设计任务： 请阅读下面的学生信息和语言素材，设计20分钟的口语教学方案。教案没有固定格式， 但须包含下列要点： ·teachingobjectives·teachingcontents·keyanddifficultpoints·majorstepsandtimeallocation·activitiesandjustifications 教学时间：20分钟 学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数40人。多数学生已经达到《义务教育英语课程标准(2011年版)》二级水平。学生课堂参与积极性一般。 语言素材： MsLi:Hello,mynameisLiFang.I'myourteacherandyouaremystudents.I'mChinese.I'mfromWuhan. What'syourname? Lingling:MynameisWangLingling. MsLi:Nicetomeetyou,Lingling.Whereareyoufrom? Lingling:I'mfromBeijing.I'mChinese. MsLi:Howoldareyou? Lingling:I'mthirteenyearsold. MsLi:Good.Hello,whataboutyou? Daming:Hello,MsLi,mynameisLiDamingandI'mfromBeijing,too.I'mtwelveyearsold. MsLi:Thanks.Hello,areyoufromAmerica? Tony:No,I'mnot.I'mfromEngland.I'mTonySmith. MsLi:Nicetomeetyou,Tony.Hi,areyouEnglish,too? Betty:No,I'mnot.I'mAmericanandmynameisBettyKing. Lingling:TonyandBettyareourfriends. MsLi:Good!WelcometoClass4Grade7!
【参考设计】
Teaching Contents:
This material is a dialogue between a teacher and four students, which is mainly about where they are from and how old they are.
Teaching Objectives:
(1) Knowledge objectives
① Students can understand the meaning of the speaking material. ② Students can master the sentence patterns:
What is your name? My name is ...
Where are you from? I'm from ... I'm a/an ...
How old are you? I'm ...
(2) Ability objectives
① Students can improve their speaking and listening abilities through the group work. ② Students can fluently introduce themselves to others.
(3) Emotional objective
Students can foster their interest and desire of learning English, and can be fond of taking part in class activities.Teaching Key and Difficult Points:
(1) Teaching key point
Students can understand and use the sentence patterns to talk with others.
(2) Teaching difficult point
Students can foster the interest of learning English and apply the sentences into daily life.
Major Steps:
Step 1 Presentation (6 minutes)
(1) Show students a picture about the first day of new school life and ask students to guess what the dialogue is mainly about. After two minutes, invite two students to share their answers with the whole class.
(2) Ask students to listen to the conversation to get the main idea, and then to fill in the chart.
(Justification: The picture can help students guess the main idea. Listening and filling in the chart can help students seize details of the conversation and develop their listening ability.)
Step 2 Practice (9 minutes)
Activity I:
Divide students into groups of four, and ask them to practise the conversation. Then invite several groups to act out the conversation in the front of the classroom.
Activity 2:
Ask students to make a survey and finish the table. After 3 minutes, invite several representatives to make a report to the whole class.
(Justification: Two activities can help students practise the sentence patterns and foster their interest of learning English. Besides, their abilities of speaking and cooperating with others can be improved.)
Step 3 Production (5 minutes)
Ask students to have a role-play in groups of four. Ask them to play roles of international students
from America, France, England, Canada ... They meet each other for the first time and want to make friends.
Students
should think about what they should say and what information they expect to get from others.
When students are performing, the teacher should observe students' performance, give help and give positive evaluations.
Then volunteer groups will have the chance to perform in the front of the classroom.
(Justification: Through the practice, students can gradually become proficient in using the sentence patterns they have learned and apply them into daily life. In addition, their confidence of speaking and learning English can be cultivated.)
