M10U2教學設計

1、課 題module 10 the weatherunit2 the weather is fine all year round.設計思路本節(jié)課設計為讀寫課型，以培養(yǎng)學生良好的閱讀習慣為目標，通過課本閱讀材料對學生進行閱讀方法和解讀文本結構的指導，從而使學生更好的理解文章內容。通過閱讀活動，提取關于“參觀美國最佳時間” 的細節(jié)信息，進一步理解作者意圖，并引導學生在新的語境中運用所學目標語言。教材分析本節(jié)課圍繞“天氣”這一話題，介紹了去美國旅游的最佳時間；詞匯與天氣和方位相關，只有5個生詞，且比較常見；語法是may和might表示可能性的用法；文章結構清晰，首尾呼應。其目標語言主要集中于介紹參觀

2、目地的最佳時間及相關建議，與學生生活緊密相關，實用性較強。學情分析學生已學習過本模塊“天氣”的第一單元，能夠用部分相關詞匯口頭談論天氣，并能使用情態(tài)動詞can, may, might表達可能性；在閱讀技能方面，學生熟悉獲取文章主旨要義的基本方法，但在深層理解句子隱意和分析文本結構方面的能力還不足，需要老師進一步的引領，這是本節(jié)課的難點。在語言表達方面，還不能流利地表達參觀某地的最佳時間和相關建議，這是本節(jié)課的教學重點。教學目標在本節(jié)課結束時，學生能夠1. 通過閱讀活動，提取關于參觀美國不同地方最佳時間及天氣的具體信息，通過上下文推斷部分句子的隱意；2. 在所創(chuàng)設的語境中，向美國筆友介紹參觀中國

3、的最佳時間、原因和建議。3. 在教師的引導下，分析文本結構，并模仿運用。教學重點和難點教學重點：能夠向美國筆友介紹參觀中國的最佳時間，并能提出合理化建議。 教學難點：通過上下文推斷句子的隱意，分析文本結構，并能模仿運用。教學階段教師活動學生活動設計意圖時間leading-inask some questions about weather and lead in the topic of this lesson with the help of a map of the us.listen to the teacher, and answer the questions.迅速導入本節(jié)課話題，激

4、活學生的背景知識，使學生形成學習期待。1pre-readingask the students to read the passage as quickly as they can and answer the questions.tell the students to pay attention to the words or sentences which can help them get the answers.read the passage quickly and answer the questions, paying attention to the paragraphs,

5、the title and the places.通過快速閱讀回答問題，鞏固關注段落、題目和地名的閱讀策略，同時理解文章大意。2mark the positions of the seven places on the map, and then ask: where are they? then write the preposition phrases on the blackboard.look at the map and answer the questions. and then read the phrases aloud.通過地圖的直觀功能，使學生明確方位表達方法，這是語言輸入

6、環(huán)節(jié)之一。3while-readingask the students to read the passage paragraph by paragraph. ask them some questions about the purpose of the writer, using why-questions. remind the students to pay attention to the key words and expressions.read the passage paragraph by paragraph. and underline the answers to th

7、e questions in the passage or take notes.提取關于“參觀美國的最佳時間”的細節(jié)信息。同時，學生在教師引導下，推斷部分句子的隱意，這是語言輸入環(huán)節(jié)之二。8ask the students to read the passage again and underline the writers other advice. then ask the students to think what other structures can be used to give advice. read the passage again and underline the

8、 writers other advice.speak out other structures about giving advice from memory.提取表示建議的信息，并通過回憶進行適當拓展。這是語言輸入環(huán)節(jié)之三。6ask the students to read the first and the last paragraphs and summarize the main ideas of the two paragraphs. then ask them to think about the other paragraphs and ask them what they a

9、re mainly about. read the first paragraph and the last one, then the others. think it over and make it clear that the passage can be divided into three parts. 通過研讀文本，使學生明確本文的寫作結構，即：“總-分-總”的文章結構。為語言輸出提供結構上的支持。 2post-reading ask the students to talk with their partners according to the information in

10、the table. and then give them a chance to talk about it.talk about the best time to visit the us according to the information in the table.通過復述課文，內化介紹參觀美國最佳時間的目標語言，培養(yǎng)學生處理信息的能力。12task create a new situation for the students to use the target language they have learned in this class. then provide them

11、 some information about some cities in china and ask them talk about the best time to visit china to their partners.talk about the best time to visit china and other advice about visiting china according to teachers instruction and the given information.在新的語境中模仿所學文章結構，運用所學語言，向美國筆友介紹參觀中國的最佳時間及其他建議，達到學以致用的目的。10homeworkask the students to polish their passages after class.finish their homework after class.鞏固所學。 1blackboard de