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視頻標(biāo)簽：when in Rome
視頻課題：牛津譯林八下unit5 when in Rome第一課時(shí)-安徽省級(jí)優(yōu)課
教學(xué)設(shè)計(jì)、課堂實(shí)錄及教案：牛津譯林八下unit5 when in Rome第一課時(shí)-安徽省級(jí)優(yōu)課
Unit 5 Good manners
When in Rome (Reading 1)
Teaching Materials:
譯林出版社牛津初中英語(yǔ)八年級(jí)下Unit5 Good manners本課在Comic strip基礎(chǔ)上設(shè)計(jì)了一個(gè)采訪片段，讓學(xué)生在活動(dòng)中學(xué)習(xí)：
Teaching Design:
Teaching objectives
Language
aims
British people only greet relatives or close friends with a kiss
They always queue. They think it is
rude to push in before others When in Rome ,do as Romans do.
Ability 通過(guò)閱讀,理解英國(guó)國(guó)家的禮儀習(xí)慣。學(xué)會(huì)
養(yǎng)成自己的良好禮儀。培養(yǎng)學(xué)生的自學(xué)能力和合作學(xué)習(xí)的能力
Multi
faceted
經(jīng)過(guò)閱讀了解不同國(guó)家的禮儀習(xí)慣，懂得入
鄉(xiāng)隨俗的道理。
社會(huì)實(shí)踐：模擬一個(gè)禮儀采訪
Language structure How do they greet people?
How do they start a conversation? Do they queue in public?
Language function 詢問(wèn)和介紹英國(guó)的禮儀習(xí)慣。收集信息；傳遞信息。 Study functions
通過(guò)對(duì)英國(guó)禮儀習(xí)慣采訪，識(shí)別中英兩國(guó)的不同點(diǎn)。掌握“訪談”片段的習(xí)慣用語(yǔ)。學(xué)會(huì)“合作學(xué)習(xí)”，努力開(kāi)拓課程資源。
Teaching procedures:
Task one: review good manners in China and have a free talk to lead in the new period steps
Teachers’ Activities
Students’
Reasons
2
Activities
Step 1
Do
warming-up activity and show a screen with some different questions about manners
in China.
Watch
and review good manners
in China tell the answers
they know as many as possible.
Enliven
the
atmosphere Get the Ss to learn the new knowledge un -
wittingly enlarge
students’
information
of
manners in the UK.
Step 2
Present some pictures of different manners in the UK and also give some explanation orally and Instruct students to answer them. Be in groups of two to answer according to knowledge we learned yesterday perform their answers to the
rest of the class.
Develop students’imagination and speaking skill. Get students involved. Foster the ability of co-operation. Pick students to answer the questions one by one until the main manners were answered by them.. then have them get into the new lesson. students will think about the differences between China and the UK then get into the new lesson.
Develop the students’ ability of creation stimulate greater desire for learning. Task two: Making flow charts
Steps
Teachers’ activities
Students’ activities
Reasons
Step 1 Highlight some key words and expression.
Play the recording ,raise some questions based on the passage the
students formed .
1. How
do
they
greet
people?
2. How do they start a conversation ?
3. Are they also polite at home? 4. …
Learn the new words
and expressions. Listen and Answer
the questions.
Get general idea about
The
interview provide
a
focus on the differences. pave the way for the
later.
4
Task three: interview and survey
steps Teachers’ activities
Students’ activities
Reasons
Step 1
A
survery
of differences between Chinese manners and the UK?
Talking about interview among group members and make
some
notes so that they can make their
own
reports later.
Develop
students’
ability of self –study. Co-operation
and communication. Step 2 Present a piece of scene about sentences of manners in
the
UK.
play
the recording of the interview again
and
raise
some sentences based on the interview.
Listen to the recording and judge them according
to their
listening. Have further comprehension
on
the
interview.
1. Do they greet people with a kiss. 2. They are hardly polite at home.
3. They often talk about
age ,weight or money….
Another exercise
a
cloze test
step 3
Another exercise of the interview Finish the exercise with the pairs or answer it with role playing Develop students’
comprehensio
n ability and co-operation
5
Step 2 Provide some situations and some cue sentences let the students make an interview in pairs allow them to have
their
own ideas .
Make up an interview in pairs according to some
given
situations and
role- play the
different roles in their imaginative show.
Foster the ability of
creation.
Communication and
co-operation.
Step 3
Discussion: after learning
the dialogue “What are different manners between China and
the UK?”
Present their ideas or thought in 5 minutes.
Develop their
ability of organize
language.
教學(xué)反思：
很多學(xué)者把任務(wù)或交際任務(wù)看成外語(yǔ)教育的一種活動(dòng)，特指通過(guò)理解
目的語(yǔ)或非語(yǔ)言信息輸入后所從事的活動(dòng)或行為。本節(jié)課中在學(xué)生理解目的語(yǔ)的基礎(chǔ)上，為實(shí)現(xiàn)教學(xué)目的，我設(shè)計(jì)了形式多樣的活動(dòng)，，培養(yǎng)了學(xué)生的口頭交際能力。通過(guò)看問(wèn)題找答案、看圖片找問(wèn)題，培養(yǎng)了學(xué)生的觀察、分析問(wèn)題的能力，，強(qiáng)化了學(xué)生“合作學(xué)習(xí)”的意識(shí)，學(xué)生在實(shí)際活動(dòng)的過(guò)程中增強(qiáng)了語(yǔ)言意識(shí)，形成了自己的學(xué)習(xí)策略，并培養(yǎng)了創(chuàng)新和實(shí)踐能力。
任務(wù)型教學(xué)要求教師不僅是任務(wù)的設(shè)計(jì)者，組織者，還是活動(dòng)的參與
6
者，引導(dǎo)者，鼓勵(lì)者。給學(xué)習(xí)者設(shè)計(jì)注意語(yǔ)言意義的活動(dòng)，使學(xué)生充分利用各種學(xué)習(xí)資源，給任務(wù)型教學(xué)營(yíng)造一個(gè)全方位的學(xué)習(xí)環(huán)境，這些對(duì)教師提出了更高的要求，教師在探索、實(shí)踐中不斷提升自己，真正在教學(xué)活動(dòng)中貫徹落實(shí)任務(wù)型教學(xué)這一嶄新的教學(xué)理念。
參考書(shū)目：1、《牛津英語(yǔ)8B下》；
2、《新課程理念與初中英語(yǔ)課堂教學(xué)實(shí)施》； 3、《學(xué)英語(yǔ)報(bào)》初中教師版。
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