Section A 2d—3c优秀教案说课稿

Unit 5

Do you want to watch a game show？

（Section A 2d-3c）

一.

教学目标：

（一）语言知识目标：

1.学习掌握下列词汇，进一步巩固电视节目的名词：

joke,

comedy

2.学习巩固下列词组：

have a discussion about对...进行讨论

find out

查明; 弄清

plan to do sth 计划/打算做某事

expect to do sth.

期盼做某事

hope to do sth.

希望做某事

3.掌握动词不定式的基本用法：

（1）不定式结构做动词的宾语。

（2）掌握后面接动词不定式做宾语的动词。

（二）情感态度价值观目标：

学会谈论流行文化，了解各类电视节目的名称和自己的喜好。

注意引导学生形成正确的文化观念，培养学生的跨文化意识，形成自己独立的个性。

二. 学生情况分析：

教学对象是八年级学生，这些学生在七年级时已经学过一般现在时的各种句式且积累了一定的词汇量，有一定的语言交际基础，这为学生进一步学习本课的知识点创造了有利条件；电视节目的话题学生倍感兴趣，学生急于想了解有关信息，这使得他们更加积极主动地参与到教学活动中来，为本节课的任务型教学提供了基础。

三．教学内容分析：

本课时教学内容丰富，通过选取学生感兴趣的材料引出知识点，同时提供给学生大量的活动空间，并在学生的知识和信息存储的基础上拓展新的知识目标，让学生在交流合作中习得语言知识和交际能力。本节课的内容是有关TV shows、复习讨论电视节目的常用表达方式及动词不定式的基本用法。为了让教学内容更加连贯，本教学设计对教材内容Unit 5 Do you want to watch a game show?（Section A 2d-3c）进行了适当地调整，同时配合画思维导图、小组讨论、调查汇报等方式教学重点语法项目，这充分体现了听说的重要性，不仅能让学生在听说的过程中掌

握知识，同时能为后面的阅读课文奠定了基石。

四．教学重难点

（一）. 教学重点：

1) 进一步学习运用所学的知识陈述自己的看法；学会谈论自己的喜好。

2) 掌握动词不定式结构做动词的宾语这一语法知识；掌握后面接动词不定式做宾语的动词。

（二）. 教学难点：

1)掌握动词不定式结构做动词的宾语；掌握后面接动词不定式做宾语的动词。

2)学会用英语陈述自己的看法；学会用英语谈论自己的喜好。

五. 教学环节与活动

Step 1: Warm up-Lead in Teacher asks: “Boys and girls! Do you feel tired? Now let’s enjoy a short movie.”

Teacher shows a video of the short movie 《Crazy animal city》. (Students enjoy the short movie to relax. ) Teacher asks :“What kind of TV shows is it ?”

设计意图：动画视频不仅能活跃课堂气氛，引起学生的兴趣且能自然地过度到游戏竞猜的环节。

Step 2: Guessing Before the game, teacher shows a picture of a popular TV show and asks: “Just now we watch a cartoon. What about this one?”

(Students answer together. ) Teacher says: “People like soap operas because they can follow the story and see what happens next. Teacher explains“follow the story”. Teacher says: “But we don’t l like soap operas because they are boring.”

Teacher says: “Besides soap operas, there are many kinds of TV shows.What are they? Let’s go to Task 1.”

Task 1: Guessing (Smash golden eggs.) Teacher shows the pictures of different TV shows and ask: “ What kind of TV shows is it? Ask the students to play the guessing game. (The students are divided into six groups before the class, they should work in groups. They should

finish the tasks in groups .Teacher explains the tasks. Six tasks for the students. And explains the rule

of getting the scores. The students have a match to guess the TV shows, using the pictures , five pictures.全班学生分成六组，以抢答的形式进行小组PK，每抢到一题并答对可获得1分。)

设计意图：在此环节，让学生以抢答的形式参与“砸金蛋”的游戏，能激发学生的挑战意识，增强学生参与活动的热情。

Step 3: Listening Teacher says: “Just now we guess the TV shows.What about Grace and Sarah? What are they talking about?”

Read the conversation (2d on P34) as fast as you can and answer the question. A student answer the question. Task 2 Listening 1.

Listen to the conversation and match the persons with their favourite shows.

Grace’s classmates

news and talk shows Sarah

soap opera Grace

games shows and sports shows A student answer the question. 2.Read 2d together and answer the following questions. 1). What did Sarah do in class today? 2).What does Grace think of soap operas?

Two students answer the questions. Teacher explains “have a discussion about.”

(仔细听录音、完成抢答任务.) 设计意图:把听力活动设置成抢答比赛能提高听力效果。

Step 4: Mind-map Teacher says: “We know Grace and Sarah are talking about TV shows. But how to talk about the TV shows better? You can draw a mind-map to help you.”

Task 3: Mind-map Draw a Mind-map 请把电视节目进行分类，并总结出用于讨论节目的常用表达。

Presentation: Teacher shows a picture of a mind-map and explains how to draw a mind-map. Teacher explains “Days of Our Past”

“joke”

“tell jokes”

“find out”. Students read Grammar Focus on P35 together. Ask the students to draw the mind-map in groups, using the sentences in Grammar Focus and 3a.

Group work: Draw the Mind-map in groups. Teacher shows the mind-map of a group. Two students show the mind-map of their groups in front of the blackboard. 设计意图：此环节通过让学生以小组合作的形式对电视节目进行分类，并从Grammar Focus和3a中选取能用于讨论电视节目的句子，以思维导图的形式展示出来，再由两组进行思维导

图的展示和解释，由教师对各组的思维导图进行评价和点拨。

Do you want to...?

What do you plan to watch tonight? What can you expect to learn from ...？

What do you think of...？

Why do you like watching...? Step 5: Discussing Teacher says: “ We know the mind-map can help us discuss the TV shows better. Let’s go to Task 4.”

Task 4: Discussing Students read 3a together. Pair work: Using the sentences of the mind-map to discuss the TV shows with your group. (学生分组讨论电视节目，表达自己有关电视节目的喜好。) 设计意图：分组讨论，不仅能更充分地利用思维导图进一步强化所学知识，增强学生的口头表达能力，而且能提高学生的合作、竞争的意识。

Step 6: Survey Teacher says: “ If you want to know more information about the other students’ , you should make a survey in your group.”

Find someone who …

wants to watch a movie

Students’ names

hopes to watch a sitcom expects to watch the news plans to watch a sports show never wants to watch a game show Explain the form in 3c. Explain “动词不定式的基本用法”。

Task 5: Survey

Teacher asks the lead of each group to make the survey. Ask your classmates questions and write their names in the chart.

Two students share their survey results. 设计意图：利用调查报告的方式进一步巩固语法知识，能提高学生综合运用知识的能力；对学生取得的成绩适时的进行鼓励能提高学生参与的热情。

Step 7: Summary

Teacher says “We have learned a lot. What did we learn?”Ask a student to tell us. A student summarizes the language points.

1.掌握下列短语

have a discussion about对...进行讨论

find out

查明; 弄清

tell jokes 讲笑话

2.动词不定式的基本用法

3.句子

(公布每个小组的累计得分，表扬获胜的小组) 设计意图：让学生总结知识点，能加深学生对知识点的理解，提高学生综合运用知识的能力；对学生取得的成绩适时地进行鼓励能提高学生参与的热情。

Step 8: Homework

Task 6 : Writing Teacher says “We have learned so much together. Maybe you can use the language points to discuss the TV shows with your family.”

“What do your family members want to watch?

Why? ”

Home work: Finish the report. 让学生调查自己家人观看电视节目的情况，并运用所学知识点写一篇英文调查报告。

六．教学评价：

从整节课的课堂气氛，学生的综合表现、参与课堂的情况以及掌握运用知识的能力都充分地体现出该课运用任务型教学的优势所在。

本节课教学内容丰富，小组PK的形式贯穿整节课，环环相扣，层次递进，实效性较强。通过多媒体教学手段，利用有趣的动画视频、电视节目图片、思维导图、以完成六大任务作为切入点，通过抢答、讨论、调查等手段提高学生的学习兴趣，从而达到让学生在轻松愉悦的课堂气氛中学习运用知识的目的。同时，听力训练及笔头练习的设置有利于提升学生的听力及写作能力。

评价方法：

在本堂课中，本人主要运用了Multiple intelligence(多元智能)：·Comparison（比较法）·Experience(体验法)·Cooperative inquiry（合作探究法）Anecdotal record（轶事记录法）、Testing（测试法）、Observation（观察法）、等方法对学生进行评价。在课堂前部分让学生欣赏《疯狂动物城》的视频，在课堂中间又让学生合作画思维导图，以小组讨论、调查记录等方法，让学生加深对知识点的理解。最后用写调查报告的方法，让学生把自己在课内所了解的知识进行巩固，从而调动学生的积极性，激励学生学习。