外研版九上：Module 11 unit1 He's the boy who won the photo competition last year！.教案

1136650010769600Module11 Unit1 He's the boy who won the photo competition last year.
教学内容：
本模块以过去生活为话题，要求学生掌握含有be (was / were)的一般过去的句子， 并能谈论自己、他人过去的生活。该话题为学生所熟知，非常有利于开展听、 说、 读、 写方面的语言实践活动。通过操练，使学生在掌握语言结构的同时，学习语言知识，感悟语言功能，熟练介绍自己或他人过去的生活。学好本模块能为以后学习其它过去时打下良好的基础。本模块分3个单元，此课为第一单元，让学生从最简单的但却是新知识的句型入手，通过反复的听、说、读、写的练习，帮助学生熟悉并掌握含有be (was / were)的一般过去时的运用和表达。
学情分析：
大部分学生有学习热情，学习态度较好,但是学习习惯、学习方法有待提高。不爱回答问题，属于沉闷形，需要各种方式调动参与及发言的积极性。
本节课前学生已进行了预习，自学了12个生词，其中有五个词是已知词，为本节课的听力学习扫清了词汇障碍，做了铺垫，本节课中学生遇到的困难是能够适当运用定语从句对大明托尼的对话进行复述。
教学手段：Multi-media
技术准备：a computer, the blackboard
教学目标：
Teaching aims：
Knowledge Aims: By the end of the lesson, students will be able to
1. Understand the conversations containing the Attributive Clause
2.Process information of photos in the listening material.
Ability Aims：Students will be able to
1. Get the information from Daming and Tony”s dialogue.
2. Retell the dialogue with some key words containing an Attributive Clause (who) .
3. Talk about their favorite kind of photos..
Moral Aims: Students should treasure the happy and pleased lives and study hard.
Key vocabulary – bet , general, feeling, difficulty, subject, be in with a chance
Key structures – It’s the boy who won the photo competition.
教学重难点
1.Retelling the dialogue with some key words containing an Attributive Clause (who) .
2.Talking about their favorite kind of photos..
教学过程
148717077470
67945812801. Pre-listening
1. Pre-listening
1) Lead-in
2) Enjoy some photos.
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56515457202. While-listening
2. While-listening
listen and fill in the table(the short listening)
Listen for the gist.(the main dialogue)
Listen for more specific information. 533400179070
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67945812803. Post-listening
3. Post-listening
1)Watch and read.
2) Read in pairs.
3) Retell the dialogue.
550545552454）Discuss their favourite photos.
52070228604. Consolidation & Homework

4. Consolidation & Homework

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1) Consolidation
2) Homework
教学过程(表格描述)
教学阶段
教师活动
学生活动
设计意图
时间安排
Step 1
Lead-in
Show some photos.
Look at the pictures.
激发学生的学习兴趣和热情。
2 min
Step 2
Pre-listening
Ask the students to see a picture and say something about it..
Say something about the picture.
激发学生的学习兴趣和热情。
2min
Step 3
While- listening
1. Ask the Ss to listen to the mp3 and fill in the blanks.
1.Listen to the mp3 and fill in the table.
为Activity3的
听力做铺垫
5min
2. Ask the Ss to listen to the mp3 for the gist: Who are they and what are they talking about?
2.Listen to the mp3 and answer the questions.
掌握大意。
3min
3.Ask the Ss to listen to the first part and answer the questions。
3.Listen and answer the questions.
学生关注细节，方便学生把握细节，所以分成两部分来听。
2min
4.Ask the Ss to listen the second part and answer the questions.
4.Listen and answer the questions.
学生关注细节
2min
Step3
Post- listening
1. Ask the students to watch and read the dialogue fluently.
1. Read the passage for fluency and know the meaning well.
帮助学生正音并理解对话内容。
27min
2.Ask two Ss to read in class.
2. The two Ss read the dialogue fluently.
展示学生正确的读音。
3. Help the students to summarize the dialogue and retell the dialogue.
3.Summarize the dialogue and retell the dialogue with the teacher.
引导学生发现和理解对话。进一步理解对话，将对话改成文段，来巩固语言点。
4. Consolidation. Ask the Ss what kinds of photos they like best and the reason.
4.They discuss in groups , then show to the class.
创设情境，引导学生将所学语言运用于实际生活中。进一步理解应用如何描述自己喜欢的照片类型，巩固语言知识，并会使用语言知识。
Homework:
1. Listen and read the dialogue three times.
2.Find and underline the Attributive Clause.
(找到并划出含有定语从句的句子)
3.Rewrite the passage that they retell in the class.
把课上复述的文段写在本上 （任选一个）
通过作业进一步落实基本语言知识，把口头落实到笔头。
1min
Blackboard Design
Module 11 Unit 1 He’s the boy who won the photo competition last year!
Music I like …best, because I think…
Nature
City and People
Home and Away
学习效果评价设计
评价方式
评价项目
评价标准
等级
组长评价
组员评价
老师评价
听力
答对4个
答对7个
答对9个
OK
Good
Excellent
读书
基本会读
流利读出
有语气流利准确读出
OK
Good
Excellent
口头表达
能说出1-3句
能说出4-5句
能说出5句以上，且意思连贯
OK
Good
Excellent
本教学设计与以往或其他教学设计相比的特点(300-500字数)
听的目的是为了获取信息，以达到交际目的。本学案设计试图通过把建构主义理论特点与听力教学相结合来培养学生的听力技能。在建构性教学中，学习者是认知主体，它要求充分发挥学生学习的自主性，引导学生主动发现问题，主动搜集、分析有关的信息和资料，主动建构良好的认知结构，而教师只是辅导者。将建构主义运用于听力教学中，有利于学生准确地理解听力内容，提高英语学习效率，具有很强的可操作性。
1． 满足不同学业水平和不同性格特征学生的需求。
2.关注学生情感，消除紧张情绪，营造轻松愉快的学习环境。
3. 加强对学生学习策略的指导，让学生在学习和应用的过程中逐步学会如何学习。
当代认知心理学家指出，没有任何教学目标比“使学生成为独立的、自主的、高效的学习者”更重要。因此，教会学生自主学习、使他们掌握有效的学习策略是非常必要的。
113220583299304. Consolidation & Homework

4. Consolidation & Homework