说课稿 (5).doc

说课稿it的用法 教师：乔祖芳本节课程的核心教学项目是it的用法，各围绕这核心项目设计安排了听、说、读、写活动。课文及练习内容均取自于学生的日常生活，实用性强。学生们会因为此话题的趣味性及实用性而感兴趣, 故能在学中用，用中学，印象深刻。 在本课中，第一部分设计了it的基本用法，并配有四张图片，一张图引出它的四种基本用法，可以指时间，天气，距离等。第二部分利用例题的形式举出it用于强调句型的结构和用法呈现给学生。第三部分采用Look, say and write活动，自然地引出it用法的总结。最后需要掌握有关it的习惯用语。能灵活运用 重点句型，并清楚其运用的场合.二、教学目标 1.知识目标 the use of it 2能力目标 To develop students ability of how to use it To develop studentsl ability of observation 、 imagination and creation. 3. 情意目标 Tol encourage students to be brave enough to speak English more in class. 三、1 Presentation-激发兴趣 ，激活思维，轻松导入。 一节课的良好开始，对于整节课教学顺利进行起着重要作用。教师别出心裁，精心设计Presentation环节，能够使学生感到新奇独特，引起求知欲望，促进其积极主动地投入到语言学习和探究活动中去，愉快地进入学习状态。 Up up go go down down go go Up go , down go up down go go （老师进入了“引导学习”的环节。） 2. Practice- 读后仿说，逐层训练，强化能力. 在训练it的基本用法时，我设计了三个训练程序。 师生问答 就四张关于用法的图片对学生进行提问和回答，以方面培养了语感，另外也学到了知识。The use of “it” for emphasis可被强调的部分除谓语之外的句子各成分。基本句子结构It is/was被强调部分that/who/whom +句子的遗留部分备注it既可强调现在的情况，也可强调过去的情况。生生练习 就强调句型的结构，让学生去学会怎么样使用，同桌之间互相写简单句，然后在进行强调其中 的某个成分，增加互动。比如以下的例子就是学生之间互相练习的。.Future agriculture should depend on high technology as well as traditional methods.It is high technology as well as traditional methods that future agriculture should depend on 小组讨论提供情景，加大信息量，引导学生进行groupwork. ，以小组为单位，选派代表一人，作小组总结。通过点评，分析，比较等方法，使个人的思维在集体知识中得到发挥，使一些困难在相互启发，相互争论，相互补充中得到弥补。同时，也注重挖掘了教材中的情意因素，激发了学生的社责任感和爱心。 3 Production-创设新景，迁移知识，实现交际。 在基本技能形成之后，教师鼓励学生用所学知识就新的情景进行突出主题的迁移操练，实现语言技能向语言交际能力的转化，达到学以致用的目的。也就是以后学生自己能用it的句型去翻译句子，用在口语交际中，也可以运用在作文中。 采用以上方法，并不是说教学可以离开教材随意创设发挥，也不是主张搞华而不实的“花架子”。恰恰相反，我们需要的创意，应是紧扣教材，围绕目标，为讲清重点，突破难点服务，为教得生动，学得主动服务。使英语教学有新意，有激情，使教育教学功能得到充分发展。 四、 评价手段 本单元的评价手段有二种，即“形成性评价和终结性评价”。 一个就是课堂练习对学生进行考核，另外就是课外试卷对学生进行知识能力的提高进行考核。在这里简单的举两个例子。英语教案 乔祖芳I. Teaching Aims: （1）Give the Ss some impression of different use about it（2） analyze the grammer The use of “it” for emphasis3) Train students how to use it .II. Teaching Important Points:1) analyze the grammer The use of “it” for emphasis2) Encourage Ss to talk about how to use the grmmer inthe sentences or exercises.III. Teaching Difficult Points:1)Make sure that every student has a chance to answer the question about this grammer.2)Improve students ability of how to use it .IV.Teaching procedures Step 1 Warming-up(热身，唱英文问候歌曲5分钟)Before class, Ttake a action Then let the student do follow me please 。How are you ?fine thank you !How are you ?not so good .Teacher ,teacher how are you ?fine fine thank you !Student ,student how are you ?oh oh not so good .Step 2look at the picture,the teacher ask the questions about the picture .（用图片引导学生理解it基本用法,5分钟） 1, what is the time now ? 2, how much does the baby weight ? 3, what do you think of the cat ? 4, is it a large sum of money ?In this way, Ss think about as many sentences as possible. Then the teacher give the collusion about the use of it .step3,do the exercise about the it（做练习，4分钟） ._ was a sunny day. Peter decided to go for a walk to the park, though _ was two miles away. _ was so comfortable to walk on the street. Step4 congrautle students（用手势语鼓励学生，1分钟） T take a action，Then let the student do follow me please 。Hey hey great , hey hey hey great .Step 5 Discussion The use of “it” for emphasisSs work in groups of 4. They talk about The use of “it” for emphasis（学生和老师共同讨论it强调句的用法，5分钟）Then T give the grammer.The use of “it” for emphasis可被强调的部分除谓语之外的句子各成分。基本句子结构It is/was被强调部分that/who/whom +句子的遗留部分备注it既可强调现在的情况，也可强调过去的情况。Step6 Demonstration（总结用法，2分钟）After discussion, choose one of the students in their group to report the result of their discussion.Step7 the teacher give some examples about The use of “it” for emphasis in order to let the students know how to ues it . （举例说明it的强调句型，6分钟）1. The children often help their parents do the farm work.It is the children who often help their parents do the farm work.2. In 1993, a tomato was developed that was very different from any grown beforeIt was in 1993 that a tomato was developed that was very different from any grown before.Step8, congrautle students（手势语鼓励学生，2分钟）T take a action Then let the student do follow me please , Up up go go down down go go Up go down go up down go go Step9,do the exercises .let the student understand the grammer well.（做练习，巩固知识点，5分钟）1. Who is knocking the door ? _is me . A. he B. whichStep10, Group-work（分组讨论it的基本用法和强调句型，5分钟）When finish the exercise, they discuss each question and then report the result each otherStep11 do the homework.（小结和布置课外作业，4分钟）1.Finish off the workbook exercises.2.Find as many kinds of using it as possible. 教学设计1， 为了欢迎所有的老师来听课，老师和同学一起唱英文歌曲。In order to welcome all the teachers,let us sing an English song about :take me to your heart.2， 老师和学生互相问好，用how are you 这个手势语来代替课前的问候。Class begins ,stand up! first,let us great each other, take out your hands do follow meplease!How are you ?fine thank you !How are you ?not so good .Teacher ,teacher how are you ?fine fine thank you !Student ,student how are you ?oh oh not so good .3， 用四张图片的展示来说it的基本用法。可以指时间，距离，天气等。 1,what is the time now ? 2,what do you think of the cat ? 3,is the baby a boy and a girl ?how much does the Baby weigh? 4， 总结基本用法。Give a conclusion.5， 用几个例子来说明它的用法。Read ,translate, and do .6,通过练习让学生更熟悉用法。同学们做的不错，现在我们自己鼓励一下自己.First students can do the exercises ,then let us congratulate