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营造英语课堂气氛,提高英语学习兴趣
----Go For It
八下
Unit 5 Section A 1a-2b
教学设计与评析
一、
教学设计
1.
教材分析
人教版
Go For It
八下
Unit 5 What
were you doing when the rainstorm
came
这一单元围绕
“Unforgettable
events
”
展开教学活动,通过
“
Talk about past events
”
和
“
Tell a
story
”
要求
学生能正确使用连词
when
和
while,
并能恰当运用过去进行时结构进行提问和叙述。
Section
A 1a-2b
是这一单元的第一课时,首先要求学生能根据主题图呈现的
a
、
b
、
c
、
d
四
个场景(分别是在家中做功课,在图书馆看书,在雨中等车,在风雨中行走)
,回答
Where
were the
people at the time of rainstorm?
完成
1a
的地点与场景图片的配对。
活动
1b
要求学生
通过听力活动能选择四个人在暴风雨
来临时正在做的动作。
1c
要求学生能运用本节课的重
点句型
What was the girl doing when the
rainstorm came? She was
…
根据听力
内容,就四张场
景图进行控制性口头操练,完成最基本的语言输出。
2a
是一个男孩讲述他一天中发生的一
系列糟糕的事情,
要求学生抓住故事情节的先后顺序。
2b
引导学生有选择性的听
,主要抓
住每件事情的关键动词。
2.
学情分析
⑴八年级学生已经学习过现
在进行时,
这会对学生学习过去进行时有一定的帮助。
但学生在
口头和笔头表达的时候经常忘记
be
动
词。故本节课可以从现在进行时入手,引导学生过渡
到过去进行时的学习。
⑵八年级学生已经具备一定的听说读写能力,
可以
引导学生运用所学语言知识、
句式述说在
过去某一时刻,或当重
大事情发生时自己正在做什么。
⑶本次是借班上课,
学生对上课教师比较感兴趣,
可以引导学生猜测教师的兴趣爱好,
并欣
赏上课教师的三本相册,使三本相册所引出的教学内容贯穿整节课
。
⑷小组竞赛能激发八年级学生的上课积极性。
3.
教学目标
语言知识与技能目标:
⑴能正确使用下列词汇:
rainstorm, alarm,
go off, begin, suddenly
⑵能正确使用过去进行时结构对图片进行提问和叙述:
A: What was the girl doing when the
rainstorm came?
B: She was doing her
homework.
⑶能用过去进行时写一篇作文,
回忆自己
听到马来西亚航空失联的消息是,
自己正在干什么,
家人正在干
什么,朋友正在干什么。
⑷能在听力中分析,使判断信息的能力得到提高。
情感态度与文化目标:
鼓励学生了解
时事政治,
如近期发生的马航失联事件。
培养学生好的生活习惯
,
如出门前听
气象预报,准时守时。
学习策略目标:
培养学生选择注意力
和记笔记的听力策略。
通过小组讨论和合作学习,
充分感知英语
,
积极
体验,启发思维。
二、
教学过程分析与思考
1.
启发导入,操练目标语言,激发表达欲望
⑴引入竞争机制,激活旧知,引出新知
T: I will divide you into two groups,
group A and group B. If you answer my question, I
will give
you stars. At the end of the
class, we will know which group is the winner. So
try your best to
answer my question.
自我介绍,猜测教师兴趣爱好
.
显示部分照片,降低猜测难度
T:
What
’
your
hobby?
What
do
you
like
doing
in
your
spare
time?
Can
you
guess
my
hobby?
What do I like doing?
由教师的爱好:
喜爱拍照,
引入到三本相册,
“I
love my
students
”
,
“
rainstorm
”
,
“
a terrible
day
”
和学生一起分享三本相册中的精美照片。
T: I like taking photos. Because a
photo can tell a story. from a photo we can
remember what we
were doing at that
time.
第一个相册
, I love
students.
根据相册名,让学生猜测一下大概会看到什么
T: The first photo album is mine. It
has a name: I love my students. Can you guess what
you will
see in my photos?
观察相册里四位学生的不同动作,问学生
what are they doing in these pictures?
让学生用
is/ am doing
或
are doing
来描述所看到的图片
T: We
can see four students. They are students from my
own class. What are they doing in these
pictures?
Ss: They are
reading books.
She is doing her homework.
They are
waiting for a bus.
He is sleeping.
显示每张照片拍摄的不同时间点,
at 9:00 am
last Sunday, at this time yesterday, at 5:00pm
yesterday, at 10:00 last night
问学生在过去的这些时间点,学生正在做什么。
T: On each photo, we can see the time.
From these photos, we can know what they were
doing. In
the first photo, what were
they doing at 9:00 am last Sunday?
要求说完整句,带上时间状语。
Ss: They were reading books at 9:00 am
last Sunday.
T: What was she doing at
this time yesterday in the second photo?
Ss: She was doing her homework at this
time yesterday..
T: What about the
third photo?
”
【评析】
利用小组竞赛,
促进学生积极思考,
调动学生学习兴趣。
猜测教师
的兴趣爱好,给出部分显
示的照片这一提示,
学生很容易猜到教
师喜欢拍照,
喜欢收集照片,
从而对教师的三本相册
感兴趣。根据第一本相册名
I love my students
,学生能容易猜到将看到关于学生的照片。展
示四张学生照片,
谈论图片中的学生正在做什么动作,
复习现在进行时。
给出照片拍摄的不
同时间,引出过去进行时。这样的引入,
一步步调动学生学习兴趣,猜测的活动也很好的调
动课堂气氛。
⑵
挑战记忆,激活思维
让学生回想在这
四个时间点,
刚才照片中的四个学生分别正在做什么。
运用抢答
的形式,
调动学生积极性。
T:
These four students were doing different things.
Please try
your best to remember what
they
were doing. Because later we will
have a memory challenge.
图片呈现其他学生的不同动作,
要求学生看照片描述
What were they
doing at 9:00 am last
Sunday?
组织学生开展两人一组对话活动
,
让其他学生回答所描述的图片
A:
What were they doing at 9:00 am last Sunday?
B: They were playing basketball.
T: Which photo did they talk about?
Ss: The second photo.
组织学生开展
两人一组对话活动,要求学生回忆并互相问上周日的早上九点,你正在干
什么。
A: What were you doing at 9:00
am last Sunday?
B: I was
…
A: What about
you? What were you doing at that time last Sunday?
B: I was
…
【评析】
学生通过挑战记忆活动,<
/p>
充分掌握过去进行时的结构。
再通过描述另外四张学生的照片,<
/p>
控
制性操练目标句型。
然后刺激记忆,<
/p>
回想自己上星期天的早上九点正在做什么。
对于目标语
言进一步的讨论和对话,促使学生用以往学习的词汇充分练习过去进行时。
2.
大胆猜测,为听力活动做好铺垫,激发听力兴趣。
⑴
巧学词汇,激发学生的学习热情
<
/p>
第二本相册的名字是
rainstorm
,学习
rainstorm, heavily,
suddenly
等词汇。
T: Lucy
’
s photo
album has a name: rainstorm.
What
’
s the meaning of
rainstorm? Let
’
s hear the
sound of rainstorm.
T: I will show you two
pictures. According to the sound of rainstorm,
what is the rainstorm like?
Picture A
or Picture B?
Ss: Picture B
T: Can you describe Picture B?
Ss:
T: It rained hard. We
can also say it rained heavily. A few minutes ago,
it was sunny. But suddenly
it began to
rain heavily.
【评析】
注重词汇教学的有效性
,
1
听觉感受,
通过听暴风雨的声音,
让学生对
rainstorm
有
直观的感受
2
视觉感受,通过两张图片对比,
<
/p>
一张晴天和一张暴风雨,让学生对
rainstorm
有更直观的感受。
3
感悟语境,要求学生根据图片
描述暴风雨的情形,大雨滂沱,
rain
hard
从而引出生词
heavily,
用同义词
heavily
替换
hard
。
4
创设
情境,根据晴天和暴风雨两张
图片,教师设置情境,几分钟前晴空万里,突然电闪雷鸣,
引出
Suddenly
。
⑵
根据相册名,大胆猜测,调动课堂气氛
看相册里的照片,描述在暴风雨来临时,他们正在干什么
T:
The
second
photo
album
is
Lucy
’
s.
She
has
some
photos
showing
what
people
were
doing
when the rainstorm
came? Let
’
s enjoy these
photos.
T: What was the man doing when
the rainstorm came?
Ss: He was riding a
bike when the rainstorm came.
T:
…
Ss:
…
给出“电脑”图片,猜测当暴风雨来临时,第二本相册的主人
Lucy
正在干什么,就进行
过去进行
时态的疑问句的操练
T: What was Lucy
doing at the time of rainstorm?
Ss: Was
Lucy playing the computer games at the time of
rainstorm?
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