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視頻標簽：人教版新目標,八年級上冊
所屬欄目：初中英語優質課視頻
視頻課題：人教版新目標八年級上冊Unit 9 Can you come to my party?Section B 1a—1f重慶市
教學設計、課堂實錄及教案：人教版新目標八年級上冊Unit 9 Can you come to my party?Section B 1a—1f重慶市
人教版新目標八年級上冊Unit 9 Section B 1a—1f重慶市第七中學校
教學目標
知識目標:
1. 復習月份、星期和日期的表達。
2. 學會使用the day before yesterday, the day after tomorrow, weekday和look after。
3. 學會詢問What’s today?及回答。
4. 用情態動詞can發出邀請。
能力目標:
能運用月份、星期、日期和the day before yesterday, the day after tomorrow, weekday等時間進行對話。能熟練運用can, have to等情態動詞發出邀請和作答。
德育目標:
培養學生熱愛生活,樹立健康向上的生活態度。Today is better than yesterday. Tomorrow is better for ever.
Share our love, share our happiness, share our care.
2學情分析
教學內容分析:
課時是人教版八上9單元的Section B 第4課時,該課是一節聽說課。本課時是在Section A 的學習基礎上能熟練掌握情態動詞的用法,通過Can you do sth…? 進行口頭對話訓練,進一步幫助學生正確運用情態動詞發出邀請。學習更多有關時間的名詞,通過聽、說訓練拓展學生的聽力輸入和口語輸出內容;同時通過對話復習What day is it today/ tomorrow/the day after tomorrow? What was yesterday/the day before yesterday? 等疑問句的問和回答,過渡到What’s today?的學習和掌握。學生通過聽、說、讀、寫一系列活動熟練運用星期、日期表達。通過時間過渡到學生可參與的活動。我將教材內容盡量實物化、形象化、具體化。給學生創造英語語言氛圍,激發學生學習興趣,突出學生的主體作用,強調真實的實踐活動,讓學生在實際的操作中學習語言,使語言運用成為教學活動的核心。
學生情況分析:
學生通過Section A三個課時的學習,已經掌握了與活動有關的動詞短語,并能較靈活的運用can發出邀請,也能根據自己的情況接受邀請和拒絕邀請。所以Section B的這節課,我們老師將教學重心放在了學生的語言運用和實踐上,幫助學生通過復習月份、星期和日期,能靈活運用不同的時間短語及日常活動發出邀請,并能作答。把所學知識在語言實踐中去靈活運用、去發現問題和解決問題,更注重學生的自學能力和小組合作學習的訓練和養成教育。
3重點難點
教學重點:1.詞匯:the day before yesterday, the day after tomorrow, weekday, look after
2.句型:(1). What’s today? (2). Can you do sth…? Sure, I’d love to./ Sorry, I can. I have to do…
教學難點:在不同的語境中如何靈活運用重點句型進行對話。
4教學過程
4.1第四學時
4.1.1教學活動
活動1【導入】 Lead－in
Ⅰ. Lead-in. Enjoy a song before class.
歌曲 Days in the months song 可以快速讓學生回憶起一年12個月。為本課學習做好鋪墊。
活動2【講授】Presentation
Ⅱ. Presentation.
1. Activity 1 —Individual work. Go over the months of a year and the days of a week.
Teacher’s activities: a. Greetings and ask two questions.
b. Ask the students to write down the days and dates in the blanks.
Students’ activities: a. Answer the questions
b. Write down the days and dates.
C. Check the answers in groups.
設計意圖:老師先采用Individual work讓學生寫下表中所缺的星期和日期,由小組開展互助共學后再校對答案。由課前的鋪墊直接進入時間主線,點題明了,主題突出。
2. Activity 2 — Pair work:Learn to use the day before yesterday, the day after tomorrow and weekday.
Teacher’s activities: a. Guide the students to learn the new words. Then talk about the days and the dates.
Eg. Today is Tuesday the 23rd. Yesterday was Monday, 22nd. Tomorrow is…
b. Ask them to ask and answer. – What’s today? – It’s …
Students’ activities: a. Watch, learn and talk about the days and dates.
b. Ask and answer in pairs like this.
- What’s today/tomorrow/the day after tomorrow? -It’s Wednesday, 23rd.
-What was yesterday/ the day after tomorrow? -It was…
設計意圖:通過形象直觀的圖片引導學生學習時間詞匯。活動一和活動二主要采用Presentation教學方式。老師及時給學生的tips恰到好處:Today is better than yesterday, Don’t wait till tomorrow. 引導學生學會正確把握時間。
活動3【活動】Practice
Ⅲ.Practice.
1. Activity 3 — Pair work: Learn to use the new phrases and question sentences to practice in pairs.
Teacher’s activities: a. Show the model to practice the conversation.
b. Ask them to play a guessing game.
Students’ activities: a. Please practice the conversation with your partners.
b. Have a guessing game.
設計意圖:通過問題What’s today? 句型引導學生暢談星期、日期。設計的guessing game活動是對已學過的時間名詞和句型的又一次復習,讓學生在課堂上能更直接形象地復習詞匯,熟練運用句型,同時更能調動學生的思維和積極性,活躍課堂。
2. Activity 4 — Individual work: Circle the activities after watching the video.
Teacher’s activities: a. Play the video.
b. Show the answers.
c. Guide the students to talk about the activities like this:
A: Can you… with me? B: When?
A: … B: Sure, I’d love to. / Sorry, I have to…
d. Show some pictures, let the students to talk about them.
Students’ activities: a. Watch the video and circle the activities.
b. Students show the answers.
c. Talk about the activities according to the model.
e. Review the activities and the usage of have to.
When we are ill, we have to ___________.
設計意圖:學生由淺入深,從詞到句,階梯式地進行句型訓練,讓學生很自然地掌握本課的基本詞匯和句型。以時間為線,以活動為載體進行了大量的訓練。活動三主要采用Practice教學方式,訓練學生“說”的能力。
3. Individual work-Listening practice.
Teacher’s activities: a. Play the tape and guide the students how to get the useful information.
b. Let the students listen again for more listening practice.
c. Ask the students to show the answers.
Students’ activities: a. Listen to the conversation and answer the questions.
b. Then listen again and fill in the blanks.
c. Give the answers and learn more about the useful words.
設計意圖:通過聽力訓練,培養學生在語境中能快速、準確捕捉關鍵信息的能力, 對重點短語和句型在掌握的基礎上能靈活運用。此環節主要采用Practice教學方式,旨在訓練學生“聽”的能力。
活動4【活動】 Group work
Ⅳ. Activity 5 — Group work: Discuss in groups and make up a conversation about the activity.
Teacher’s activities: T: Here are four activities to celebrate (慶祝) Christmas. Each group may choose (選擇)
one activity. Please discuss with your group mates and make up a conversation.
Students’ activities: a. Leaders lead the members to discuss and make the conversation like the example.
b. Show the conversation in groups in front of the blackboard.
(L=leader(組長),A= student 1,B = student 2,C= student 3)
L: Hello! We’re going to _____________________. Can you come to join us?
A: When is it?
L: It’s on _____________________.
A: ___________________________.
L: What about you, B?
B: ___________________________.
L: Would you like to come, C?
C: ___________________________. What can we do?
L: ___________________________.
C: Where are we going to meet?
L: ___________________________. OK. See you then.
設計意圖: 通過小組合作、組長帶領組員運用本節課所學的時間短語、日常活動短語及重點句型進行小組對話,學生由上一步的受控活動進入到自主活動,由操練到熟練。學生作為表演者,教師作為引導者﹑裁判。考察學生的綜合語言運用能力。這一活動體現了新課標的教學特點及在交際中學習語言的教育學原則,符合“能力的形成和發展離不開實踐活動”的心理規律。活動四主要采用Production教學方式,培養學生的合作精神。
活動5【導入】Ⅴ.The ending of the class. T： On Christmas Day
Ⅴ.The ending of the class.
T: On Christmas Day the most important thing is that we share our love, care, happiness with families, friends and even strangers (陌生人).
Ss: Let’s share our love!
Let’s share our happiness!
Let’s share our care!
設計意圖: 本課節課主要采用 Personal ability教學方式,其目的是對學生進行德育教育和文化滲透,形成具有獨特個性能力的優秀學生,并培養學生熱愛生活,樹立健康向上的生活態度。
共1學時
課堂實錄
優點：1. 本課對教材整合合理，從復習星期，日期和月份入手，層層遞進，過渡到有關日常生活的動詞詞組，最后提升到小組合作設計圣誕節活動，梯度有序的學習過程更好地達成了語言目標。 2. 自始至終的活動教學，實物化、形象化、具體化的教學內容充分調動了學生的積極性，有效地引導學生進行探討學習，并對學生活動進行了形成性評價。 3. 作為聽說課，大量的聽說訓練活動有機結合，使教學重心始終在語言運用實踐中得到體現。
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