Section A 2d—3c优质课教案

课 题

Unit 5 Section A 1. Knowledge aims: 主备人

张晔

课型

New 教学

目标

To master words on Page 3 and to learn grammar about Modal verb can. 2. Ability aims: To improve students' usage of Modal verb can. 3. Emotion aims: To lead students to love studying and thinking. 教学准备

重点

难点

关键

A card. Ask students to find and sum up the usage of Modal verb can. Use can to talk about people's abilities. Students should be active in class. Teacher's activities 教学过程

Students activities Purpose 时间

Step1 Warming-u Ask some Ss about Act out their Revise the 3 knowledge.

[来their abilities. conversations. and Review the Find and say: can +do

;can not

The using of "can"源:学科网ZXXK]

Ss try to make sentences using the phrases in 2~5. They can discuss

Practice revision grammar box.Ask sth. Step2 Grammar focus 3a.Teacher

makes the first one as a model: students to say =can't/cannot (ABC) the questions, and answers. 源:Z*xx*k.Com]

students'

abilities of summary

To provide 15 3b. Tell Ss that with their partners. your school is Then let some Ss tell

going to have a their answers to the School Show next

Step3 Practice

week. What can class. (AB) you do? You can show your talent in it. In order to let all the students about it. know Ask and answer one by one. speaking practice with the target

language.

15

Step4 Group work

Say: We have to write a poster. Now, read the poster below and try to complete the poster with S1: What can you do, S2? 10

To make students like studying .

[来源:Zxxk.C

om]

2

the words in the S2: I can do kong fu. box. S1: Great! What about 1. What can your you S3? group do in the school show? S3: I can sing very well. Then make a list together. (BC) Make a list, then report to your classmates. 2. First, work in [来源:学group ask and 科网]

answer about what you can do?

Write a report about what your family members can do. Step5 Homework

熟练掌握Grammar Focus中的句型

Unit 1 Can you play the guitar?[来

板书设计

]1. Can you do sth? Yes, I can. No, I can't.2. Can she/he do sth? Yes, he/she can. No, she/he can't.3. What can you/he/she do? I/He/She can do…

在本课中，我采用了“任务型”的教学途径，在热身复习之后，

我交代了本科的学习任务。任务的明确，给了学生一个学习的动力，让他们有了明确的目标。在目前的教育模式下，检验学生的掌握程度就是考试，一堂成功的英语课，往往给人以自然，和谐，舒服的享受。每一位教师在教材处理，教学方法，学法指导等诸方面都有自己的独特设计，在教学过程会出现闪光点。所以，教学当中的一些技巧也要说给学生听，句型的转换，怎么考，考什么等等。

当然在采用“任务型”的教学途径的过程中。也有许多环节还需要在今后的教学中进一步完善，如：活动不应该仅限于课堂教学，而应该延伸到课堂之外的学习和生活中，鼓励学生平日里多说英语，让学生达到“活学活用、学以致用”，更好的突出我们语言教学的语用教学反思

性和交际性。

本课时学生参与面广，不同层次的学生均有收获。基础较差学生能运用所学句型进行简单的交际练习。英语能力较强的学生则进行了大量的游戏、作报告、编歌曲等口头练习，语言能力拓展达到一定深度和广度。

我们老师应该依据课程的总体目标并结合教学内容，创造性地贴近学生实际的教学活动，吸引和组织他们积极参加。这样学生可以通过思考、交流和合作的方式，更好的学习和使用英语，完成学习任务。教师要有意识地积极引导学生以教材上的简单东西为媒介向他们熟悉的生活发散开去，大胆地用英语区了解生活中的各类简单事物，解决生活中的各种简单事情。教师要善于活化教材，对其精加工没在给定的语言材料基础上进行适度挖掘和拓展，使其更好服务于教学目的。

通过本节课的教学实践，我认识到教学成功与否，学生掌握程度如何，关键在于教师如何创造性地设计课堂教学。任务的设计要体现多样化和层次感：面对不同的学生群体，任务的难度系数是可以调控的；而面对同一群体里的不同程度的学生，教师可以在任务设置时注意不同角色的设定，做到有针对性，使每一层面的学生皆有所得。学习的效果展示是必不可少的，教师要激励学生参与展示活动。教师要传达给学生的信息是希望所有孩子都投入到展示活动中去，每一个人都有展示的机会。