Colour Grammar
unit 2 color
課案teaching & studying plan
title
(課題)check out
type
(課型)
new
新授課
period
(課時)
8
supporting theories
(理論支撐)1. 多元智能理論。加德納強調,人類智能是多元而非單一的,每個人都有獨特的智能結構和智能優勢,每個人的學習方式都是獨特的。本課采用多元導入,運用實物和課件等視覺媒體,給學生直觀的畫面,不僅能夠調動學生多種感官系統,參與學習,而且可以觸發人的情感因素,有利于學生對知識的理解。2.情境教學法。情境教學法(situational teaching method)是指在教學過程中,教師有目的地引入或創設具有一定情緒色彩的、以形象為主體的生動具體的場景,以引起學生一定的態度體驗,從而幫助學生理解教材,并使學生的心理機能能得到發展的教學方法。情境教學法的核心在于激發學生的情感。情境教學中的特定情境,提供了調動人的原有認知結構的某些線索,經過思維的內部整合作用,人就會頓悟或產生新的認知結構。
aims & demands
(教學目標)
a: knowledge (語言知識)
1. learn to use indefinite pronouns to talk about people or things.
2. learn some important words and phrases.
b: language skill (語言技能)
to enable the students to use indefinite pronouns correctly.
c: feeling (情感態度)
to know the importance of learning from others and helping each other.
key points & difficulties
(教學重、難點)to learn the differences between ‘no one’, ‘nothing’ and ‘none’.
teaching methods
(教學方法) task-based language teaching , scene communication teaching method
aids: 課前準備(教具、活動準備等)multi-medium ;an empty paper box
教 學 設 計
課前延伸1. ask the students to learn the new words and phrases of this part by themselves.2. finish the exercises of this part.
讓學生通過課前自學,小組合作解決預習中的一些問題,為上課做準備
teaching plan
(授課計劃)
studying plan
(學習計劃)aims
(設計意圖)
學
stepⅰrevision and lead-in1. preview work (check the answers.學案練習課前延伸)2. ask and answer some questions using indefinite pronouns referring to people.檢查學生預習和復習情況。通過討論班級出席情況,導入新課,呈現新的知識點。
導
step ii presenting & practicing1.present and explain indefinite pronouns referring to people. (someone/somebody, anyone/anybody, no one/ nobody)2. read the examples on page33 and talk about the usages of indefinite pronouns referring to people. 3. discuss the tip on page33 and draw the rules. 4.do the exercises on page34 and check answers.5. finish some additional exercises and check answers. (學案練習課內訓練)1.學習指代人的不定代詞的用法。2. 通過當堂練習與反饋,對學生進行適當的解題方法及技巧的指導。