資源簡介

Unit 1The Changing World Topic 1Section C（教學設計）
Ⅰ. Material analysis
本課的容量適中，主活動是1a。1a通過對 “Changes in Beijing”這篇文章的學習，進一步訓練學生的閱讀能力。1a部分還對學生的閱讀策略進行了指導：通過圖片和語境來猜測生詞。通過完成1b，培養學生用英語學英語的意識。1c主要是培養學生尋找段落中心句和歸納文章內容的能力。2和3是緊密相連的兩個任務。2引導學生就家鄉的變化進行交談，訓練學生的口語表達能力，并為3的寫作訓練做好準備。3則以2的交流為依托，提高學生的寫作能力。本課通過對北京和家鄉今昔的對比，引導學生了解過去，珍惜現在和展望未來，培養學生積極向上的生活態度和愛家愛國的情懷。
Ⅱ.Teaching aims
1.Knowledge aims：
掌握本課的重點詞匯和短語，繼續學習現在完成時。
2.Skill aims:
培養學生的閱讀能力和閱讀技巧。
提高學生的口語表達能力和寫作能力。
能通過圖片和語境猜測詞義，減輕學習過程中的壓力。
了解Topic sentence的含義并初步學習如何在口語表達和書面表達中進行運用。
3.Emotional aims: (optional)
引導學生了解過去，珍惜現在和展望未來，培養學生熱愛生活的積極態度。
4.Culture awareness: (optional)
通過對北京今昔變化的對比，引導學生關注自己身邊社會的變化，培養他們熱愛家鄉熱愛祖國的情懷。
Ⅲ. The key points and difficult points
1. Key points:
Words and phrases: communication, report, relative, develop, since, satisfy, medical, machine, rapid, progress, already, be crowded into, receive a
good education, keep in touch with, what’s more, make progress, succeed in doing sth.
Grammar: Present Perfect
2. Difficult points：
如何通過語境，猜測生詞、短語的意思。
如何在閱讀過程中找出各個段落的topic sentence。
口頭報告和書面寫作時，能有意識的使用topic sentence和supporting details。
Ⅳ. Learning strategies
通過任務前活動，引導學生預測閱讀內容。
通過找主旨句的方法，教會學生在做口頭報告或寫作時正確使用topic sentence。
通過圖片和上下文，提升猜測詞義和掃清閱讀障礙的學習策略。
Ⅴ. Teaching aids
單詞卡片（如narrow/wide，relative，machine，etc.）或者幻燈片；能反映學生家鄉今昔變化的圖片或照片等。
Ⅵ. Teaching procedures
Stage(time period) Interactionpatterns Teacher activity Student activity Remarks
1 Getting students ready for learning(3-5 mins) Class activity GreetingT: Good morning, everyone. I have a funny story to share with you … GreetingSs: Good morning, Miss Tan.…
2 Revision (3-5 mins) Group work Present the verbs at random and hold a contest to arouse the Ss’ interest. Then get the girls to speak out their past tense and the boys to say the past participles. Write down some notes on the Bb.T: Boys and girls, we have learned present perfect last period. Now let’s have a word competition. I’ll show you some verbs. Girls need to say the past forms and boys need to say the past participles as quickly as you can. Are you ready Ss: Yes!T: doGs: didBs: done… PK between boys and girls. Speak out the past tense and past participles of the verbs respectively. Have a contest to see which group is the winner.Ss: Yes!Gs: didBs: done… 競爭是激發學生求知的良好方式，也是提升學習效率的有效途徑。建議一：對于基礎較好的學生，可以要求他們用該動詞的過去分詞造句。
3 Pre-reading (5 mins) Class activity Present some pictures and get the Ss to guess the meaning of the new words. T: Look at the picture, the ring road is very wide, but this small road is narrow. So what’s the meaning of “narrow” Ss: …T: Look at this picture of my family, this is my uncle, this is my cousin, this is …they are all my relatives. So who can tell me what’s the meaning of “relative” Ss … Guess the meaning of the words according to the pictures and the teacher’s descriptions. 教師根據教學實際，采用方便的方式，如圖片，照片，幻燈片等都可以，只要達到看圖猜詞義的目的就行。
4 While-reading (10 mins) Pair workGroup work Step1: Fast-reading. Get the Ss to read the passage quickly and finish 1b in pairs. Check the answer in class and give necessary explanations.T: OK, now read the passage quickly and finish 1b together with your partner.Step2: Comprehensive-reading. Read the passage again and guide the Ss to find out the topic sentence of Para 2 and Para 3. Then discuss the details of part 2. Finish 1c. (The second part of 1c has opening answers, so the teacher can encourage the Ss to give as many answers as they can.)T: Read Para2 and Para3, can you find one sentence in each para to summarize the whole passage Then list the changes in Beijing. Read the passage quickly and try to guess the meaning of the words or phrases in 1b. Discuss the answer with your partner.Read the passage again, finish 1c and pay attention to the first sentence of para2 and para3. Discuss the changes in Beijing.S1: Para.2…S2: Para. 3… 注意用一到兩個詞語做例子，教會學生通過上下文來推測單詞的含義，如communication。引導學生分別找出主題句和論據細節, 培養學生學習閱讀策略。
5 Post-reading(15 mins) Class activity Group work Step1: Get the Ss to underline the key points. Then ask questions about the passage and deal with difficult language points.T: Now, go over the passage sentence by sentence, underline some key points your think. If you have any questions, please raise up your hand and ask.Step2: Show some pictures of Ss’ hometowns, give necessary descriptions and guide the Ss to give an oral report about the changes in their hometowns.T: Now, let’s see some old pictures. Can you recognize the places Ss…T: What has happened to these places Ss…T: Are these changes good or bad Ss…T: Can you state your reason …T: Now who can make a report about your hometown Have a try, please! Read the passage carefully, discuss and ask questions about the points they do not understand. Take notes when the teacher gives explanations. Work in groups, using 1c as an example, and discuss the changes in their hometowns. List the topic sentences and details. Then choose one student of each group to give their report to the whole class. 學生水平有限的話可以老師直接講解知識點。學生直接給口頭報告有難度的話老師可以先做一次范例，然后鼓勵學生模仿，通過要求使用主題句和細節內容來組織學生的邏輯思維能力。建議：可處理為讀后的一個活動，如果學生水平好，課堂時間允許的話也可以作為一個讀-說-寫結合的獨立活動來重點訓練學生說和寫的能力。
6 Summarizing and assigning homework (5 mins) Group work Step 1: Sum up the key points in this class.Then ask one group to give a presentation.Step2: Assign 3 as the HMK. Go over what they have learned in Groups. Then try to report to the whole class.Write a passage about changes in their hometowns according to what they have discussed in their group.
Ⅶ. Blackboard design
Our country has developed rapidly.Section C
Review:clean/cleaned/cleanedfly/flew/flowndo/did/done…HMK: changes in my hometowntopic sentence: …..details… Language points:narrow, communication, report…keep in touch with, make progress,succeed in doing…… Reading:changes in Beijing:in 1960s, …China has developed rapidly…road, medical care, education,communication, buildings
8
1

展開更多......

收起↑