第五单元Lesson 4 Let’s Dance 教学设计
录入者：hcm 人气指数： 次 发布时间：2017年12月14日
第五单元 教学设计
Lesson 4 Let’s Dance
教材分析
本课是第5单元的第4课。本课的语篇是一篇有关世界上几种主要的舞蹈形式的阅读文章。学生将在本课获得有关芭蕾舞、民族舞和流行舞蹈的有关信息，学习有关舞蹈的词汇，理解文章大意，使用略读、细读、通过上下文联系填句等阅读策略。学生将阅读信息内化，转换成自己的语言，并能就舞蹈这一话题进行模拟访谈。
本课的语法是学习合成词。学生能够在语篇中识别、在语境中运用合成词。
本课计划按两课时完成：第一课时重点是阅读文章，让学生学习有关舞蹈的词汇，使用略读、细读、通过上下文联系填句等阅读策略，从文章中提取信息，处理信息，进行模拟访谈；第二课时复习巩固有关舞蹈的词汇，让学生从课文例句中发现、归纳合成词的构成规则，并在语境中恰当地使用合成词，且能运用所学词汇围绕舞蹈这一话题开展讨论。
教学内容
话题：世界上几种主要的舞蹈形式（阅读）
词汇：重点词汇：waltz, breakdance, tap dancing, tango, sword, peacock, encyclopedia, generation, type, ballroom, immigrant
相关词汇：ordinary, unique, noble, skip, back and forth
语法：合成词
第一课时
First Period
教学目标
在本课学习结束时，学生能够：
{C}<!--[if !supportLists]-->1． {C}<!--[endif]-->认读与舞蹈相关的词汇；
{C}<!--[if !supportLists]-->2． {C}<!--[endif]-->通过略读、细读提取、整理关于几种主要舞蹈形式的信息；
{C}<!--[if !supportLists]-->3． {C}<!--[endif]-->运用上下文联系(Making contextual connections)阅读策略，完成填句阅读任务；
{C}<!--[if !supportLists]-->4． {C}<!--[endif]-->运用所学词汇描述世界上的几种主要的舞蹈形式；
{C}<!--[if !supportLists]-->5． {C}<!--[endif]-->进行中外舞蹈艺术对比，培养世界意识，加深对中外舞蹈艺术的理解。
教学过程
|
|
教学活动 Activities |
设计意图 Intentions |
互动模式&时间 IP & time |
|
Lead-in |
|||
|
Step 1
|
T shows a picture of dancing and asks Ss if they like dancing and what kind of dance they like. [PPT 3] [学案I] |
引出话题，激活学生的背景知识。 |
CW 2’ |
|
Pre-reading |
|||
|
Step 2
|
T shows some pictures of different dances and elicits from Ss the following expressions: ballet, dragon dance, lion dance, peacock dance, sword dance, Cha-Cha, waltz, tango, lion dance, tap dancing, breakdance, rock’n’roll dance, disco. If necessary, T gives hints to help Ss guess the words. While eliciting the expressions, T demonstrates the pronunciation and Ss practise reading them aloud after T. T goes over the pictures again and asks Ss to say the words from their memory. [PPT 4-9] [学案I] |
在语境中呈现单词，帮助学生理解、记忆生词，强化学生的瞬时记忆。 渗透词汇学习策略：按照舞蹈类别分类学习、记忆词汇。 |
CW 5’ |
|
Step 3
|
T asks Ss to listen to the music extracts and identify the dances in the box. [PPT 10] [课本P28-ex. 1] |
学生通过听录音，运用所学词汇来判断舞蹈类型，进一步激起学生对话题的兴趣。 |
CW 2’ |
|
While-reading |
|||
|
Step 4 |
1st reading: Ss skim the text and decide where the text is from. T elicits from Ss the meaning of encyclopedia and demonstrates the pronunciation. Ss practise the pronunciation after T. [PPT 11] [课本P28-ex. 2] |
学生通过快速阅读了解文章类型及出处，同时学习词汇encyclopedia.
|
CW 3’ |
|
Step 5
|
2nd reading: T goes through reading strategies of making contextual connections with Ss. Ss read to put the sentences in the correct gaps in the text, using topic, linking and reference clues. [PPT 12] [课本P28] |
明确上下文联系(Making contextual connections)这一阅读策略； 学生运用新阅读策略完成填句任务。 |
CW, IW 5’ |
|
Step 6
|
3rd reading: Ss read the text carefully and fill in the table with the information about different types of dancing. Ss work in pairs and check the information they get from the text. Then T gets the feedback from the whole class. [PPT 13-17] [学案II] |
提取和整理文章细节信息。 |
CW, PW 10’ |
|
Step 7 |
T demonstrates asking and answering questions about the information in the table with a student. Then Ss work in pairs, asking and answering questions about different dances. [PPT 17] [学案II] |
学生说出课文信息，将信息和语言知识内化。 |
PW 6’ |
|
Step 8 |
Ss listen to the tape and read aloud after the tape. |
有声输入，整体感知，培养学生语感。 |
CW 3’ |
|
Post-reading |
|||
|
Step 9
|
Ss work in pairs. One acts as a reporter and the other as an expert on dances. The reporter interviews the expert about Chinese and foreign dances. [PPT 18-19] |
引导学生将课本信息转换成自己的语言，培养学生的交际能力。 |
PW 6’ |
|
Step 10 |
Volunteer pairs present in front of the whole class, and the rest of the class evaluate their presentation. |
通过让学生展示，教师组织学生有意识地关注所学内容的应用情况，检测学习效果。 |
PW, CW 3’ |
|
Homework |
|||
|
Write a summary of the passage. |
|||
第二课时
Second Period
教学目标
在本课学习结束时，学生能够：
{C}<!--[if !supportLists]-->1． {C}<!--[endif]-->在语篇中识别合成词，利用语境构成合成词；
{C}<!--[if !supportLists]-->2． <!--[endif]-->在新的语境中运用所学词汇表达个人对于舞蹈的观点和看法；
教学过程
|
|
教学活动 Activities |
设计意图 Intentions |
互动模式&时间 IP & time |
|
Review |
|||
|
Step 1
|
T asks Ss some questions concerning what they have learned in the previous period and summarizes Ss’ recalling before introducing briefly the objectives for this period. [PPT 2] |
通过回顾上节课的内容，强化所提取的信息，并加强两个课时之间的联系。
|
CW 3’ |
|
Step 2
|
T asks Ss to match the new words with their definitions, and then asks them to fill in the blanks with the correct forms of the new words. Ss work in pairs and check the answers. Then T gets the feedback from the whole class. [PPT 3-5] [学案I-II] |
复习相关词汇，并引导学生在具体语境中正确运用词汇，加深理解，增强记忆。 |
IW, CW 5’ |
|
Grammar |
|||
|
Step 3
|
T presents some sentences using compound words and helps Ss summarize the grammatical rules. Ss try to find more examples from the text. [PPT 6] |
学生通过观察例句，在课文中发现更多的具有合成词的句子，体会合成词的用法。 教师帮助学生归纳和整理关于合成词的语法规则，保证学生对此理解准确。 |
CW 2’ |
|
Step 4
|
Ss practice making compound words by matching one word from each list and matching compound words with their definitions. Ss work in pairs and check the answers. Then T gets the feedback from the whole class. [PPT 7-8] [课本P29-ex. 5 & 6] |
学生练习构成合成词。 |
IW, PW, CW 4’ |
|
Language Study |
|||
|
Step 5
|
T elicits from Ss the following language points: unique, be dressed in, etc. and asks Ss to practice using them by translating sentences. [PPT 9-13] [学案III] |
引导学生关注语言知识点的具体运用，并能在新的语境中正确运用这些知识点。 |
IW, CW 10’ |
|
Step 6
|
T asks Ss to fill in the blanks with proper prepositions. [PPT 14] [学案IV] |
引导学生关注介词的运用尤其是词组中的介词。 |
IW, CW 5’ |
|
Language in Use |
|||
|
Step 7
|
T asks Ss to work in pairs and compare different dances they have learned about. [PPT 14] |
学生运用所学词汇对比各种舞蹈艺术。 |
PW 5’ |
|
Step 8
|
T asks Ss to discuss in groups of four and give advice concerning dances, music and clothes to a friend who is invited to attend a culture evening. [PPT 15] [学案V] |
学生运用所学词汇讨论，发表对舞蹈和音乐艺术的看法。 |
GW 6’ |
|
Step 10
|
Group leaders present their opinions in front of the whole class and share their opinions with the rest of the class. [PPT 15] |
学生分享对舞蹈和音乐艺术的看法。 |
IW, CW 5’ |
|
Homework |
|||
|
Introduce a kind of dance in your town. Use the text as a model. Use the new words and expressions learned in this lesson. |
|||