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英语教学设计大比拼

来源:中公教师招聘网  时间:2020-12-10 17:23:05

教学设计大比拼

A

【小学学段选做】

请根据所提供的小学英语五年级教学内容,依据英语课程标准和语言学习规律,分析教学重难点,按照新课导入、知识呈现、联系巩固、拓展延伸等具体环节设计一个课时的教案。中英文皆可。

Let’s learn

his dog---his their dog---theirs

her dog---hers Zoom’s dog

my dog---mine

A: Look! That’s my dog!

B: Yes! It’s your dog. The dog is yours.

【参考设计】

Teaching Aims:

1. Students can listen, say, read and write the six nominal possessive pronouns.

2. Students can communicate with others in their daily life by using the right form of the nominal possessive pronouns.

3. Students will get more interests in learning English.

Teaching Important Points:

Students can understand the usage of the nominal possessive pronouns.

Teaching Important Points:

How to use the nominal possessive pronouns correctly and freely in the real situation?

Teaching Methods:

Task-based teaching method; Situational teaching method; Communicative language teaching method

Teaching Aids:

Multi-media, a tape recorder

Teaching Procedures:

Step one: Warming up and lead in

1. Daily greeting.

2. Show the pictures “Zoom and Zip are watching the dog show” and say “today Zoom and Zip are at the dog show. Whose dogs are on show? Let’s have a look.”Then lead in the topic.

Step two: Presentation and practice

1. Show students five pictures which are taken from the book, and delete the words on the pictures.

2. Put people and their dogs together, and introduce the pictures “That’s Mike’s dog. That’s Chen Jie’s dog. That’s Zip’s dog. That’s their dog”. Present the dog that doesn’t have any master in the end. Ask students to listen to Zoom and Zip’s talk and then answer whose dog it is. (It’s Zoom’s dog.)

3. Ask students to listen again and work in pairs and then imitate Zoom and Zip’s talk. Lead in the word “yours”. Write “your dog—yours” on the blackboard. Highlight the letter “s” and enable students to pay attention to it.

4. Show the picture of Zip and its dog. Invite one student to act as Zip and ask the student “Is this your dog?” Guide him to answer and lead in the word “mine”. Write “my dog—mine” on the blackboard. Guide students to read the word by the phonetic teaching method.

5. Show the pictures of Mike’s and Chen Jie’s. Ask students to work in pairs and talk about the pictures like Zoom and Zip. Help students to lead in the words “his, hers”. Write “his dog—his”“her dog—hers” on the blackboard. Highlight the letter “s” and enable students to pay attention to it.

6. Show the picture that two people are together with a dog. Enable students to listen to the tape again and answer how to introduce their dog. Lead in the words “ours” and “theirs”. Write “our dog—ours”“their dog—theirs” on the blackboard. Highlight the letter “s” and enable students to pay attention to it.

7. Enable students to observe and conclude the differences between the nominal possessive pronouns and the adjectival possessive pronouns in writing and usage. And then make a summary.

8. Get students to read the words in different ways.

Step three: Consolidation

1. Point out the nominal possessive pronouns on the blackboard quickly and get students to read as quickly as possible. The group that can read them quickly and correctly will be the winner, then some gifts will be given after the class.

2. Pair work: Guide students to work in pairs and act Zoom and Zip. Enable them to make dialogues and choose the representatives to come to the front to demonstrate.

Step four: Summary and homework

Summary: Ask one student to act as a teacher and guide others to review the knowledge.

Homework:

1. Ask students to listen to the tape and read after it.

2. Ask students to make a new dialogue by using the new structure and the possessive pronouns of this lesson, then they should write it on their exercise book.

Blackboard Design:

B

【中学学段选做】

阅读下面所给的教材内容,用英文完成一课时的教学设计方案,内容包括:教学目标、教学重点、教学难点、教学过程和板书设计五个方面。

(图片来源:人教版教材)

Teaching Plan

I. Teaching aims / objects / goals:

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II. Teaching important points:

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III. Teaching difficult points:

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IV. Teaching procedures:

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V. Blackboard design:

【参考设计】

I. Teaching aims:

1. Students can grasp some words: handsome, actor, actress, person.

2. Students can master the sentence pattern: Is David tall or short?

Does Sally have long or short hair?

3. Students can describe the appearance and physical characteristics of a person.

4. Students can redesign the image and exchange the information with their partner.

5. Students can develop correct aesthetic standards.

6. Students can express their opinions or likes and dislikes when describe the appearance and physical characteristics of their classmates as well as themselves.

II. Teaching important points:

Grasp the new words and sentence pattern, and know how to use these knowledge correctly in their daily life.

III. Teaching difficult points:

Master the way to describe a person’s appearance and physical characteristics correctly.

IV. Teaching procedures:

Step 1 Warming up & Lead-in

1. Greet the class as usual.

2. Show some pictures about famous people, then ask students what these person look like. And students describe the person with the words they have learned in last lesson.

Step 2 Presentation

1. New words study:

(1) New words

The teacher uses the pictures to teach the new words such as handsome, actor, actress, person.

(2) Activity

① Ask students to write down words in the correct box.

② Check up the students’ answers and then explain the meaning of these words as well as the use of is and has to class.

③ Ask students to read these new words after the teacher.

2. Sentence study:

(1) Sentence

The teacher asks students which famous actor they like best. Then asks students with the following questions: Is he/ she tall (short)? Does he/she have long (short) hair? The students answer with yes or no.

The teacher teaches the students how to ask and describe a persons’ appearance and physical characteristics

(2) Practice

Circle the correct words to complete the conversation.

A: So what do / does your friend Clark look like?

B: Well, he is / has thin, and he have / has black hair.

A: Really? Is / Does he tall or short?

B: He is / isn’t tall or short. He is / has of medium build.

A: Does he has / have curly or straight hair?

B: He is / has straight hair. And he is / has really handsome.

Step3 Production

Group competition:

Divide the students into three groups. Then group one just give one or two characters about a students in their class, the other two groups guess the person by using the sentences: Does he has / have … and Is he / she … to guess who the person is. The winner will be the group that gives the correct answer based on all the description.

Step 4 Homework

Write a short message to describe one person in Where are we going Dad. And let them exchange their information in next lesson.

V. Blackboard design:

(责任编辑:wmq)

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