人教2003课标版《Learning about Language》新课标优质课教案设计

人教2003课标版《Learning about Language》新课标教案优质课下载

Teaching aims:

1.Further understanding of the text

2.Grasping the following words and phrases through interaction i.e. courtyard, now and then, abruptly, merciful, product,caution, powder, perfume, stainless, cube, valid, file.

3.Grasping the meaning, various forms and usage of the following words or phrases, i.e. distinguish, convenient, expectation and use them correctly in real situations.

4.Reviewing the structure of inverted sentences（倒装句）and elliptical sentences(省略句) in the text.

5.Developing students’ sense of cooperation and arousing their interest in invention and innovation.

Teaching important and difficult points:

Enable students to grasp the usages of such important new words and expressions as distinguish, convenient,expectation .

Get students to master the structure of inverted sentences（倒装句）and elliptical sentences(省略句) in the text.

Teaching aids:

Multi-media classroom

Teaching procedures:

Step1.Lead in

Before we start our lesson,I want to tell you an annoying thing which bothered me a lot.When I was washing dishes in the courtyard,a fatty black mouse slipped out of the kitchen abruptly and do you know what happened next?It stopped in front of me and stared at me.How awful!I was almost scared to death then I threw the dishes,rushed to my room immediately. What’s worse,these days that tricky mouse appeared now and then.I had intended to use poisonous powder or the mouse trap to catch it,but I’m afraid these traditional tools may do harm to my naughty son who is curious about everything,so can you help me invent something that will catch mice mercifully?

Ask one of the students to show his invention of catching mice mercifully and efficiently.

【设计意图】在该导入环节，教师用充满感染力的语调在与学生互动的过程中自然生动的呈现了本课中的一些目标词汇（红色字所标示），此外，设置的问题融入了情感态度的教学目标即激发学生的创造性和学习英语的热情，维持健康友好的师生关系。

Step2.Reading and finding

According to the text, find some supporting sentences to answer the following questions,you are required to guess the meaning of the bold figures(黑体字)through contacting the context.

Questions:

1.What was the mother upset about?

2.Firstly,what did the author do to find the easiest way to trap the snakes?

3.How to attract the snakes into a trap?

4.Why did the author carry a small net at her third attempt？This time,did she catch the snakes?After that,did she kill them to have a delicious snake soup？What did she do to deal with the snakes?

5.After the author inventing this new tool which used for catching snakes mercifully,what decision did she make?

【设计意图】词汇与语言知识只有在语篇情境中教授才不会让学生感到孤立乏味，才有利于学生的长期记忆，因而学生只有在熟悉并理解了文本内容后才能较快地借助文本的语篇情境学习词汇和语言知识。在本环节中，教师引导学生再次回归课文，通过问题加深学生对阅读文本理解的同时初步呈现一些语言知识，如新的词汇，短语和句式结构。另外以导学案的方式作为预习作业要求学生在课前找到这些问题的答案可以节省课堂时间，使学生在课堂上拥有更多的时间学习难点知识，有更多的机会来运用知识。在课堂上，学生可以通过竞赛抢答的方式回答问题，教师在PPT上呈现答案，对于新词，词组和重要的句式结构等用红色加粗的字体标出，让学生根据上下文的情境猜测词汇的意思，教师给出补充并就句式结构简要分析。