初中一年級(jí)英語(yǔ)教學(xué)設(shè)計(jì)-wenkub.com
2024-11-15 02:24 本頁(yè)面
【正文】 Step 6： Sum up學(xué)生們?cè)诮處煹膸ьI(lǐng)下總結(jié)出在英語(yǔ)學(xué)習(xí)中遇到的有關(guān)聽、說、讀和寫四大方面的應(yīng)對(duì)辦法，利于后面寫作方面的學(xué)習(xí)。Step 5： Roleplay the conversationActivity 。Step 3： Listening指導(dǎo)學(xué)生完成課本上的1b、2a和2b的聽力練習(xí)，學(xué)生在聽力材料播放中進(jìn)行學(xué)習(xí)方式方法交流的輸入。用Brainstorming的形式啟發(fā)學(xué)生說出他們知道的學(xué)習(xí)方式，活躍課堂氣氛，讓盡可能多的學(xué)生進(jìn)行發(fā)言，為下一步的對(duì)話練習(xí)做準(zhǔn)備。教學(xué)難點(diǎn)：學(xué)習(xí)并用豐富的語(yǔ)言描述英語(yǔ)學(xué)習(xí)的方式和方法。本單元的教學(xué)法建議：短語(yǔ)教學(xué)——采取情景引入展開啟發(fā)式的教學(xué)方式，讓學(xué)生在思考中輸出自己的語(yǔ)言，并在句型中學(xué)會(huì)運(yùn)用；語(yǔ)音教學(xué)——讓學(xué)生進(jìn)行聽對(duì)話并跟讀聽力材料；口語(yǔ)教學(xué)——采取對(duì)話練習(xí)和角色互換對(duì)學(xué)生進(jìn)行教學(xué)；聽力教學(xué)——采取聽音配對(duì)、聽音打鉤和聽音對(duì)應(yīng)等的方式進(jìn)行聽力教學(xué)和聽力技巧指導(dǎo)；口語(yǔ)教學(xué)——通過創(chuàng)設(shè)情境讓學(xué)生進(jìn)行對(duì)話練習(xí)和角色互換活動(dòng)，來進(jìn)行語(yǔ)言的輸出。ⅱ.presentation some pictures on the big ss read the attention on the : what can you see? say: each picture shows something a person did in the each activity and ask students to repeat: stayed at home, went to mountains, went to new york city to the beach, visited my uncle, visited museums, went to summer camp , please match each phrase with one of the pictures next to the name of the activity，point to the sample the : to the picture on the : look at the picture did tina go on vacation? she went to : what did the person do in each picture? the recording the first the recording a second : there are three people talk about what did on to the recording and write numbers of the names in the right boxes of the the ．pair work out the sample two ss to read the conversation to the work with a your own conversation about the people in the work in they talk, move around the classroom and give any help they some pairs act out their ss they will hear a conversation about three students’ for the first time and fill in the listen again and check yes, or ss read the phrases in the chart of the recording the first listen and fill in the the recording a second time for the ss to check “yes, i did.” or “no, i didn’t.” the answers with the work two ss read the conversation between grace, ke
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