C教学设计内容推荐

课题

姓名

目

标

设

计

Unit 5

What does he do? 李淼（哈爱建学校）

年级

六年

1.Describe the best method to describe 知识与技能

professions 2. Read the passage, ask the students to contrast methods of different jobs 3.Get the students to grasp the structure

“If you can ..., you can ...”

过程与方法

1.Predicting( ask and answer in pairs.) 2.Reading1)Skimming2)Skanning 3)Close-reading 3.Practice 4.Summary Find the best way to describe jobs.Wish our 情感与价值观

dreams to come true..

教学重点

教学难点

教学方法

板

书

设

计

教学步骤

1.

To help the Ss understand the reading passages and use the language knowledge. 2.

To develop the Ss’ abilities of learning and using reading skill.

The correct and free use of the words and the accurate understanding of the reading passage. 辅助A computer,

Communicative,

Task- based, Guiding teaching 手

段

Students’ page,

method

Unit 5

What does he do?

1.

If you can ..., you can ... 2.

What does he/she like? 3.

Where is he/she going to work? 4.

What does he/she want to be? 5.

be good at = do well in

教学内容与双边活动

Step1 意图

Warm-up

Lead the students to the 1.T: Let’s play a sorting words game. main content in the lesson Get the students toput the words into th ecorrect places Then ask them “What can we know

by sorting them together?”

2.Lead them to remember the words.

Step2

Reading (Construction) 1.

Play a guessing game,let the Ask the Ss to know what to assess in construction . students practice patterns.

2.

Show them the tips, lead them to grasp the structure “If you can... , you can be a ... .”

Show questions to raise the interests of students. And ask them to find the problems. Lead the students to know about three

people:Hu Bin,Sarah and Robin Train reading and Reading(skimming) 1.Ask three questions according to each speaking abilities.

small passage.

3.

Lead the students to find the Answer the questions and detailed information

have discussion. Reading(Content) List five jobs. Compare with your partner. How many different jobs are there in both lists? Reading (Scanning)

1.Make a summary about them to finish Get them to grasp the the forms

detailed information. 2.Ask the students to describe their jobs

3.Finish “Tick and cross” exercises Practice Write some important sentences about the students’ parents, then they can describe the jobs correctly. Ask the students to finish the group activities. Practice the writing ability.

Step 3 Step4 Step5 Step 6 Step 7 Summary and homework: Discuss warmly. Get the students to sum up the main points of this lesson.

Unit 5 What does he do? 教学反思

哈尔滨市爱建学校 李淼 本节课，教师从阅读的基本步骤直入主题，游戏导课，衔接自然，学生参与到位，教师的引领性，学生的主导性得以充分体现，生动形象地展示了一节高水平的阅读课。

（一）循序渐进，着眼于基础“冰冻三尺，非一日之寒”。英语阅读能力并非是一蹴而就的。本节课，教师由浅入深、由简到繁、循序渐进地进行训练。这种做法既可以培养学生的阅读能力，又可以提高阅读的效率，课堂教学层次性强，易于学生接受和理解。

（二）范例引路，当堂训练

学生将所规定的材料内容经整理后，展开思维，目的在于考查学生运用所学英语知识准确地表达意思的能力。因此，训练当场完成阅读，促使学生快速理解信息，迅速表达信息，提高实际应用和应试能力。这一步是关键，也是学生的难关。学生明确目的并掌握要领后，才能在规定时间内完成阅读并给与展示。

学生通过信息填充的操练练习后，不仅学会了使用语言进行交流，而且掌握了基本的语言知识，使语言功能和语言形式有机地结合起来，从而提高了学生的整体语言水平。这也是教师课堂教学的重要环节。

教学反思：“学生读得好，才能写得好。”现在的初中英语教学已进入一个新的教学模式，从初级入门阶段已演变为交流运用的阶段。从口语的强调到英语阅读的出现，更是体现了语言的运用。英语阅读是一种技能，同时这样的要求隐含了“英语思维”的要求，这就要求教师在英语教学过程中活化教材与教法，在培养学生阅读能力的同时，注重提高学生的写作水平，增强学生的英语综合运用能力。语言学习中的读与写是互相促进，互相依存的。要提高写作能力就必须坚持大量的阅读，课文是学生学习的最好范文，从阅读到写作是培养写作能力的一个重要方法和途径。