资源简介
U1 Teenage Life
Assessing Your Progress 教案
教材分析:
本课时的主题是“set up a student club”建立一个学生社团。该板块由三部分组成。第一部分是语言知识检测,主要考察对本单元重点词汇的辨认和区分,以及对名词短语、形容词短语和副词短语的掌握情况;第二部分是单元内容评价和反思,让学生自我评价对本单元重点学习内容的掌握情况;第三部分是以项目活动的形式综合考察学生本单元所学内容。
教学策略与设计说明:
采用任务型教学法(Task-based language teaching),布置活动任务,设置活动目的,引导学生完成相关任务,达成各教学步骤设计目的。
教学目标:
在本课学习结束时,学生能够:
语言能力上,巩固本单元的重点词汇和词组,如“teenager, prefer to, focus on, be addicted to, schedule, quit, confusing, confused”等;掌握名词短语、形容词短语和副词短语的形式与功能。
思维品质上,通过建立社团,设计社团标志、宣传语和海报,发挥自身创造性思维。
文化意识上,了解社团建立的步骤,具备创建社团的能力;培养团队精神和领导力才能。
学习能力上,掌握高效的学习方法,及时复习回顾所学内容,形成深度记忆;学会自我反思与评价,提高元认知意识,根据自身情况不断调整学习策略,提高学习效率。
教学重点:
学生能够提高元认知意识,不断自我反思,根据自身情况调整学习策略;
学生能够了解创建社团的步骤,设计相关的标志、宣传语和海报。
教学难点:
学生创建自己的社团,设计相关的标志、宣传语和海报;
学生以书面形式介绍自己的社团。
教学资源:
教材、多媒体课件、黑板与粉笔。
教学过程:
步骤 教学活动 设计意图 时间与模式
Step 1 Review: Ss guess and spell out the words according to the pictures and contexts. Many ________ like taking selfies. I _______ salad to donut. The __________ road signs make me __________. Always ______ on your goal and stick to it. It's hard for some people to _____ smoking, because they are _________ to it. We usually take classes according to the __________. Suggested answers: Teenagers Prefer Confusing, confused Focus Quit, addicted Schedule T leads Ss to review the structure of NP/AdjP/AdvP and give some examples. NP: (限定词)+(形容词、形容词短语、描述性名词)+名词+(介词短语) e.g. the man, a girl, a doggy in the window AdjP: (副词)+形容词+(介词短语、enough) e.g. She had extremely menacing eyes. AdvP: (副词)+副词+(enough) e.g Time goes very quickly. (T can ask Ss to make out their sentences.) 利用图片和情境猜词,提高学生的学习兴趣;课前复习词汇和重点短语结构,为后续语言知识检测作铺垫。 6’ CW
Step 2 Word Practice: Ss circle the correct words in each sentence. Then T presents related meanings and structures. like, like A better/more than B 比起B,更喜欢A teenager 青少年 to, recommend sth to sb 推荐某物给某人 trying, quit doing sth 放弃做某事 addicted, be addicted to 对...上瘾 schedule, fall behind schedule 计划推迟 on, focus on sth 关注/聚焦某物 confused, 形容人 (T can asks Ss to translate the sentence into Chinese at the same time and differentiate similar structures, such as “be addicted to 对...上瘾” and “be attracted to 喜爱” ) 考察学生能否区分相近词汇以及正确运用所学词汇。 8’ CW/IW
Step 3 Phrase practice: Ss read the passage and find out noun phrase, adjective phrase and adverb phrase and state their functions. Suggested answers: some math: NP主语 quite quickly: AdvP状语 one eleventh, 9 percent: NP主语,表语 ... ... 考察学生能否辨认和区分名词短语、形容词短语和副词短语。。 5’ CW/IW
Step 4 Think and answer: T raises the question “Do you agree with the writer's opinions Give your reasons.” and gives a “agree and disagree scale” including strongly disagree, disagree, neutral, agree, strongly agree. Suggested answers: Disagree: 1. A good education isn't the only road to the success; 2. 2. Skills and experiences outside of the school is also helpful for one's development. ... Agree: 1. A good education makes us well prepared for the future; 2. A good education creates wealth and opportunities. ... 评价作者观点并说明原因,首先考察学生对文章大意的掌握;其次考察学生批判性思维,能否辩证地思考问题。 5’ CW/IW
Step 5 Reflecting: T asks Ss to think about the following questions: Which reading in this unit did you find the most interesting Why What new things did you learn about teenage life from this unit What new vocabulary and structures did you learn in this unit Did you use any of them in your language activities How well could you use them Do you think skimming was useful for you to understand the texts What problems did you and your friends have with this unit How did you solve the problems What advice did you give each other Suggested answers: 1. The Freshman Challenge or Make the Most of Your Education or a letter of advice from Susan Reason: close to our life, broaden our horizons... 2. Club, camp... 3. Vocabulary: actually, teenage, volunteer, challenge, suitable for, be attracted to...... Structures: Noun phrase, Adjective phrase, Adverb phrase (T presents a scale to help Ss realize how well they use the words and structures; I don’t remember having seen these words and structures before. I have seen them before but I don’t know what they mean. I know the meaning of these words and structures. I can use them in a sentence or a context. ) 4. Yes, Get the main idea quickly; Increase the speed of reading; Understand the aims of the author; ... ... No, cannot find the topic sentence or key words; Feel confused about how to skim the text; ... ... T presents a table including problems, solutions and suggestions. A. Problem: Get the main idea of each paragraph in the texts Solution: Read each paragraph more carefully Suggestions: Find out the topic sentence and key words B. Problem: Remember new words and phrases Solution: Write down new words and phrases three times Suggestions: Categorize the new words or remember them in the contexts (T mainly asks Ss to reflect on their learning processes, and the most important thing is to help Ss find out the solutions to problems and to encourage Ss to learn good ways of learning English.) 学生自我评价对本单元的掌握情况,有助于学生形成课后自我反思的良好学习习惯; 提升学生的原认知意识和元认知策略,帮助学生解决学习困难,增强学生学习自信心。 10’ IW/CW
Step 6 Group work: Ss work in groups and choose one of the clubs in the book (basketball club, psychology club, biology club...), or create a new club you think others would be interested in joining. Ss decide the details of the club including club name, slogan, aim, activity, requirement, meeting time and place. T analyses the three posters on the slide. From these aspects: color, information, slogan, size, words font. T leads Ss to think about how to make their posters creative and designing. Suggested answers: Club name: debate club Slogan: Getting a chance to expand your horizons Aim: Improve your logic and speaking abilities Activity: Discussing different questions and holding debate competitions Requirement: A notebook and pens Meeting time and place: 3:00 pm 5 June 2020, school hall (T give a example firstly, and then encourage Ss to think about their own club details.) Ss design an eye-catching logo for their clubs and make a poster including the club's name, slogan and logo. (T can provide some relevant pictures about the poster, so Ss can understand how to make a poster.) Ss prepare an introduction of their clubs to recruit new members during a school assembly. Include some details that are not mentioned on their posters. (T asks Ss to look at the example in the book and write the introduction down according to the outline. After Ss finish the introductions, T provides an introduction sample.) 通过小组合作,充分探讨并找到自己的兴趣点,发展创造性思维;深层讨论校园社团的意义,使学生具备创建校园社团的能力;训练学生的团队合作意识和领导力才能,提高学生的综合实践能力以及问题解决能力。 10’ GW/CW
Step 7 Homework: Design a poster for a club you want to introduce. Include at least club name, slogan and logo. 继续完成海报,发展学生的相关兴趣。 1’ CW
备注:
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习,学生是否巩固和熟练运用所学重点词汇、结构和短语;
通过本节内容学习,学生能否通过合作,建立一个有创意的社团,设计海报、标志和宣传语;
通过本节内容学习,学生能否以书面形式清晰连贯地介绍自己的社团;
深入反思学习成果,提高元认知意识,根据自身情况及时调整学习策略;用批判性的视角辩证分析作者在文中的观点,发展创造性思维。
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