聯系本站客服加+微信號15139388181 或QQ：983228566 |
視頻標簽：some photos,in Australia
所屬欄目：初中英語優質課視頻
視頻課題：外研版初中英語九年級上冊I have some photos that I took in Australia last year. [Module 10 Unit 1
本視頻配套資料的教學設計、課件 /課堂實錄及教案下載可聯本站系客服
外研版初中英語九年級上冊I have some photos that I took in Australia last year. [Module 10 Unit 1
Teaching Plan
Topic I have some photos that I took in Australia last year. [Module 10 Unit 1]
Type of lesson Listening and speaking
Grade 9
School
Tianjin Experimental High school
Aims
Language skill:
To learn words and expressions about travelling in Australia. To be able to get useful information from the listening material. Thinking quality:
To identify the features of Australia in the aspects of geography, nature and culture. Cultural awareness:
To appreciate unique natural sights and cultural diversity of Australia. Learning ability:
To summarize the rule of the attributive clause with that based on the listening material. To be able to talk about travel experiences in Australia.
Focus and difficult points
1. Key vocabularies: height, magical, central, according to…, cut…off…, brush…off… 2. Expressions used to talk about travel experiences in Australia. Methods Communicative / situational / PWP approach Aids Blackboard and multi-media facilities
Teaching Procedures
Procedures Teacher’s activity Students’ activity
Purpose Step1.
Leading-in
1. Introduce the topic by asking
question about the travel plan for winter holiday. 2. Show a short video about an
introduction to Australia. Then ask students to talk about the things they see in it.
Watch the video and think
about how to talk about the things they see in the video in English.
Introduce the topic and the aim of this lesson. Arouse students’ interest in travelling in Australia.
Step2.
Pre-listening Introduce words and phrases related to travelling in Australia in 3 aspects: location, famous
places and animals.
1. Introduce the location of
Australia with the world map. Tell students to join 2 sentences together with the word that.
2. Introduce 5 famous places in
Australia with a guessing game. Then show the
Try to understand and remember vocabularies with the help of questions and pictures.
1. Look at the map and find Australia. Learn how to join 2 sentences together with the word that.
2. Read the names of the places on the map. Then guess each with given information and learn new
Guide students to get ready for the listening activities by learning new words and phrases through situational communication.
]
pictures of the places. 3.
Listen to the short conversation in Activity 2 in textbook and find answers to 3 questions. 4.
Learn words about interesting animals in Australia.
words and phrases.
3.
Listen to the short conversation in Activity 2 and do a question and answer practice in pairs. 4.
Learn words about Australian animals with pictures.
Step3. While- listening
1.
Ask students to listen to the conversation in Activity 3 and fill in the table with key information they hear.
2.
Ask students to check answers in pairs and then check in the whole class. Talk about the meaning of central and off the coast. 3.
Ask students to watch the video and read along with the speakers in the video. Then practice the conversation in pairs.
4.
Talk about the use of Every-day English.
1.
Listen to the conversation carefully and fill in the table.
2. Check answers with their partner.
3. Learn the use of key words in the table.
4. Watch the video and read along with the speakers. 5.
Practice the conversation with partners.
Help students grasp the key information in the conversation. And develop their understanding of it by eliciting more ideas about the words and expressions.
Step 4. Post- listening
1.
Ask students to translate 2 sentences from the text in English. Introduce the grammatical term attributive clause. Help them classify the 2 sentences with attributive clause into 2 types.
2.
Give 2 more sentences with attributive clause from the text and ask students to put them in the right type.
3.
Ask students to finish summary of the conversation in Activity 5 in the textbook. 1. Translate the Chinese sentences into English. Notice the difference between them. Try to understand that they belong to 2 types of attributive clause. 2. Try to put another 2 example sentences in the right type. 3. Finish the summary of the conversation in Activity 5.
1. Help students to develop and consolidate their understanding about attributive clause. 2. Help students summarize the main idea of the text. Step 5. Role play
1.
Ask students to make a short role play in groups of 4. Give each group member a different role.
2.
Invite students to show their play. Comment on the performance of each group.
1. Work with their group mates to conduct the role play.
2. Come to the front and show their performance to the rest of the class.
Create an imaginative situation where they can practice the vocabularies and enjoy the pleasure of teamwork at the same time.
Homework: Write a passage about a place you have visited. Include the following points: Name,
location, details, something special, something you like/don’t like about it, other information.
教學反思：
這節課是九年級上冊第十模塊的第一課聽說課，這個模塊的主題是介紹澳大利亞，第一課主要是讓學生對澳大利亞的景點和文化有個初步的認知，為第二課深入介紹澳大利亞的風土人情做好鋪墊。從話題來看，由于澳大利亞的地理的特殊性和文化的多樣性，容易引起學生的興趣，但是從語言知識的角度，本課雖然容易激趣，但詞匯量較大，特別是具有文化含義的地理名稱，像Ayers Rock， Great Reef Barrier，central，southern, 等，在語音和識記方面都會給學生造成障礙，再加上本課的語言要點是初中階段第一次涉及定于從句，那么還要借助材料幫助學生形成對定從的初步認知，那么這些知識要點融合到一起，用45分鐘落實完成，就需要在備課中的各個環節做好鋪墊，使得整個課堂變得高效，讓學生的學習體驗得到優化。
因此在這樣的前提下，我的這節課以澳大利亞簡介為核心主線，以學生能夠口頭表達在澳大利亞旅行經歷為終極目標，由最終希望達成的教學成果，逆推整節課的教學環節。整節課使用了我校外語組特色教學模式“基于情景交際的文化滲透式互動教學法”基于情景設置問題和任務，通過大量圖片、問題、和講解的穿插，讓學生迅速明晰相關的語言和文化內涵，基本上順利完成教學目標。
導入階段由問題引入，到觀看短片，讓學生對澳大利亞產生直觀的視覺感受，并導出本節課學生所要了解的澳大利亞的三個方面信息。
在聽前的活動中，考慮到本課詞匯、語法知識信息量大的特點，我設計了較為充分的聽前語言輸入環節，從一開始通過地圖認知其具體方位，自然聯系到用定語從句來連接兩個句子，之后介紹本課提到的澳大利亞重要的三個景點，通過提供景點介紹讓學生猜測答案，并在這一環節繼續滲透定語從句的形態，讓學生進行簡單機械的操練。
在第一個聽力練習中，繼續進行知識的鋪墊和輸入，為課文聽力做進一步鋪墊。
在前提完成了相關詞匯的理解之后，進入課文聽力，這部分根據課本81頁表格進行了改變，將表格內容細化，挖出在上下文中重要的詞匯，讓學生通過聽力填寫出來。從課堂呈現來看，大部分學生都能抓住核心細節并寫出正確答案，在核對答案的過程中發現學生還是在語音上的障礙，特別是southern, central, height這幾個重要詞匯，在課堂上都對學生進行了糾正。在聽力后再次呈現地圖，幫助學生理解off the coast和 on the coast 區別。并且強調off的介詞含義，因為本課還有幾個跟off相關的短語如 cut off, brush off
之后開始跟讀和小組對話，在這一部分滲透交際用語，學生通過反復操練對話，自然得出交際用語的使用場合，符合學生的認知邏輯。
讀后活動主要涉及兩部，第一是定語從句的再次強化，這部分給出了本課的例句，為了節省時間沒有讓學生去課文中找，以給中文讓學生復述英文的方式，迅速聚焦，之后引出定語從句的概念，讓學生在第一課有個淺層的認知。同時用中文區別兩個句子的區別，并拿出另外兩個例句讓學生去歸類。這部分還是比較有效省時且有效的活動。讀后第二個活動是課本練習。這么長的課文，學生能夠當堂不看練習直接說出答案，教學的實現。
最后環節是學生比較喜愛的。設定角色非常重要。班級特別是活躍。時間很短但是設計的很有趣，跟過去兩年的訓練有一定關系。實際上這個班學習能力比較強，因此設計活動體現一定的聽讀水平，這樣學生能夠感受到一些挑戰，更能激發他們的課堂熱情。
視頻來源：優質課網 www.jixiangsibao.com
