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宁静致远

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Go for it!7A Unit 6 Do you like bananas? Section A (1a-2c)课堂赏析  

2010-11-16 15:36:56|  分类: 高新区初中英语教 |  标签: |举报 |字号 订阅

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金烨

 from Ningbo Hi-tech Zone Foreign Language 

 Go for it!7A Unit 6 Do you like bananas? Section A (1a-2c)课堂赏析 - Jennifer - 宁静致远    Go for it!7A Unit 6 Do you like bananas? Section A (1a-2c)课堂赏析 - Jennifer - 宁静致远

 

Language goals:

The students will be able to understand and use the following

1.       countable nouns: bananas, hamburgers, tomatoes, oranges, strawberries, pears, French fries

uncountable nouns: broccoli

countable and uncountable nouns: ice cream, salad

2.       patterns: Do you like…? Yes, I do./ No, I don’t.

Does he/she like…? Yes, he/she does. /No, he/she doesn’t.

Learning skills:

The students will be able to discuss what food they like and dislike smoothly and correctly.

The students will learn to make their own conversations using the patterns they learn in the class..

Cultures awareness:

The students get to know some information about healthy food and judge the food they have every day.

Key points:

1. The correct pronunciation of words: broccoli, strawberries, pears

2. The correct use of present tense to like: Do you like…? Yes, I do./ No, I don’t.

                                  Does he/she like…? Yes, he/she does. / No, he/she doesn’t.

Difficult points:

1.       The differences between countable nouns and uncountable nouns.

2.       The different use between “like” and “likes”,  “don’t like” and “doesn’t like”.

Teaching aids:  PPT, a recorder, pictures

Learning& teaching arrangements:

Stages&Timing

Activities

Methodology

 

 

Warm-up&

 Lead-in(5’)

 

1.       Greetings.

2.       The students will chant together. And they will be asked to chant in groups.

3.       The students will be invited to a party by their classmates.

4.       The students will be asked to try to say and spell the food words when they look at the picture.

This step gives students a real situation to use the words. The students will be more active after chanting and brainstorming.

 

 

 

 

Self-learning show (15’)

 

1.       The students will be asked to write down food words and sentence structures that they have learned by themselves before class on the board.

Tips: Student A --- write down countable nouns

Student B --- write down uncountable nouns

Student C --- write down countable and uncountable nouns

Student D --- write down sentence structures

2.       The students will check the answers each other.

3.       The students will go around the classroom and they will be able to take some notes from the others’ answers.

4.       The students will be able to give their feedback to the others.

5.       Two or three students will be asked to sum up their opinions.

The teacher will go around and help the students to finish the task smoothly when necessary.

 

 

 

 

 

 

Speaking & listening(15’)

 

1.       Play a guessing game: The students will be asked to guess what Ms Jin likes using the pattern: Do you like…?

2.       The students will make their own conversation according to the two pieces of small paper using patterns: Do you like…? Yes, I do. I like… ./ No, I don’t. I don’t like… .

3.       The students will change partners and make another conversation using patterns: Do he/she like… ? Yes, he/she does. He/She likes… . /No, he/she doesn’t. He/She doesn’t like… .

4.       The students will listen to the tape and finish 1b, 2a, 2b.

5.       Check the answers. And then students imitate the conversation.

The teacher will show the students how to use the two pieces of paper. And the teacher will help the students if necessary.

 

 

Further practice(9’)

 

The students will make a conversation in groups of four. And several groups will act out the conversations in front of the class.

The students will be given a few minutes to get prepared before they act out the conversations.

 

 

Homework(1’)

 

1.         Find out some healthy food and unhealthy food. Share them on the whiteboard tomorrow.

2.         Make up a conversation between the students and their parents about likes and dislikes. Then read it to their parents.

 

Homework offers students more practice which helps them consolidate what they’ve learned in this class. 

 

Blackboard design

Unit 6 Do you like bananas?

Do you like…?

Yes, I do./ No, I don’t.

Does he/she like… ?

Yes, he/she does./ No, he/she doesn’t.

 

 

     Go for it!7A Unit 6 Do you like bananas? Section A (1a-2c)课堂赏析 - Jennifer - 宁静致远        Go for it!7A Unit 6 Do you like bananas? Section A (1a-2c)课堂赏析 - Jennifer - 宁静致远

课后反思:

本次代表邱学华老师的“尝试教学法”流派参加本次全国三大流派教学展示活动,让我感到很忐忑。原因有二:一要体现“尝试教学法”的基本理念-“先试后讲,先练后导”,“学生能尝试,尝试能成功,成功能创新”;二要结合高外目前的教育教学改革理念-“先学后教,以学定教,均衡分班,分层走班”。这两点要求迫使我必须颠覆传统教学的模式与流程,从一个全新的角度去审视课堂,体现学生的主体地位。

反思课堂上的点滴,有以下几点感触:

1.  学案与课堂充分结合。预习学案的作用得以较好发挥。将预习学案从单纯的练习题转化为对课堂的思想与心理铺垫,降低预习学案的要求,使每个学生都能通过预习有所收获;

2.  课堂展示务实有效不做秀。通过近两个月的训练,高外学生对课堂展示环节已经形成较好习惯,所以使本堂课的展示环节能够流畅的完成。并且使学生的展示能够达到人人有所收获的结果。使白板成为课堂的资源,使学生成为资源,使学生的错误也成为资源,实现资源的最大化。

3.  结合情境与尝试,实现情境尝试教学法。情境教学法与尝试教学法并不矛盾,如果能够将两者恰当的结合,服务与课堂,适应学生的需要,那就是合理的,不必拘泥与某种模式,借用余正老师的话即:非法法也,法无定法。

4.  先学后教不代表老师不教。在合适的时间恰当的介入,是教师为学生点拨迷津,拨云见雾的时候。当学生不具备独立解决问题的能力时,需要教师正确的引导,可见凡事都要矫枉过正,恰倒好处!

5.  Free talk or situational talk? 余正老师提出,在课堂上的free talk其实不是真正意义的free talk,仅仅是教师给出限制的情境对话。我们的课堂,应该给学生free talk的机会,让时间利用最大化,达到学生最高效的说英语。

 

题外话:

    两次的尝试教学带给我巨大的收获与感动!不说收获,先提感动!两次试讲,章老师都亲临现场,从课堂的设计到教案的几次修改,都带给我最大的勇气与力量!学校英语组的同事们,每次试讲都认真聆听,每一点不足都提出改进意见!不分彼此,坦诚以对!让我感觉到心底的温暖!

   

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