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1．教材簡析。 由于初三正規(guī)課程早已結(jié)束，我自己就編寫了這樣一課的校本教材。這是一節(jié)寫作課，主要爭對中考的寫作能力訓(xùn)練。本課通過學(xué)生的聽說讀能力的訓(xùn)練終升級達到寫的能力。 2．教學(xué)重點。 （1）指導(dǎo)訓(xùn)練學(xué)生寫作的能力。 3．教學(xué)難點。 如何引導(dǎo)學(xué)生將聽到的信息，親口說的信息，以及讀到的信息終以文章的形式記錄下來。 4．教學(xué)目標。 （1）技能目標。學(xué)生能通過聽說讀的訓(xùn)練，終達到提升寫的能力。 （2）知識目標。懂得生詞drought（旱災(zāi)），low-carbon（低碳），disaster（災(zāi)難），Copenhagen（哥本哈根）等并能了解一些生態(tài)環(huán)境的知識。如全球變暖，生態(tài)惡化，節(jié)能減排等。 （3）情感目標。培養(yǎng)學(xué)生對英文的興趣還有同學(xué)之間互助合作的習(xí)慣。 （4）學(xué)習(xí)策略目標。改變傳統(tǒng)的寫作教學(xué)，通過引導(dǎo)學(xué)生積極主動地投入到語言的實踐中去，包括聽、說、讀、的實踐來終提高寫作的能力。 （5）文化意識目標。培養(yǎng)學(xué)生環(huán)保意識，用實際行動來拯救地球。 5.教具準備。 多媒體課件， 麥克風(fēng)，兩個茶杯，一瓶水，紙張，圖片，練習(xí)卡，彩筆等。 6．教學(xué)程序 1.導(dǎo)入. 利用小魔術(shù)”消失的水” 導(dǎo)入課堂，調(diào)動學(xué)生的情緒和積極性。 2．呈現(xiàn)并練習(xí)說。 呈現(xiàn)近西南旱災(zāi)圖片震撼學(xué)生（真正的水消失）。提問：為什么會發(fā)生這樣的旱災(zāi)？引導(dǎo)學(xué)生回答：人類自己破壞了環(huán)境。進一步引導(dǎo)：人類認識到了破壞環(huán)境的惡果，于是召開了氣候大會。接著播放溫總理在氣候大會上的發(fā)言（視頻截?。??？赐晏釂枺簻乜偫韺κ澜缌耸裁? 引導(dǎo)學(xué)生回答：節(jié)能減排。 3.呈現(xiàn)并練習(xí)聽。氣候大會后，一種節(jié)約，健康，自然的生活方式越來越流行。先給兩個問題，要求學(xué)生帶著問題聽音。然后播放一篇低碳生活的聽力材料，聽完回答問題。(播兩遍)第一遍播完后，可以先認識幾個似懂非懂的生詞：Low-Carbon，carbon dioxide, disaster, unsuitable,air-conditioner. 4. 呈現(xiàn)并練習(xí)讀。 給學(xué)生一篇有關(guān)低碳生活的文章（兩百多字，教師已做細心改編，到第五步寫作時，學(xué)生可以利用其改編成作文，中考作文要求80字左右。學(xué)生通篇全抄肯定不行）。要求讀完后回答三個問題。（遇到較差同學(xué)可以利用ppt閃現(xiàn)提示詞。） 5．練習(xí)寫。 一通聽說讀下來，該是寫的時候了。同學(xué)們可以利用以上聽到的，說到的，讀到的材料，結(jié)合ppt上的三個問題思路和提示詞進行寫作。（三個問題其實在呈現(xiàn)讀時已出現(xiàn)過了，提示詞也是摘錄于剛才的文章中。（這樣步步為營，環(huán)環(huán)相扣效率比較高）要求學(xué)生寫的過程中注意小組合作，互相幫助。教師應(yīng)走動指導(dǎo)。 6.評價。選一兩篇修正。（可叫作者讀，一聽力好的學(xué)生口譯，口譯的學(xué)生如頻頻遇障礙，該文章為劣質(zhì)，如順利譯完，可算過關(guān)。）特別注意應(yīng)進行恰當評價。保護學(xué)生積極性。剩下作文叫學(xué)生當場上交教師帶回批改。 6.結(jié)束。如剩時間則增加與聽課老師互動環(huán)節(jié)。如時間不夠，布置家庭作業(yè)即下課。 1.Lead-in. Get two paper cups and a bottle of water for magic performance. T: “here are So many teachers watching our class . Let’s welcome them.” (applouse) “would you like to watch a magic performance? It’s called water has gone.” S: “yes.” T: “well, I would like to get a partner to help me.” “who would like to take part in?”(choose one) “Here are two empty cups ,there is nothing in it.” (pour some water into both cups) T: (say to the partner) “Both you and I Put the cup on our heads and turn around.”(when turning around, the teacher drinks up all the water in the cup without causing the partner’s attention) (Ask the partner) “where is my water? It’s gone!” (Students may laugh. Then the teacher holds the water cup on the partner’s head and asks) “ would you like me to drink the water or pour it down over his head?” (Then pour water down over the partner’s head. Actually the water is taken by the sponge. Then asks.) “ where is the water? It’s gone.” And next, let’s watch some pictures which are about that the water is really gone.” 2.present and practice speaking. show some pictures about drought in the southwest of China recently. Ask, “why did the drought happen?” Get one of the students to answer with the help of the given words. The whole class chorus. The teacher then says, “As we know, human beings realize the problem and we had a meeting about climate change in Copenhagen last year. Let’s have a look.” Then the teacher plays the video and asks, “what did pemier Wenjiabao promise on the meeting?” Then get a student to speak “ He promised to save energy and reduce pollution.” (the whole class chorus) 3.present and pratice listening. The teacher says, “ After the meeting in Copenhagen, a style of life is becoming more and more popular. What is it? Please listen carefully. Play it twice and answer the two questions on the ppt. 4. present and practice reading Read the passage and answer the questions. (get some students to anawer) 5. practice Writing. write a compositon according to the notice. 6 check. Check the composition . ask one of the students to read his own work one sentence by one. The interpretor puts what the student reads into Chinese while reading. If the intepretor can go well, it almost means that’s good work. If not, there are mistakes in it. After class, help them check their compositions.
1．教材簡析。 由于初三正規(guī)課程早已結(jié)束，我自己就編寫了這樣一課的校本教材。這是一節(jié)寫作課，主要爭對中考的寫作能力訓(xùn)練。本課通過學(xué)生的聽說讀能力的訓(xùn)練終升級達到寫的能力。 2．教學(xué)重點。 （1）指導(dǎo)訓(xùn)練學(xué)生寫作的能力。 3．教學(xué)難點。 如何引導(dǎo)學(xué)生將聽到的信息，親口說的信息，以及讀到的信息終以文章的形式記錄下來。 4．教學(xué)目標。 （1）技能目標。學(xué)生能通過聽說讀的訓(xùn)練，終達到提升寫的能力。 （2）知識目標。懂得生詞drought（旱災(zāi)），low-carbon（低碳），disaster（災(zāi)難），Copenhagen（哥本哈根）等并能了解一些生態(tài)環(huán)境的知識。如全球變暖，生態(tài)惡化，節(jié)能減排等。 （3）情感目標。培養(yǎng)學(xué)生對英文的興趣還有同學(xué)之間互助合作的習(xí)慣。 （4）學(xué)習(xí)策略目標。改變傳統(tǒng)的寫作教學(xué)，通過引導(dǎo)學(xué)生積極主動地投入到語言的實踐中去，包括聽、說、讀、的實踐來終提高寫作的能力。 （5）文化意識目標。培養(yǎng)學(xué)生環(huán)保意識，用實際行動來拯救地球。 5.教具準備。 多媒體課件， 麥克風(fēng)，兩個茶杯，一瓶水，紙張，圖片，練習(xí)卡，彩筆等。 6．教學(xué)程序 1.導(dǎo)入. 利用小魔術(shù)”消失的水” 導(dǎo)入課堂，調(diào)動學(xué)生的情緒和積極性。 2．呈現(xiàn)并練習(xí)說。 呈現(xiàn)近西南旱災(zāi)圖片震撼學(xué)生（真正的水消失）。提問：為什么會發(fā)生這樣的旱災(zāi)？引導(dǎo)學(xué)生回答：人類自己破壞了環(huán)境。進一步引導(dǎo)：人類認識到了破壞環(huán)境的惡果，于是召開了氣候大會。接著播放溫總理在氣候大會上的發(fā)言（視頻截?。??？赐晏釂枺簻乜偫韺κ澜缌耸裁? 引導(dǎo)學(xué)生回答：節(jié)能減排。 3.呈現(xiàn)并練習(xí)聽。氣候大會后，一種節(jié)約，健康，自然的生活方式越來越流行。先給兩個問題，要求學(xué)生帶著問題聽音。然后播放一篇低碳生活的聽力材料，聽完回答問題。(播兩遍)第一遍播完后，可以先認識幾個似懂非懂的生詞：Low-Carbon，carbon dioxide, disaster, unsuitable,air-conditioner. 4. 呈現(xiàn)并練習(xí)讀。 給學(xué)生一篇有關(guān)低碳生活的文章（兩百多字，教師已做細心改編，到第五步寫作時，學(xué)生可以利用其改編成作文，中考作文要求80字左右。學(xué)生通篇全抄肯定不行）。要求讀完后回答三個問題。（遇到較差同學(xué)可以利用ppt閃現(xiàn)提示詞。） 5．練習(xí)寫。 一通聽說讀下來，該是寫的時候了。同學(xué)們可以利用以上聽到的，說到的，讀到的材料，結(jié)合ppt上的三個問題思路和提示詞進行寫作。（三個問題其實在呈現(xiàn)讀時已出現(xiàn)過了，提示詞也是摘錄于剛才的文章中。（這樣步步為營，環(huán)環(huán)相扣效率比較高）要求學(xué)生寫的過程中注意小組合作，互相幫助。教師應(yīng)走動指導(dǎo)。 6.評價。選一兩篇修正。（可叫作者讀，一聽力好的學(xué)生口譯，口譯的學(xué)生如頻頻遇障礙，該文章為劣質(zhì)，如順利譯完，可算過關(guān)。）特別注意應(yīng)進行恰當評價。保護學(xué)生積極性。剩下作文叫學(xué)生當場上交教師帶回批改。 6.結(jié)束。如剩時間則增加與聽課老師互動環(huán)節(jié)。如時間不夠，布置家庭作業(yè)即下課。 1.Lead-in. Get two paper cups and a bottle of water for magic performance. T: “here are So many teachers watching our class . Let’s welcome them.” (applouse) “would you like to watch a magic performance? It’s called water has gone.” S: “yes.” T: “well, I would like to get a partner to help me.” “who would like to take part in?”(choose one) “Here are two empty cups ,there is nothing in it.” (pour some water into both cups) T: (say to the partner) “Both you and I Put the cup on our heads and turn around.”(when turning around, the teacher drinks up all the water in the cup without causing the partner’s attention) (Ask the partner) “where is my water? It’s gone!” (Students may laugh. Then the teacher holds the water cup on the partner’s head and asks) “ would you like me to drink the water or pour it down over his head?” (Then pour water down over the partner’s head. Actually the water is taken by the sponge. Then asks.) “ where is the water? It’s gone.” And next, let’s watch some pictures which are about that the water is really gone.” 2.present and practice speaking. show some pictures about drought in the southwest of China recently. Ask, “why did the drought happen?” Get one of the students to answer with the help of the given words. The whole class chorus. The teacher then says, “As we know, human beings realize the problem and we had a meeting about climate change in Copenhagen last year. Let’s have a look.” Then the teacher plays the video and asks, “what did pemier Wenjiabao promise on the meeting?” Then get a student to speak “ He promised to save energy and reduce pollution.” (the whole class chorus) 3.present and pratice listening. The teacher says, “ After the meeting in Copenhagen, a style of life is becoming more and more popular. What is it? Please listen carefully. Play it twice and answer the two questions on the ppt. 4. present and practice reading Read the passage and answer the questions. (get some students to anawer) 5. practice Writing. write a compositon according to the notice. 6 check. Check the composition . ask one of the students to read his own work one sentence by one. The interpretor puts what the student reads into Chinese while reading. If the intepretor can go well, it almost means that’s good work. If not, there are mistakes in it. After class, help them check their compositions.