所指导的青年教师教学设计

1、Unit 5 Learning About ChinaTopic 3Section D教学设计哈尔滨市木兰县大贵镇中学张爱玲Unit 5 Learning About ChinaTopic 3Section D摘要：中国的历史和文化方面之古代四大发明，并列连词以及主谓一致原则。关键词： Connective and Agreement of subject and predicate教材分析一教材的地位及作用本课是一个话题当中的最后一节课，整个话题都围绕着中国的历史和文化展开（本节重点是四大发明）进行各项语言交际活动。归纳并总结并列连词和主谓一致。通过综合探究活动复习整个话题的各种语法内容和语

2、言材料。二教学目标知识目标1. 学习生词和短语2. 归纳总结 either.or.,both.and.,neither.nor,Not only.but also.和主谓一致的用法。能力目标：1. 能阅读并理解关于历史事件的短文。2. 能根据所学内容，扩大课外阅读并汇报阅读内容。3. 能用所学语言描述中国历史事件及历史人物，能用所学知识介绍中国文化。4. 能听懂有关历史事件和历史人物的相关信息。情感态度：了解中国古代的四大发明：指南针，火药，印刷术和造纸术，培养学生的爱国主义情操。增强民族自信心。三教学难点1. 帮助学生学习，积累有关中国古代的四大发明方面的语言材料。为语言的运用作准备。2.

3、语法项目 - 并列连词和主谓一致。四教学难点：准备语言材料及实施综合探究活动。五学情分析学生听力水平较低，四大发明方面的内容对学生来说较陌生，所以要在口头把 2a,2b 完成之后，再回头听 1a 效果会更好。综合探究部分是一个难点内容，在上一节课上要安排学生预习，先查好资料后才有可能完成好这一步。六教学策略1. 教法：以旧带新，先从口语入手，循序渐进，然后通过阅读并在此期间解决生词的讲解，阅读之后记忆并随后做出口头表达。之后再完成听力部分，之所以这样安排，也是考虑到自己学生的听力能力，设计了自始至终的学生课堂活动。2. 学法。口语教学与情景语言教学相结合。目的是继续改善学生的学习方式，提倡参与

4、、探究、体验、合作、自主学习等方式。为各种层次的学生设计出便于参与的活动。安排学生预习以便培养学生自主学习和终生学习的理念。在日常学习中不断开阔自己的视野、扩大自己的知识面。Teaching ProcedureStep 1. Review1.Havea ammunitionaboutChineseculture.Theteachersays somesentences about ancientChinese culture.Thestudents work in groups to markTure or False quickly.(1)Red is a symbol of imperia

5、l power.(2)Imperious were real dragons and the sons of Heaven.(3)The dragon has become a symbol of the Chinese nation.(4)Chinesechess was createdin memoryof the famous battlebetween XiangYu(5)The peasants loves with some questions by showing some picture or objects:a piece of paper ,a firecracker ty

6、pe,1.Show the picturesor objectsof the Four Greet inventionof Ancient China.Introduce them by the conversation between the teacher and the students.Learn and master them new words.Teacher:Can you tell me the four Great inventions of Ancient China?Students:Yes,they are.(Teacherhelpsthemanswerandwrite

7、thesewordsontheblackboard,gunpowder, printing paper-making and compass.)(1). Show students a piece of paper.T: What's paper made from?S1:It's made from.(Teacher's help:tree ,rope,bark,rag)T:Who can tell us the history of the development of the paper?Ask students to read 2a,C.Then fill ou

8、t the table-paper Making.(2)Help students learn the other three"inventions"in the same way Finish2a and 2b.2.Group work.Dividetheclassintofourgroups.Theystandforgunpowder,paper-making,printing and compass respectively ,They let thenintroduce themselves to the others.Step 3. Consolidation1.

9、Let students look at pictures in 1 and match each picture with the right letter.2.Listen to the tape and check the answers.Finish 1Step 4 Practice1.Ask studentto findout allthe connectivein thistopic.Writethem downon the blackboard .2.Letstudentsmake sentenceswiththeseconnection.Goaroundtheclassroom

10、 offering help and ask some students to read their sentences to the class.3.Give students more exercises to do.(A small blackboard)(1) -Lucy-Lily looks beautiful.(2) -Lucy-Lily looks beautiful.(3)Russian is spoken_ _in Europe_ _in Asia(4)I could speak _ Japanese _Chinese,so I had to talk with himin

11、English.(5)_ the red sweater _ the green one fits me . They are either toolong or two short.(6)I can _ swim _ skate. I am going to here some training next year.(7)_ Kangkang _ Wang Lunfen like Chinese chess(8)_my mother _my father plays Chinese chess(9)_Beihai Park _the Great Wall is a good place to

12、 visit(10)_paper-making _ printing was inverted in China.Step 5.Project.(The teacher asked the students to prepare for the information about the civilization of the two periods in the last class)Divide the class into two groups.One group stands for ancient times,theother for modern times. Let the st

13、udents collect information about thecivilizationofthetwoperiods,includingculture,famouspeople,technologiesand inventions,etc.Thenlisttheinformationandcompare them to see which group collects more.Finish 4.Assign homeworkWrite a shortpassage accordingto the informationabout the civilizationin step5.板书设计：Topic 3 Section DInventionTime periodInfluenceDiscovery n.Paper-makingsailor n.Printingfirework n.Gunpowderbark n. v