1、1 / 3 1教案教案 1.1 背景背景 科目科目英语英语 题目题目U6 ReadingDo you know when basketball was invented? 年级年级 & 班级人数班级人数初三初三 5 班班班级人数班级人数 39 人人 地点地点南水中学微格教室南水中学微格教室 学生特点学生特点1. 班级学生英语水平断层比较厉害，潜能生班级学生英语水平断层比较厉害，潜能生 8 人。剩余学生大都集人。剩余学生大都集 中在中下水平。中在中下水平。 2. 课堂氛围比较热烈。班级整体积极参与课堂活动。学生积极举手课堂氛围比较热烈。班级整体积极参与课堂活动。学生积极举手 回答问题。回答问题。
2、 3. 小组竞争。全班分为小组竞争。全班分为 6 个小组。每小组平均分配不同层次的组个小组。每小组平均分配不同层次的组 员。每节课积分竞争。员。每节课积分竞争。 先备知识先备知识1. 技术层面：技术层面： 了解和体验了解和体验 Kahoot 的基本使用。的基本使用。 2. 语言层面：语言层面： （1）词汇：已学习第六单元的新词和短语）词汇：已学习第六单元的新词和短语 （2）语法：已学习一般过去时的被动语态）语法：已学习一般过去时的被动语态 学生学习目标学生学习目标1.学科目标：学科目标： 1）知识目标：）知识目标： （1）语言知识：）语言知识： 熟练理解和掌握本单元的新词和短语熟练理解和掌握本
3、单元的新词和短语 熟练运用一般过去时的被动语态熟练运用一般过去时的被动语态 2）技能目标：）技能目标： 阅读技能：阅读技能： a.scan to attain quick answers b.change information into mind map to remember more easily 2. 21 世纪技能目标：世纪技能目标： （1）合作能力：小组分工合作完成概念图和组内的信息收集及筛）合作能力：小组分工合作完成概念图和组内的信息收集及筛 选。选。 （2）创造力：自由设计概念图。）创造力：自由设计概念图。 （3）逻辑思维：通过设计概念图，训练学生的整理信息的能力。）逻辑思维：
4、通过设计概念图，训练学生的整理信息的能力。 1.2 教学活动教学活动 （3-5 页）页） 时间时间教与学的活动（包括教与学的活动（包括 开始，过程，结尾，开始，过程，结尾， 及学习评价等）及学习评价等） 所需所需 ICT 平台及资源，平台及资源， 及实施过程中的注意事及实施过程中的注意事 项项 设计原理设计原理 (设计的设计的 ICT 活动如何实现学习目活动如何实现学习目 标标) 5min(before class) T: login Kahoot and get the games ready S: get in Kahoot and get ready to play 1. make su
5、re the network is usable 2. when they get in Kahoot, they are told to type their group get the students ready for the class and raise their curiosity about the test. 2 / 3 number as the players. 5minwarm- up test T: greet the students and invite them to the warm-up test. Get in the game and show the
6、 students the pin number. S: get in the game by the pin number and play. 20 sec for each question, 6 in all. The top 5 scorers will be rewarded. use Kahoot for the warm-up test 1. Kahoot is a fun website to give the student a test. The students will be interested at the beginning of class. 2. The te
7、st will check how well students know about basketball. 3. The ranking will stimulate their enthusiasm to win. 1 min lead in the passage T: lead in the passage S: get to know what they are going to learn today. 3 minread through the passage quickly T: let students read the passage and pay attention t
8、o the details. S: read quickly and get to know some detail information from the passage. 5 min Kahoot game T: play another Kahoot game with students and check how well they know about the details from the passage. S: get in the game by the pin number and play. 20 sec for each question, 6 in all. The
9、 top 5 scorers will be rewarded. 1. make sure the network is usable 2. when they get in Kahoot, they are told to type their group number as the players. Kahoot game can make reading comprehension exercise more exciting. 3 minread the passage carefully again T: let students read the passage. S: read
10、the passage carefully and get ready for the mind map design. 10 min design mind maps T: hand out the card paper to each group and ask them to design their own mind map by The mind maps consist of details of the reading and the relations among different detail. 1.The mind maps help students to read t
11、he details of the reading, especially the key 3 / 3 using the key words given. S: cooperate in the group and try to design a mind map based on the understanding of the passage. Each group is responsible to design their own mind map by using the key words given. vocabulary. 2. The cooperation of task
12、s reduce students stress of doing the tasks. 3. the mind maps also help students to connect different information that is in the reading. It helps students to reorganize the content of the reading. 5 min report mind maps T: ask the students to report their work and show the students the complete min
13、d map. S: report their work in front of the class and learn from other groups. . 10 mingroup discussion T: lead the students to think about and discuss the topic “Is it good to be a famous basketball player?” S: discuss the topic and each student is required to write down their opinions on small pap
14、er and then stick it on the card paper. The group leader is supposed to select the best ideas from the card paper and then report to the class 小组贴纸用于写前阶小组贴纸用于写前阶 段，能很好地实现三段，能很好地实现三 益模型。目的是为写益模型。目的是为写 作作业做铺垫，同时作作业做铺垫，同时 是对课文的一种延伸是对课文的一种延伸 讨论和思考。讨论和思考。 2 minsum upT: show the final results of the group performance in the class. Conclude with the theme of the lesson. Give assignment.
