仁爱版英语九年级上册 Unit2 Topic 3 Section B教学设计及反思

仁爱版英语九年级上册 Unit2 Topic 3 Section B教学设计及反思

仁爱版英语九年级上册 Unit2 Topic 3 Section B教学设计

The main activities are 1a and 2a. 本课重点活动是1a和2

Ⅰ. Teaching aims and demands 教学目标

1. Learn and practice some new words and useful expressions:

ought to, turn off, action, on time.

2. Go on learning something about protecting the environment.

3. Review giving advice.

Ⅱ. Teaching aids 教具

录音机/幻灯片/教学挂图/小卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:8分钟)

通过师生对话，复习不同英语国家的表达习惯及网络用语，引出手势语，导入1a。 T: We know that English is spoken differently in different countries. Then how to say hello to each other in Australia?

S1: They say “g’day”.

T: What does the word “boot” mean in British English?

S2: It’s the trunk of a car.

T: Good! What’s the meaning of “F2F” in e-mail English?

S3: Face to face.

T: What about “OIC”?

S4: It means “Oh, I see.”

T: Well done! In fact, English speakers communicate in this kind of simplified form. Besides, they also use gestures to express their meanings. Look at me. This is my thum

学习体态语，巩固现在进行时表将来的用法。在不同情境中练习目标语言，展开任务型活动，激发学生学习兴趣。

1. (准备一些写有指令性动作的卡片，如go shopping，

leave for Shanghai, fly to America等等，让一些同学来抽，抽到哪个指令就做一些相关动作，让其他同学猜，进行组与组间的评比。)

T: I have some cards here. There are some instructions on them. I’ll ask one student to choose a card and he should do an action according to the card he gets. Other students should guess what he is going to do.

S1: (做动作)What am I going to do?

S2: You are going shopping.

S1: Yes, you are right. / No, you are wrong.

S3: (做动作)What am I going to do?

S4: Are you flying to …?

S3: Yes, I am. / No, I’m not.

…

2. (出示2a体态语的图片，师生对话，让学生猜出它们的含义。)

T: Class, suppose you are traveling in the United States. But you can’t speak English. If you are in trouble, what are you going to do?

Ss: …

T: Good. You can take an interpreter with you or you can make a gesture to express your meanings. Now, look at these gestures that people often use in the United States. Guess the meanings of them, and you can discuss with your partners.

(教师把图片贴在黑板上，一分钟后提问学生。)

T: What’s the meaning of the gesture in Picture ①?

S1: It means “Have a victory”. (可帮助学生回答。)

T: What about Picture ②?

S2: It means I’m puzzled. (帮助学生回答。)

(板书并要求学生掌握victory；理解puzzled。)

victory

puzzled

T: Class, do you agree with him / her?

Ss: Yes. / No.

…

3. (小组讨论。尽量多地找出日常生活中我们所运用的体态语，并且用简笔画把它们做成小卡片，组织学生进行“猜一猜”的游戏。)

T: Boys and girls, let’s work in groups and each group has four students. We stick the gesture cards to the back of one student. He / She can ask questions about the gestures, and the other three just describe the gestures and make the student who has pictures on his/her back guesses what the gesture is.

(通过此小游戏让学生在娱乐中掌握了不同的体态语及其含义，激发了学生的学习兴趣。)

Step 5 Project 第五步 综合探究活动(时间:5分钟)

让学生收集不同国家的手势语和英语国家在语音、拼写等方面的差异，锻炼学生的探究能力。

1. (引导学生收集不同国家的手势语并理解其含义。)

T: Suppose you’re a volunteer of the 2008 Olympic Games, try to search the Internet for sign language and body language as many as possible, and then make a form like this. After that, please make a report to your class.

教学反思:

这节课的设计思路，总体上体现了义务教育阶段的英语课程工具性和人文性的双重性质。就工具性而言，学生通过英语课程掌握基本的英语语言知识，发展基本的英语听、说、读、写技能。就人文性而言，学生通过学生保护环境的话题，加强了环保意识，开阔了视野，丰富了生活经历，形成良好的生活习惯、品格和正确的人生观和价值观，提高学生的综合人文素养。

体现的课程基本理念：面向全体学生，关注语言学习者的不同特点和个体差异。在教学目标、教学内容、教学过程和教学资源的利用和开发等方面都考虑全体学生的水平和需求。英语教材是英语课程资源的核心部分。深入开展教材分析、把握教材的设计理念、熟悉教材的编排特点、了解教材所提供的资源是教师有效利用和开发教材的前提。教师只有深入地研读教材，才能在教学中根据学生的水平和教学的需要，对教材进行合理的开发和利用，也才能通过教材更好地激发学生的学习兴趣，开阔学生视野，拓展学生思维，以满足不同学生的学习需求。整体设计目标，充分考虑语言学习的渐进性和持续性，重视语言学习的实践性和应用性。主张学生在语境中接触、体验和理解真实的语言，并在此基础上学习和运用语言。

这节课体现了听、说、读、写的语言技能运用。听前问答：通过文中的图片，给学生介绍背景知识，并设计一些问题 …… 此处隐藏：2221字，全部文档内容请下载后查看。喜欢就下载吧 ……