Section A 2d—3c教案设计

Unit 5 Do you want to watch a game show ? Section A (2d—3c) Teaching aims: 1. 语言知识目标：

1) 能掌握以下单词：sitcom, news, soap, educational, plan 能掌握以下句型：

①

What do you want to watch? ②

What do you think of talk shows? ③

I can’t stand them. ④

I don’t mind them. ⑤

I like/love them. / I don’t like them. 2）会陈述自己的看法；学会谈论自己的喜好。

2. 情感态度价值观目标：

学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。

注意引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立的个性。

Teaching steps: Step 1.Warming –up T:Hello ,everyone. . ,do it like me,please .(边拍手边chant) Good better best, never let it rest,till good be better,and better best. S:Good better best, never let it rest,till good be better,and better best. T:Now ,let’s do it again. S:Good better best, never let it rest,till good be better,and better best. T:You did very well.Dear class,I think you can do the best,right ? Ss:Yes. T:Now,let’s say “I can do the best.”

twice, OK? Ss:OK.“I can do the best. I can do the best.”

（设计意图及反思,我选择的这首小诗不仅帮助学生复习第四单元所学的形容词的比较级和最高级，还能起到活跃课堂气氛的作用。事实证明，开头的这个活动的确激发了学生的学习热情。）

Step 2.Lead –in T:OK ,now，let’s learn Unit 5 Do you want to watch a game show ? T:Before class ,let’s do a survey.Do you like watching TV? Ss:Yes. T:What’s your favorite TV show ? Ss: Talent show, game show …

T:Do you know other TV shows ? Ss:Yes. （设计意图及反思：本单元的话题是TV shows, 这个调查活动能唤醒学生对已有知识的回顾，然后由这个已有知识转入新授内容，起到较好的衔接作用。）

Step 3.Presentation 1.（Show some pictures for the students.）

Say :Look at the picture and answer ,what TV show is it ? 逐一展示图片，学生先试着说出图片上的节目名称，然后跟读两遍。

（Talent show，game show, talk show ,news, sports show ,sitcom,soap opera) （设计意图及反思：先通过图片整体感知本节课要涉及到的电视节目名称，初步从图片上了解各种节目是干什么的。从学生的反应来看，积极性还是挺高的。）

2.T:Now ,open your books and turn to page 33,look at the picture and match the TV shows with the pictures. T:Have you finished? Ss:Yes. T:Then who can tell us your answer, hands up please. T：（示意一名学生）You ,please. S1: Talk show ,e;soap opera ,d;sports show ,b; sitcom ,c ;game show ,a;talent show,g; news,f. T:Sit down ,please.Yes or no? Ss:Yes. T:You did very well.Now ,read these phrases twice together.Talk show,do please. (学生齐读两遍电视节目) （设计意图及反思：在刚才多媒体图片感知的基础上，自主找出各种节目名称，并读出这些节目的名称。从集中学习到自主学习和反馈，了解学生的学习情况。学生能够快速匹配，完成相应练习，只是个别学生对sitcom 的发音掌握的不到位。）

Step 4.Presentation 1.T: You did very well.Now,look at the screen.What do these faces mean? (教师逐一展示表情图片，学生回答) Ss:love,like,don’t mind,don’t like,can’t stand . 2.展示几幅带有表情的节目图片，帮助学生回答：

(1)T:Now ,class.What do you think of talent shows?（板书）

Ss:Love. T:Yes.We can say “I love them .”

Can you read the sentences ? Ss:Yes. T:Do it ,please. Ss:What do you think of talent shows ?I love them . (2)(手势引导学生说出第二幅图的对话。) Ss:What do you think of game shows ? I like them. Then ask the students to read the two students together. (3)(展示第三幅图片，引导学生说句子。) Ss:What do you think of news?(教师板书,news和it用红笔标出。) I don’t like them. 教师重复：I don’t like （板书到这里的时候，停顿，Ask :them,yes?）

Ss:（部分学生回答）Yes. 这时，有少部分学生小声说道：it. T: Yes, I don’t like it .这里，news 是不可数名词，so we should say …(停顿) Ss:I don’t like it . T:Yes, I don’t like it .Now ,read the conversation together .

Ss:I don’t like it .（

没注意连读，而且有点拖音。）

T:Read after me ,please .I don’t like it.(在黑板上标出连读的符号) （设计意图及反思：What do you think of …?及其回答是本课的核心句型，因此，这里先突破这个重难点。而且，如何正确使用them 和it 也是难点，于是分别选用了可数名词和不可数名词的图片，还故意让学生出错，然后自己纠错。这应该算是知识生成的部分，只是教师没有完全放手，理由是教师说出来而不是让学生说出来的。所以，还应该提醒自己该放手的时候一定要放手。）

Step 5 Practice 1. 分角色朗读黑板上两个代表性对话。

T:Now ,this group ,you ask.And this group ,you answer.Go ,please . Ss read the conversation for the first time. T:This time ,you ask ,and you answer.Do ,please. Ss read the conversation for the second time . 2.展示核心句型，学生参照练习。

T:OK.Class,work in pairs.Ask and answer like this :What do you think of …? I love/ I like…/I don’t mind…/ I don’t like …

and so on .Clear? Ss:Yes. T：I’ll give you two minutes,OK? Ss: OK. (学生两人一组练习，教师巡回指导)。

3.学生反馈。

T:OK.Stop.You two ,please. S1:What do you think of sports shows? S2:I don’t mind. 教师示意学生看黑板上的例句。

S2：I don’t mind them . S2:What do you think of sitcom ? S1:I love them . T:OK,sit down ,please.Any mistakes ?(学生没听懂，教师又问一句：Any mistakes ?学生仍然不清楚老师在说什么，教师只好用汉语解释：有问题吗？) S3:男生问，女生回答的时候，电视剧是不可数名词。

T:（老师受学生说的“电视剧”影响，结果就问：电视剧是可数还是不可数？）

Ss:可数。

T:So we should say “them”,here we should say “Whar do you think of soap operas?”

（反思：本来学生说的是sitcom，应该是sitcoms.结果学生说是“电视剧”，教师似乎也忘了学生刚才说什么，就顺着“电视剧”往下说，竟然把sitcoms改成了soap operas!现在看着自己的课堂视频，才知道犯了一个“前言不搭后语”的错误！真是不应该！以后一定要记住学生说的每一句话！我现在在想：学生是否会想，我哪有说soap opera 呀，太可笑了！严谨，严谨！这就是看视频的好处！敢于解剖自己才可能进步！）

T:（示意另一组学生）You two ,please. S4:What do you think of sitcoms ? S5:I love them .

S4:What do you think of game shows? S5:I don’t like it.(此处声音很低，教师鼓励学生大点声说。) T:Loudly,please. S5:I don’t like it. T:Yes or no ? Ss:No. T:Why ?You,please. S6:He says “I like it.”但是电视剧是可数名词，可数名词应该用them ,不可数名词用it。

T: Thank you ,sit down ,please . T:（To S5）Do you understand ?懂了吗？再说一遍。

S5：I don’t like them . （接着又有几组学生起来表演对话。不再一一叙述。）

（反思：学生在对话过程中，对名词及代词单复数的正确使用还有些欠缺。我想，还是前边的基础没打好，如果在句子比较中，让学生观察、比较几个例句有哪些不同点，并思考总结出为什么会有这些不同的话，可能就不会出现这么多的小错误了。提醒自己：重心下移，让学生去想，去做，而不要一味地包办。我再次问自己：为什么有时候总是忍不住地代替学生思考呢？一定要让学生真正自主学习啊！) 4.Conversations (1)T:Now ,class,I need one student.( To a student,say :) I need your help,can you help me ? S:Yes. T:I ask ,and you answer,OK? S:OK. T:Do you want to watch TV tonight ?（在黑板上书写了一个完整的对话）

S:Yes. T:Repeat,please. Ss:Do you want to watch TV? Yes,I do . T:What do you want to watch ? S:I want to see…

T:（指着黑板）You can use this sentence.What do you think of…? S:What do you think of talent shows? T:I love them.What about you ? S:They’re OK.I don’t mind them . T:Then let’s watch a talent show. T:Now let’s read the conversation together. (学生齐读对话。) T:Can you make your own conversation?Your own conversation. (学生不明白老师的指令，用汉语解释：模仿这个编自己的对话。)I”ll give three minutes.OK ? Ss:OK. (学生开始练习，教师巡回辅导。)

T:OK,stop.You two ,please. S1:Do you want to watch TV? S2:Yes,I do . S1:What do you want to watch ? S2:What do you think of sports shows? S1:I don’t like them .What about you ? S2:They’re OK.I don’t mind them . S1:Then let’s watch a sports show. T;OK,Sit down ,please. T:You two ,please. S3:Do you want to watch TV? S4;Yes,I do . S3: What do you want to watch? S4:I want to watch game shows? S3:I love them .What about you ? S4:They’re OK.I don’t mind them . S3:Then let’s watch a game show. 教师指着板书中I don’t mind them .一句，说：这儿，不需要非得说I don’t mind them .可以根据自己的想法谈出自己的观点，明白？

SS:Yes. T:You two,please. S5: S3:Do you want to watch TV? S6;Yes,I do . S5: What do you want to watch? S6:I want to watch talk shows. S5:I love them .What about you ? S6:They’re OK.I like them . S5:Then let’s watch a game show.

1. Listen to the tape,. T:OK.So much for our conversations.Lin Hui and Sally are talking about TV shows,let’s listen to the tape ,and number the TV shows from 1 to 5 in the order you hear them .Now,open your books and turn to page 34,.(根据学生做题情况，播放了两遍录音。) T:OK,class，can you tell me your answer? Ss:Yes.Sitcoms ,1;news ,2;game shows, 4;talk shows,3;soap operas,5. 2. Listen again.complete 2b.（大屏幕展示空出所填部分的对话。）

T:Now,let’s listen again ,complete the sentences.Before listening ,you can read the sentences by yourselves.(附汉语解释：“在听之前，大家先把2b的句子看一遍。”并提醒同学们在听的时候，如果跟不上，可以先写首字母，听完之后再补全。) 听力完整播放了两遍，第二遍的时候，听到哪个空后，让学生集体说出答案，如果有困难，重复播放这一句。之后参照多媒体核对答案。

3. Role-play the conversation. (1) Part the students into two groups,role –play the conversation.

(2) Read the conversation by themselves. (3) T:OK,stop.Let’s write an article about Sally likes and what Lin Hui likes.You can do it like this :Lin Hui likes sitcoms.She thinks watching sitcoms is a great way …（引导学生跟着说，并结合听力材料补充完整该句。）

T:Now work in groups,complete this article.描述一下Sally喜欢什么，Lin Hui喜欢什么，开头已经给出，你们可以用上这个开头，然后结合刚才的听力材料，完成一篇文章。

小组讨论，教师巡回指导。六分钟后进行反馈。

T:OK,stop.I’ll ask someone to tell us your discussion.If you haven’t finished,you can do it after class.Now,I’ll ask someone to tell us his or her article.(指向一名女生)You,please. S:Lin Hui likes sitcoms.She thinks watching sitcoms is a great way to relax.She thinks she can learn some great jokes,too.Sally likes to watch the news or talk shows. She thinks even game shows are better than sitcoms.She can try to guess the answers to the questions. She thinks shows that are more educational,too. T:Very good,sit down ,please. (设计意图及反思：让学生反复朗读听力材料原文，目的是为下面的写作做铺垫。因为没有提前跟学生们说下一步要做什么，朗读的时候需要关注什么，他们的朗读就显得茫无目的，效果也就不太明显。通过观察学生们写作的过程，我明白了以后要提前做好准备，让每一个环节都做到扎实有效。) T:Many people like to watch TV,but we should remember：Don’t watch TV too much .It’s bad for your health and study! (设计意图及反思：把德育教育融入课堂是个不错的选择。但是假如时间充分，让学生们自己说出看电视的危害会更好！) Homework: Now ,your homework today :Make a survey in your group:“What kind of TV show do you know? Why?”And then write it into a short passage.（在你的小组内做一个调查：谁喜欢什么电视节目？为什么？然后写成一篇文章，就跟刚才一样。OK?）

S:OK. T:So much for this class.Thanks for listening.Goodbye,class! S:Goodbye,Mrs Li. （设计意图及反思：学以致用，能做一个真实的调查活动，并据此写出一篇短文，锻炼学生的写作能力。但是，我觉得除了听力材料里体现的人们对几种节目的评价之外，学生没有具体的理论支撑。）