1、1 设计主题 设计教学任务,创设教学情境,激发学生积极参与、探索 与创新。 1.整体设计思路、指导依据说明整体设计思路、指导依据说明 仁爱英语九年级(上)Unit1 Topic 3 Section A 继续学习现在 完成时的用法,但是本节课它是温故知新的强化,应以学生的练习为 主,并且它是一个输出的过程。因此我为本课设计了一个环节:在复 习旧知识的基础上,掌握新的知识。我在设计教学任务时,创设了大 量教学情景,优化教学过程,给学生提供一种自然的情景学外语。使 学生能随着活动的完成而掌握巩固知识点,同时也获得成就感,激发 学生参与、探索与创新。 2.2.教学背景分析教学背景分析 教学内容分析:教
2、学内容分析: 本单元的主题为:The Changing World.包括“Our country has developed rapidly” , “The population in developing countries is growing faster. ” 和“The world has changed for the better. ” 三个话题。围绕日新月异的世界这一主题,呈现本单元三个话题的语 音、词汇、语法和功能项目的学习内容。 学生情况分析:学生情况分析: 九年级的学生具有由少年期向青少年期过渡,抽象逻辑思维能力提 高,独立判断性明显发展,记忆力逐步发展到以理解记忆为主。
3、因此 在任务设计上我注重分层,面向全体,充分调动每个学生的积极性。 而且这个阶段的学生他们的个人兴趣基本形成,爱参加有意义的集体 活动。初步形成自我管理的能力,学习的独立性,自觉性增强,所以 在课堂设计上我十分注意激发他们的团结协作能力,让他们在展示自 己的同时也可以看出自己的不足之处发扬乐于助人的风格。 2 3.3.教学目标分析教学目标分析 1. 知识目标:学生通过学习能正确使用现在完成时中 since 和 for。 2. 能力目标:通过学习本课,培养学生的听力能力。和运用现在完成 时进行口头表达的能力。能通过整合对话内容,提升综合语言运用 能力。 3. 情感目标:引导学生能积极与同伴合作参
4、与课堂活动,大胆实践并 引导学生了解各国城市的变化,关注社会文明的进步,为建设更好 的家园而努力学习。 4.4.教学重点、难点分析教学重点、难点分析 教学重点:教学重点: Words and phrases: block, artist, visitor, industry, chemistry, term, get/be used to, used to be, as a matter of fact, millions of, stand for Sentences: You have been in New York for a long time. but the city has i
5、mproved a lot since I came here a few days ago. Grammar: Present Perfect (since 和 for 的用法) 教学难点:教学难点: 1. 通过具体语境,区别短语 get/be used to (doing) sth.和 used to do sth.的用法。 2. 通过观察、听和说的方式感知并掌握 since 和 for 的用法。 3. 区别 since 和 for 引导的时间状语,并在现在完成时中进行运用。 3 5.5.教学方法:教学方法: 1. 恰当运用多媒体辅助教学,提高课堂效率增加趣味性。 2. 以学生为中心,开展
6、 Role play, Playing game, Pair work,Group work 等英语教学活动。 3. 注重分层教学,尊重差异,让不同层次的学生都能参与,获得成就 感。 4. “任务型“活动策略,在做中学和练,任务明确,活动面广,使学 生在交际中真实运用所学知识。 6.6.教学过程设计教学过程设计 Step1 Warming-up(1min) Greet and play a video of New York Teacher : Boys and girls, today before we have our class, I will lead everyone to vis
7、it a beautiful cityNew York .Id like to show you a short video.(播放关于纽约的一个小短片) 设计意图:在短片中介绍了纽约著名的几个地点:Broadway、fifth avenue 等等.让学生欣赏纽约美景的同时更为接下来的新单词输出做 好了准备。 Step2 Lead-in (3mins) Introduce : New York is considered to be the biggest city in the world. It attracts millions of visitors from all over the
8、 world. As a matter of fact, New York is a wonderful place to live! What do you think of New York? You know, Helen and Bob are talking about New York, so lets join them! 设计意图:利用文字介绍纽约来学习本节课的新单词和词组,为学习 新知识做下铺垫。 Step3 Presentation (35mins ) 1. Listening to a tape. (2mins) Teacher : Firstly, youll hear
9、 the conversation about 1a,listen to the 4 intonation just see how it goes. 设计意图:通过语音感知让学生对本节课的重难点有个心理准备。 2. Review : Review the phase“used to do / be used to doing/ be used to do”. (6mins) Teacher : So lets review of sth about how to use the word used. Whats the meaning of .? 设计意图:本节课的重点是“ be used
10、to doing ” 复以前学过的旧 知识来引出今天的重点。 3. Exercise : Ask students to do exercises about “used”and check the answers. 设计意图:通过刚才的学习立刻进行一个习题训练能让学生们对 “ used ” 考点理解更加明确。 4. Watching : Lets watch a flash and try to answer two questions:(3mins) 1. Why does Bob like New York ? 2. Whats the difference in New York be
11、tween the past and present ? 设计意图:Improve students listening skill。 5. Listening : Listen to 1a twice and tick what was mentioned about New York. Finish 1b. (2mins) 设计意图: 再次听本篇对话并完成习题 1b, 加强了学生对重点的理解。 6.Reading : Ask the students to read this dialogue.act it out Teacher: okay. boys are Bob , girls a
12、re Helen, Lets read it .(2mins) 设计意图:Improve students reading and speaking skills。逐渐 让学生把握对话角色,更好的理解课文,增强展示环节的自信心。 5 7.Reading it again : Now go through 1a again and underline the sentences with for and since in them . (1min) 设计意图:Improve students understanding the difficult points。 8. Group work :T
13、here are four sentences and find out different with them. Teacher:Please think about the differences between since and for , then discuss with your group members. (5mins) 设计意图:Improve students understanding the difficult points。 利用小组合作来让学生总结和归纳,对新授知识了解和掌握的更加稳 固。 9. Play a game: How long have you bee
14、n in the waiting room ? (10mins) Teacher : Today ,Dr .Ding is very busy, he has a lot of patients in the waiting room, nurse Wang is helping him to make the order, the patients had their arrival time written on the card , can you help Nurse Wang to list the order ?You should use “since” or “ for” be
15、fore that time , and then ask one another “How long have you been in the waiting room ?” 设计意图:鼓励学生用 since 和 for 来描述时间。以学生为中心,置学 生于语言环境交际之中,调动学生的参与热情,将课堂教学成为一个 师生共同学习创造的过程,由易到难,实现知识结构逐步上升。提高 学生说的技能。 10. Introduce Broadway : (5mins) First, watching a opera and ask a question:“ Where the opera is from
16、?” Second, Get the Students to fill in the blanks in 2 before listening. Then listen and check the answer. Teacher: All right, we have played an interesting game already , lets enjoy a part of opera . Do you like it ? Do you know where the opera is from ? 设计意图: 利用 Sarah Brightman 的一小段歌剧引出今天第二个重 点百老汇
17、的介绍通过欣赏歌剧来吸引学生的注意力。 StepStep 4 4 Summing-upSumming-up Ask the students to sum up what they have learned from this lesson. Words and Phrases :ask a question and in turns (one by one) 6 Get the students to know how to use the word:“since” and “ for”. StepStep 5 5PracticePractice 一。 从下面四个选项中选出一个最佳答案。 1
18、. How time flies ! Three years _ since we came back from England. A. have passedB. has passedC. are passingD. is passing 2. He used to _ to school by bike , but now he gets used to _ to school on foot. A. going ; goingB. go ; goC. go ; goingD. going ; go 3. In China , all students have two _ at scho
19、ol a year . A. SundaysB. monthsC. termsD. holidays 4. How do you like the movie , Tom ? _ If possible , I want to see it again . A. Just soso .B. Sorry , I dont know. C. I dont like it at all.D. Great ! I really love it . 5. Mrs.Green, how long have you lived in Beijing? Let me see. Ive lived here _
20、 about 10 years , _ 2005. A. since ; forB. for ; sinceC. since ; sinceD. for ; for Step 6 Homework 1. Exercise book 2. review this class 3. write a passage : Changes in my Hometown 7 板书设计: Unit 1 Topic 3 Section A The world has changed for the better. get/be used to doing used to be, be used to do a
21、s a matter of fact, millions of, stand for block, artist, used to be, visitor, industry, chemistry, term, 8 6.6.教学评价设计教学评价设计 评价内容:评价内容: (1)学习兴趣。学生是否有浓厚的学习兴趣。 (2)情感、策略发展状态。在学生课堂听讲、回答问题以及学生对话 表演、小组讨论等活动中观察学生的主动学习态度和合作学习情况。 (3)所学语言知识和技能的掌握情况。 (4)综合语言知识和技能的运用能力。 评价方法:评价方法: (1)自我评价。学生进行反思,使他们肯定自己学习的努力,并看到 改进的必要性以及进取的可能性。 (2)互相评价。以学习小组为单位,同伴之间对学习过程及效果作评 价。 (3)教师评价。学生的自评和互评,都必须与教师的评价结合起来, 教师要在评价中发挥主导作用。 7.7.教学反思教学反思 英语教学提倡体验、实践、参与、交流与合作的学习方式,要使 学生尽可能多的从不同的渠道,以不同的方式接触和学习语言,亲身 感受和直接体验语言,在互动中交流语言,在体验中生成知识,使语 言的学习转变成一种创造和运用语言的体验过程,因此在教学中我遵 循了体验式教学模式,使教师的输入和学生的输出科学的结合起来。
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