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:学员耿红伟 所属单位:平顶山市第三十二中学 提交时间: 2016-12-08 浏览数( 0 )
个人研修专业/耿红伟/初中英语工作坊3组
Unit 3 Getting Together Topic 3 What would you like to drink? Section A
I. Material analysis
本课是第三话题的第一课,主要活动是1a,3和4a。通过康康邀请同学在家就餐的情景呈现主要教学内容,学习有关询问吃什么喝什么的表达以及常用的就餐用语,同时借助图片学习食物名词的表达,并初步了解可数名词和不可数名词的用法和区别。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则,正确朗读下列词汇并在实际的对话操练中加以应用:
would, yourself, fish, chicken, rice, drink, juice, milk, water, vegetable, bread, hamburger, idea;
能掌握含有would like表达就餐意愿的表达法,
如:—What would you like to have?
—I’d like …
在教师的帮助与指引下,通过对话操练、听力训练等活动学习、操练并巩固就餐用语,如:
(1)—What would you like to drink? —Apple juice, please.
(2)—Would you like some eggs, Maria? —No, thanks.
(3)—Help yourselves! —Thank you.
(4)—What about some...? —Good idea!
(5)—I would like an egg and some fish.
2. Skill aims
能听懂有关饮食、就餐等的简单对话;
能就饮食进行交流并会使用常用的就餐用语;
3. Emotional aims 在学习过程中,创设真实的情景,并采用小对话、小表演等灵活多样的授课方式,激发学生的好奇心和求知欲,培养学生学习英语的兴趣和积极主动的学习精神;
III. The key points and difficult points
1.能在情景中用“就餐”这个话题进行对话训练与交流。
2.能初步了解可数名词与不可数名词的用法。
IV. Teaching aids
录音机、教学挂图、多媒体和黑板。
V。 Teaching procedures
Step |
Interaction pattern |
Student activity |
Teacher activity |
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Introduction (5 minutes) |
1.The whole class work. 2.Individual work.
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1.Focus their attention on the teacher. 2.Do duty report. Take out your family photo or your family tree. Show them to the class and talk something about your family members, their jobs, workplaces and so on. e.g. This is my family. I have a big family, my grandparents, my parents, my uncle, my aunt, my cousins, my brother and I. My father is a doctor. He works in a hospital. My mother is a nurse. She works in a hospital, too. My uncle is an office worker. He works in an office. ... |
1.Greet students ready for learning. 2.Help the students to express correctly. Revise the expressions and functions in Topic 2.
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Consolidation (5 minutes) |
1.Group work.
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1.Do 1c. Sit in groups. Do a survey about what kinds of food and drinks your group members would like to eat or drink. Fill in the table first and then make up a new conversation in your group. Some groups act out the conversations to the class.
e.g. A: What would you like to eat, B? B: I would like to eat some rice. A: Would you like to drink some juice, C? C: Yes, please. A: What about you, D? D:Some chicken, please! (Don’t forget to use “please” and “thank you” in your conversations.) |
1.Help the students when they do a survey and make up their own conversations. |
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Practice (10 minutes) |
1.Individual work and pair work.
2.Group work and the whole class work.
3.Pair work. |
1.Do 2. Look at the picture in 2. Try to guess the missing words in the conversation before listening. Then listen and check the answers. Read after the tape. Practice the conversation in pairs. Learn more about asking and answering the questions about having a meal. A: What about some ...? B: Good idea! 2.Do 4a. Divide the class into six groups. Each group reads one group of words in 4a. Discuss in groups and try to find the rules of sounds about the letter(s) “a”, “ar”, “ai”, “ay” by themselves. Then one student in each group reads out the sounds and teaches the sounds to the whole class. Then the whole class listen to the tape and check the sounds. Read the sounds and words aloud after the tape. “a”: /V/, /2/ “a+ss/st/sk/sp”: /3/ “ar”: /3/ “ai”, “ay”: /V/ 3.Do 4b. Read the words and circle the words with different sounds in each group. Then check the answer with your partner. The whole class check the answers together. |
1.Let the students predict the answers by looking at the picture before listening. Play the tape.
2.Play the tape and help the students check the sounds. Correct their sounds while they are reading.
3.Give the students help when they have difficulties in reading the words. |
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Teaching reflection: 这节课是本话题的第一个课时,学生刚接触大量的关于食物与饮料的名词,可数名词和不可数名词,因此学生在区别可数和不可数时还存在困难,教师应予以适时的帮助和引导。同时,学生在教学活动中想出了更多的关于食物与饮料的名词,可是却未能用英语进行顺畅地表达,教师在予以学生鼓励和肯定的同时,也应给予学生帮助。最后,在语音板块中,学生在小组中找出不同发音的单词时,受到知识积累的限制,个别单词的发音,尤其是/ V /和/2/,容易产生混淆,因此教师应引导学生在平时养成读准每一个元音音素和辅音音素的习惯。 |
VI. Blackboard design
What would you like to drink? Section A Sounds: 1. —Help yourselves! yourself “a”: /V/, /2/, /3/ —Thank you! would “ar”: /3/ 2. —Would you like some eggs, Maria? fish “ai”, “ay”: /V/ —No, thanks. chicken 3. —What would you like to drink? rice —Apple juice, please. drink 4. —What about some ...? juice —Good idea. milk idea water vegetable bread hamburger |
教学目标明确,教学设计能够体现对重难点知识的处理及突破。但信息技术与学科整合体现不是很明显。