初中英语_【课堂实录】Could you please clean your room教学设计学情分析教材分析课后反思.doc

【教学设计】Unit1 Could you please clean your room? = 1 \* ROMAN I．Teaching aims Students can write 2 compositions about sharing different ideas. Students can understand and use four writing skills. Students can feel the emotion: love means sharing; Happy life is more important than successful life. = 2 \* ROMAN II．Teaching key points: To make students know how to write the compositions about sharing different ideas. = 3 \* ROMAN III．Teaching difficult points: To make students learn to use the writing skills to write compositions about sharing different ideas. = 4 \* ROMAN IV．Teaching methods: The direct method, task-based language teaching, content-based instruction teaching. = 5 \* ROMAN V．Teaching aids: 12xue platform, ppt, whiteboard = 6 \* ROMAN VI．Teaching procedures: Free talk Do you often help your parents do chores? What chores do you often do at home? (这一环节目的在于设置学生熟悉的生活情境，让学生带着生活经验使用目标语言，迅速激活学生思维，激活课堂，降低学生的紧张感。) Listen and talk Let’s students hear a talk from Cindy on WeChat. Ask them to answer the following questions: Why did Cindy argue with her mom? What’s Cindy’s opinion about doing chores? Do you agree with Cindy? Why? Ask students to share different ideas about the above questions. Then recall and sort students’ different opinions: The reasons why children should do chores The reasons why children shouldn’t do chores Parents are also tired, students should share with parents. Students hope to get good grades, so they should spend time on studying. Doing chores can help children to look after themselves when they grow up. Students feel tired when they study at home, so they should relax at home. We are family. It’s everyone’s duty to do chores. Students are busy with study. Doing chores is a waste of time. (这一环节，巧妙的利用来自同学Cindy的微信语音，设置语言情境：Cindy对孩子们做家务活持何种观点？询问学生们是否同意以及原因。学生在这一语言情境中，实际上是在运用目标语言组织输出话题，既进入了第一篇作文的话题：学生们是否该做家务活，同时口语表达的输出也为后面书写的材料输出提供了资源。) Read and talk Ask students to recall the passage from 2b：Two letters from Ms. Miller and Mr. Smith a