Weather and Sports說(shuō)課教案(高二)

Ⅰ Analysis of the teaching material

1、Position and functions of the teaching material

This unit is focused on “Weather and Sports”. It represents various sports activities both at home and aboard, which arouses the students’ interest in English learning and improve their listening, reading, speaking and writing. It’s the necessary part of the whole Book Ⅲ.

理論依據(jù)：課文是組成英語(yǔ)課程資源的要素，把握課文的定位和作用，并以此為依據(jù)分析和設(shè)計(jì)教學(xué)步驟，體現(xiàn)教學(xué)大綱的意圖，從而使教師成功駕御教學(xué)過(guò)程，取得最佳教學(xué)效果。

2、 Teaching aims

Knowledge aims：To grasp the names of some sports activities; To learn how to use the Adverbial Clause.

Ability aims：To improve the students’ comprehension on listening, speaking and reading.

Spirit aims：To arouse the students’ interest in sports, broaden their vision and cultivate their tendency and spirit of teamwork.

確立教學(xué)目標(biāo)的依據(jù)：根據(jù)英語(yǔ)教學(xué)大綱規(guī)定及本課在教材中的地位和作用，通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)的訓(xùn)練，使學(xué)生初步掌握英語(yǔ)交際敘述，激發(fā)學(xué)生學(xué)習(xí)興趣打下基礎(chǔ)。此外，我國(guó)現(xiàn)階段英語(yǔ)教學(xué)的素質(zhì)教育包括思想素質(zhì)教育、目標(biāo)語(yǔ)素質(zhì)教育、潛在外語(yǔ)能力的培養(yǎng)、非智力因素四個(gè)方面的培養(yǎng)。對(duì)職業(yè)高中學(xué)生來(lái)說(shuō)，更強(qiáng)調(diào)知識(shí)的實(shí)用性與社會(huì)的接軌。在教學(xué)目標(biāo)的設(shè)定中，還要考慮學(xué)生學(xué)習(xí)的可操作性及其精神的陶冶。

3、Teaching important and difficult points

Important points: (1) To grasp some words concerned on sports, such as skiing, surfing, sailing, baseball, mountain-climbing and so on.

               (2) To master the following useful sentence patterns and help the students to use them freely to improve their own English.

     e.g.  All over the world men, women, boys and girls enjoy sports.

Having fun with their friends makes them happy.

They help to keep people healthy and feeling good.

Sports change with the season.

People often do not play the same games in winter as in summer.

…it’s time to change to…

Difficult points: (1) Through the learning of Adverbial Clause and a thorough understanding of the text, the students try to retell the text.

        e.g.  Many people ski in Australia where there are big mountains and cold winters.

              When it gets cold it’s time to change to other sports.

              (2) How to help the students grasp the knowledge and develop their teamwork spirit at the same time.

確立教學(xué)重點(diǎn)和難點(diǎn)的依據(jù)：根據(jù)現(xiàn)階段英語(yǔ)素質(zhì)教育的要求，及本單元短文

教材中所處的地位和作用。同時(shí)根據(jù)中職學(xué)生的特點(diǎn)，強(qiáng)調(diào)知識(shí)的實(shí)踐性，社

的實(shí)用性，讓學(xué)生能夠?qū)W以致用。

4、Analysis of the students’ present situations

Now, many students from vocational schools aren’t interested in English. However, as teenagers between 16 and 17, they are curious about the outside world, especially boys, who are quite fond of sports. So we can stimulate the interest in English by choosing their favorite topic.

Ⅱ Teaching and learning methods

1、Teaching methods

During the whole teaching process, the teacher acts as the leader and organizer, centering on the main topic. The teacher asks and encourages the students to open their mouth, and pays attention to the students’ response to get ideal effects. (情景教學(xué)法、啟發(fā)式教學(xué)法、反饋式教學(xué)法、各種活動(dòng)配合教學(xué)法)

2、Learning methods

The students get the knowledge by learning—imitation—practice through listening and speaking, discussion and team work. (聽(tīng)說(shuō)法、討論法、協(xié)作式學(xué)習(xí)法)

3、Teaching means

To enlarge the capacity and progress the teaching effect, I’ll use the multimedia. I hope to display a scientific, novel and harmonious lesson.

Ⅲ Teaching procedure

The main teaching train of thought: Set up question scene — Reveal teaching objective — Lead studying teaching objective — Language practice — Correct and feedback

Step One  Warming up(3 minutes): For arouse the students’ interest in learning, show students varieties of sports pictures, including those in the passage. Let students guess what they are, give them a first impression. Then, with these pictures, I’ll ask the students some questions, just like:

Do you like sport?

What’s your favorite sport?

Do you have any favorite sport star?

The goal of this step is to moving the students’ zeal, develop their ability of learning English, and let them speak more.

Step Tow  Lead-in (10 minutes): Show the students some pictures about weather. Make them say the names of these pictures. Then let the students describe the relationship between different weather and different sports which they know. With the help of some pictures, let the students guess what weather connected with what sports, after that, give them a table about weather and sports. Ask the students use their guess, then, fill in the blanks.

The work is so easy that students can do them happily, also strengthen the students’ confidence. The goal of this step is to get the students to be familiar with sports and weather unconsciously and understand the main weather and the main sports of the text, give them brief introductions.

Step Three  Learning the text (15 minutes): In this step, let the students listen to the tape carefully and read the text. Ask them to remember the new words concerned on sports in this passage (such as skiing, surfing, sailing, baseball, mountain-climbing and so on), underline the sentence or phrase which is unknown. Then, explain the following useful phrases and sentence patterns to help the students to use them freely to improve their own English level.

     e.g.  All over the world men, women, boys and girls enjoy sports.

Having fun with their friends makes them happy.

They help to keep people healthy and feeling good.

Sports change with the season.

People often do not play the same games in winter as in summer.

…it’s time to change to…

Understand Adverbial Clause (Many people ski in Australia where there are big mountains and cold winters. / When it gets cold it’s time to change to other sports.) Ask the students to grasp what Adverbial Clause is and make similar sentences.

The goal of this step is to broaden the students’ knowledge, through to learn these sentences and grammar, they can understand this passage clearer and use English freer.

Step Four  Practice (15 minutes): Write some keywords relevant to text content on the blackboard. Then, divide the students into four groups, each group sends a representative to retell this text with the help of the key words. The students can retell this passage by himself (herself) or have a multi-people group. The multi-people group can use the form of conversation, talk about the weather, the sports and the places which are appeared in the passage. Meanwhile, the student who doesn’t act in the performance can select a classmate who acts better. Like this, all the students participate among it, also can let the student to discover his (her) shortcomings and the other students' merits.

The goal of this step is to deepen the students’ understanding of knowledge, they are also familiar with the use. So the students can apply what they have learned. In addition, the creation of a certain condition to perform can stimulate the students’ English oral technique, and help the students use grammars correctly. Their creative ability is cultivated gradually. The teacher can grasp the students’ situation of learning by this step.

Step Five  Homework (3 minutes):

a. Retell the passage in your own words and write it down in your Exercise-book.

b. Finish Ex. Ⅲ (P.7)

The goal of this step is to consolidate the students’ knowledge what they have learned in this classand to give the students a chance to practice their English writing ability.

The Class Overall Evaluation and Thinking

The five steps design above emphasizes that the lesson should be based on students’ interest in learning, life experience and level knowledge. It advocates that kinds of teaching methods of experience, practice, participation, cooperation and exchange which are combined. By this means, students' uses of comprehensive language are developed and they can form positive emotional attitude, active thinking and learning by themselves. Especially the new instruct process, including “the new instruct, practice, then the new instruct, to practice again” can make students focus on their thinking and expressing effective. Through the efforts of teacher and students, this class certainly is able to achieve my goals and break through the difficulties in teaching.

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