lesson 18 brandy hates cats!学案分析

精品文档2016全新精品资料全新公文范文全程指导写作独家原创1/5LESSON18BRANDYHATESCATS学案分析LESSON18BRANDYHATESCATS学案分析教学设计LESSON18BRANDYHATESCATS讲解人XX镇九年制学校汪娣TEACHINGCONTENTLESSON18BRANDYHATESCATSTEACHINGAIMSKNOWLEDGEAIMSCANUSETHENEWWORDSANDPHRASESCORRECTLYUNDERSTANDINGTHEMEANINGOFTHEPASTCONTINUOUSTENSEABILITYAIMSCANTALKABOUTTHEIRPETSFREELYEMOTIONAIMSMAKETHESTUDENTSHAVEACONSCIOUSNESSOFLOVINGANIMALSANDPROTECTINGTHEMTEACHINGIMPORTANTPOINTSANDDIFFICULTPOINTSTHEPASTCONTINUOUSTENSEMETHODSANDAIDSMETHODSTEACHINGANDLEARNING,GROUPWORK,INDIVIDUALWORKREADING精品文档2016全新精品资料全新公文范文全程指导写作独家原创2/5AIDSBLACKBOARD，MULTIMEDIATEACHINGPROCEDURESTEPS1LEADINAWOULDYOULIKETOHAVEAPETDOGWHYORWHYNOTBWHATSHOULDYOUDOTOGIVELOVETOYOURPETDOYOUKNOWSTEPS2NEWPRESENTATIONLEARNTHENEWWORDSTHROUGHTHEPICTURESLISTENINGANDFILLINGTHEBLANKSWHATSBRANDYLIKESHEIS_ONETIME,WHATDIDBRANDYDOSHE_SOMEHAMBURGERSWHATDOPETSNEEDPETSNEED_DOESSHELIKERUNNINGBEHINDSQUIRRELS_,_READINGANDANSWERINGTHEFOLLOWINGQUESTIONSAWHYDIDTHEYTAKEBRANDYFORAWALKEVERYDAYBWHATDIDBRANDYEATONETIMECBRANDYISAFIERCEDOG,ISNTITDWHATANIMALDOESBRANDYLIKETOPLAYWITHEWHATDIDTHEYDOWITHTHECATWHYDOINGITINGROUPSWITHYOURDESKMATEORCLASSMATE和谈话_许多_精品文档2016全新精品资料全新公文范文全程指导写作独家原创3/5带某人去某地_慢下来_一只叫BRANDY的狗_害怕_CHASE_EAT过去式_查工具书收集过去进行时的特征（GROUPWORK）A定义B结构C信号词RETELLINGTHESTORIESACCORDINGTOTHEDETAILSMYFAMILYHASADOG_BRANDYSHEIS_AND_一次，BRANDY（EAT）_SOMEHAMBURGERSBECAUSEMYFATHERWASNTWATCH_THEMICANTREMEMBER_FORSUPPERTHATNIGHTWET_BRANDY_AWALK_ITAKEHER_（去公园）NEARMYHOUSEBRANDYISNT_SHE_EXERCISESINCLASSAMYFATHERWATCHTVATEIGHTOCLOCKLASTNIGHTBMYCOUSIN弹钢琴WHENIWENTINTOHERROOMCIHAVEAFRIENDNAMEROSEDWHICHISTHE凶猛的,ATIGERORALIONEWHATISTHE（MEAN）OF“HAPPINESS”HOMEWORK口语作业精品文档2016全新精品资料全新公文范文全程指导写作独家原创4/5WRITEAREPORTABOUTYOURFAVORITEPET,YOUCANUSETHEFOLLOWINGGIVENPHRASESHAVEANAMED，NEEDLOTSOFLOVE，TAKEFORAWALK，BESCAREDOFILOVEMYPET教学反思本课教学的重点是让学生通过组间合作的方式，让学生自己去学习，从学生的表现和作业完成情况来还不错，对于本课的设计思路我自己比较满意，效果也很明显。与以往的教学不同，我采用小组合作学习的方式，让学生自己作为课堂的主导者，我只是起到辅助作用。在语法学习环节，我让他们自己查找了关于过去进行时的用法，我再用通俗的语言来解释为什么我们要用过去进行时，即它存在的功能性意义，这样便于学生的理解和运用。在阅读环节，让学生求助于组员和工具书，查找我给他设置的相关的词组以及用法，让他们自己去探索知识，当然，在他们出错的时候，我才会插手自己去纠正，最后通过一个复述环节，将今天所学的知识点进行汇总和串讲，像讲故事一样，让学生感受到实实在在的收获，对于作业的布置，我更看重学生运用知识的能力