要求:
下载附件《教学设计模板》模板填写内容, 围绕“信息技术与学科融合”设置教学设计内容。要求每个栏目必须填写完整,字数不少于500字,内容原创,如出现雷同,视为无效,截止提交时间为12月30日,逾期不能提交。
为方便坊主审阅,上传的内容如果不含格式、图片、公式请直接复制粘贴至文本编辑框中发布,不能直接发布的请以附件的形式上传,文件名称以“单位+姓名+教学设计”命名,比如:河源第一中学张三教学设计。
【仅为建议,不做考核】按照教学设计方案应用于课堂教学中,请同校老师帮忙借助手机、DV将上课的内容录制成“课堂教学视频“上传至本栏目下,录制时间控制在10-40分钟,内容可以是整个教学过程也可以是其中某一个指定的教学环节。
教学设计方案 |
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题目 |
Keeping Healthy. |
年级学科 |
八年级 英语 |
课型 |
信息技术与学科整合课 |
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授课教师 |
黄碧能 |
工作单位 |
紫金县敬梓中学 |
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教学目标 |
1. 能正确运用以下短语进行书面表达:feel terrible, have the flu, take some medicine, have a good rest等。 2. 能正确地运用sb. had better (not) do sth 和Why don’t you…? 提建议。
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教学重难点 关键 |
Key points: feel terrible, have the flu, take some medicine, have a good rest等短语的理解及运用。 Difficult points: 理解How long have you been like this ?
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教学方法 |
直接法,听说法,游戏教学法,情境教学法
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运用的 信息技术工具 |
硬件:Computer multimedia projector 软件:Photoshop. |
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教学设计思路 |
通过复习上一节课所学的句型引出新的句型以及新的单词和短语,接着再创设一个情境教授本节课的新句型并进行操练。之后通过图片导入新课并完成相关的教学任务。最后通过师生游戏的方式进行总结并完成相关的练习。最后,以自编歌曲的形式巩固本节课的重要句型。
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教学过程 |
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教学阶段及时间安排 |
教师活动 |
学生活动 |
设计意图及资源准备 |
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Introduction (7 minutes) |
1. Get students ready for learning. 2.Teach had better/had better not. 3.Show two pictures and creat terms to be circumstance to learn new words and phrases.
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1. Ask and answer. 2. Have a try. 3. Learn new words and phrases. |
1. Revise what we have learned yesterday. 2. Pratice had better/had better not. 3. Show pictures to learn new words and phrases. |
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Presentation (10 minutes) |
1. Teacher explains that “suggestion” is the noun form of “suggest”. 2. Teacher plays the recording of 1a. 3. Teacher asks the students to look through1cand makes sure they understand the statements. 4. Teacher plays1a. 5. Teacher lets students read 1a individually, checking 1b and1c. 6. Teacher plays the recording sentence by sentence. 7. Teacher plays the recording without stopping. |
1. Students understand “suggestion” by understanding what the teacher says. 2. Students listen and finish 1b. 3. Students look through 1c and make sure what the statements mean. 4. Students listen carefully, and then discuss their answers after listening. 5. Students read individually, and then correct their answers to 1b and1cwhile reading. 6. Students read after the recording one by one.
7. Students read at the same speed as the recording, trying to imitate the recording. |
Tapes and recorder Practice listening skills |
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Consolidation (10 minutes) |
1. Teacher explains some language points for the students. (1) How long have you been like this? (2) You’d better take some medicine. (3) feel terrible ←→feel well, be well (4) have the flu (5) take some medicine (6) take you to the hospital (7) have a rest (8) go to see a doctor 2. Teacher asks the students to read1ain pairs. 3. Teacher asks three pairs to read the dialogue for the whole class.
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1. Students underline the points in their books, making sure they understand the meanings. 2. Students read in pairs. 3. Each group choose out a pair to read, and they make the scores as usual: A-5; B-6; C-7.
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Some pictures Learn some language points |
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Practice (10 minutes) |
1. Teacher asks the students to finish 2. 2. Teacher checks the students’ answers. 3. Teacher asks the students to read the dialogue in chains, and the first one who finishes reading can point anyone in their group, so as the following one. |
1. Students read 2 silently, and then number the statements. 2. Each group write their answers on the blackboard. 3. Each student reads one sentence to finish the whole dialogue, but no one knows who is the next to read. |
Output Practice oral English |
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Summary (8 minutes) |
1.lead Ss to summarize 2.Teach the song |
1.Ss follow the teachers 2.Learn the song |
Review and consolidate the key points |
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板书设计 |
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Unit 2 Keeping Healthy Topic 1 You should brush your teeth twice a day. Section B What’s wrong with you? I’m feeling terrible . How long have you been like this? You had better take some medicine. You had better not work too long. Why don’t you have a good rest? |
2015年