周勰基于课程标准的英语教学设计.doc

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1、. -基于标准的科学教学设计案例?Unit 7How do you make a banana milk shake？?教学设计 类型：英语 教材：人民教育英语八年级上Unit Seven 学时：1课时 设计：周勰实践教师：周勰一、基于“课程标准为主研制“学习目标1容标准本单元主要考察了学生对祈使句的掌握和how many和how much的用法2教材分析本课是八年级上Unit 7?Unit 7How do you make a banana milk shake？?的第一课时，主要练习学生的口语表达能力和实际动手能力，和生活实际很贴切，能够引起学生的学习英语的兴趣。 结合上述教材分析、学情分

2、析以及相关容标准，运用分解课程标准的拆解策略，确定如下几个学习目标：1. 通过自学，能识记cut,cut up, into, yogurt,ingredient, watermelon,instruction等重点词汇2. 通过教师引导学生能亲自动手制作bababa milk shake3.能运用how many与 how much【教学重点】how many与 how much的运用【教学难点】能够用英语流利地表达奶昔的整个制作过程二、基于“学习目标为主开发“评价工具目标1：通过自学，能记住目标中的识记词汇1.用课件展示图片，让学生看图片说出对应的英语单词或词组2、分别请同学用图片及单词造句

3、目标2：通过教师展示制作奶昔的过程，然后让学生4人一小组进展比赛展示，并找一个代表用英文讲解三、基于“评价工具为主决策“教学活动围绕上述研制的学习目标和开发的评价工具，尝试开展基于“自主合作探究的学案导学见下列图，让学生真正学会学习。具体实施如下：教师设计基于“自主合作探究的学案学生结合学案自主学习教材学生分组合作探究疑惑教师巡查或参与某组教师随机抽查学习效果并精讲释疑师生反思并将学案整理保存1.教师设计基于“自主合作探究的学案将确定的学习目标和评价工具整合起来 ，改造适合学生自主合作探究学习的学案，具体呈现方式如下：?Unit 7How do you make a banana milk s

4、hake？?学案教学目标：语言目标：掌握可数名词和不可数名词和How much/ How many引导的特殊疑问句。能力目标：Listening: 听懂制作一种食品的对话材料。Speaking: 能够描述制作一种家庭食品的过程。Reading: 能读懂介绍食谱的文章。Writing: 能写出重点词语和重点句型，并能写出自己最喜欢的食物食谱。情感目标：通过对食品制作方法的学习，激发学生的学习兴趣。语言构造：Imperatives. Countable/uncountable nouns. How much/how much questions.语言功能：Describe a process. F

5、ollow instructions.教学重点：祈使句。区分可数和不可数名词。How many /how much引导的疑问句。教学难点：How many和how much之间的区别。能够选择恰当的动词描述制作一种家庭食品的过程。学习策略：作猜想，进展连续性的描述。教学辅助：Tape-recorder, cards课时：Period One Period I I. Teaching aims and demands: Students learn to describe a process and follow instructions. II. Teaching contents: 1a,

6、1b and 1c, Section A.III.Teaching key and difficult points: Vocabulary：Shake, turn on, cut up, drink ,peel, pour, put, drink，blender, milk shake, into Target language: How do you make a banana milk shake? Peel the bananas. Cut up the bananas. Put the bananas and ice cream into the blender. Pour the

7、milk in the blender. Turn on the blender. Drink the milk shake. Teaching Procedures: 教学步骤教师活动学生活动备注Step1 Revision Revise the names of some fruits: apples, bananas, pears, orangesSay and write Step II Section A 1aThekey vocabulary Introduce thenew vocabularyand give the students a clear pictureof the

8、 process that is described in this by using the pictures in the unit. Task 1. Teach the names of all items. Point to the pictures of the items and ask students to repeat. Task 2.Focus on the pictures. Ask the students to tell what they see in the picture. Describe each action and ask students to rep

9、eat the following : Peel the bananas, Cut up the bananas, Put the bananas and the yogurt in the blender, Pour the milk in the blender, Turn on the blender; Drink the smoothie. Task 3. Ask the students to write the names of the actions on the blank lines. Then check the answers Listen and repeat Look

10、 and say Repeat Fill in the blanks Step III 1b Listening Task 1. Point to the actions in the picture and the list of actions in activity 1b. Ask different students to look at the picture and tell what is happening. Ask others to read the list of actions in activity 1b. Task 2. Playthe recordingfor t

11、he first time. The students only listen. Then listen to the conversation. Number the instructions. Ask students to plete the activity on their own. Then correct the answers. Look and say Read the expression Finish 1b 录音机Step IV 1cPractice using the target language. Task 1. Read the instructions in t

12、he correct order. Task 2. How do you make a banana milk shake. Task 3. Pairwork. Ask the students to start their conversations like the sample conversation. Asthey talk, move around the room monitoring their work . Task 4. Ask one or two students to say the list of instructions to the class without

13、looking at the book. Work in pairsSay the list of instructionsStep V Summary Today weve leant the instructions. And how to make a banana milk shake. Please remember. listen Step VI Homework 1. Review the words. 2. Describe a process. 学习任务：这里的学习任务根本就是采用上述开发的“评价工具，具体容略。学习反思：1.学习中反思：教师或其他同学讲解过程，我突然明白或想到了： 2.学习后反思：通过本节课学习，我收获了：我还存在的困惑是：2.学生结合学案自主学习教材3.学生分组合作探究存在疑惑根据上面的学案，重点强调学习要求，完成2、3两个环节教学。为有效课堂教学，教师在本环节的关键工作：管理好课堂；指导有需要学生学习；关注学生学习情况。4.教师随机抽查学习效果并精讲释疑本环节根据学生在前面两个环节学习情况，有针对性地抽查学生学校效果，并有重点地精讲释疑。5.师生反思并将学案整理保存学生反思局部，根据学案引导学生学会学习反思。教师反思局部，关键在于课堂教学的成败以及关键事件。. . word.zl-