Section B 1a—1d教学实录及点评

附件3 优秀课例课堂教学设计与反思

学科

所在学校

版本、册数

课目名称

英语

年级

七年级

教师

刘莎

四川大学附属中学西区学校

人教版2012七年级上册

Unit9 My favorite subject is science. Section B(1a-1d) 知识目标：1. 学生能运用描述性形容词描述学科特点，能听懂并和同学谈论school schedule。

2. 学生能谈论他们最喜欢的学科并给出原因。

3. 学生能正确说出一周七天的表达方式。

教学目标

能力目标：掌握听力技巧，听前通过阅读表格信息预测、分析并圈画

重点，听中抓取关键词。

情感目标：认真聆听他人诉说学业上的困难及其原因，并积极与对方互

动。了解英美国家课程设置小常识。

教学重点：学生结合自己的实际情况，在对话中正确使用以下句型。What’s your favorite subject? My favorite subject is ….Why do you like it? Because…. When do you have …class? It’s on Monday, When does he/she have...? On...

教学重点、

教学难点：听前预测引导，输入听力技巧。听力过程中依据听力任务分难点及措施

析并抓取关键词。

教学措施：通过为形容词配对反义词的方式多角度地理解词义。同时引入一种词汇学习策略。以听力输入的方式感知描述性形容词的功能及词义。以对话的方式谈论school schedule，

输入如何谈论喜欢和不喜欢的学科，原因及上课的时间。

七年级的孩子英语学习刚刚起步，本学期前面学习了八个单元，所以学生有一点点语言基础，他们好奇心强，自己和自己身边的事物容易学习者分析

激发他们的兴趣，因此我在安排教学活动的时候，依据他们自身的情况以及教材的内容设置问题，精心设计每一个活动，使每个孩子都能侃侃而谈，都能积极参与课堂。

教学过程

教学环节

Step1. Greetings and lead in.

教学内容

T: Good morning, guys! What day is it today? S: It’s Tuesday.

T: Today is my favorite day. Do you know why I like it best? S: ……

T: Because I’ve one English class today. I’m free. I’m not busy.

The teacher writes “busy，free” on 活动设计

活动目标

学生根据自己的情况回答老师提出的问题，并集体跟着老师朗读板书在黑板上的形学生通过谈自己的感受，激发学生对本当课的学习话题产生兴趣。

媒体资源

使用及分析

Power point 呈现课表在PPT上，使话题更加直观，谈论目的更明确。

Step2. Activity 1a

Step3. Activity 1b

Step4. Pre-listening Questions about the school schedule.

the blackboard.

T: Is Tuesday your favorite day? S: Yes. Because I have … class. / No. Because I have … class.

T: Why do you like it? /Why don’t you like it? S: Because it’s interesting. / Because it’s boring.

T: What’s his/ her favorite subject?

Ss: His/Her favorite subject is …….

T: Why does he/she like it? S: Because it’s ……

The teacher writes the adjectives and their opposites on the blackboard and teaches students to read the adjectives.

T: Match the words on the left with their words on the right. Ss: Finish 1a and check answers one by one.

T: Now let’s listen and check the words you hear in 1a. S1: I heard difficult and interesting. T: What’s the conversation about? S2: It’s about David’s schedule.

T: David is Miss Liu’s friend, and he is from England. Do you want to see him? S: Yes. / Of course. T presents the photo of David on the screen. T: This is David. Is he handsome? Ss: ... T: Do you want to know more about his school life? Ss: Yes. T: Let’s have a look at his school schedule.

T presents David’s school schedule on the screen.

T: What can you see on this schedule?

容词。

学生独立完成连线。

学生听录音，勾出所听到的形容词。

学生观察大卫的课程表，回答老师提出的问题。

给学生独立思考的空间，及学及练。

从简单听力训练入手，及学及练。

通过回答

老师的问题，学生对表格仔细观察，分析表格反映出的信息。

老师通过提问，输入听力技巧训练。

Power point 核对答案时更直观。

Power point 学生能看到练习的画面，并同时听到录音，非常直观，清晰。

Power point 呈现大卫的课表在PPT上，使话题更加直观，谈论目的更明确，更容易让孩子集中注意力观察表格的信息，标注答案的地方清晰，明确。

Step5.

While-listening. Activity 1c

Step6.

S1: I can see....

T: Which month is it?

S2: December. T: How many days are there in the schedule?

S3: There are seven days in the schedule. T: What are they?

S4: They are Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday.

T teaches students to read the dates, days and months. And Ss read together.

T: What do A.M. and P.M. mean? How do you know?

S5: …

T: How many classes does he have every school day?

S6:…

T: How many classes do you have every schoolday? S7:…

T: Are you tired? S7:…

T: How long does a class last?

S8:…

T: When is the class over?

S9:…

T: OK, let’s listen, and circle the classes David talks on this schedule.

T plays the recording for students. Ss: Finish 1c, and check answers like this: David talks about the Chinese of Monday morning. Ss answer the questions one by one.

T: What does David usually do on weekends? S10:…

T: What does David do this Sunday? S11: …

T ask students to turn to page 74

学生听录音，圈出大卫谈论到的课程。

学生跟读

听中训练，检验与预测的内容是否一致，找到答案，练习听力技巧在听力过程中的使用。

学习模仿

Power point 学生能看到练习的画面，并同时听到录音，非常直观，清晰

Power point

Post-listening Learning tapescript.

Step7.

Role play the conversation. Activity 1d

Step8.

Group work. Disscussion.

Step9.

and have a look at the tapescript, then read after the teacher.

Ss read the tapescript together.

T: Do you think Eric and David are classmates? S1:…

T: Do they have classes together? S2:…

T: When is the math class? T: When is the Chinese class?

T Writes the target language on the blackboard. The teacher teaches students to read the sentences on the blackboard and distinguish the possessive adjectives.

The teacher asks Ss to close books and fill the blanks about the conversation between Eric and David.

The teacher and a student give an example.

Ss practice with their partners.

Students show their conversations.

T: Do you think their schedule is the same or different from ours? Ss: It’s different from ours. T: What’s the difference?

Ss discuss with their group members and express their opinions.

T:What do the students usually do after school? S1: S2:... T shows some pictures of American middle school students about their after-school activities. Make an interview 听力材料，并与同伴分角色朗读听力材料。

学生分别与自己的搭档进行听力材料中的角色扮演。

学生思考老师提出的问题，针对问题，与小组内的小伙伴进行讨论，组内充分发表自己的观点。

学生用本语音语调，并在真实的角色中理解听力材料中语言的运用。

学生在情景中，更真实的理解听力材料里的句子，提升学生参与度，为后面的采访做铺垫。

思维训练，让学生通过讨论问题，以及回答老师的问题，去感知中西方文化的差异。

设置真实学生能直观看到听力材料，以及老师对听力材料的分析。

Power point 呈现图片，学生能更直观的看到外国小朋友的课后学习情况，对课堂内容加深印象。

Power point

Group work. Make an interview.

Step10.

Present the homework.

堂课学到情景，将呈现表格，的所有句课堂的内帮助孩子明型，结合容移到学确采访的方自己的思生真实生向。

考与理活中，让解，对本学生明白组内的同课堂的知伴进行采识是来源访。

于生活，

并可以运

用到生活

中去。

本堂课应用了Power point中动画设置、音频播放、图片插入等功能。应用信息技运用比较合理，在整堂课中使用非常流畅，衔接自然，很好的帮助老师术环境教学呈现了完整的课堂。

通过使用Power point，在课堂上清楚地呈现问题答案的出处，听力小结

音频与图片在PPT上同时呈现，使教学内容更聚焦，大大提升了课堂效率。

本堂课运用了Power point、翻页笔，这比使用普通板书更方便快捷，在正常教学时间范围内，课堂内容更丰富，更充实，更高效。每一个学习任务通过PPT呈现出来，更直观，学生更清楚自己的学习话题，更聚焦。与此同时，大大的节约了时间，节奏更快，人人动口、动手以及动脑，学生参与度很高，课堂氛围好。在谈到实际生活中的事例时，有图片的呈现，让教学更直观。

1.

The teacher interview a group students to make an example. 2.

Students practice interviewing their group members about their schedules. 3.

Students show their interviews to all the classmates.

1.

Design your ideal schedule by using what you’ve learned today and share it with your partner. 2.

To further understand the basic knowledge of secondary school subject setting in western countries and compare it with ours. 教学反思