七上u9教學設計(編輯修改稿)
2024-12-28 04:32 本頁面
【文章內(nèi)容簡介】 和同學們熱情交流，學生在與教師語言交流的過程中，既復習了上節(jié)課的目標語言，又學會了運用目標語言?！? 2. Divide the Ss into four groups. Let Ss play a game and have a petition to say their subjects as much as possible and get them to say their reasons why they like the subject. 3. Have a mind map. 【設計說明：思維導圖是英國著名心理學家托尼巴贊于 20 世紀 60年代提出的表達發(fā)散性思維的有效的圖形思維工具。本環(huán)節(jié)有助于學生充分運用左右腦的機能，利用記憶、思維的規(guī)律，實現(xiàn)學生左右腦的協(xié)調(diào)發(fā)展，運用想象將“ subject”將其他詞匯歸納到相應的語義場中，形成形象的思維導讀，實現(xiàn)有效學習?！? Step 2 Presentation and practice ( 10 minutes) Ss ask me, “What’s your favorite subject?”I answer, “My favorite subject is English.”Ss: Why? I answer, “Because I think it’s very useful.”Present the new word “useful”. English is a useful lesson. Present the new word “useful” 、“ lesson” .【設計說明：學生向教師發(fā)問，引出生詞“ useful”，激發(fā)學生好奇探秘的心理 和知識內(nèi)驅(qū)力。袁振國先生（ 2020）曾說，最好的教學是讓學生帶著問題進課堂，帶著更多的問題出課堂。問題意識是創(chuàng)新型人才的必備素質(zhì)。】 Explain “useful” in English. Practice the words one by one, get the students be familiar with the words and know how to use them. 【設計說明：艾賓浩斯的實驗表明，有意義的材料比無意義的材料更容易記憶。當新單詞“ Mrs.”、“ useful” 、“ lesson”變成有意義的材料時，學生的記憶就會事半功倍，進而實現(xiàn)有效教學。】 Step 3 Practice ( 12 minutes) Prereading Skimming Read 2b quickly and find the answer to the question. “ How is Yu Mei on Friday?” After they answer the question, ask them if they finish finding the answer to the question. Ss guess the meaning of the word “finish”. Whilereading Scanning Read 2b slowly and find the answers to the questions. Students guess the meaning of “from”、“ from… to… ” and “hour” while reading the passage. 【設計說明： Bright amp。 McGregor曾提到， “利用語境習得詞匯 這種技能只有通過練習才能獲得 ”。保留適當量的生詞 “from” 、“ from… to… ” and “hour”，留待學生通過閱讀自己逐步習得?！? 1)、 What is Yu Mei’s favorite subject? 2)、 How many subjects does Yu Mei have on Friday? 3)、 What does Yu Mei think of an art lesson? Read 2b,work in groups and fill
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