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視頻標簽：basketball,invented
所屬欄目：初中英語優質課視頻
視頻課題：U6 Reading—Do you know when basketball was invented
教學設計、課堂實錄及教案：U6 Reading—Do you know when basketball was invented
Unit6 When was it invented Section B 2a—2e廣東省 - 珠海
珠海智慧教育項目教案
周丹婷 南水中學
1． 教案 1.1 背景 科目 英語
題目
U6 Reading—Do you know when basketball was invented? 年級 & 班級人數 初三5班 班級人數39人 地點
南水中學微格教室
學生特點
1. 班級學生英語水平斷層比較厲害，潛能生8人。剩余學生大都集中在中下水平。
2. 課堂氛圍比較熱烈。班級整體積極參與課堂活動。學生積極舉手回答問題。
3. 小組競爭。全班分為6個小組。每小組平均分配不同層次的組員。每節課積分競爭。 先備知識
1. 技術層面：
了解和體驗Kahoot的基本使用。 2. 語言層面：
（1）詞匯：已學習第六單元的新詞和短語 （2）語法：已學習一般過去時的被動語態 學生學習目標
1. 學科目標：
1）知識目標： （1）語言知識：
熟練理解和掌握本單元的新詞和短語 熟練運用一般過去時的被動語態 2）技能目標： 閱讀技能：
a. scan to attain quick answers
b. change information into mind map to remember more
easily
2. 21世紀技能目標：
（1）合作能力：小組分工合作完成概念圖和組內的信息收集及篩選。
（2）創造力：自由設計概念圖。
（3）邏輯思維：通過設計概念圖，訓練學生的整理信息的能力。
1.2 教學活動 （3-5頁） 時間
教與學的活動（包括開始，過程，結尾，及學習評價等）
所需ICT平臺及資源，及實施過程中的注意事項
設計原理 (設計的ICT活動如何實現學習目標)
5min(before class)
T: login Kahoot and get the games ready
1. make sure the network is usable
get the students ready for the class and raise
2 / 4
S: get in Kahoot and get ready to play 2. when they get in Kahoot, they are told to
type their group
number as the players.
their curiosity about the test.
5min—warm-up test
T: greet the students and invite them to the warm-up test. Get in the game and show the students the pin number.
S: get in the game by the pin number and play. 20 sec for each question, 6 in all. The top 5 scorers will be rewarded.
use Kahoot for the warm-up test 1. Kahoot is a fun website to give the student a test. The students will be interested at the beginning of class. 2. The test will check how well students know about basketball.
3. The ranking will stimulate their enthusiasm to win. 1 min –lead in the passage
T: lead in the passage S: get to know what they are going to learn today.
3 min—read through the passage quickly T: let students read the passage and pay
attention to the details.
S: read quickly and get to know some detail information from the passage.
5 min – Kahoot game T: play another Kahoot game with students
and check how well they know about the details from the passage.
S: get in the game by the pin number and play. 20 sec for each question, 6 in all. The top 5 scorers will be rewarded.
1. make sure the network is usable 2. when they get in Kahoot, they are told to type their group
number as the players.
Kahoot game can make reading
comprehension
exercise more exciting.
3 min—read the passage carefully again T: let students read the passage.
S: read the passage
carefully and get ready for the mind map design.
10 min –design T: hand out the card
The mind maps consist
1.The mind maps help
3 / 4
mind maps
paper to each group and ask them to design their own mind map by using the key words given.
S: cooperate in the group and try to design a mind map based on the understanding of the passage.
of details of the reading and the relations
among different detail. Each group is
responsible to design their own mind map by using the key words given. students to read the details of the reading, especially the key vocabulary.
2. The cooperation of tasks reduce students’ stress of doing the tasks.
3. the mind maps also help students to connect different information that is in the reading. It helps students to reorganize the content of the reading. 5 min –report mind maps
T: ask the students to report their work and show the students the complete mind map. S: report their work in front of the class and learn from other groups.
.
10 min—group discussion
T: lead the students to think about and discuss the topic “Is it good to be a famous basketball player?”
S: discuss the topic and each student is
required to write down their opinions on small paper and then stick it on the card paper. The group leader is
supposed to select the best ideas from the card paper and then report to the class
小組貼紙用于寫前階段，能很好地實現三益模型。目的是為寫作作業做鋪墊，同時是對課文的一種延伸討論和思考。
2 min—sum up
T: show the final results of the group
performance in the class. Conclude with the theme of the lesson. Give assignment.
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