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視頻標簽：Born in,America
所屬欄目：高中英語優質課視頻
視頻課題：高二英語外研版選修7Book7 Module 4 Music Born in America Grammar成都外國語學校
本視頻配套資料的教學設計、課件 /課堂實錄及教案下載可聯本站系客服
成都外國語學校
英語 學科教學設計
教學基本信息
課題名稱
外研社2003版選修7 Module 4 grammar
授課時間 2019.5.20
教師姓名 毛婷
學生年級 高二
課時 一課時 課型
語法
是否實施
一、教學分析設計
教材分析 這是一篇關于時間狀語從句的文章
學情分析 高二平行班學生，學過時間狀語，但是用的不好
設計思想 深挖教材，所有的內容均來自于教材，由簡到難的訓練學生的運用能力 教學方法 任務型教學 教學目標 運用時間狀語從句 教學重點 時間狀語從句
教學難點
用好不同種類的時間狀語從句
二、 教學實施設計
教學環節設計
教學環節 學生活動 教師活動
設計意圖 Lead-in
When do you prefer to listen give an example to music?
Elicit the topic: music Have
some
basic
practice of adverbial clauses of time
Pre-reading
While-reading
Post- reading
Listen to a song play a song and ask students Answer some questions some simple questions and elicit the text
Task 1
read the text and put the assign the tasks , monitor right time expressions back students and check the answers into the text Task 2
1. What’s the name of the song? 2. How did she feel the first time she heard it?
3. What did the song mean to her?
Activity 1 (pair work) require students to retell the story Retell the story with proper adverbial clauses of
time
Activity 2 (individual work) ask students to rewrite sentences
Rewrite sentences from the text with other adverbial clauses of time and check the answers
Use a song related to the text to arouse students’ interest
To know the main idea
of this story
To be more familiar with the structure of the story and strengthen the adverbial clause of time
Make it more difficult
for students to master adverbial clauses of
time
Activity 3(individual+ group) monitor students and give them some necessary help
1.Write a story like the
text and use adverbial clauses of time correctly. 2.Evaluate others’ stories 3.Share their stories in class
train the students’ mind
and check if students
have mastered adverbial clauses of time
練習設計
Challenge: rewrite these sentences
before, when, while, hardly…when, not… until, since
1. I was sitting in my room doing my homework. The song was playing outside. 2. The boys left. I couldn’t ask the name of the song. 3. I was waiting for a film to start. The song started again.
4. I couldn’t find out the name of the song. One day I talked with my mother and she told me the name. 5. The moment I knew the name of the song, I rushed out and bought the CD. 6. I found the song. It was the start of a fantastic musical journey. 自我反思
學生在初中就已經學過時間狀語從句，但是在運用的時候還是多習慣用最簡單的when，while從學生最后的產出來看，本次課達到了教學的目的，課堂引入讓學生在不自覺中開始回憶使用時間狀語從句，在對文本分析和梳理的過程中開始有意識的運用時間狀語從句，在重寫句子的過程中又掌握了其他時間狀語的運用，最后掌握了時間狀語從句，并運用到自己的寫作中去。此過程體現了由低階思維到高階思維的一個過程。
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