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1、
教學(xué)設(shè)計
Unit 9 Lesson 1 On Your Bike
教材分析
本課是第9單元的第1課,主課文介紹了阿姆斯特丹白色自行車的發(fā)展過程。
本課的教學(xué)設(shè)計分為兩個課時。第一課時側(cè)重對課文的理解,引導(dǎo)學(xué)生理出事件的發(fā)展脈絡(luò),提取文章的主要信息和細節(jié)信息,并在整理信息的過程中,引導(dǎo)學(xué)生發(fā)現(xiàn)分析問題和解決問題的思維過程,最后結(jié)合課文的信息和語言實行輸出性活動。第二課時在對課文實行復(fù)習(xí)的基礎(chǔ)上,引入本課的重點內(nèi)容——現(xiàn)在完成實行時,通過度析例句,體驗、發(fā)現(xiàn)并總結(jié)該語法的形式和語意功能,并在不同層面的活動中,進一步體會該語法的語意功能,最后初步使用現(xiàn)在完成實行時實行表達。第二課
2、時的難點在于理解現(xiàn)在完成實行時的語意功能,而不是語言形式。在當(dāng)前階段,學(xué)生能夠使用這個語法解釋重復(fù)或持續(xù)性動作對當(dāng)前造成的影響即可。
教學(xué)內(nèi)容
話題:阿姆斯特丹白色自行車的發(fā)展過程(閱讀)
詞匯:重點詞匯:benefit, flat, convenient, convenience, therefore, path, park, transport, neighborhood, chip, insert, thanks to, fed up
相關(guān)詞匯:hopeful, thief, indeed, consequence, arrest
策略:通過標(biāo)題預(yù)測課文內(nèi)容;
3、通過略讀獲取主要信息;通過細讀提取細節(jié)信息;通過上下文理解詞匯
語法:現(xiàn)在完成實行時
第一課時
First Period
教學(xué)目標(biāo):
在本課學(xué)習(xí)結(jié)束時,學(xué)生能夠:
1. 理清課文的發(fā)展脈絡(luò);
2. 獲取白色自行車發(fā)展過程的細節(jié)信息;
3. 談?wù)摪⒛匪固氐さ陌咨孕熊嚕?
4. 體會使用自行車對環(huán)境和交通的意義,并試著設(shè)計北京的公共自行車。
教學(xué)過程
教學(xué)活動
Activities
設(shè)計意圖
Intentions
互動模式&時間
IP & time
Warm-up
Step 1
T asks Ss if they ride bicycles,
4、when they ride bicycles and why they use bicycles.
1. 調(diào)動學(xué)生已有知識。
2. 預(yù)教benefit, flat, convenient, convenience, park, neighborhood等單詞。滲透詞匯學(xué)習(xí)策略:按類別記憶詞匯。
CW
6’
Step 2
l T asks Ss where they think the “City of Bicycles” is and introduces Amsterdam, the Netherlands. T asks Ss what more they know abou
5、t the country.
l T shares with Ss that they are going to learn why Amsterdam is called the “City of Bicycles”, what are the “white bikes”, how they work and the effects of them.
1. 文化背景知識介紹,激活學(xué)生的已有知識。
2. 與學(xué)生交流學(xué)習(xí)目標(biāo)。
CW
2’
Pre-reading
Step 3
Ss look at the title of the text and guess what the
6、title means.
預(yù)測是本課需要訓(xùn)練的一個策略,此步驟旨在協(xié)助學(xué)生體驗使用預(yù)測策略。
CW
2’
While-reading
Step 4
1st reading:
Ss skim the text to check their guesses.
通過略讀理解課文的主要內(nèi)容,核查預(yù)測。
IW, CW
3’
Step 5
2nd reading:
Ss read the text again and find out what each paragraph is about.
進一步閱讀課文,理清課文的結(jié)構(gòu)。
IW, CW
4’
Step 6
3rd
7、 reading:
l Ss read the first paragraph again and find out why Amsterdam is called the “City of Bicycles”.
l Ss read the second and third paragraphs and find out detailed information about the development of the event.
l While checking answers, Ss try to think about the process of “having a purpo
8、se”, “take an action”, “come to a result (new problem)” and “find out solutions”.
l Ss work in pairs to find out the differences between “white bikes” in 1960s and 30 years later.
l Ss read the last paragraph and find out the effects of white bikes in Amsterdam.
1. 分步驟、用不同方式獲取課文細節(jié)信息。
2. 引導(dǎo)學(xué)生思考分
9、析問題、解決問題的方式。
3. 在理解課文的過程中,通過上下文理解path, wherever, chip, insert, thanks to等詞的含義。
IW, PW,
CW
15’
Step 7
Ss ask and answer questions about the information in the text in groups.
內(nèi)化課文的信息和語言。
GW
6’
Post-reading
Step 8
T tells Ss Beijing is considering having new “white bikes” in Beijing. Ss wo
10、rk in pairs to do an interview on if “white bikes” will be good for Beijing, why and what advice they would give on Beijing’s future “white bikes”.
1. 在新的語境中,運用課文的信息和語言,進行有意義地交流。
2. 體會自行車對緩解交通和環(huán)境壓力的意義。
PW
8’
第二課時
Second Period
教學(xué)目標(biāo)
在本課學(xué)習(xí)結(jié)束時,學(xué)生能夠:
1. 在語境中體會、發(fā)現(xiàn)和歸納現(xiàn)在完成進行時的形式和語意功能;
2. 運
11、用現(xiàn)在完成進行時解釋由于重復(fù)性或持續(xù)性動作產(chǎn)生的結(jié)果或影響。
教學(xué)過程
教學(xué)活動
Activities
設(shè)計意圖
Intentions
互動模式&時間
IP & time
Review
Step 1
Ss answer questions about white bikes in Amsterdam.
1. 復(fù)習(xí)上節(jié)課內(nèi)容,同時也讓學(xué)生有機會再次接觸本課的詞匯。
2. 引導(dǎo)學(xué)生說出含有本課的語法句子。
IW, CW
4’
Discovering Grammar Usage
Step 2
l T leads Ss’ attention to the
12、 two sentences on the screen and tells them the tense is Present Perfect Continuous (PPC).
l T shares with Ss that they are going to find out the form, meaning and function PPC and try to use them in different situations.
l Ss read four dialogues with PPC and match the dialogues with the pictures
13、. (Ex. 4).
l Ss find out the key sentences that help them identify the pictures.
1. 與學(xué)生交流本課的學(xué)習(xí)目標(biāo)。
2. 首先引導(dǎo)學(xué)生在語境中體會語法的意義。
IW, PW
6’
Step 3
l Ss read the 4 dialogues again and find out the two uses (in Ex. 6) that all the PPC sentences express.
l Ss answer the following questions about the sen
14、tences:
What’s the consequence now?
When did the action/activity start?
Is it a repeated or long activity?
l Ss summarize the function of PPC.
l Ss read the dialogues aloud in pairs.
1. 進一步在對話的語境中體會語法的語意功能,并進行歸納、總結(jié)。
2. 朗讀對話,體會語法的用法。
IW
CW
PW
6’
Step 4
Ss complete the sentences in Ex. 5
15、and then summarize the form of PPC.
歸納、總結(jié)現(xiàn)在完成進行時的形式。
CW
2’
Using Grammar
Step 5
Ss complete the sentences in Ex. 7.
單句層面的填寫時態(tài)形式的練習(xí)。學(xué)生在填寫過程中,體會語法的使用。
IW
4’
Step 6
Ss complete the dialogue with proper tenses.
1. 語篇層面的填寫時態(tài)形式的練習(xí)。學(xué)生在更具體的語境中體會語法。
2. 設(shè)置一個填現(xiàn)在完成時的空,幫助學(xué)生進一步體會現(xiàn)在完成進行時表達的意思,也避免學(xué)生只能
16、在當(dāng)堂使用該語法的現(xiàn)象。
CW, GW
5’
Step 7
T lists 4 sentences (all grammatically correct) and Ss work in groups to find out the sentences that are not appropriate in meaning.
進一步體會現(xiàn)在完成進行時表達重復(fù)性動作和持續(xù)性動作的功能。
GW
5’
Step 8
Amazing Minds: Ss work in pairs and give amazing explanations for the given situations following T’s example.
1. 這個活動整合了教材練習(xí)7、8的內(nèi)容,是關(guān)注語法語意功能的活動。
2. 學(xué)生在這個活動中可以發(fā)揮想象。
PW
5’
Step 9
Ss choose one of their amazing explanations and expand it into a reasonable dialogue, which must contain at least 3 PPC sentences.
將解釋和場景結(jié)合起來,從單句擴展到對話的語法應(yīng)用活動。
PW
6’
Homework
P78~79 Ex. 3~6