studentswillbedividedinto4groups,andtheyhave5minutestothinkaboutthenamesofsubjects.Theteacherwillrewardthegroupthatthinkoutthemostwordscorrectly.

Allthecorrectnamesofsubjectswillbelistedontheblackboard.

②Theteacherguidesstudentstomasterthesesubjectwordsbyofferingsomelearningstrategieslikeword-formation,forexample,"Whatsthesamepartofthewordsbiologyandgeology?Canyouguessthemeaningofthesuffix-ology?'

(Justification:Theseactivitiescanenhancestudentsmemoryofnewwordsandhelpthemmasterthestudystrategyofvocabularylearning.)

(2)Grammar

Theteacherwillask"Sowhichclassdoyoulikebest?'

Afterstudentsanswers,teacherneedstowrite"ismyfavoritesubject'ontheblackboardandsay,"WecanalsousethissentencetosayIlikesomethingbest.Englishismyfavoritesubject.Whatsyourfavoritesubject?'

Onestudentwillberequestedtoanswerthequestionandaskanotherone,andallofthemneeddothesameaction.

(Justification:Thisstepwillhelpstudentspracticethegrammarpatternof"ismyfavoritesubject'.)

Step3:Production(10minutes)

Teacherwillaskquestions:

(1)Whatisyourfavoritefruit?

(2)Whatisyourfavoriteseason?

(3)Whatisyourfavoritesport?