作业标题 :初中英语工作坊作业截止日期 : 2016-12-25
作业要求 :
初中英语工作坊作业
结合本次学习成果和教学实际,提交一篇本学科的信息技术支持条件下教学设计。
作业要求:
①教学设计应体现信息技术于本学科教学的相互融合(如运用视频、微课等)。要求原创,谢绝雷同。字数不少于300字。
②教学设计直接粘贴在答题框内。请尽量不要用附件的形式提交。
③作业截止日期:12月25日。
④标题要求:个人研修作业/姓名/工作坊名称
发布者 :秦小萌
提交者:学员刘才璐 所属单位:平顶山市实验中学 提交时间: 2016-12-08 浏览数( 0 )
个人研修作业/刘才璐/初中英语工作坊7组
Unit 8
Topic 1 How is the weather in winter?
Section A
Ⅰ. Material analysis
本话题通过对话询问和描述一年四季的气候引入学习,自然过渡到气温的表达,对比中西方国家天气的差异,同时谈论大量适合各种天气的日常活动。本节课是本单元的第一节课,主要活动是1a。学习询问和描述不同季节天气的表达以及描述不同季节适合的活动的表达方式;还将学习询问最喜欢的季节并阐述其原因的表达方式。
Ⅱ. Teaching aims
1. Knowledge aims
能够快速辨认和正确朗读与天气及其活动相关的词汇:
weather, spring, warm, season, summer, hot, fall, cool, winter, cold;
能够询问和描述不同季节的天气以及各季节适合的活动的表达方式,如:
—What’s the weather like in spring?= —How is the weather like in spring?
—It’s warm. It’s a good time to.../ It’s a good season for...
能够谈论最喜欢的季节并阐述其原因,如:
Which season do you like best?
— Why/Why do you like it? —Because...
能够应用一般现在时询问天气并作出回答,如:
—What’s the weather like in spring?= —How is the weather in spring?
—It’s warm. It’s a good time to .../ It’s a good season for ...
2. Skill aims
能够听懂谈论季节和天气状况的对话和短文;
能够熟练使用英语询问和描述季节及天气情况;
能够读懂一些简单的与季节和天气相关的课外阅读材料;
能够编写有关季节和天气的短文。
3. Emotional aims
能够和同伴积极合作,共同完成任务;
能够认真、规范地读出音标及单词;
能够欣赏四季的美丽景色。
Ⅲ. The key points and difficult points
1. Key points
掌握询问和描述不同季节的天气及各季节适合的活动的表达方式,如:
—What’s the weather like in spring?= —How is the weather like in spring?
—It’s warm. It’s a good time to.../ It’s a good season for....
掌握运用询问最喜欢的季节并阐述其原因的表达方式,如:
Which season do you like best?
— Why/Why do you like it? —Because...
2. Difficult points
掌握询问和描述不同季节的天气及各季节适合的活动的表达方式;
掌握应用询问最喜欢的季节并阐述其原因的表达方式。
Ⅳ. Learning strategies
培养借助图片帮助听说的习惯。
Ⅴ. Teaching aids
多媒体、教学卡片和黑板
Ⅵ. Teaching procedures
Step |
Interaction patterns |
Student activity |
Teacher activity |
Introduction |
1.The whole class work.
2.The whole class work.
|
1. Focus their attention to follow and repeat : fly kites, go swimming, climb hills, make snowmen
2. Answer the questions: T: How many seasons are there in a year? Ss: Four. T: What are they? Ss: They are spring, summer, fall and winter. |
1.Greet with students and let students do some actions: fly kites, go swimming, climb hills, make snowmen, plant trees, go hiking, go skiing Lead to the title of this unit. 2. Lead to the new words: season, weather, spring, warm, summer, hot, fall, cool, winter, cold.
|
Presentation
|
1.Individual work.
2. Individual work and the whole class work.
3.Individual work and the whole class work. |
1.Ask the question: T: Which season do you like best? S1:I like … best. S2:I like … best. S3:I like … best. S4:I like … best. T: What’s the weather like in …? S4: It’s …
2.According to the pictures, make sentences. Ask and answer : S1:What’s the weather like in …? S2: It’s … S3: How is the weather in …? S4: It’s … … 3. First, listen and underline. Second,After listening, ask four students to check the answers. S1: It’s a good season for flying kites. S2: We can go swimming. S3: It’s a good time to climb hills. S4: We can make snowmen in winter. Third, read 1a after teacher. Fourth, read 1a by themselves. |
1.Write the sentences on the blackboard: Which season do you like best? I like … best. Lead to the question: What’s the weather like in …?Let students think about the question and try to answer the question. Write the sentences on the blackboard: What’s the weather like in…? =How is the weather in…? It’s … 2.Show four pictures about spring, summer, fall and winter.
3.First, show the next picture on the screen and say: What can we do in different seasons? Now please open your books and turn to Page 81. Look at part 1a. Listen and underline the sentences about activities in spring, summer, fall and winter. Second, ask four students to check. Lead to the new sentences and write on the blackboard: It’s a good season/ time for doing sth. It’s a good time/ season to do sth. Third, lead to read. |
Consolidation |
1.Individual work. 2.The whole class work.
3.The whole class work. |
1.Make sentences as quickly as possible. 2. Enjoy the flash, match the seasons with the weather and activities (1b). Then check the answers. 3.First, listen and complete the conversation (2a). Then check the answers. Last, boys are Kangkang and girls are Jane, read it together. |
1.Show some pictures and let students make sentences. 2.Play the flash, finish 1b. Then check the answers.
3.First, play the listening exercise. Then ask two student to check. Last, ask students to read the conversation. Boys are Kangkang. Girls are Jane.
|
Practice
|
1.Pair work.
2.Individual work and the whole class work. |
1.Work in pairs, after the example. Then act it out.
2.Write a short passage about your favorite season. Then ask some to read. |
1.Show four pictures and an example, let student make their conversations. Then choose about four pairs to act it out in the front. 2.Show an example. Give students several minutes to write. Then ask some to read their passages. |
Production
|
1.The whole work.
2.The whole work.
3. Individual work and the whole work. 4. Individual work and the whole work. |
1.Listen to the teacher.
2. Read the summary together.
3.Do a test.
4.Ask student to think about the meaning of the sentences. T: Who can tell me the Chinese meaning? S1:… S2:… … |
1.Show some pictures on the screen and say something about “winter I like best”. Tell student to love our life and nature. 2.Show a picture of summary. Let student read it together. 3.Show a picture of test. Ask all students to do it and some of students to check. 4.Show a picture of some proverbs. Let students try to translate them. |
Teaching reflection: 本节课要掌握的语言点较多,学生在课堂上不可能完全掌握,因此,学生在课后做好复习,查漏补缺是非常必要的。同时要求学生养成良好的学习、复习习惯,有利于学生们更好地学习。 |
Ⅶ. Blackboard design
Unit 8 The seasons and the weather Topic 1 How is the weather in winter? Section A season spring summer fall winter weather warm hot cool cold 1 . Which season do you like best? I like... best. 2. What’s the weather like in ...? =How is the weather in ...? It’s ... 3. It’s a good time to do ... It’s a good season for doing... |