1、说课教案,JEFC Book3 Unit4,一、教材分析 二、教学原则 三、教学目标 四、教学总体设计 五、分步教学步骤,本单元围绕Jim及其家人去峨眉山旅游这一话题，先由Jim的父亲打电话约见the headmaster，由于the headmaster 不在，引出telephone message（lesson13）；然后坐火车旅行(lesson14)；回校与同学Lin Tao交流信息(lesson15)；对交通工具的优劣比较等（Lesson16）,（一） 教学内容分析,（二）教学重点、难点 1、教学重点： （1） 宾语从句 （2） 有用的词语： as soon as possible t
2、hat would be fine keep doing Hurry up！ fall（fast）asleep wake up,2、教学难点： （1） 创设使用宾语从句的情景 （2） 任务的真实性与教育性的统一,（三） 任务特点 信息的分析与整合、分享感受和经历,二、教学原则 1、运用“任务型”教学途径，培养学生综合运用语言的能力。 2、突出交际性，注重启发性。 3、在用中学，创建信息沟，实现信息传递。,（一）知识技能 1、学习、掌握宾语从句。 2、学习、掌握一些重点词汇、短语和句式。 3、提高学生听、说、读、写及综合运用能力。,（二）情感态度 1、对事物做到一分为二的分析。 2、开展小组活，
3、积极与人合作，互帮互学，学会共处，具有团队精神。,（三）学习策略 1、认真做好预习，自觉归纳宾语从句。 2、上课专心听讲，积极思考，勤于动脑。 3、通过电话记录、采访、辩论、统计等多种形式，确立在用中、做中交流中学习英语的思想。,四、教学总体设计 （一） 创设情景，营造氛围，激发兴趣 如：上13课时，带两只电话机用于课堂表演，上14课时带几只麦克风用于采访，上16课时适当地移动课桌使教室像一个辩论现场。,（二）采用“任务型”教学方法，培养学生综合运用能力 每堂课任务由：课前、课中、课后三部分组成，多样化的任务由课内延伸到课外，这样不仅扩展了知识面，更培养了学生的学习兴趣，努力提高学生综合运用语
4、言的能力。,（三）面向全体学生，关注学生的全面发展 经常性的开展二人、四人小组活动，互帮互学，合作共处，共同进步，培养团队精神。,Lesson 13,Lesson 14,Lesson 15,Lesson 16,分课教学,Have you ever made telephone calls?,Why do you usually call?,Who do you usually call?,lesson13,V S,Expressions of making telephone calls,Hello! May I speak to,Hold on, please.,He /She isnt h
5、ere right now.,Can I take a message for you?,Im calling to tell/ask you,Whos that? This is,任务（1）给情景，编一段打电话的对话,Li lei telephoned Jim to borrow the book “Who Moved My Cheese”. But Jim isnt in.Jims mother answered the telephone.,在使用中巩固打电话用语!,TELEPHONE MESSAGE,FROM: TO: DATE: TIME: MESSAGE:,Mr Green,The
6、 headmaster,Oct.12,9:00am,Hed like to meet you between 8:00 and 9:00 on Wednesday.,任务（2)听电话录音,获取信息.,任务(3):两人小组获取信息(信息沟),Student A持有NOTICE Student B 通过提问向Student A获取信息,Student A这样回答: The notice says that our class will go to the Red Star Farm tomorrow morning. The notice says that we will help the fa
7、rmers with their work. ,彼此用英语交流信息,同时练习了宾语从句!,Who answers the telephone？,What does Mr Green say？,What does the teacher say？,Is the headmaster in?,课文处理:,the headmaster isnt there right now.,she will leave a message on the headmasters desk.,The teacher says,The teacher says,that he wants to speak to th
8、e headmaster.,that he wants to see him as soon as possible.,that he wont be free until tomorrow.,that he can come between 8:00 and 9:00 on Wednesday,Mr Green says,Mr Green says,Mr Green says,Mr Green says,Mr Green says,The headmaster says,任务(4) :深入话题,进行猜测,Homework:,翻译某洗衣粉广告，由濮存晰与一小孩合作做的广告。“妈妈说-”,Wha
9、t should we do before we get on the train?,What can do in the train?,任务(1): 讨论,lesson14,Is it a wonderful train ride?,What did they do before getting on the train?,What did they do on the train?,Read,(skimming),任务(2): Interview,学生借助自己的生活阅历和已有的语篇结构，对信息做各种合理的处理与加工。,Homework:,1.Which do you like best,
10、travelling by train,by air or by bus? Why? Write the reasons. 2. Collect some information of Mount Emei,lesson15,The trip to Mount Emei,任务(1):,中心任务:介绍峨眉山,课前任务:通过因特网等途径收集有关峨眉山的资料,课中任务:分享资料,学生自告奋勇用英语向全班介绍峨眉山的一些情况,教师引导其他同学用宾语从句重复他/她的介绍。eg Student A: There are a lot of monkeys in the mountain. Teacher:
11、He/She said that there were a lot of monkeys in the mountain. Student B: The clouds in the mountain are very beautiful. Teacher: He/She said that the clouds in the mountain were very beautiful. ,课后任务：每位学生把所收集到的资料编成墙报，展出。,The football match:,任务（2）Memory challenge task,(Have a competition between boys
12、 and girls),What did Lin Taos teacher tell them about Jim?,What did Lin Tao say when he met Jim?,What did Jim say about Mount Emei?,What did Lin Tao say about the score of the match?,What did Lin Tao say about his own football team?,What did Jim say about his trip to Mount Emei?,What did Jim say abo
13、ut the photos?,Winners :,Homework: Suppose you are Jim or Lin Tao ,write a diary about the trip or the football match.,by bike,by bus,by car,by plain,by ship,What is the fastest way to travel?,Discuss:,slowest,most expensive,least expensive,safest,most dangerous,most comfortable,least comfortable,He
14、 said the_ way to travel was _.,任务（2）: survey,任务（3）：制定旅行方案, 在地图上指出学校所在地的位置与峨眉山的位置。 小组讨论去峨眉山的方案，从学校到车站的交通方式，从学校所在城市到成都的交通方式（可否直达），从成都到峨眉山等等，并说明理由。 评价：以cheap、fast、safe、comfortable有机结合为标准，评出最佳方案若干,任务（4）Argument： Is travelling good or bad?,把全班同学分成两半，确定正方与反方。 分别讨论GOOD POINTS & BAD POINTS。 展开辩论。,Travellin
15、g,Task: argument辩论,GOOD,BAD,chairman,I think,He/she said,I think,The winners:,Homework:,Write a short passage about travelling, “Its good/bad for us to travel.”,六、评价手段和操作方式 形成性评价： （一）非测试性评价：教学评价既要关注结果，又要关注过程，应是两者有机结合。为此本单元通过对学生的书面作业、对话表演、回答问题、讨论利弊、小组活动等，对学生的学习能力、学习态度、合作精神、创新意识等作出过程性评价。这种评价有助于教师发现每位同学的闪光点，也可以让多数学生体验成功的喜悦。,表一：对话表演评比（优秀、良好、一般、需努力）,表二：小组活动记录表（积极、尚积极、一般、不参与）,金华四中,俞刚,Thank you！,
