張海霞說課稿

1、 Unit 6 Lets learn Chinesepart II reading and writing 說課稿設計思路（一）英語課程標準強調要面向全體學生，力求滿足不同類型和不同層次學生的需求。為了讓每個孩子都有所發(fā)展，有學英語、用英語的機會,我在教學活動中大量采用了自主學習和小組合作學習方式，任務驅動分層推進，由淺入深，讓孩子們在互幫互助學習中體驗學習英語的樂趣，同時也培養(yǎng)他們的合作意識。（二）課前用任務驅動來調動學生的參與激情，由學生小組合作完成任務different countries and different languages 搜尋至少5種國家名稱語言及相關代表性圖片。目的是使

2、學生通過參與、合作對本課有關國家文化語言這一主題有所滲透。讓他們在完成任務的過程中體驗成功，建立自信。 課的最后學生通過讀寫活動達到發(fā)展綜合語言運用能力。在學習中，鼓勵英語基礎較差的孩子重點運用本課所要求的語言素材，學有余力的孩子可以在運用本課語言素材的基礎上進行再創(chuàng)造。 教學背景分析（一）教材分析本節(jié)課為本單元第二課時教學內容，以讀寫活動為主的教學。內容涉及到漢語在不斷地受到各國家人民的喜愛，越來越多的愛好者正在學習推廣漢語，世界各國互相學習，從而達到讓學生更加熱愛自己的祖國及建立同一個世界同一個夢想的概念。并在讀中有所得，寫中有所獲。 在這一模塊中學生已經(jīng)掌握了not until, bec

3、ause等多種從句，通過對part II的讀寫學習學生主要進一步學會even if, so that, although,等從句的使用并對not until這一句型進一步鞏固。（二）學情分析基本情況：所授課班級的學生為良鄉(xiāng)五中九年級學生。共35人，學生學習興趣濃厚。學生現(xiàn)有知識狀況：學生在1114冊書中接觸過對不同國家及文化方面的學習，并且掌握了notuntil, because等從句的基本知識。但對于復合句的理解還有一定的障礙。學習效果預測：本課中出現(xiàn)大量從句及單詞，不利于學生迅速理解文章，教師應給學生提供更多學習練習功能句的機會，使學生以多種方式參與其中，發(fā)展學生多種語言運用能力。 三教學

4、目標 知識知識目標：通過本課學習全體學生能夠熟練掌握本單元課文中的詞匯，短語和句型。（because, notuntil, even if, although, so that）大多數(shù)孩子能夠靈活應用這些詞匯及句型。 能力：培養(yǎng)學生綜合運用語言知識的能力。 情感態(tài)度：通過學習學生更加熱愛祖國，并建立同一個世界同一個夢想 的思想概念。四教學重點和難點教學重點：逐步提高學生閱讀技能;使多數(shù)學生能夠快速掌握生詞并能理解運用 復合從句。教學難點:發(fā)展學生的閱讀及運用所學表達描述生活中實例的綜合運用語言的能 力。五教學資源，教學手段運用多媒體電教手段，學案和學習效果評價表。六主要教學方法任務型教學法貫穿

5、整課教學過程，結構，功能緊密結合；及時設置鞏固，反饋環(huán)節(jié)。七教學過程說明教學過程教師活動學生活動設計意圖說明WarmAsk students to get their homework ready, then make some of them share theirs with the class, and tell the class what country it is, and what language the people here can speak, if it is possible, they can also introduce some cultures and cus

6、toms and so on. 1.Get the pictures about some countries that they like ready.2.Share their owns with the classmates,the picture must be typical and tell the class why he or she choosess this one, and what language the people often speak, and some cultures or customsTo help students know we will lear

7、n something about country and language and so on. Reading Self-assessment and peer-assessmentsummaryhomeworkpre-reading 1)After the students finish their job during warm up, I will show a picture of a man-Da Shan, and ask them: “Who is he?” “where is he from?” “What language can he speak?” “Why does

8、 he come to our country?”2)say these to students: today well know more things about a little girl Kimi in our text.while-readingFirst, Id like to give my students 5 questions and let them read in pairs and then answer by themselves, the questions are: 1).Can Kimi speak Chinese well?2).How do Kimis p

9、arents like when they are in China?3).Why do more and more foreign children go to school in China?4).What does the Chinese government ask all the key universities to do about international students?5).Why did Kimls mother say that it was good for both sides? Second ,JagsowTo scan the passage, I will

10、 divide the students into several groups of 5, and number them from 15, then all of the ones get togehter to make a new group1, all of the twos, threes, fours and fives make the new groups of 2,3,4,5, group 1 only read paragraph one, the others do like this, understand the words, phrases and sentenc

11、es in the paragraph with the help of groups members. Then go back to their home group, the student his/her number is one will explain paragraph one in their home group until they make the whole passage clearly.3.post-readingIll ask my students to choose the sentences with notonly, even if, although,

12、 so that in the text, make them understand in groups first, and for the difficulties, they will help each other, if they can not, Ill explain.Game Each group each envelope, some Chinese sentences are on it, and there are some pieces of paper with some words in it, according to the Chinese, make sent

13、ences as soon as possible, the sentence are with notonly, even if, although, so that. And let them stick the sentences on the blackboard.Show the assessment paper to the students, let them finish the tasks.Let students sum up the language points in groups, and I will write on the blackboard.Homework

14、 : A. Write a passage about the country I want to go. B. If you can, you can write 2 passages, one is about yourself, another is about the other that your classmates introducedThe passage must be with notonly, even if, although, so that.Look at the picture and answer the teachers questions.Listen to

15、 the teacher carefully and get into the new lesson gradually.First, read the questions in pairs to overcome the obstacle , then skim to answer the questions.Second, check their answers in pairs.At last, some of them show their answers on OHP at the same time tell the classmates where the keys are.Fi

16、rst, listen to the rules carefully.Second, do as the rules.Choose the sentences and understand in groups.Make sentencesStick the sentences on the blackboard.Finish the self-assessment an d peer-assessment summaryFinish the passage carefullyFrom this example, to make students know more and more peopl

17、e around the world come to China and learn our language and cultures, as Chinese, they feel proud and have a sense they should love our country better.To make students have a willing to know KImi and learn the new lesson To make students understand the questions clearly so that they can go on readin

18、g and practice their reading-skimming.To have students pay attention to the answers, the writing of them.To scan the passage, and overcome the difficulties with the help of the memebers.To make them study by themselves.To practice how to use notonly, even if, although, so that. and understand them more, pay attention to how to work with their co-workers.To have the students know what they have learned whether they master well or not