体现学科核心素养的教学设计 (50).docVIP

体现学科核心素养的教学设计 学习内容分析 学习目标描述 1.认知目标：掌握定冠词the的用法，并培养学生在描述人中如何正确使用定冠词。 2.情感目标：通过谈论“身边的人”的相关话题，帮助学生掌握如何描述人，并对身边的人作出适当的评价。结合课文的内容，引导学生如何对身边的人作出评价，并提醒学生谨慎交友。 3.能力发展目标：通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。 学习内容分析 提示：可从学习内容概述、知识点划分及其相互间的关系等角度分析 指导学生归纳、总结定冠词the的用法，并在实践中熟练运用。 学科核心素养分析 提示：说明本课堂可以落实哪个或哪些学科核心素养 通过英语阅读，使得学生能够初步掌握综合运用语言的能力，从而爱上英语这门学科，为今后的英语学习打下坚实的基础。 教学重点 定冠词the的用法 教学难点 零冠词的用法及冠词a 、the的区别 学生学情分析 学生普遍基础较差，小学时虽学过冠词的用法，但只有极少部分同学知道其具体用法，大部分同学不会读、不会写，可以说是英语零基础。 教学策略设计 教学环节 教学目标 活动设计 信息技术运用说明 Step 1: Revision T: We have learnt a lot of things in reading A, and now let me see how well you know about them. Let students answer some questions about reading A. What did Ben’s grandma look like? Who took care of Ben’s family? Who’s Joyce’s best friend? And what does she look like? Does Alice do well in maths? Does Mr. Li teach English? What does Mr. Li often say to his students? Step 2: Teaching of Grammar A Write the following examples on the blackboard. man, woman, bus, short, tall A man and a woman got on a bus. The man was short but the woman was tall. Let students focus on the two indefinite articles a in the first sentence. In the second sentence, these two words are changed into the. T: Can you find something different? Students may have some different ideas. After they discuss, let them read the following sentences together. Sara found an interesting photo yesterday. The photo was of her grandpa. A boy got on a train just now. The boy was fat but very friendly. An actor and a doctor got into a taxi. The actor was talking and the doctor was listening. The Sun is shining brightly. Let students work in groups and find out when and how to use the definite article the.Then guide students conclude the rule: We often use a or an in front of a singular, countable noun when we mention it for the first time. Then we use the before the noun when we mention it again. We also use the to talk about something that is the only one of its kind. Step 3: Teaching o