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視頻標簽：第17屆全國初中英語
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視頻課題：第17屆全國初中英語教師教學基本功大賽現場課__Module2 What can you do Unit 2 I can run really fast
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外研版七年級Module2 What can you do? Unit 2 I can run really fast
第十七屆全國初中英語教師教學基本功大賽現場課教學設計
| 課文標題 | Module2 What can you do? Unit 2 I can run really fast | |||||
| 教材版本 | 外研社新標準 | |||||
| 授課年級 | 七年級 | |||||
| 課型 | 詞匯課 | |||||
| 授課人 | 張瑤 | |||||
| 指導老師 | 史新顏，林川敏 | |||||
| Aims |
Students will be able to
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| Procedures | ||||||
| Step | Teacher’s activity | Students’activity | Purpose | |||
| Stage 1 Warming up (5’) | ||||||
| Step1 | Show the picture of May Wind and the movement May 4th. Talk about the May Wind in Qingdao. | Students get to know sth about today’s topic | During the introduction of May Wind, point out the power of young people to students, and arouse their interest in the topic. | |||
| Step2 | 1. Show an example of running English monitor | Students show what they are good at and the monitors they can be. | By giving an example of running English monitor, create a situation of the lesson. During the | |||
| warming-up, the teacher will activate students’ existing knowledge about monitors by leading them to give short running speeches. | |||
| Stage 2 Reading and thinking (20’) | |||
| Step 3 | 2. Show Lingling, Daming and Tony’s speeches and ask students to get the main idea of the passage | 2. Students read the speeches quickly and get the main idea. | Help students grasp the main idea of the passage. |
| Step 4 | 3. Ask students to find out the powerful word of each speech. |
3.Find the most frequent word in the speech to confirm Lingling’s powerful word is “help”.
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By finding out the powerful word of each speech, students can know the way to confirm the key word of a passage. Through the vocabulary learning skill, help students get the understanding and the usage of the phrases and expressions. |
| Step 5 | 4. Ask students to pay attention to each part of the speech, then conclude the structure of the running speech. | 6. Students look at the first sentence, the body part and the last sentence of each speech, then draw a mind map of the structure of the running speech. | By concluding the structure of the running speech, students will know the steps to make a running speech. |
| Step 6 | 5. Ask students to help Betty complete her running speech and then do an evaluation: is it a good running speech? | 7. Students choose the correct phrases to complete the passage and then talk about if Betty’s speech is a good speech according to the four parts. | Students will get the understanding of the expressions and grasp the usage of the phrases. Through the evaluation, they will know how to make a good running speech. |
| Stage 3 Production (12’) | |||
| Step 7 | 6. Ask students to make their own running speech by using the phrases about the quality and advantages of being a good monitor. | 8. Students write down their own running speeches and then do the evaluation. | Students will know how to be a good monitor and know the quality of being a good monitor by combining all the phrases and expressions. Through evaluation, students can improve their thinking |
| ability. | |||
| Stage 4 Homework(1’) | |||
| Homework | 7. Ask students share their speeches and draw a mind map. | 9. Students share their speeches with other classmates; students draw a mind map about the quality of being a better self and better Chinese youth by searching for more verbs and adjectives. | Consolidate what they have learned today. Running for monitors will help students know more about their responsibility. |
| Stage 5 Summary(2’) | |||
| Summary | 8. Summarize the important quality of being a better Chinese youth: “Help” is very important. We want to help, and we can help. | Students will know they can be the best Chinese youth if they have the responsibility and work hard. | |
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