中学英语—B2微课程设计与制作-微课程设计方案+教学设计(国培微能力认证优秀作业).doc
YOUR LOGO原 创 文 档 请 勿 盗 版Unit 6 Do you like bananas?Section B2a-2c教学设计一、教材内容分析本节课是本单元的阅读课，主要学习Unit 6 Do you like bananas? Section B 2a、2b,2c等内容，前面通过各种练习及相关的操练任务让学生基本掌握了本单元的主要句型，本节课主要任务是阅读教学，其目的是通过阅读让学生在学习运用语言的基础上形成初步的获取信息的能力和基本的阅读技能。在教学过程中，我根据阅读课教学流程“读前游戏导入-读中（快读判断正误、细读填写表格、根据表格内容复述课文）-读后根据对话内容填空活动”来组织教学，通过多种形式的活动来巩固所学的词汇及句型，从而培养学生语言综合运用能力。二、教学目标（知识，技能，情感态度与价值观）1.Knowledge goals:单词：have, has, eat, eats, like, likes, runner, lots dessert, breakfast, lunch, dinner, eat, run, star, healthy.句型：What do you have for breakfast/ lunch/ dinner?For breakfast, I haveWhat does he/ she have for breakfast/ lunch/ dinner?For breakfast, he/ she has.2. Ability goals:学完本课，学生能够用英语描述一日三餐的食谱。3.Moral goals:懂得一日三餐应合理搭配饮食，才会健康，快乐。三、重点难点1.重点：读懂短文，理解文中相关词语、短语，能完成文后相关任务。学会根据上下文推断理解词义,获取相关信息；掌握本课新单词。2.难点：培养阅读理解能力，形成阅读策略；掌握描述一日三餐的方法。四、 教法选择与学法指导本节课，以运用多媒体辅助教学，引导学生积极参与，运用任务型教学法，阅读法 , 观察法 , 归纳法，注意对阅读方法和技巧的指导。引导学生从浅入深理解，循序渐进运用知识。层层深入，尽可能多挖掘学生潜力，使师生，生生极好配合，以提高学生的读写能力。五、资源准备多媒体课件、报纸杂志等及相关教学资源。六、教学过程Task1 Organization Lead-in1. Gessing Game：Review the food vocabulary by showing pictures. Play the Gessing Game: Guess the food , find out who is the quickest. 通过提供重点词的图片，让学生抢答激趣，既是复习上节课知识，又为新课的学习做准备。Task 2 Before Reading( 2a )1.Ask Ss to look and answer: Which food do you think is healthy？Which food is not healthy?2. Have Ss finish 2a by their own.3. Share their oppions. 在学生已复习食物词汇的基础上，引导学生了解哪些是健康食品和不健康食品，同时完成教材中2a 内容。Task3 Pre-Reading1.Show the target questions: Get Ss to ask about what they and their partners like and dislike about three meals.A: What do you /your patterns like for breakfast /lunch/ dinner/ dessert?B: I/They likefor breakfast / lunch / dinner .2.Guess before reading:Look at the picture of Cindy Smith and guess what Cindy Smith likes and doest like food for breakfast / lunch / dinner1.With the help of teacher, answer the questions2.Ask and answer in pairs3. Try to guess before reading:1) What fruit does she like?2) Does she like hamburgers?3)Does she often eat ice-cream?通过出示大屏幕上时间分别代表一日三餐，并将引导学生表述三餐的食谱。为整节课任务的完成奠定最基本的词汇基础。Task 4 While-Reading 1.Fast reading: Read the passage quickly and circlre the food words.2. Careful reading: read carefully ,first tell T or F, then fill in the chart.3.Lead Ss to retell the article according to the chart.4. Explain the language points.指导学生快速阅读课文，了解文章大意，然后细读课文，不看书回答有关更多细节问题，培养学生的阅读能力及技巧。Task 5 After-Reading 1. Ask Ss to fill in the blanks according to the passage.2. Read the article again and finish the task 2c. （1）. Ask Ss to fill in the blanks according to the passage.引导学生有效阅读并完成相应任务。（2）. Read the article again and finish the task 2c. 2c可让学生先口头会说，再写句子为下节课写作做好了铺垫。Task 6 Discussion Have Ss think: 1. How does Cindy keep healthy? 2.How can we keep healthy?3. Whats your advice?An apple a day keeps the doctor away.Eat healthy food and keep a balanced diet.(吃健康的食物并保持饮食平衡不挑食。)通过讨论，进一步升华本节主题：如何保持身体健康？引导学生健康合理饮食，激发保护自己身体的热情。Task 7 Summary Lead Ss to summarize what they have learnt in this class. Learn to summarize the lesson. 小结本课内容，加深所学知识的印象Homework:Group A：Introduce your familys three meals and make a healthy diet for your family.Group B: Read the artcle again and again and remember the words in unit 6Choose one or two to finish.作业分A、B组布置，分层要求，以适应不同层次的学生学习。七、板书设计Unit 6 Do you like bananas?Sports star Eats WellWhat do you like for breakfast/ lunch/ dinner?For breakfast, I like. /I like for breakfast/ lunch/ dinner.What does he/ she have for breakfast/ lunch/ dinner?For breakfast, he/ she likes.I dont want to be fat.
