韓麗麗教學(xué)設(shè)計

1、英語EEC初三上Unit 7 Lesson 2 教案 一教材分析： 1、教材的地位和作用Unit7 是以A Special Machine為題，以被動語態(tài)為重點展開一系列的教學(xué)活動。本單元第一課為聽說課，第二課為閱讀課。第三課為語法課，第四課為綜合課。重點被動語態(tài)始終貫穿整個單元。我所講的課為第二課聽說課，聽說課是本單元重點句型的初步展示，是整體教學(xué)的最重要一課。它是第一課入門課基礎(chǔ)上的延伸，是第三、四課語法練習(xí)的主要展示課，囊括了本單元最重點的內(nèi)容。 2、教學(xué)目標(biāo)：（知識目標(biāo)、能力目標(biāo)、情感目標(biāo)、學(xué)習(xí)策略目標(biāo)）(1）知識目標(biāo)。學(xué)生掌握invent等7個新單詞add to等4個重點句式，為實現(xiàn)

2、自如講英語奠定基礎(chǔ)。(2）能力目標(biāo)。學(xué)生能聽懂本對話錄音，能聽懂師生之間就本對話內(nèi)容而展開的、切合形式的問答，會和別人展開對話，了解和傳遞信息；能就類似話題，創(chuàng)造性地自編對話（3）情感目標(biāo)。學(xué)生要愛學(xué)英語、愛說英語、想說英語，對英語學(xué)習(xí)投以極大的興趣和熱情。并且通過本課的學(xué)習(xí)，使學(xué)生們?nèi)グl(fā)現(xiàn)并研究身邊的發(fā)明,更努力去創(chuàng)新,去發(fā)現(xiàn),使生活更加美好。（4）學(xué)習(xí)策略目標(biāo)。改變傳統(tǒng)的死記硬背，積極主動地投入到語言的實踐中去，包括聽、說、讀、寫的實踐。在實踐中提高語言的綜合使用能力，加深對基礎(chǔ)知識的掌握和記憶。 3、重點與難點：重點：1被動語態(tài)。 2。 重點詞組和句型難點： 學(xué)生根據(jù)實際情境運用被動語態(tài)

3、聽說讀寫。二 學(xué)情分析學(xué)生在第一冊中已經(jīng)學(xué)過被動語態(tài),所以對他們來說語法不算太難。但是由于學(xué)習(xí)時間較長了,部分學(xué)生已經(jīng)忘記,因此在教學(xué)過程中新知識呈現(xiàn)之前針對不同層次的學(xué)生設(shè)計了被動語態(tài)的口頭筆頭練習(xí),來檢測并幫助學(xué)生進入復(fù)習(xí)并學(xué)習(xí)被動語態(tài). 對學(xué)生來說,發(fā)明也是他們身邊的一些常識，利用歷史學(xué)科等綜合知識通過任務(wù)型教學(xué)手段，學(xué)生很樂于學(xué)習(xí).為了使學(xué)生對于發(fā)明詳細(xì)了解,我設(shè)計了對于古今中外著名發(fā)明及新的發(fā)明的資料查詢,這樣學(xué)生會更有興趣,更容易學(xué)會和參與.三、設(shè)計思路：本堂課采用任務(wù)型教學(xué)途徑，這種途徑是以應(yīng)用為動力，以應(yīng)用為目的，以應(yīng)用為核心（為用而學(xué)，用中學(xué)，學(xué)了用）的教學(xué)途徑。任務(wù)型教學(xué)是

4、一種以人為本的，能體現(xiàn)語言價值的，先進的、有效的教學(xué)途徑。學(xué)生帶著任務(wù)學(xué)習(xí)，在完成任務(wù)的過程中逐漸生成的知識，形成的技能。本課將通過任務(wù)型教學(xué)，努力達(dá)到課堂活動目的。四、教學(xué)過程Step 1 Warm up. Show some photos of important inventions, try to arouse the students interest and after watching, ask them to have a brainstorming: What other inventions do you know? Try to help them open their

5、minds and give the answers quickly. Also it can widen the students knowledge. Meanwhile, it lays foundation for the discussion task later. Step 2 Presentation： （1） Present the new words with the help of some photos, so the students can learn the new words fast. Give some explanations where possible.

6、 （2）Ask the students to make sentences with the important words or phrases learned above. （3）Consolidation. Students open the books, try to give the correct words or phrases with the help of the English definition. It can help consolidate what they have learned in a different way. Also this can help

7、 them to think in English. Step 3 Before readingI. Present some photos of the Flowbee, try to arouse their curiosity and ask them to tell me something about the Flowbee. Give some explanation if necessary. Ask two questions before listening: 1. Who invented the flowbee? 2. Where were the first flowb

8、ees sold? II. After listening, ask the students to give me the answers. Step 4 While reading1. Skimming. Read the passage fast and try to find the main idea of each paragraph. 2. Scanning. Read the passage carefully and try to fill in the forms . Fill in the forms with some important information or

9、language points. Step 5. After reading 1.Choose the best answer after reading. 2. Do some translation. 3. Put the sentences in the correct order (Time order). 4. Moral education(clue of the passage): have an idea-make it work-never give up-succeed.5. Retell the story with the help of the forms they

10、just filled. Step 6 Extension I. A guessing game. Have some inventions ready in my bag.Have a competition to see which team can get the most correct guesses by asking the following questions: 1.Whats it made of ? 2. Whats it used for? 3. Where is it often found? II. Brainstorming. Work in groups of

11、4.Task 1. Which inventor do you know? 2. Which country does he or she come from? 3. What was invented by him or her? 4. What was it used for? Task 2. A young inventor. 1.Try to think of inventing sth new or useful. 2. Whats it used for ? 3. Try to introduce your invention. III. Moral education. Believe in yourself, maybe in the future , you can be a good inventor. Step 7. HomeworkWrite a passage about a useful invention. 教學(xué)反思這節(jié)課是閱讀課，我覺得基本完成了本課的教學(xué)目標(biāo)。并在課堂上有新知識的生成, 學(xué)生在課堂上不僅訓(xùn)練了被動語態(tài), 而且能做到靈活應(yīng)用. 尤其在用被動語態(tài)猜測發(fā)明的環(huán)節(jié), 學(xué)生發(fā)言積極踴躍, 樂于學(xué), 主動學(xué). 在今后教學(xué)中, 我應(yīng)該更注重設(shè)計能夠調(diào)動學(xué)生學(xué)習(xí)積極性并訓(xùn)練知識的活動, 讓學(xué)生在使用中在樂趣中更輕松的學(xué)