• 分類：教科研信息室
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• 發布時間：2021-01-05 08:13
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【概要描述】首屆全國信息技術與英語教學融合教學成果展評教師參賽報名表 ? 參賽教師姓名 馬小媛 年齡 26 性別 女 所在學校 錦州市第三初級中學 任課年級 八年級 電話 18704201280 E-mail 512009836@qq.com 教學設計????? ? 教學論文 □ ? 教學課例 □ ? ? 八下Unit 3 Could you please clean your room?Section A (3a-3c) 教學設計 ? 教學內容分析 1. The students will be able to apply the reading skills of prediction and scanning into practical use. 2. The students will be able to feel the features of language and the different feelings it brings out. ? 學情分析 The students have learnt some simple chores when they were in primary school, so talking about chores is a familiar and easy topic for them.?Also the story itself is quite interesting and real to them. The students will enjoy the?class very much! ? 教學目標 1. understand the new words and expressions: messy, the minute, neither do I. 2. aware the variety of sentence expressions in similar meanings. 3. act out the conversation vividly. 4. aware the importance of sharing chores at home. ? 信息技術應用 CAI/PPT ? 課時教學設計 ? 教學環節 內容 教師活動 學生活動 目的/意圖 ? Step 1 復習與熱身 Review ?and ? Warm up Lead-in T: As we know, May Day Holiday is celebrated for those who?are hard-working in their jobs. So are you hard-working? Do you often do chores at home? Lead in by talking about the past holiday—May Day Holiday. ? To attract students’?attention. ? Use of IT（information Technology）CAI/ PPT ? Step 2 感知并理解語言 Perceive & Understand Discuss two questions ? ? ? Pre-reading T: Imagine no one does any chores at home, what will your home be like? ? T: Which kitchen do you prefer? T: Why is it dirty and messy? Can you guess? T: Maybe your guess is right, maybe wrong. Why don’t we read the passage and find out the reasons? Answer the two questions. ? ? 1. Compare two different kitchens. 2. Predict why the kitchen of Nancy’s family is dirty and messy. ? To prepare the reading material. ? ? Use of IT CAI/PPT ? Step 3 練習語言 Practice While-reading 1.T: We can also find the text type through the title. You really have sharp eyes. 2.T: When we talk about a story, we can always deal it from five useful questions. What are they? 3.T: How do we usually divide the story? According to the …? 4.T: Well, it would be easier for you if we divide the story according to the time line. From “last month, for ??one week, the next day”, the story can be divided into three scenes, right? 5.T: Verbs are magic. You can infer the information behind the words. Can you have a try? 6.T: Nancy’s mom came over. What would they talk about? 7.T: At first, Nancy and her mom were very … Ss: Polite. 8.T: But are they polite all the time? Could you please discuss with your partners about the change of feelings and act the conversation out. 9. Read Scene2 carefully and guess who would do the housework. Pay attention to the variety of ??expressing the sentences in similar meanings. T: From Scene1, we know both Nancy and her mom were angry. So what would happen? T: Why didn’t Nancy’s mom and Nancy do any housework for a whole week? T：So who would do the housework, Nancy, Nancy’s mom or the dog? ? 1. Let students think of the text type of the passage and the way to deal with a story through five questions. 2. Scan the passage and find the answers to the “who, when, where” questions. 3. Divide the story into three scenes according to the three different times. Then read carefully ?paragraph by paragraph. Ss: Time/Place/Mood… 4. Read Scene1 carefully and finish two tasks: 1) Read Para.1-2 and fill in the actions of each character and guess the information behind the words. 2) Find out the conversation between Nancy and her mom. Then discuss with partners about the change of feelings and act the conversation out in pairs. 6. Read Scene 3 carefully and answer three questions. 1) Who cleaned the house? 2) How did Mom and Nancy feel? 3) Why does Nancy write the passage? To improve students’?reading skills ? Use of IT?CAI/PPT ? Step 4 鞏固與遷移 Strengthen & Transfer Post-reading