教学内容 （章节） | Unit 3 Travel Journal, Book 1, NSEFC | ||||||||||||||||||||||||||
课程类型 | Warming up | 课时安排 | 1 | 班级 | Class 1 & Class 2 of Senior 1 | ||||||||||||||||||||||
教学目标： Knowledge and skills: By the end of the class, Ss remember some famous scenic spots at home and abroad, and can speak out the advantages and disadvantages of different kinds of transport. Process and methods: Ss can cultivate their ability of individual learning and cooperative learning by doing some activities independently and some in groups. Ss will communicate with each other in English while carrying out tasks. Affection, attitude and value: Through activities, Ss will pay attention to wonderful places at home and abroad, and know different ways of travelling. | |||||||||||||||||||||||||||
教学重点、难点： The language focus: This is a lead-in period so the focus is to cultivate the students’ learning interests and lead in the topic of this unit. Students will appreciate beautiful scenes, share their own experience of travelling, and know different ways of travelling. Anticipated difficulty： Students find it difficult to have a full understanding of the meaning of “Life is a journey”. | |||||||||||||||||||||||||||
苹果原产地教 具：The multimedia and blackboard | |||||||||||||||||||||||||||
教学方法：Task-bad language teaching; Cooperative learning | |||||||||||||||||||||||||||
教学进程（不够请附页）： Step 1. Lead-in (3minutes) Activity 1: Brainstorm At the very beginning, the teacher asks the question, “What comes into your mind when you e ‘travel粉丝炒鸡蛋’?” for students to have a brainstorm. Possible answer may be “money”, “tiring”, “exciting”邹城博物馆, and so on. T: travel is really a great topic. I like it very much. What about you? Ss: Me too. T: So first of all, let’s have a brainstorm and tell me your answer. Aims: To interest students in this topic and make them to think about all things related to travel. Step 2. Scenic spots at home and abroad (17minutes) Activity 1: To figure out scenic spots abroad In this part, the teacher will show some wonderful scenic spots for students to figure out and also will explain some details to broaden their horizon. T: There are many wonderful scenic spots at home and abroad. Now I’ll show you some pictures and plea tell me what are they and where are they. Activity2: To figure out scenic spots at home RMB is ud every day, but maybe people ldom pay attention to the scenic spots printed on it. In this part, the teacher will show each scenic spot for students to figure out and also will explain some details. T: Have you ever been to places printed on the surface of RMB ? Activity3: To share travelling experiences In this part, students can stand up to share their travelling experiences with the class, tell the class when, where, with whom, feelings, and so on. Aims: Ss will have an appreciation of tho beautiful scenic spots, have a broad horizon, and share experience and express themlves in English. Step 3: To appreciate a video and its meaning (8 minutes) Activity 1: to enjoy a video In this part, the teacher asks students to enjoy this video, and pay attention to its words. Also, the teacher will explain the words in a degree. It’s words are as follows: Life is a journey (By Louis Vitton): What is a journey?/ A journey is not a trip./ It's a process. /A Discovery./ It's a process of lf-discovery./ A journey brings us face to face with ourlves./ A journey shows us not only the world, but how we fit in it./ Does the person create the journey, or does the journey create the person?/ The journey is life itlf./ Where will life take you? Aims: Ss will have an appreciation of the video, and think about the meaning of words. Step 4: Transport (11 minutes) 水的形状Activity 1: Group work T: As we all know, when we travelling, we need transport. Can you speak out some kinds of transport? Answer: Train, bike, bus, ship and plane. T: Yes. Now plea turn to Page 17 and discuss the advantages and disadvantages of each transport.
Activity 2: To introduce taking a lift The transport disscusd above are common transport. Here the teacher will introduce a new way of travelling, that is, taking a lift. The teacher shows a short video, explain the story, and also shows them some postcards made by the person who takes a lift from Jinhua to Xiamen. Students will be interested in it. Later, the teacher asks students to say advantages and disadvantages of this way of travelling, and asks them whether they will choo this way. Aims: to cultivate the ability of cooperation and broaden students’ horizon. Step 5: Review and homework (1 minute) Today the teacher and students have talked about some scenic spots at home and abroad, appreciate a video (Life is a journey), and also discuss some transport. Homework for today is to recite new words and phras of this unit, and to do exerci book accordingly. | |||||||||||||||||||||||||||
大地保险公司板书设计：
Unit 3 Travel Journal | |||||||||||||||||||||||||||
课 后 分 析 | 自我分析： 本课是关于“旅行”的热身课，主要由”places”, “video”和 “transport”三部分组成。所选材料能吸引学生注意力，学生参与度高，课堂气氛好。其中的video “Life is a journey” 富有哲理，发人深思，但由于时间问题，很快就过去了，对部分学生来说，没有达到思考的目的。整个课堂气氛好，但教师声音不够大，教态也有待提高。 | ||||||||||||||||||||||||||
实习同学评议： 课堂内容丰富，学生参与度高，设计的知识面很广。学生的兴趣浓厚，是一节好课。 | |||||||||||||||||||||||||||
实习学校教师意见： 尤其的近义词 该课教学目标明确，重点突出；教学过程设计合理，课堂活动形式多样；授课教师口语纯正，富有激情；驾驭和调控课堂能力强；善于激发和调动学生学习的兴趣和热情，课堂气氛活跃，效果好。 | |||||||||||||||||||||||||||
高师指导教师意见： | |||||||||||||||||||||||||||
| 融合的近义词 | |||||||||||||||||||||||||||
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