搜索
深圳市第二职业技术学校教学竞赛教学设计姓名孙发俊参赛组基础组课题名称Couldyoudomeafavor?课前系统教学分析大纲或课标发展学生英语听说能力；提高学生用英语获取信息、处理信息和进行交际的能力。教材本单元的主题为couldyoudomeafavor?主要学习makerequestsandaccept&refuserequests,。通过本单元的学习，可以帮助学生学会用不同的方式做出请求及对其请求做出回应。学生学生在日常生活中经常有请求他人帮助和帮助他人的亲身体验，能够将本节课内容与自身的经历联系起来。11级国际班已经具备了一定的英语听说读写能力，掌握了一些相关内容与词汇，这些都有助于本节课语言活动的展开。但由于学生水平参差不齐，个别学生的英语表达还不够流利。知识与技能学会用英语请求帮助及接受或拒绝他人请求能用英语思维习惯进行语言实践。过程与方法首先通过生活中的情境直接导入本节课话题。其次，以任务驱动型教学法为中心，通过完成相关任务及活动1来完成本节课学习目标。最后，通过活动2巩固并本节课所学句型并进行拓展延伸，培养学生的想象力和创造性思维能力。情感态度与价值观把生活体验与课本知识结合起来，以增强学生的英语学习兴趣。同时关注学生在学习过程中的态度变化，引导他们积极参与课堂活动，学会与人合作，与人交流。使学生互帮互助，为他们形成乐观，积极向上的人格打下基础。应用在实际生活中，学会用英语请求帮助及根据情况接受或拒绝他人请求教学内容重点Howtomakerequestswithmodals,ifclausesandgerunds.难点WoulditbeOKifI+Ved…;WouldyoumindifI+Ved…;Iwaswonderingifyou’dmind+Ving…;教学方法Task-basedlanguageteachingmethod,activitymethodofteaching,situationalteachingmethod教学用具Blackboard,acomputer,aprojector,audio,教学环节学生活动教师活动设计说明课StepI:LeadinOneortwostudentsacceptorrefusetheteacher’shelp.Asksomestuedntsforhelp.Thenhelpstudentstoleadintoday’stopic.用生活中的情景引出本节课话题，直截了当，容易让学生接受。堂系统StepII:Presentation:DialogueI1.Listentothetape.a.Getthemaininformation:who,what,howFriend’snameFavorsAgreeorDisagreeb.JudgeTorF.1.ThisweekendJanaisgoingtohercousin’swedding.2.ShewantstotakephotosforaWebsite.3.Janahasusedadigitalcameraacoupleoftimesbefore.4.Shewouldliketopickthecamerauptonight.2.Sum-up:WouldyoumindifI+VedWoulditbeOKif.+Ved3.PractisethedialogueTask:Ssstandintwolines(A&B),facingeachother.Thentheypracticethedialogue.Instruction:whentheteacherclap,SsinlineAallmoveonesteptotheirright.OneSattheendoflineAwillnothaveapartner.HeorsherunsquicklytothebeginningofLineA.Thenstartthedialoguewithnewpartners.1..Assignthelisteningtask2.ExplanationUsefulstructures:a.--WouldyoumindifIborrowedyournewdigitalcamera?b.--WoulditbeokifIpickedituponFridaynight?3．Havestudentstakepartintheclassactivity:MovingDialogue.任务驱动以听力训练来获取对话I中主要信息；让学生分角色表演，反复练习对话I，并体会重要句型在具体情景中的运用。培养学生听，说及与人交流技能。DialogueIIOnemorecallJanamakes1.CarefullisteningListenIIRose:RoseRizzo.1.AssignthelisteningtaskListentothetapeoncemoreandfillintheblanks.任务驱动再次以听力方式获取对话II中主要信息，突出重点句型。Jana:Hi,Rose.ThisisJana.Rose:Oh,hello._______?Jana:Prettygood,thanks.Listen,thereasonI’mcallingyouisIhave_________toaskyou.Rose:Yes?Jana:RemeberItoldyouaboutthatfriendofminewho’s________toawomanhemetinBarcelona?Rose:Yeah,Iremember.And…?Jana:Well,the__isthisSaturdayafternoon,andit’soutinthecountry-about______fromhere.AndIwaswondering____________meyourcarfortheafternoontogetthere.Rose:Gee,Jana,________helpyouout,__I’mgoingtoneedmycarallweekend.I’vegotafriend_____fromoutoftown,andI__toshowherthesights.Jana:Oh,OK.Iunderstand.Anyway,howarethings?I___________forages.Rose:Oh,youknow,work,work,work!2.DiscussinpairsandfindoutusefulstructuresappearedindialogueII.ComparewiththestructuresindialogueI,whicharemoreformal..3.Requestswithmodals,ifclauses,andgerundsLessformalMoreformal①Couldyoulendmeajacket?②DoyoumindifIuseyourdigitalcamera?2.Havestudentsstudyinpairsandcomparewhicharemoreformalrequests.3.Sumup:Requestswithmodals,ifclauses,andgerunds:Fromlessformaltomoreformal.③WouldyoumindifIborrowedyourdigitalcamera?④WoulditbeOKifIpickedituponFridaynight?⑤Iwaswonderingifyou’dmindlendingmeyourcar.StepIII.LanguageApplicationRewritethegivenrequeststomakethemmoreformal.①.Takethesebooksbacktothelibrarythisweekend.②.CanIlookatthatnewspaperwhenyou’vefinishedreadingit?③.Couldyoulendmesomemoneyforanespresso?Thenpracticemakingrequestswithpartners.Acceptordeclineeachrequest.Havestudentspracticemakingrequestsmoreformally.语言实践，进一步练习所学句型，培养学生的语言运用能力。StepIV.ConsolidationClassActivity:HotPotatoMakearequestandrespondtoitaccordingtothepicture.Wouldyoumindif…WoulditbeOKif…Iwaswonderingif…StudentA:StudentB:Explaintheactivity.Havestudentsguessandimaginethegivensituation,thencreatetheiranswers.Whenteacherplaysmusic,Ssjustthrowthisballtoeachother.Whenteacherstopsthemusic,thestudentwhoholdstheballpleasestandupandchooseanynumber,behindeachnumber,thereisatask.Meanwhile,Theholdershouldchooseanystudentinclasstocooperatewiththeholder.Makearequestandrespondtoitaccordingtothepicture.Picture1:suitcaseheavy巩固提升活动“烫手的山芋”要求学生根据所设置的情景，运用联想法，创造性思维，将所学句型运用到日常交际中来。backachespicture2:Itisrainingheavily…umbrellaraincoatgivemearidepicture3:underwatercameradivingSituation4:YourcarisbrokendownwhenyouareonthewaytoBaoanairport.givemearideshareyourcartowv.(拖车)Creativethinking5:dog,vacation,takecareof…StepV.SummarySummary:TomakearequestCan…Could…Wouldyoumindif…WoulditbeOKif…Iwaswonderingif…Iwaswonderingifyou’dmind…TorespondtoarequestThat’sOK,Iguess.Oh,sure.Noproblem.That’sfine.I’dreallyloveto,but…I’mverysorry,but…Helpstudentssumupthoseusefulstructurestomakerequestsandexpressionstorespondrequests.帮助学生总结本节课主要知识点，培养学生总结归纳的能力StepV.Homework●Learnthestructuresbyheart●Writeane-mailtoyourclassmateaskingforseveralfavors.Explainwhyyouneedhelp.Giveassignment通过写作训练，学生可以进一步巩固本节课所学的重点句型。同时将培养学生的写作能力贯穿于平时的教学当中。课后系统教学后记或教学反思