外研2011课标版《Unit 3 Language in use.》教案下载-滕州市优质课

Key ability—to understand and write the school life concerning the detailsProcedure

& methodsSs can associate what they’ve just learnt to their real life, which arouses their interest in learning. Ss can get the information through communication, cooperation and exploration in learning strategies.Emotion, attitude & valuesThrough learning, Ss will have a better understanding of school and school life, which cultivate their cultural awareness. They will be inspired to make their learning community better.Teaching taskIntroduce the previous experience in the way of telling their own school life in the sentence patterns.Key pointsSs will grasp new language points and cooperate skillfully. Difficult pointsSs will learn to use particular pattern to tell the school life and use some pron. and prep. to describe the topic.Teaching aidsblackboard, multimedia equipment, OHP and some handoutsBlackboard design Ⅳ Teaching ProceduresTeaching StepsTeacher’s

InvolvementThe Ss’

InvolvementTask

GoalsTime Lead-in1.Show 5 choices about the topic and let the Ss of 5 groups choose. 1.Choose and finish the tasks individually, with a partner, in a group. To lead in this target topic with Ss’ familiar materials and meanwhile check yesterday homework. Inviting two Ss to classify the vocabulary is to help whole class get a clear map of the topic and get ready for the writing task.72.Throw the topic “school and school life” to lead Ss to revise vocabulary and expressions in Unit 1 and 2.2. Brainstorm the topic in five aspects---campus, persons, clubs, homework, subject…3.Invite two Ss to put the related words into the topic headings.3.Think about the vocabulary and put them into five headings.Listening1.Ask Ss what their method to solve the first listening task---how to listen for the details.1.Focus on the “question words”---where, what, when and listen directly to the targets.As a revision lesion, the teacher needs to lead Ss understand to use the suitable strategies with different listening tasks.8

2. Ask Ss what their method to fill in the blanks.2.Write down the key words while listening.Grammar Revision1.Ask two Ss to show a performance about what will happen in Sr. 1 next year.1.Two Ss make yesterday homework one into a role-play and present in class.With the help of mind-map, the teacher knew which part was the common mistakes they made, therefore, leading the Ss to go over the pronounce by mind-map is quite easy and clear.

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2.Present the big data result, and make clear about the grammar mistakes they made.2.Find the mistakes in the role-play and be clear about the homework mistakes.3.Ask Ss to follow the mind-map to classify pronounces into 7 groups and know the details.3.Following the mind-map, have a clear map about pronounces and understand the mistakes.Reading1.Ask Ss to skim the passage and match headings with paragraphs.1.Discuss the suitable method to solve the reading task. To train the Ss’ reading strategies, such as skimming, scanning and inferring clearly and help them know the more strategies they use, the easier the comprehension is.

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2. Ask Ss again to scan the four questions about the passage.2.Think about the scanning methods.3. Ask Ss to infer where the passage is from.3.After finishing the first two tasks, Ss have a deep understanding of passage and don’t hard to infer.Writing1.Show a video made by foreign teacher to leave Ss two questions to write.1.Watch the video “You’ve Got Mail” and think about their writing tasks.The video can easily arouse the Ss’ interests to answer the mail. Make sure them understand and can use the assessment criterion to guide their writing.

102.Ask them to write a passage with the assessment criterion.2.Write individually, share in groups and in front of the class.Summary and

Assignment1. Go on polishing the passage. (checklist, 80 words)

2. Make the mind-map of preposition.

1Ⅴ Teaching Reflection In this lesson, I tried to make the revision effectively, based on Unit 1 and 2 learning. First of all, I led in a game to arouse the students’ interests and to check their homework completion. I used the mind-map to help them conclude the topic “school and school life”, which is really a good method to help students have a whole map of the topic. It’s very common that the students feel bored to go over the grammar, therefore the teacher also used the i-mind-map software to classify the pronounces and differ them, in order to make students have a clear map about the grammar. Actually, with the help of big data, I have known which activity in homework was commonly incorrect, so the teacher invited two students to make a role-play to present their mistakes and summarize the point. Through the preparation of the whole lesson, in the end of the lesson, I showed a video made by a foreign teacher, leaving a writing tasks. Make sure the students are familiar with the assessment criterion of the writing task and then write by themselves, share in group and in class.

All in all, I hope I can lead the students get the suitable listening and reading strategies in specific questions. I hope I can help the students master a revision method with the help of mind-map. I hope I can influence the students know what’s their role in the whole learning community. Through cooperation, we try to seek common ground while reserving differences, so that the teacher can cultivate the students’ moral cognition from quantitative change to qualitative change in the development, so as to improve the students' ideological quality objective.