Step 3 Talk show
T：Well done. Can you tell who is your favorite super star?
学生简单的回答之后。T: My favorite super star is a basket player. Do you know who is he?
学生猜中之后,向学生介绍: Yes, Yao Ming is my favorite super star. Do you want to know something about him?
He is a Chinese. He works very hard, so, now ,he plays basketball in America. He is a new star in NBA. His favorite food is rice. And his favorite color is blue. His goal is to be Top player in America.
在介绍姚明的同时，播放介绍姚明的短片.
看完之后让学生讲讲自己喜欢的明星.
Step 4 Homework
对父母进行一次了解，完成表格4.
设计这样的任务，首先是为了巩固本课所学知识点，其次笔者想借这样的形式让孩子学会关心父母，进行德育教育.
Section B
Period 3
Step1. Revision
1. 检查学生前次课的家庭作业(一个调查).
|
|
favorite
city |
favorite
food |
favorite
color |
favorite
TV show |
favorite
sport |
|
Mom |
|
|
|
|
|
|
Dad |
|
|
|
|
|
检查以"报告"的形式进行，这样既可以复习本单元的重点交际语...’s favorite... is... 同时又可以锻炼学生的口语能力.因为"报告"的任务比较简单，因此可以叫一些英语成绩比较差的学生完成，这样可以给他们带来英语学习的成就感.
2. 将教师自己做的调查用实物投影仪展现给学生.与学生完成同样的任务，这样可以拉近教师与学生的心灵距离.
在展现并表述完之后，教师可以简单地用语言将话题自然地转移到本节课的下一个教学环节上去.可以这样讲述：This Sunday, I will bring my Mom and Dad their favorite food. We are free on Sundays. I like Sundays very much. Do you know how Sunday comes about?
Step2. New words learning and consolidation
1. 呈现 “Sunday”的由来，以引起学生的学习兴趣，激发学生的好奇心.
2. 用歌曲 “Song of the week”呈现并学习新词.本歌曲是教师自己编写的，选取了歌曲 “Two tigers”作为歌曲 “Song of the week”的调子，在熟悉而活泼的音乐中学习可以令学生感到学习的快乐.同时在这样的歌曲中学习可以加深学生对所学单词的记忆.
3. 制作功课表.教师将功课表的模式呈现在幻灯片上.
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
１ |
|
|
|
|
|
|
２ |
|
|
|
|
|
|
３ |
|
|
|
|
|
|
４ |
|
|
|
|
|
|
５ |
|
|
|
|
|
|
６ |
|
|
|
|
|
|
７ |
|
|
|
|
|
功课表的制定目的有两个.1：通过让学生制作功课表复习Unit 12 Section A中所学的课程名称.同时可以增强学生的动手能力.2.为下一步教学步骤做准备.
Step3. Presentation
1. 问学生 “Which day is your favorite day?”以举手表决的方式决定Which day is the students’ favorite day in the class 这一步骤可以复习上节课所学句子My favorite...is...
2. 要求学生针对功课表说说 “Why do you like that day?”这步骤的设计目的在于在复习 “Why do you like...?”的同时引出本节课的新交际用语 “We have...on that day.”
3. 新交际用语的操练.
T: When do we have...?
Ss: We have...on...
运用这种形式进行操练对英语初学者而言是必不可少的.
Step4. Listening
T: So much for our own class schedule, now let’s listen to someone else’s.
让学生听录音完成Section B 2a 2b.听力的次数安排教师可以根据学生的具体情况灵活掌握.
将听力安排在此处进行，是因为在熟悉本课的重点交际用语后进行听力可以降低听力的难度，树立学生的学习自信心.
上一页 [1] [2] [3] [4] 下一页
