英语教学设计 (4)

1、基本信息课题 冀教版七年级英语Lesson34 Making Breakfast作者及工作单位教材分析本节课是第五单元第二课时，主要围绕李明在Jenny家用餐展开，练习就餐用语和向别人介绍。学情分析我所教学的对象是七年级学生(以中等生为主),对英语普遍感兴趣,但有很大的不稳定性,好奇心强,求知欲旺盛,他们学习英语既感到好奇又担忧,希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,减少他们的恐惧感,通过学生间的合作学习,降低他们的学习难度,使他们体验到成功的喜悦。提高他们综合运用语言的能力,使各层次的学生都有所收获。 教学目标I Target Languag

2、e:Words &phrases : stove, cook, refrigerator, inside, sink, wash, dish, toast, jam, juice, pass, knifeII Ability goals:1. Enable Ss talk about meals2. Be able to know how to make breakfast.3. Understand the meaning of the text.III Moral &Value goalsArouse the students interest in making meal

3、s. 教学重点和难点1. words and phrases.2. Be able to know how to make meals.3. Some difficult sentences:l We cook on the stove.l What would you like for breakfast?l I need it to put the jam on my toast.4. the usage of possessive pronoun & possessive adjective教学过程（教学过程的表述不必详细到将教师、学生的所有对话、活动逐字记录，但是应该把主要教学

4、环节、教师活动、学生活动、设计意图很清楚地再现。）教学环节教师活动预设学生行为设计意图Step1 创设情境，导入新课Step2自主合作，初步探究问题训练，小组评价规范指导，提升能力能力拓展训练总结归纳Hello, boys and girls, what do you like for breakfast? And do you want to learn to make breakfast? 1. 检查预习情况2、指导小组合作学习引导学生汇报导读单，适时指导1讲解重难点知识2 发放训练拓展单课文对话及lets do it以提问形式回顾本课各小组互相交流预习情况汇报预习情况，完成生成单小组内讨

5、论、交流 并展示结果1. role-play2、Lets do it通过回答问题 加强记忆转移学生注意力，激发学生的兴趣学生练习巩固板书设计（需要一直留在黑板上主板书）Lesson 34Making Breakfast I Language points : * refrigerator , in the sink, mine, jam, juice, cook. * the Smiths * Time for breakfast * on the stove II Some difficult sentences:* - What would you like for breakfast/

6、lunch? - I would like * Please pass me the knife ( pass sb. sth. ) * T his is yours . This is your food. 形容词性物主代词 名词性物主代词 * I need it to put the jam on my toast. 学生学习活动评价设计 1. It's a good _ kite.A. China B. China's C. Chinese D. Chinese's2. The meeting will begin .A. in ten minutes B. af

7、ter ten minutesC. on ten minutes D. at ten minutes3. He me his name.A. want, remember B. wants, to rememberC. wanting, remembering D. to want, remember4. Here is a picture _you.A. of B. with C. to D. at5. They are ready to it.A. get, do B. getting, doesC. getting, do D. gets, does教学反思 本课时学生参与面广, 不同层次的学生均有所获。 基础较差学生能运用所学句型进行简单的交际练习。英语能力较强的学生则进行了大量的游戏、做报告、编歌曲等口头练习,语言能力拓展达到一定深度和广度。 通过本节课的教学实践,我认识到教学成功与否,学生掌握程度如何,关建在于教师如何创造性地设计课堂教学。任务的设计要体现多样化和层次感;面对不同的学生群体,任务的难度系数(深度)是可以调控的;而面对同一群体里的不同程度的学生,教师可以在任务设置时注意不同角色的设定,做到有针对性,使每一层面的学生皆有所得