Section A 2d—3c优质课教案

Unit 5 Do you like to watch a game show? Section A 教学设计Period 1 1a-1c 教材分析

本课是一节听说课。主要学习不同类型的电视节目或电影的英文表达，并使用目标句型谈论偏好和理由。首先，通过图片的形式让学生了解并学习各类电影或节目的表达方式，并使用“笑脸”和“哭脸”来练习谈论喜好的句式，如I like.／I don’t like.／I don’t mind.／I can’t stand.等。在听力对话环节，再现了表达偏好的句式。

教学目标

1．学生能识记本课表示不同电视节目的词汇：

sitcom，news，soap opera，talent show，sports show等；

2．学生掌握表达喜好的句式结构A: What do you think talk shows? B: They are OK. I don’t mind them. 教学重难点

重点：学会对不同类型的节目表达喜好，并说明原因和制定计划。

难点：理解和运用动词不定式。

课前准备1.了解并搜集学生感兴趣的电视节目类型和名称。2．准备好录音机、多媒体课件和学案。

教学过程

Step 1

Lead-in 1. The teacher shows pictures about different kinds of TV shows. 2. Teach students the new words for TV shows. Ask them to name some more programs for each TV show. 3. Practice the target language according to the smiling faces or the sad faces next to the pictures. A: What do you think of talent shows?

B: I love them. 【设计意图】

教师使用各类电视节目的图片来导入课堂，教授表示各类节目的词汇，并让学生举例说明每一类型的具体节目有哪些，以检验学生对该词汇的理解。利用“笑脸”和“哭脸”表达不同的喜好程度，引出本单元的目标句型，让学生在问答中体会到本单元的句型和功能。

Step 2

Presentation 1. Students read the new words and sentence structures. 2. Ask students to work in pairs to make new conversations using the structures. 【设计意图】

通过朗读，熟悉新单词和句型。让学生同桌合作，进行对话练习，既巩固了词汇，又练习了

目标句型。

Step 3

Work on 1a 1. Point out the TV shows in la. Ask students to match them with the pictures above. 2．Check the answers. Step 4 Work on 1b 1. Point out the four shows in lb. Ask students to listen and number them [1-4l. 2. Play the recording. Ask students to number the shows [1-4] in the order they hear them. Check the answers. 3. Ask students to listen to it again and write down the answers to the following questions: What does Mark plan to do later? What does Jack think of talk shows? Does Jack like the news? What does Jack think of talent shows? Does Mark want to watch the soccer game at 5:00? How about Jack? 4. Play the recording again. Ask students to listen and repeat. 【设计意图】

完成lb的听力任务之后，又设计了一部分细节题，要求学生边听边记录，以培养他们记笔记的能力，这个步骤是对lb练习的拓展和延伸，能够帮助学生深入理解对话内容。

Step 5: Work on 1c 1. Point to the sample conversation, Ask two students to read it. 2. Then ask students to follow the example to make their own conversations. Homework

Listen and repeat the conversations in this class.

Recite the conversation in 1b. 教学反思

本节课通过一些常见电视节目的图片来导入课堂，学习不同电视节目的英文表达，并通过“笑脸“

“哭脸”来直观地呈现不同的喜好程度，学会用英语来表达偏好。学生们对于该话题非常熟悉，并且自己的见解。在熟悉了词汇和句式的基础上，引导学生用自己真实的信息来表达对不同节目的喜好，并引导学生制足计划、阐述理由。听力内容围绕这一话题进行，并呈现了动词不定式的用法，该用法对部分学生较难理解，在教学中，先让学生感知几个常见的动词不定式，将其归纳总结，并在课堂和练习中进行重复和强化，以利于学生的理解和运用。

Section A 教学设计Period 2 2a-2d 教材分析

本课是这个单元section A第二课时

2a-2b的听力对话更加深入，主人公在表达自己的观点时陈述了喜好某种电视节目的原因，其中还呈现了不定式作宾语的句式，如：expect to do, like to do, try to do, plan to do等。2d部分的对话围绕电视节目谈论个人的偏好，并阐述原因。本节课通过听说训练，让学生逐渐从模仿语言过渡到运用语言，尝试使用所学语言表达自己真实的想法。其中，学生学习的难点是动词不定式，可以先让学生从感知几个常见的动词不定式入手，慢慢体会其用法。

教学目标

1. 学生能理解并会运用动词不定式A：What can you expect to learn from sitcoms?

B: You can learn some great jokes. 2. 学生能够根据自身兴趣爱好和需要选择合适的电视节目，培养积极向上的生活情趣。

教学重难点

重点：学会对不同类型的节目表达喜好，并说明原因和制定计划。

难点：理解和运用动词不定式。

课前准备

PPT, 多媒体教学设备

教学过程

Step 1

Lead-in Free talk Do you like watching TV? What do you want to watch?

What’s your favorite TV play?

What kinds of shows do you know?

What do you think of them? Step 2

2a-2c 1. Point out the TV shows in 2a. Have a student read them. 2. Play the recording and ask students to listen and number the shows [1-5] in the order they hear them. Check the answers. 3. Play the recording again. Ask students to complete the sentences in 2b. Check the answers. 4. Play the recording again. Ask students to listen and repeat. 5. Have two students read the sample conversation in 2c. Ask students to make new conversation using true information. 【设计意图】

进一步巩固不同电视节目类型的名称，该部分对节目的讨论更加深入，在表达观点时也陈了原因，其中还呈现了不定式作宾语的更多实例。活动2c让学生使用自己的真实信息谈论不同的电视进行目标语言的输出和运用。

Step 3

2d

1. Point to the conversation in 2d, and ask students the following questions: (l) What are Grace and Sarah talking about? (2) What kind of TV shows do Sarah’s classmates like? What does Grace think of these shows?

(3) What do Sarah and Grace think of soap operas? (4) What are Sarah’s favorite TV shows? What does Grace think of them? 2. Play the recording and ask students.

3. Play the recording and ask students to listen and repeat. 4. Ask students to work in pairs and role-play the conversation. 【设计意图】

该对话的语境是两个学生谈论不同电视节目类型，综合练习了谈论喜好和表述原因的句型，让学生体会所学语言在真实语境中的使用情况。通过设置问题帮助学生理解对话内容，并让学生两人一组进行角色扮演，模仿语言。

Homework Listen and repeat the conversations in this class. Use your own words to retell the information. Interview your family members. Write a report about what they think of different TV shows and why. 教学反思

语言输出环节，可以把谈论的话题适当延伸，不仅谈论对节目的喜好程度，还要引导学生谈论喜好或厌恶的原因、节目的特点或特色、最喜欢的某一期节目等等，拓展话题范围，锻炼学生综合运用英语的能力。

Section A 教学设计Period 3 3a- 3c 教材分析

本课是该单元第三课时，复习本单元词汇和目标句型。Grammar Focus归纳了本单元的目标语言，从语言功能上可以分为四种：谈论计划、谈论对某种电视节目的看法、询问以及说明原因、深入探讨电视节目。语法点为不定式作宾语，这是本部分的难点。接下来的三个语法练习帮助学生通过不同方式巩固上述语法知识，从笔头练习过渡到口头练习。

教学目标

1. 巩固表达偏好和制定计划的句式结构。

2. 理解和运用动词不定式作宾语的用法。

3. 学生能够根据自身兴趣爱好和需要选择合适的电视节目，培养积极向上的生活情趣。

教学重难点

重点：表达偏好、制定计划。

难点：动词不定式作宾语。

课前准备

多媒体课件、录音机。

教学过程

Step 1

Lead-in l. Check homework. Have some students read the report about what their family members think of different TV shows and the reasons. 2. Ask and answer questions according to the reports given. For example,What does Jack’s father think of news? Why? 【设计意图】

通过检查复习来导入新课，巩固上节课的词汇和目标句型。就学生所做的报告进行提问，训练学生的听力和课堂专注的能力。

Step 2

Grammar Focus 1. Divide the conversations in the chart into three parts: opinions, plans and ask for reasons. 2. Ask students to read the conversations and match them with the three parts above. Step 3 Work on 3a

1. Ask students to work in pairs to complete the conversation orally. Then write down the missing information. 2. Have some pairs read their conversations to the class. 【设计意图】

该活动主要考查动词不定式的使用。如果学生完成活动有难度，教师可进行示范，以降低活动难度。

Step 3

Work on 3b 1. Ask students to work in groups of four. One of them asks questions and takes notes. 2. If possible, let students ask for more information.

3. Have some groups make their reports. Step 4

Work on 3c 1.Help students understand the task. 2. The school plans to show a movie or let you watch a TV show together. But first they want to know what kind of TV program you would like to watch, or if you’d rather watch a movie. Let’s do a survey.

3. Ask students to do the survey in the whole class. 4. Have some students present eir reports. 【设计意图】

这是一个调查活动，通过询问同伴近期是否打算看某种电视节目，巩固动词不定式的使用。汇报调查结果时，提醒学生注意转换人称。

Homework 口头作业：Recite the conversation in 2d. 书面作业：Complete the exercises in Section A. 教学反思

本节课在复习上节课句型的基础上，进一步谈论喜好、制定计划、阐述原因。语法方面，动词不定式的结构并不复杂，但学生需要关注不定式前的动词，这些动词是使用不定式的显著标志。目前，学生可以以本单元出现的不定式为学习重点，以感知和体验为主，在此基础上逐步学会运用。

Unit 5 Do you want to watch a game show? Section B教学设计Period 1 1a-1d 教材分析

本节课以听说训练为主。在前面几种电视节目的基础上，补充了四种电影类型，呈现了描述这些节目和电影类型的形容词，为后面的听力对话做好词汇准备。听力内容围绕“电视节”和“电影”两个话题进行，继续谈论喜好和计划，并使用形容词进一步深入讨论不同的电视节目和电影类型，让学生体会目标语言在真实语境中的综合运用。

教学目标

1. 2. 学生能够听懂并完成本课的听力任务。

学生能够运用描述性词语和目标句型表达对电视节目和电影的喜好。

3. 学生能够运用描述性词语和目标句型表达对电视节目和电影的偏好和制定计划。

4．学生能够根据自身兴趣爱好和需要选择合适的电视节目或者电影，培养积极向上的生活情趣。

教学重难点

重点：听懂并完成本节课的听力任务，运用描述性词语和目标结构谈论偏好、原因和制定计划。

难点：恰当、准确地使用描述性词语。

课前准备

多媒体课件、录音机。

教学过程

Step 1 Lead-in 1. Show pictures about movies. Teach students the words for different kinds of movies. 2. Introduce some description words using different pictures.

3. Read these new words and expressions. 【设计意图】

在前面已学过的“电视节目”的基础上引出“电影”这一话题，学习不同电影类型的英文表达。利用图片和情境学习相关的描述性词语，为下面的任务做好词汇准备。

Step 2 Work on 1a 1. Point out the TV shows and movies. Have students read them. 2. Ask students what they think of these shows and movies. 3. Ask students to choose words from the box and write them under the pictures.

4. Ask students to show their opinions using sentences. For example,I like/can’t stand/don’t mind... Because…

【重点突破】观察la方框中的描述性词语，哪些是褒义词？哪些是贬义词？将这些描述性词语与表示偏好的句式进行搭配，填在横线上. Step 3 Work on 1b-1c 1. John and Mary are talking about TV shows and movies. Let’s listen and find out what they decided to watch finally. 2. Play the recording. Check the answers. 3. Play the recording again. Ask students to circle the description words they hear. 4. Play the recording again. Ask students to write down the words John and Mary use to shows and movies. Check the answers. 【设计意图】

听力对话较长，其中包含的信息较多，可以通过让学生多次听，并且每次针对性地听；通过侧重不同的信息来将难度分解。

Step 4 Work on 1d 1. Point to the chart in 1c.

Ask questions like this: What kind of movies does John like? What kind of TV shows does Mary like? Does John like them? Why? 2. Point out the example sentence. Ask students to tell their partners what John and Mary like to watch and the reasons. Then tell about their own preferences. 【设计意图】

在活动之前，利用1c的表格进行师生问。引导学生模仿提供的范例，先复述对话中的信息，然后在此基础上发表自己的观点。

Homework 口头作业：Listen to the recording and follow the intonation and pronunciation. 书面作业：Find out the names of some other kinds of movies. What kind of movies do you love? Why? What kind of movies do you never watch? What’s the reason? Interview three of your classmates and write a report. 教学反思

本节课以听说训练为主。在前面所学知识的基础上，将话题内容进行了拓展和延伸，利用描述性词语目标句型谈论喜好、阐述原因。教学中层层深入，做好词汇和句式的铺垫，学生接受起来并不困难。但本节课的描述性词语较多，活动设计上要确保学生足够的练习量，使其能够恰当准确地使用这些词语。

Section B 教学设计Period 2 2a-2e 教材分析

本节课是该单元第5课时，课型为阅读课，采用读前、读中和读后的设计思路。语篇围绕卡通片这一电影类型展开，主要谈论一个为学生熟知的美国卡通形象——米老鼠，让学生通过阅读了解卡通片在美国文化中的地位，特别是米老鼠的诞生和成名过程以及人们喜欢它的原因。

教学目标

1. 学生能够掌握本节课的重点词汇：culture, famous, appea，become, rich，successful, might, main, reason, common, film, unlucky, lose, ready, simple

2. 学生能够了解卡通片在美国文化中的地位，特别是米老鼠的诞生和成名过程以及人们喜欢它的原因。

3．学生能够掌握一定的阅读技巧，提高阅读能力。

4．学生能够拓展知识，提高跨文化交际的意识，激起学生对本国文化的关注和重视，树立起民族自豪感。

教学重难点

重点：了解卡通片在美国文化中的地位，特别是米老鼠的诞生和成名过程以及人们喜欢它的原因。

难点：运用阅读策略获取信息，理解语篇含义。

课前准备

多媒体课件

教学过程

Step 1 Lead-in 1. Show the video Steamboat Willie. Ask students to remember the characters appeared in the video. Ask questions about Mickey Mouse. Introduce the man behind Mickey and Mickey’s friends.

【设计意图】

通过语篇中提到的Steamboat Winnie导入课堂，引出来老鼠这一卡通形象，继而介绍米老鼠的创造者——沃尔特·迪斯尼以及米老鼠的朋友们。读前的活动主要是通过视频和问题激活学生的背景知识，扫清部分词汇障碍。

Step 2 Read for the main idea Ask students to read the passage quickly and choose the main idea. A. Some cartoons with Mickey Mouse. B. Mickey Mouse,a famous symbol in American culture(文化). C. What people think of cartoons. 【设计意图】

整体阅读，寻找文本大意。给出三个选项，降低此任务的难度。

Step 3 While-reading 1. Ask students to read the passage and complete the time line in 2b. 2. Read and match the main idea with each paragraph. Para. 1

Why was Mickey popular? Para. 2

People still know and love Mickey Mouse today. Para. 3

Who is Mickey Mouse? 3. Read Para.1 and answer the questions. What was his first cartoon? Who created (创造)Mickey? How many cartoons did he make with Mickey? 4. Read Para. 2 and answer the questions. What did Mickey become popular? What problems did Mickey have in his early films? Why did people want to be like Mickey? 5. Read Para. 3 and Write T or F．

Mickey was the first actor to have a star on the Hollywood Walk of Fame. Mickey Mouse is simpler than many cartoons today. Mickey is still famous today. 【设计意图】

先整体阅读再分段阅读，让学生带着任务完成每一段的阅读，提取文段的信息，了解段落间的联系，训练阅读技能。

Step 4 Mind Map

1. Draw the mind map about the whole passage. 2. Ask students to retell the passage with the help of the mind map. Step 5 Post-reading 1. Ask students the question:What is Mickey Mouse a symbol of? (A symbol of American culture.) 2. Next question:What cartoon character can be a symbol of Chinese culture?Ask students to think of as many characters as possible. 4. Ask students to write a passage about their favorite Chinese Cartoon. Use the following questions for help:

What’s your favorite cartoon character? What does he/she look like? When did you first see? Character? Is he/she popular? Why do you like him/her? 【设计意图】

米老鼠是美国文化的标志之一，引导学生思考能够代表中国文化的卡通形象有哪些，可以给一部分中国卡通形象的图片以激发学生思考。让学生仿照本篇文章的写作模式，写一下自己喜欢的中国卡通形象，唤起学生对本国文化的关注和重视，增强对本民族文化的认同感和荣誉感。布置写作任务时，通过几个问题对学生的写作加以引导。

Homework 口头作业：According to the mind map in class or your own minor your own mind map, retell the passage using your own words. 书面作业：Find more information about your favorite cartoon characters on the Internet. Add more details in your Writing. 教学反思

本节课是一节阅读课，语篇中涉及一些美国文化，还涉及一些长句以及语义的深层表达，需要学生具备一定的文化背景知识，并在文章上下文语境中体会语言表达的真实含义。本节课借助图片、视频帮助学理解一定的背景知识，通过思维导图的方式，帮助学生理顺文章的框架，了解文章的写作模式。

Section B 教学设计Period 3 3a- self-check 教材分析

使用所给词写段影评，该语篇也为学生后面的写作提供了示范；再通过小标题的方式提示学生分析3a范例中的信息，同时对帮助学生整理自己的写作信息，为后面介绍电影打开思路。Self Check部分主要检测学生对谈论计划，和安排的句型以及谈论喜好的句型的掌握情况。

教学目标

1．学生学会运用本单元重点单词、短语以及目标语言。

2．学生学会影评的写作方式。

3．综合运用语言谈论自己的喜好和观点。

教学重难点

重点：学习写影评

难点：影评的写作方式

课前准备

了解学生喜欢的电影，搜集电影海报等相关信息。准备好录音机、制作多媒体课件及学案。

教学过程

Step 1 Lead-in 1. Talk about cartoons with students. Do you like cartoon movies? What cartoon movies have you watched? What is it about? 2. Show a video about Mulan. Ask students to tell something about this movie. 【设计意图】

由谈论卡通电影导入课堂，播放《花木兰》电影片段，让学生谈论关于该电影的相关内容，激活背景知识，为下面的阅读和写作做好铺垫。

Step 2 Work on 3a 1. Point to the words in the box. Ask students to read them. 2. Ask students to read the movie review and fill in the blanks. 3. Check the answers by asking them to work in groups of four. Then check the answers in the whole class. 4. Ask students the following questions: (l) What is the name of the movie? (2) What kind of movie is it?

(3) What is the movie about? (4) What does the writer think of the movie? 【设计意图】

先让学生独立完成3a的任务，引导他们先通读短文掌握其大意，再根据上下文及所缺部分在句中所作的成分判断选填哪个词。读后提问学生上述问题，帮助学生理解文本和为下面的写作铺垫。

重点思考：

观察上面提出的四个观察上面提出的四个问题，请思考：写一篇影评应该包括哪些方面。

Step 3 Work on 3b-3c 1. Point to the four parts about movie reviews.

2. Ask students to write notes for each part. 3. Ask students to use the notes in 3b to write theirwrite their own movie review. 4. Have some students read their movie reviews. Step 4 Work on 4 1. Point to the chart. Ask students to write down description words in the chart. 2. Have students work in pairs to tell each other their opinions. 3. Have some students make reports about their partner’s and their own ideas.

【设计意图】

提醒学生使用本单元目标句型和学过的描述性词语来谈论，并鼓励学生说出自己的理由,让学生归纳自己和同伴相同的观点和不同的观点，并据此写一个报告。

Step 5 Work on Self Check 1. Ask students to write questions and answerand answers using the words in brackets. 2. Ask several pairs to read their conversations to check the answers. 3. Have students read the statements in 2 and decide if they agree or disagree. Ask them to give at least one reason. 4. Have some students present their opinions and reasons. 5. Choose the second statement as a topic，Divide students into two groups (for and against). Have a discussion. Homework Memorize the words and structures in this Unit. Complete the exercises in the workbook. 教学反思

本节课学习了如何写影评，学生在使用本单元目标语言的基础上，还需要一些语言储备。在介绍电影情节、演员等信息时，需要教师给予更多的语言帮助。Self Check最后一部分进行了拓展活动，引导学生就各类影片的喜好这一话题进行辩论，锻炼了学生综合运用语言的能力，课堂效果很好。