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三、学情分析
Firstly, students in Junior One tend to be active, communicative, and competitive, but they may not be used to working in groups. So I will organize the lesson in the form of group work to encourage peer cooperation and competiton. Secondly, students at this age are peer-friendly, curious about their peers’ daily life, and willing to share their own personal experience. However, they may find it difficult and uncomfortable to think and express themselves in English, so I will use abundant genuine materials, including their own selfies (photos taken by themselves), their drawings of their daily scenarios, posters and signs around us, and hot topics they are familiar with or interested in, to promote their excitement and engage them in the learning process.
四、教学目标
1. Language ability aims:
a. Understand the two folds of meaning of “oneself” and apply them accordingly in genuine contexts.
b. Internalize the rule of the form change of “oneself” and choose the right form in contexts accordingly.
2. Thinking quality aims:
a. Observe, compare and contrast to abstract the rules;
b. Associate and synthesize information;
c. Infer and create new information;
d. Think and express fluently in English.
3. Learning ability aims:
Complete a task cycle by discussing and solving the problems in groups.
五、教学重点、难点
1. Students can master the form changes of “oneself” and apply them to their output activities.
2. Students can understand the two folds of meaning of “oneself” and apply them to their output activities.
六、教学设计理念
According to communicative approach, students and teachers should genuinely communicate with each other using the target language. In Hymes’s view, “communicative competence” refers to the ability not only to apply the grammatical rules to a language in order to form grammatically correct sentences but also to know when and where to use these sentences and to whom. So a lot of lively and strictly-picked examples will be demonstrated in this lesson to facilitate students to fully internalize the meaning of the grammar.
Besides, Task-based Language Teaching focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Thus, all the materials and topics chosen in this lesson will be as authentic and genuine as they can be, including students’ own selfies, their drawings of their daily scenarios, posters and signs around us, and hot topics students are familiar with or interested in. All these materials serve to engage students in an authentic language environment to help students think and produce meaningful fluency in the target language.
Moreover, the national curriculum standards point out that language is not only a tool for communication but also a tool for thinking. And grammar turns out to be a great tool to exercise students’ thinking abilities. In this lesson, I will guide students to observe the language, compare and contrast to find out the rule, with the help of a carefully-designed chart. Also, when students have grasped the basic meaning of “oneself”, daily posters and signs will be shown to help them associate and synthesize information to infer the meanings of some commonly-used phrases of “oneself”. What’s more, genuine daily topics and examples will be introduced to promote students’ creativity of new language and ideas. All in all, all the tasks in this lesson serve to build up students’ habits to think and express fluently in English.
七、教学过程
StageStage aimTeacher activitiesStudents’ activitiesTimeLeading-in: experienceStimulate Ss’ interest and lead in the topic.Show some Ss’ selfies, and lead Ss to experience the use of “oneself” in examples.Enjoy and talk about the selfies. 3 minsTask 1:
the formHelp Ss understand the rule of form changes of “oneself” and memorize the different forms.Put the examples together and lead in the base form of “oneself”; show a chart to highlight the differences and guide Ss to find out the rule and help them memorize the different forms.Observe the differences of the forms and find out the rule; memorize the forms.5 minsTask 2:
meaning#1Help Ss understand the meaning #1 of “oneself” and some related phrases, and apply them in authentic situations.
1. Show Ss two similar sentences:
a) I am taking photos of him / her / you /them;
b) I am taking photos of (me / myself);
Guide Ss to infer the meaning #1 of “oneself”;
2. Show Ss daily posters and signs with phrases of “oneself”, and ask students to associate the meaning #1 and the pictures to synthesize their meanings.
3. Show three of Ss’ drawings of their daily scenarios: a) dressing oneself in front of a mirror; b) having an English class; c) friends’ get-together; and ask Ss to discuss in groups and make up a story for one of drawings, using “oneself” as much as possible. Ask each student to write down their own story on the learning sheet and then share it with the whole class.1. Observe the two sentences, and infer the meaning #1 of “oneself”;