李秋平教學(xué)設(shè)計(jì)-“江南聯(lián)賽”一等獎(jiǎng)

英語(yǔ)教學(xué)設(shè)計(jì)課程名稱Unit9OptimismandPessimism課時(shí)1學(xué)段學(xué)科九年下英語(yǔ)教材版本仁愛(ài)版作者李秋平學(xué)校虹橋中學(xué)一、教學(xué)目標(biāo)Knowledgeaim：Studentscanmasterthefollowingwords：blackteacliffoolongteascentedjasmineplumareabletouseandexchangethesimilarexpressionsfreely:=1\*GB3①I’dliketobuy…/Iwanttofind…/IhopeIcanbuy…=2\*GB3②Whatdoyourecommend?/Whichonesarethemostpopular?/Canyourecommendsome…?=3\*GB3③Whatdoyouthinkofthese?/Howdoyoulikethese?/Doyoulikethese?=4\*GB3④Howmucharethey?/Whatdotheycost?/Whatpricearethey?Abilityaim:Throughdifferentkindsofteachingactivities,studentscanimprovetheirabilityoflisteningandspeaking.Emotionalaim:Throughthestudyofthisperiod:1.Studentsareabletouselisteningskillstocomprehenddialoguesand.Students’speakingskillscanbeenhanced.Emotionalaims:Throughthisperiod,studentscanlearnhowtobuytheirfavoritethingsatashop.二、教學(xué)重難點(diǎn) Teachingkeypoints:1.Totrainstudents’abilityofgraspingdetailsofthedialogueandcatchingkeywordsbylistening2.Studentscantalkaboutthetopicofstoreshoppingfreely.Teachingdifficultpoints:1.Improvestudents’listeningability,especiallytheabilityofcatchingkeywords.2.Improvestudents’speakingskillsbypractice.三、學(xué)情分析AccordingtothestudentsofGradeNine,theyhavehadagoodfoundationinthebasicsofEnglish.Butwhetherthefoundationenablesthestudentstouseandexchangetheknowledgewhichtheyhavelearntfreelyisaquestion.四、教學(xué)方法Teachingmethods:1.Task-basedteachingmethod.2.Audio-visualteachingmethod.五、教學(xué)過(guò)程1.Greeting!2.Playavideotoshowdifferenttypesofteawhicharereferredinthelisteningmaterials:blacktea,oolongandsoon.(Justification:Createaninterestingatmosphereandattractstudents’attentiontogetstudentstocombineEnglishlearningwithdailylife.Also,it’seasyforthemtosaysomethingconcerningtheirlife.)Step2Pre-listening1.Askquestion:Q:What’syourfavoritekindoftea?2.Lettwostudentstelltheiranswersandtheteachershowstherightanswer.(Justification:Thisisakindof“brainstorm”,itcanmakeclassmorevividanditisalsoapreparationprocessforthefollowingcontents.)Step3While-listeningExtensivelistening：Listentothewholepassageextensivelytwiceandanswerthefollowingtwoquestionsaccordingly.Q1:Whatdotheymainlytalkabout?Q2:Howmanykindsofteaappearinthisdialogue?(Justification:Helpstudentsunderstandthispassageeasilyandpracticetheirlisteningability;helpteachergettoknowthestudents’listeningability.)2.Intensivelistening:a.Listentothepassageandanswerthesequestions(7mins).Q1:whatdoesBrecommend?Q2:whatkindofteawouldAliketobuy?Q3:WhatdoesAthinkofthetea?(Justification:Trainstudents’listeningabilityofsearchingdetailedinformationinthepassageandprepareforthespeaking)b.Listentothetapeagainandcompletethetableandpracticethenewdialogue.(Justification:Trainstudents’listeningskillsandthinkingability.)Step4Post-listeningLetstudentsreadthedialogueloudlybyfollowingthetape.（Justification:Helpthestudentsunderstandthecontextandmastertheknowledgepoints）Step5speakingtaskPartAShowthesimilarexpressionsonthePPT.AskthestudentstoreadPartAbythemselvesandmakeanewdialoguewiththeirpartners.(Justification:Trainstudents’readingandspeakingability.)PartBAskstudentstomakedialoguewiththeirpartnersaccordingtothePartBmaterials.Thenseveralofthemwillbeinvitedtorole-playtheirdialoguestotheclass.(Justification:Studentsactoutthedialogueintheirownway,whichhelpstoconsolidatewhattheylearninthisperiodandmakestheclassmoreinteresting.)Step5SummaryandHomework1.Teachermakesaclearsummaryofthisclasswithstudents.2.Homework:a.Writeanarticletointroduceoneofthemostpopularteaofyourdailylife,sharethemonthenextlesson.b