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教学设计课题Unit5Do you want to watch agame showSectionA la-2d课型新授课口复习课口试卷讲评课口其它课口教学内容分析本课时内容人教版新目标初中英语教材上第课时,该单元话题是功能是8Unit51Entertainment,Talk about此节课型定位为以话题为核心的听说课型主要在以单元话题牵引下的通过听preference andmake plans,前以教师情景输入信息-听中策略渗透抓信息-听后信息的挖掘和学生的真实情景输出,引导学生运用语言和发展语言的能力,引导学生逐步去判断思考,谈论对事物的喜好本课时通过学习几种电视节目类型的名称,让学生在语言技能上,能谈论喜好的句型What do you think of...I like.../I dont like.../I dont mind…/I cant以及初步建立动词不定式的意识在策略上,从不定式作宾语的表达式的呈现到巩固,层层深入让stand…,学生运用谈论喜好和表述原因的句型并能进一步拓展话题在情感态度上,让学生学会使用所学语言来表达观点,多角度观察评论并能有效和他人互动形成有意义的讨论学情分析我校是一所乡镇中学,内初的学生由于地区差异,整体英语素质不高,但接受能力尚可本节课新单词数量一般,但是以学生的接受能力看,学习单词最好通过提前预习的方式单词是基础,上课时仍然要反复练习在回答喜好时,动词不定式是难点,学生很难掌握在录制微课的过程中通过对话展示,让学生先熟悉句型中不定时的用法学习目标知识目标1,能掌握以下单词sitcom,news,soap,educational,plan,hope,find out,discussion,stand,happen,may,expect能掌握以下句型
①What do you want to watch
②What doyou thinkof talk shows3I can1t stand them.4I don1t mind them.D I like/love them./1don1t likethem.能力目标2,学会陈述自己的看法;学会谈论自己的喜好情感态度价值观3,学会谈论流行文化,了解各类电视和电视节目的名称和自己的喜欢注意引导学生们形成正确的文化观念,大力培养学生们的跨文化意义,形成自己独立的个性重难点能掌握以下单词sitcom,news,soap,educational,plan,hope,find out,discussion,stand,happen,may,expect能掌握以下句型
①What doyou wantto watch
②What doyou thinkof talk shows3I can*t stand them.4I don1tmind them.5I like/love them./1don1tlikethem.评价任务.本课时的目标设计清晰可操作,活动的设计紧扣目标要求并与目标达成一致1,听中的活动设计遵循语言规律,由易到难逐层递进,充分体现语言输入到语言输出的完整过程
2.听后的活动设计体现对文本内容的深度挖掘和文本再构,体现了对学生思维品格的训练与培养教学评3活动过程教师活动学生活动Step1Greeting andLeading in3mins Dailygreeting.T:Ask Sstwo questions:Do youlike to watch TVWhatkind ofTV programdoyouknowT:Guide Ss to saysome TVprograms.设计意图真实情景式对话导入话题,有效的激活学生兴趣及与此话题相关的背景知识,同时激活学生的前期知识,培养学生良好的预习习惯Step2Pre-listening听前8mins教师活动学生活动andPresent new words:T:Show somepictures of the TV shows onthe PPT.Let Ssmatch the TV showswith thepictures.Lead students to learnsome newwords:Talk show,soap opera,sports show,sitcom,game show,talent show,newsSs tryto graspthe meaningof thesenewwordsand rememberthem.T:Check these words.The teacherasks studentsto readthesewordstogether orone byone.Pair workTake1c asthe example,and letSs practicethe conversation in pairs.Then maketheir ownconversation.For example:A:What doyou wantto watchB:What doyou thinkof talk showA:They9re OK.I dont mindthem.B:Then lefswatch a talk show.Ask some pairs to show their conversations to the class.设计意图.运用多媒体教学,展示图片来引出新单词,让学生记忆,更直观生动形象,为后续听力活动中抓住关1键信息做铺垫对于学生来说,接受知识肯定是先易后难,先给出图片,让学生感知,这是一个输入的环节,先死记忆,
2.后面才能灵活运用Step3While-listening(听中)()15mins教师活动Work on1bT:Let Sslook atthe questionsin lb.Ask Ssto listenand numberthe shows[1-4]in theorder youhear them.3talent show1talkshow4soccer game2newsCheck the answer after listening.Work on2aT:Tell Ssthat LinHui andSally aretalking aboutthe TVshows.Let Sslisten totheirconversation.And numberthe TVshows[1-5].1sitcoms2news4game shows3talk shows5soap operasChecktheanswerafterlistening.Work on2bT:Let Sslisten the conversationin2a again,and completethe sentencein2b.Let Ssfind outthe difficultpoint,andthe teacher explainthem.The teachershould payattention tothe words,spelling.Ask Ssto readthese sentencesin2b.Answer:l.the newsor talk shows
2.some greatjokes
3.game shows
4.soap operas,tonight设计意图提前告诉学生一些信息,有利于减轻学生听力过程中的难度在听之前展示的一些单词,在听的过程中,就变成了关键信息,学生很容易可以捕捉到,这样和的听力任务相对来说就比较简单1b2a的听力任务比较重,对学生来说较难,不仅要求学生听懂意思,而且要求他们写下空缺信息,从而能逐2b步掌握利用听中聚焦关键信息和关注细节的听力策略Step4(听后)()Post-listening12minsT:Take2a asthe example,and letSs askand answerquestions abouttheTVshows usinginformation thatis trueforyou.For example:A:Do youplan towatch thenews tonightB:Yes.Ilikewatching thenews.I watchit everynight.A:WhyC:Because Ihope to find outwhats goingon aroundthe world.Ask someSstoshow theirinformation tothe class.T:Ask studentsto readthe conversationbetween Graceand Sarahcarefully.And trytofindthe main points.T:theteacherexplains themainpointscarefully.Role-playSuppose onestudent isGrace,and anotheris Sarah.Give Ssseveral minutesto practicetheconversation.Then letsomepairsshow theirconversation tothe class.设计意图进一步巩固本节课所学新知内容,拓展学生思维对话中会遇到学生不懂得语法点,这个时候老师必须点出来,并且仔细解释清楚,否则学生会似懂非懂的过去,也不问,留下盲点通过角色扮演让学生进一步巩固新学描述电视节目和自己喜好的句型,逐步引导学生思考并总结,培养学生学会表达自己的喜好Step5Free Talk7mins
1.T:Ask Ssto use the sentenceswe have learned todesign apassage abouttheir favoriteTVshow.
2.Discuss theirpassage ingroups eachother.
3.Find student toshowhis or her passagetotheclass.
4.Ask thatstudenttoevaluate hisorherown passage
5.Find otherstudentstoevaluate thatstudents passage.
6.The teachershould payattention tothe usingofthephrases andgrammars inthat studenfspassage.
7.Summary:usethetarget languagesto makeyour ownconversations withthe followingstructure:A:What doyou wantto watchB:I wanttowatch atalkshow.A What doyou thinkoftalkshowA:Theyre OK.I dontmindthem.B:Then letswatch atalkshow.
8.HomeworkReview thelanguage knowledgethat wehave learnedin thisclass.Then checkit nextclass.设计意图这部分是一个输出的环节,学习了新知后就要会灵活去运用,能够口头表达出来,并且在用的过程中,学生自然而然的又复习了一遍所学新知,培养学生学会总结归纳并形成判断的思维品质,同时注重对学生的自我评价,小组评价,教师评价体现知识从零碎到整合,给学生在大脑慢慢构建从语言知识到语言运用的思维导图结构,培养学生善于归纳,总结的逻辑思维能力对知识的再次巩固,和及时的运用板书设计Unit5Do youwanttowatchagame showLoveA:What doyouwantto watchLikeB:I wanttowatchtalkshows.dontmindA:Whatdoyouthinkof themdontlike B:I cant standthem.cantstand作业与拓展学习设计HomeworkReview thelanguage knowledgethat wehavelearnedin thisclass.Then checkit nextclass.特色学习资源分析、技术手段应用说明情景交际法,任务型教学法,听说课的甲教学模式“3呈现(语言输入)P--操练(.机械操练听力训练)P--
12.运用(语言输出)P-设置情景意义操练设计听后活动任务,先模仿再迁移总结,听后设置任务提升学生语言运用能力教学反思与改进新课程标准倡导任务型教学,小组合作学习,让学生积极参与,在和谐的课堂氛围中学习,使学生真正成为教学过程中的主体这节课我用一些图片导入单词的学习,创设了一个真实的、贴近学生生活的教学情境,在教学的同时设置问题,通过引导的方式,强化了学习目标这节微课呈现的教学任务,通过大量的练习达到预期的教学目标布置任务型作业,培养学生综合运用语言能力。
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