Section C教学设计范文

Unit 5

Feeling Excited

Topic 2

I’m feeling better now. Section C 浉河中学

袁方

一：教学设计思路：

本节课主要活动为Section C-1a。

本节课的课型为阅读课。利用英文歌曲“A Small World”热身，增强学生对学英语的自信心和对“英文歌能提高英语听力和发音”的意识，并复习“Why?---Because”。在复习环节，我会提问“Do you have bad feelings sometimes? What kind of bad feelings? How do you deal with them?”对于心情的描述和解决进行复习。在导入新内容的Pre-reading环节，利用Section B中内容进行心情的提问“How did Li Hong feel these days?

Why?

What’s Miss Wang’s suggestion? ”，对描述心情进行复习和直接引入1a的新内容，并提出新问题“What’s Li Hong’s feeling now?”同时作为Pre-reading。接下来学生阅读1a，加深对文章的理解。有助于提高学生阅读理解的能力。在While-reading环节，学生阅读文章完成1b表格并回答几个更深层次的问题。加深对文章的理解同时锻炼学生组织语言回答问题的能力。在Post-reading环节，首先通过问答的方式解决学生的疑难，巩固知识点。之后指出文中的重点，进行分析讲解，并让学生去文中找到含有as…as…和not as/so …

as…结构的句子，发现规律，然后着重讲解，即本课的重点“同级比较结构”。

二.

Teaching aims

1.

Knowledge aims：

（1）学习并掌握新词汇和短语。

usual, either, accept, lovely, helpful, international, as usual

（2）学习并掌握形容词和副词的同级比较结构。

I live as happily as before. I couldn’t sleep as well as usual. Helen is as lovely as Maria. Maria is not as/so brave as Helen.

2.

Skill aims:

（1）

能用as…as…和not as/so …

as…结构熟练地口头谈论有关两个人或事物同级比较的话题。

（2）

能用as…as…和not as/so …

as…结构规范地写出有关自己和朋友的一些情况的比较的短文。

3.

Emotional aims: 教育学生遇到问题要主动与他人交流，同时要学会适应新的环境。

三. The key points and difficult points Key points：

1. 正确运用单词表中单词及短语。

2. 正确运用as…as…和not as/so …

as…结构进行交谈和写作。

Difficult points：

用as...as...和not as/so …

as…结构正确地写出带有比较内容的短文。

四. Learning strategies

1.

通过听唱英文歌曲提高对“唱英文歌能够提高学生的英语听力与发音”的意识和学英语的自信心。

2.

在造句输出环节进行合作学习可取长补短，互相促进，共同进步！

五. Teaching aids 多媒体课件/图片

六.

Teaching procedures Step

1: Firstly I will have a warm up. That is to say, I will ask “Can you sing an English song?” to guide students to think out the English songs they can sing, such as ABC song. Then I will ask then to sing it and ask “Is singing English songs good or bad for us?

Why?” to guide students answer by “Because” and know the importance of singing English songs.

Step 2: I will ask students “Do you have bad feelings? How do you solve them? Is it good or bad to keep good feelings?” to guide the importance of keeping good feelings.

Step 3: I will ask students questions “In last class, we know something about Li Hong, right? How did she feel these days? Why? What’s

Miss Wang’s suggestion? How is she feeling now? Are you sure? ”to lead in 1a and ask students to finish the exercises in 1b.

Step 4: I will have a short retell about 1a. Then I will check the answers in 1b and point out the key points in 1a, especially “as„as”, “not so/as„”. After that, I will create as many contexts as possible by using what exists in the classroom to make students understand the structures well and make as many examples as possible.

Step 5: I will ask students to finish 2 and 3 and check. Then if it’s given, I will give more exercises to consolidate.

Step 6: I will have a summary and assign homework.