B14 L40 What have they done so far 教学设计——陈金雪(10)修改建议.doc

教师姓名：陈金雪 学校：长辛店学校课 题： Unit 10 Lesson 40 What have they done so far? 北京市义务教育课程改革实验教材（北师大版） 第14册设计思路我遵循课标提出的英语教学要面向全体学生、突出学生主体、倡导体验参与的理念，按照“语言接触理解体验语言聚焦自主运用”的教学思路，对本节课的教学进行设计，确立了四个教学环节：情景导入、语言输入、语言聚焦和语言运用。在导入环节，我利用北京雾霭天气的图片引入，贴合学生实际情况，复习上节课所学，激发学生兴趣。本节课语言输入的主要方式是阅读。学生通过观察猜测图片，获取出4封信的基本信息，并且补全文章；通过回答问题的形式引导学生获取细节信息，了解外国学生为环保所展开的行动。在语言聚焦环节，我将引导学生通过观察、发现和归纳的方法，进一步学习现在完成时特殊疑问句的结构及意义。在语言运用环节，我以学生的生活经验和兴趣为出发点，创设贴近真实的语言情景，使学生能在真实交际中得体地运用语言，达到学以致用的目的。教材分析本课是第14册第10单元第40课，单元题目是Jobs and Chores, 属于课标话题1，Daily routines (日常活动) , International relationships （人际关系）The world and the environment （世界与环境）本单元是本册书的第4单元, 本单元前三课围绕着社会公益活动和人际关系，讨论房屋的修补及家务劳动，日常活动进行讨论。学生学习了现在完成时肯定句及否定句的意义及用法、现在完成时一般疑问句，以及already, yet的用法及意义。为本节课进一步理解现在完成时陈述句的意义，及现在完成时特殊疑问句构成及意义的学习做了铺垫。本节课的教学是围绕学校组织的环保活动展开话题。即课标话题中的The world and the environment 展开的，是前几课话题的延伸。学生将通过阅读4封来信，进一步理解现在完成时陈述句的意义。在本课书的第二课时，学生将学习现在完成时特殊疑问句的构成及意义。因此，本节课既是前面内容的延伸，又是下一课学习的基础，起着承上启下的作用。学情分析通过本单元前三课的学习，学生已经掌握了现在完成时陈述句及一般疑问句的结构及语义功能。并且通过阅读社区活动，公益活动等过大量描述现在完成时事件的阅读材料，具有一定的词汇和句型储备。本节课学生将阅读有关校园内环保项目的内容，进一步学习现在完成时的意义和动词过去分词的构成。本课阅读材料的生词较多，对于基础薄弱生较难的句式理解会有一定的困难。学生对于环保的话题比较熟悉，但与环保相关的话题词汇比较匮乏。本节课是阅读课。在此之前学生已经能够运用阅读技巧，获取文段的细节信息，本节课重点训练学生获取四封信中关于四所学校环保工程完成情况的信的能力，为今后进一步学习打基础。第一课时教学目标通过本课学习，1. 学生通过阅读有关环保的文段，获取四封信中关于四所学校环保工程完成情况及下一步计划的信息。2. 学生能通过采访操练现在完成时特殊疑问句及简单描述任一封信中有关环保工程的完成情况。3. 学生能运用现在完成时陈述句口头描述自己环保活动完成情况。 4. 不仅能提高学生的环保意识，还能增加环保的知识。教学重点、难点教学重点：学生通过阅读，获取四封信中关于四所学校环保工程完成情况的信息。教学难点：运用现在完成时口头描述自己环保活动完成情况。教学资源教材、磁带、录音机、多媒体课件、交互白板教学过程教学步骤与时间安排教与学的过程（师生活动）设计意图Lead in(2min)教师展示北京严重的环境问题的图片，进行提问： T: Look at the pictures, what are the pictures about?Ss: 环境污染 (学习单词pollution)T: What can we do? (引导学生说出 保护环境，教师引入生词 protect the environment.)T: How can we do? (学生发散思维，可以允许学生说中文)We can do many things to protect the environment, what can other students do?Today we are going to learn Lesson 40 What have they done so far (迄今为止)? 学生朗读三遍，教师板书以污染的图片导入，刺激学生视觉神经，导入本课话题Language input(32min)Step 1 Fast reading-Ss get to know the main idea about the letters. (3min)T: Open your books and turn to page 50. Please look at 1.2Q1: Are they stories or letters in 1.2? (Letters)Q2: How many letters are there? (Four)Q3: How do you know?T: Now, lets read the four letters quickly, answer the questions and circle the answers.Q1: Where are the letters from? (引导学生关注出处)Q2: Who wrote the letters?Q3: What are the four letters mainly about: 利用构词法引导学生猜测environmental的意思Q4: What are the projects in four letters?Step 2 Detailed reading- Ss get the specific information about each letter.(29min)1. Fill in the blanks with the words in yellow box.T: There are some blanks in four letters; we should fill in the blanks with the words in yellow box.1) Students read and translate the words.2) Fill in the blanks by themselves, and circle the key words.3) Check the answers in pairs.4) Ask some students to say the reasons.2. Read for detailed information.1) Students read letter 1 and underline the answer.T: All of you have done a good job. Now lets read the letters together. First read the questions about letter 1.(1) 学生齐读问题(2) 阅读回答问题，在文中画出答案Q1: What did they decide to collect? Ss: They decided to collect old newspapers. Q2: How many newspapers have they collected so far?Ss: So far they have collected nearly a ton!(解释 a ton = 1000 kilograms)Q3: What do they do with the old newspapers?Ss: They sell the newspapers to a paper recycling company and they use the money to buy sports equipments.(利用图片引导学生理解生词 equipment)Q4: What do they think of the program? Ss: The program has been very successful.Q5: What else have they decided to do?Ss: They have decided to start collecting plastic and glass bottles.(出示图片帮助学生复习词汇)(3). 学生齐读问题及答案2) Students read letter 2 and underline the answer.T: Lets read the questions about Letter 2 together.(1) 学生齐读问题。(2) 阅读回答问题，在文中画出答案。Q1: Why are trees important for people? Ss: Because they give us clean air.Q2: How many trees have they planted so far? Ss: So far they have planted about 30 trees.Q3: Where have they planted trees? Ss: Around the school buildings and near the school gates.Q4: Whats the school like after planting the trees? Ss: The school looks more attractive. 学生猜测attractive 词义(3) 学生齐读问题及答案3）Students read letter 3 and underline the answer.T: Read the questions and underline the answers in letter 3.(1) 学生齐读问题(2) 阅读回答问题，在文中画出答案What program have they organized?How many parks have they visited？What are they going to do?(3) 学生齐读问题及答案4) Students read letter 4 and underline the answer.T: To protect the environment, they have visited three parks. They are going to visit more parks next month. Can you guess how they can go to the park? If you want to protect the environment, how do you go to school?T: Lets read letter 4 and find how others students go to school?(1) 学生齐读问题Q1: What are car pools?Q2: Why do they organize car pools? Ss: Because this increases air pollution.What does “this” refer to?Q3: Whats the advantage of car pools?(2) 阅读回答问题，思考答案(3) 小组讨论问题答案3. Students read the letters follow the tape.Step 3 寓教T: After reading the four letters, what can you do to protect the environment? 引导学生表述保护环境的措施Step4 语言学习 （7min）T: We have already known their projects. Lets review the questions again.1）学生朗读并观察问句，并归纳出结构：What else have they decided to do?Where have they planted trees?What program have they organized?How many newspapers have they collected so far?How many trees have they planted so far?How many parks they have visited？特殊疑问词+ have/ has + 主语 + 动词过去分词？ 2）学生朗读重点句型3）完成1.6的练习。（只说答案，不写）体验阅读策略，通过快速阅读、获取关键词，引导学生获取文章基本信息。获取具体信息。学生根据找关键词，补全文章，训练学生关注上下文的意识根据教师的问题，快速获取几封信中有关环保的细节信息。通过图片，构词法等方法帮助学生理解生词的含义。Letter 4 文章比较难理解，教师引导学生利用小组讨论的方式获取信息，减轻难度感情提升，引导学生增加环境保护的意识朗读，观察，并归纳出现在完成时特殊疑问句的句型结构Language in useActivity1: Make an interview about the letters.情景设置：如果你是Green Magazine的一名记者，你的同伴是其中某一所学校的学生，你想了解他/她学校的环保信息，你想询问那些问题呢？1. 学生回顾现在完成时的特殊疑问句。How many newspapers have you collected so far?How many trees have you planted so far?How many parks have you visited so far?Where have you planted trees?2. 老师引导归纳问句 T: If I am the reporter, I have some questions to ask. Now look at my questions and read them together.3. 学生集体朗读问句。4. 教师引导做示范T: Now, I am the reporter, I want to interview Ella.Make a model with a top student.5. Pair works.6. Show the work.Activity2: 学生交流汇报本班同学环保活动完成情况。语境：为了使我们学校和社区环境更好，我们班各小组都已经做了许多事情。T: First lets look at the sheet.Step1. 学生在表格勾出自己完成的工作T: For me, I have already collected old newspapers, and I have collected 20 kilograms. But I havent collect plastic bottles yet. What about you? You can tick and number.PlansWhat you have doneHow many / How muchYouYour partner YouYour partnerCollect old newspapersCollect plastic bottlesPick up trash on the playgroundClean the classrooms.Step2. 引导学生勾出同伴完成的事情T: Ok, now Lucy is my partner, I want to ask her some questions. 1. 教师与学生进行示范What about your partner? Try to interview her/him.2. 学生进行询问Step3. 引导学生进行汇报T: Now you know what your partner has done. Do you want to know what Lucy and I have done?Report:During March, our group has done many things to protect the environment of our school. We have alreadyT: Can you tell us what you and your partner have done?Step4. 学生进行汇报准备Step5. 个别学生进行汇报展示基于本课的文本内容的输出，检测学生课堂掌握的情况。为接下来的采访任务做好铺垫为语言输出作铺垫，以便降低此环节学习困难学生的难度运用本课所学词汇与句型，结合班级具体环保工作进行描述Homew