Section A 2d—3c国家获奖教案

1.教学目标

指导思想与理论依据:

《英语课程标准》中: ①学习策略五级标准指出,学生要“善于记要点”所以课前出示“Are you ready?”幻灯片并配有英文歌曲。意在培养学生养成良好的英语学习习惯，并引导学生在轻松愉悦的课堂氛围中投入到课堂学习。

②在词汇要求中提出--1）理解和领悟词语的基本含义以及在特定语境中的意义；2）运用词汇描述事物、行为和特征，说明概念等。

本课时中的生词有：joke

和comedy

，所以在复习上一课时导入这课环节--电视节目之Quick response图片中自然带入，让学生在图片中领悟comedy,并特别指出其复数形式comedies，接着引入joke这个词来描述说明comedy的特征。学生在这样特定的语境中自然掌握了两个生词的用法。

③在四级标准指出,要“能听懂接近自然语速、熟悉话题的简单语段,识别主题,获取主要信息”,五级标准指出,能就简单的话题提供信息，表达简单的观点和意见，参与讨论；2）能有效地询问信息和请求帮助；3）能根据话题进行情景对话；4）在交际中恰当理解和运用课标五级所列功能意念的语言表达形式。5）能在交流中注意并理解他人的情感。

基于这一课时的重难点是1）学生能够谈论对不同类型的电视节目或电影的看法和偏好;2）能在各自不同爱好的基础上制订合理计划;3）能理解，体会并正确识别使用不定式作宾语的功能性语言。因此我力求结合新课标理念，合理整合课本 P35呈现的grammar表，3a,3b和3c，本着注重语法的习得与情境中的运用。通过让学生参与、感悟、合作的形式去反复操练重点对话---What do you think of...?I love/don’t mind it...Why? Because it is+adj./...谈论并体会对不同类型的电视节目或电影的看法和偏好。我是这样处理突破：能在各自不同爱好的基础上制订合理计划;能理解体会并正确识别使用不定式作宾语这些难点的：

为了让学生扩充外围知识，感受英语语言文化，我给同学们每周末布置的Wind-down作业里必定有我选好的经典或最新影视。考虑到这一单元将重点接触Cartoons,所以上周末提前安排学生观看了迪斯尼卡通片Zootopia。这儿我利用影片里最受孩子们喜爱的狐狸Nick，和其女朋友兔子Judy这两个卡通人物形象，精心编写了他俩为下个周末做计划的日常对话。以注重语境贴近学生生活，走进学生生活，更好地服务于学生为目的，我把两人沟通内容在当下学生们再熟悉不过的社交软件WeChat的聊天页面中呈现出来:首先Nick的“Sunday is around the corner.let’s do something to relax...”将学生带入情景--引出为周末做计划。Judy有礼貌地征求男友Nick的意见“What about

staying at home watching TV？”

Nick

“Sounds cool”表示赞成，双向交流Nick “What do you

plan

to watch?”Judy根据自己对影视的偏好和愿望发出“I want to watch a soap opera.”然而男友Nick最受不了就是Soap Operas,所以以“Oh,no”回应。但是面对聪明睿智的Judy女友竟然选择了最没劲儿的肥皂剧，这让他立刻追问“What do you expect to learn from them?”Judy当然很了解

Nick“I know you can’t expect to learn much from them.”“but I love watching them，and I hope to find out...”表达出自己热衷肥皂剧的理由。Nick终于明白了女友Judy的肥皂剧观。其实呢，不管Judy选择什么剧,貌似高冷的Nick都会尽力陪伴左右

：

“Well, you know I can

try to watch...”陪Judy看完后，仍然要坚持自己所爱“But

I

decide

to watch an action movie after soap operas.”Judy知道Nick最好了，所以调皮可爱谢道：“Very sweet of you, you’ve got it”这样的暖心语收尾，这句话同时渗透了英语语言文化的常用表达方式。这个日常对话整体浅显易懂，理解难度不太大。蕴含的不同功能意念的重难点语言表达形式在具体逼真的情境中淋漓尽致得以体现，真正突出其交际功能。通过让学生大声朗读理解对话内容后回答交际情境下设置的四个问题--Q1:...plan to do...?Q2:...want to do...?Q3:...expect to do...?和以...try to do...decide to do...回答的Q5。几个问题的设置目的是帮助学生更好的理解对话内容和目标语言的交际功能。给学生准备时间role-play chatting messages后，紧接着一起对应板书中先后呈现的重点：表达不同喜好程度的表情图和难点：动词不定式把对话以陈述句复述出来,要求学生把阅读信息转换成语段信息,帮助学生再次使用表达个人喜好及理由；在爱好的基础上制订合理计划的语言。然后观察板书和两卡通人物微信聊天里的红色区域，学生自己找语法规则，接着给学生们观看语法动词不定式作宾语的微视频，趁热打铁以强化对这一语法点的深入理解。

④情感态度五级标准提到,要“能在小组活动中积极与他人合作,相互帮助,共同完成学习任务”,分级目标中也指出,学生要“能在学习中相互帮助,克服困难”。 因此采用小组合作的模式,从了解了Judy和Nick周末计划的环节自然过渡到学生们自己“What do you plan to do?”的话题，让学生静思后，根据自己的实际，小组成员之间互动沟通讨论进行语言输出来完成Survey and Report来提升语言技能。最后围绕自己的偏好以“Different people have different preferences,so make your voice heard and make proper plans ahead and go for what you love deeply!”这样的情感价值观达到课堂高潮。

教学目标: 【知识目标】1.通过本节课的学习,学生能够能谈论对不同类型的电视节目或电影的看法和偏好;2.能在各自不同爱好的基础上制订合理计划;3.能够正确使用重点词汇与词组;4.能体会理解并正确使用动词不定式作宾语的语言表达形式。

【技能目标】1.通过本节课的学习,学生能够学会陈述自己的看法并给出理由; 2.能够谈论自己意愿和打算。

【策略目标】能正确使用表示不同程度爱好的句子谈论对电视电影种类的喜好并说明理由,并就相关内容的谈论计划打算。

【情感目标】

通过表达对影视节目的喜好和评价,深层次地理解影视节目的文化内涵,从而真正从观看节目中有所收获；并能在各自不同爱好的基础上制订合理计划，学会思考和表达自己的想法。任务活动中,引发学生思考,创新思维,形成学生们的思维品质,展现他们思维的差异性和独特性。各个环节赢取葡萄的活动能增强学生们的团队认同感和合作能力。

2.学情分析

本单元的话题是学生相对熟悉的,并且在初一时学生已经学过如何就食品、学科及动物等表达喜好,对于喜好的功能表意都有了初步理解且具备一定的运用能力, 因此单元学习中不同种类电视电影及表示不同程度爱好的表达运用可作加强,以帮助学生更好地建构相对应的目标语言。由于有了一定的基础,考虑到接下来第六和第七单元的一般将来时学习,因此在本单元的表意愿，制订计划运用want/expect/hope to, plan to的同时可以渗透will甚至be going to的简单用法,以使下两单元和本单元的结构语言连成整体,做到语言内容和语言知识的循序递进和模块滚动,使学生在运用环节能水到渠成地输出。

3.重点难点

【教学重点】学生能正确识别不同种类电视电影及运用表示不同程度爱好的表达谈论对电视电影种类的喜好并说明理由,并就相关内容的谈论计划打算;能体会并正确使用不定式作宾语的语言表达形式。 【教学难点】学生正确运用动词不定式来表达喜好、意愿和打算。

4.教学过程

4.1 第二学时（Grammar) 4.11教学流程

Step 1.Warming-up and lead-in Are you ready？(Present the learning preparation for Ss, and music plays.)T: Very excited to see all of your lovely faces here,now,are we ready for this class?Ss:Yes!T:Stand up, Good evening, my dear students.Ss:...T:Take your seats,pls.(music stops.) Show Ss the titile:T:let’s go on with Unit5...Ss:read the title with T together. T:Would you want something nice to watch? Ss:..T:Are you familiar? This MV comes from an exciting action movie, now follow me: action movie.Ss:...T:Do you like movies or TV shows?Ss:...

T:Ok,Let me show you some more.(You’ve been divided into 3 groups, each group will get some grapes with your amazing class performance from each task. Now are you ready for your grapes?)T:This is

a quick response game, you’ll be presented more pictures and sounds about some movies or TV shows, just stand up for your group if you see or listen to it, and they’ll disappear shortly.Ss:Take a very active part for this game.T:Pay attention to the new wors:scary movie/comedy(learn some great jokes from them)/cartoon(very cute cartoon characters ,they are...),now lets read these movies or TV shows together...Ss:... Step2.Presentation and Consolidation. T:Among these movies and TV shows, I love cartoons,(出示表示喜好程度的第一个表情图,接着把其它的表情图也贴到黑板上）because i think they are very funny and interesting to watch. What about you, my dear students, I want to know you, Jack, what do you think of...?Which one？S：I like/don’t mind/...T: Now practice with your partners, you may use these model sentences.Ss:...T:let’s invite some pairs to show your role-play, shall we?Ss:.. T:Do you know anything about this fox?Ss...T:You’re so smart, what’s he doing?Ss:..T:Yes,he is chatting with someone, who is he chatting with,take a guess?Ss:...T:Wow, you’re Mr. know all, with his girl friend,Judy. They’re talking about TV shows too. Now, read their chatting messages by yourself very quickly.Ss:...T:Grapes time, you’ll

be given some Qs to answer,(板书）Ss:...T:Ok, why don’t we role-play their conversations again,remember, act out their tones,facial expressions even feelings.3mins later,T:Show time,show time. Ss:... T:What about retelling

their dialogues again? Retell,don’t be afraid,we’ll do it together.Now shall we start?Ss:...T:Now,look at those words on the TV(指着板书不定式),what can you find?(同时指向微信页面红体字区域）Ss:..T:Yeah, these are all Vs, and they’re all followed by to do(板书to do),I have something to show you here.(play the mini-video)Ss: Watch the video carefully.T:Are you clear? They are called infinitives to do worked as an object. Now,let’s read these verbal phrases again and translate them too.Ss:... Step3.Production. T：We’ve known Judy and Nick’s Sunday plans, what about yours?What do you plan to do on the coming weekend? Let’s make a survey about what your group members plan to do on this Sunday, and tell why. Hand out some report papers. Ask them first then make a report like this. Ss:...a few minutes later...T:It’s show time, let’s show your results. Welcome!(教师对三组报告简要点评）Ss:... Step4.Summary T:From this lesson, we’ve learnt 1.Different people have different preferences;2.Make your voice heard ;3.Make proper plans ahead;then go for it. T:Today’s best performance goes to G? Congratulations! You’ll get

something special from Ms.Kindness. Step5.Homework. Level A/B: Write a letter to tell me your plans for the coming summer vacation with infinitives (plan/want/expect/hope/decide+ to do...). (≥70 words) Level C: Finish 3a and 3b. (Page 35)