课题摘要 | |||||||||
学科 | 英语 | 学段 | 初中 | 神户大学 年级 | 八年级 | ||||
单元 | Module 5hiking | 教材版本 | 外研版新标准 | ||||||
课程名称 | Unit 2 It describes the changes in Chine society. | ||||||||
一、学习内容分析 | |||||||||
1.教材分析 The teaching material is the reading part from the Unit 2 It describes the changes in Chine society. Grade 8 (book A), Module 5. It’ a kind of reading material in form of 3 parated parts about Teahou, Lao She and Laoshe teahou. It prents Laoshe’s play, Laoshe’s experience and a famous teahou named after Laoshe. Obviously, this topic is clo to students’ experiences and can interest each student. Through learning, students will be able to tell their own favorite works and the writer. In order to achieve this goal, firstly, have students form the overall perception of three parated parts. Further, help students to arch the specific information in Teahou, Laoshe and Laoshe teahou. Automatically, students will perceive and intake the elements of the topic, tell and write their own favorite writer and his/her works as the learning outputs. | |||||||||
2.学情分析 The students of Grade eight have already developed their preliminary ability in reading and writing, and they have learned the infinitive in the previous unit of this module. Considering tho underachievers in class, to ea their reading anxiety and reduces the difficulty level of reading, questions and context relevant to teahou and Laoshe will be pret in pre-reading part. | |||||||||
3.教学目标（含重难点） 1. Skill: By the end of the class, Ss are able to 1) Develop their reading skill, and have more reading strategies to choo such as skimming and scanning and map drawing when they are doing the reading process. 2) Read the paragraph they put together and identify the main point by discussing in their groups. 3) Develop their speaking skill when they are discussing their own favourite writers. Tell his/her works and main experience. 2.Knowledge: By the end of the class, Ss are able to 1) Pronounce correctly and u the following words and phras in making ntences in the real communication: act, show, common, describe, society, beginning, head teacher, college, novel, if, magic. 2) U past ten to introduce a author and u infinitives as objects and verbs followed by infinitives to tell a play or film. 3) U the following the ntence structures to express their true feeling freely in their own passages: He/She is one of the most writers… …gives a warm welcome to everyone from…susx 3. Learning strategies: Students will be able to 1) Establish association between what they have learned with what they are learning. 2) Make full u of all the opportunities in class for language communication and to cooperate with others. 3) Analyze the discour and catch the main structure under the guidance of teacher. 4. Affect: By the end of the class, Ss are able to 1)Understand different works of art make people have different feelings. 2)Enhance their awareness of protecting the environment through discussions on plays or films. 5. Cultural awareness: By the end of the class, Ss can appreciate famous plays or films. | |||||||||
二、教学环境选择 | |||||||||
□√简易多媒体教室 □交互式电子白板 □网络教室 □移动学习环境 | |||||||||
三、教学过程设计 | |||||||||
教学环节 | 活动设计 | 信息技术使用说明 | |||||||
Step 1: Warm up (3min) | Greeting with students. Then ask Ss if they read any plays or watch any films, and how it is. Q1: Did you read any plays or watch any films the days? Q2: How is it? Now let’s enjoy a clip together. Can you tell me which play it is after watching? | 用多媒体展示剪切的喜剧《茶馆》的精彩片段。 | |||||||
Step 2: discussion (4min) | Play pictures of main characters from the play and ask students who they are. Have students discuss how the characteristic of each character is. And then lead students to work in pairs and discuss the three questions in Activity 1: 1.What do you know about Lao She? 2.What are his most famous books and plays? 3.What’s special about Lao She’s Teahou? | 用PowerPoint展示从视频上截图到的任务图像，给学生逐个展示。 | |||||||
Step 3: Prediction (2 min) | Have students open their books and then ask them to look at the picture and the blanks before each paragraph. Let them guess what they are going to do in Activity 2. | 在网上寻找到课文的电子文本和课本图片，运用网上的资源节约时间，也避免了运用扫描版或者是拍照所造成的辨别不清，提高课件的识别度。 | |||||||
Step 4: Skimming (7 min) | Read the three titles and explain each title, make sure that students understand the meaning of each title. Then let students read the passage quickly and match the titles with the three paragraphs. | 用para来代替各段内容，并用自定义动画为各段与其标题进行搭配，让课文内容更加简洁生动。 | |||||||
Step 5: Scanning (8 min) | Ask students to read the passage carefully and then complete the timeline with information about Lao She. LAO SHE 1957___________________________________ 1924___________________________________ 1918___________________________________ 1913___________________________________ 1899 born in Beijing Ask students to check with a partner first, and then check with the whole class. | 用动画展示的方式来使学生更直观地看到事情发生的先后关系。 | |||||||
Step 6: Fill in the blank lost第二季(10 min) | 1. Ask the students to the words in the box in Activity 4.
2. Ask the students to read through the passage in Activity 4. Lao She’s play, Teahou, has three acts. It describes the life of Wang Lifa and the changes to the lives of (1) ________ people in Chine (2) ________ in the first half of the twentieth (3) _______. Lao She went to a teacher英语一国家线’s school in Beijing, taught in London, and later returned to China. He is one of China’s greatest (4) ________. Come to Lao She Teahou in Beijing (5)__________ you like Beijing Opera, traditional music or (6) ________ shows. 3. Complete the passage with the correct form of the words from the box. 4. Check with a partner. 5. Call back the answers from the whole class. | 在PPT中用不同颜色强调出讲解中的重点词汇或固定搭配。 | |||||||
Step 8: Discussion (6 min) | 1. Go back to Activity 2 and show students the basic form of infinitives and the verbs that are followed by infinitives. 2. Ask the following questions to direct Ss to think: 1) Where/When does the story take place? 半成品英文2) What’s the story’s main idea? 3) Why is it good? 3. Ask Ss finish Activity 5 (e in the Appendix). Assist Ss with difficulty in this task and monitor the whole class. 4. Confirm the answers and let Ss read the text together. Evaluate the activity. Furthermore, encourage Ss to form the habit of writing their own introductions. | 将作品的介绍用思维导图的形式展示在幻灯片上，启发学生进行思考与讨论。 | |||||||
四、教学评价设计 | |||||||||
1.评价方式与工具 □√课堂提问 □√书面练习 □制作作品 □测验 □其它 | |||||||||||||||||||||||||
2.评价量表内容（测试题、作业描述、评价表等） Complete the table and then write a passage about one’s favorite play or film.
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六、备注 | |||||||||||||||||||||||||
技术环境下课堂教学管理思路、可能存在的教学意外及相应的应急预案等 1. 教学目标控制不得力，由于多媒体让教师脱去了边讲边板书的模式，因此课文教学的知识点会切换较快，学生思路容易跟不上，因此要控制教学的时间和速度。 2. 教学目标的实施不理想，对于信息化软件操作上，因此熟悉软件操作很重要。需要提前掌握使用要运用到的软件。 | |||||||||||||||||||||||||
| 端门 | |||||||||||||||||||||||||
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