Section B 1a—1f公开课教案

Teaching Design

Teacher

Topic Teaching Type 邓梓源

Listening

& Speaking Students Grade 8 Unit 9 Can you come to my party? (Section B 1a-1f) Teaching Aid Multi-media Learning Goals

1. Vocabulary and phrases:

weekday, weekend, look after, study for a test, the day before yesterday, the day after tomorrow Language

2. Target language: Goals

—What’s today?

—It’s Thursday the 20th. 3. Listening material: Unit 9 Section B 1d & 1e 4. Speaking material: Unit 9 Section B 1c & 1f

1. Enable to know and use the words and phrases: weekday, weekend, look after, study for a test, the day before yesterday, the day after tomorrow.

Ability

2. Enable to use the target language:

Goals —What’s today?

—It’s Thursday the 20th. 3. Develop listening strategies. 4. Enable to use the past tense, the present tense and the future tense. Learn to understand the importance of time and make good use of time. Emotion

Today is better than yesterday. Don’t wail until tomorrow.

Teaching procedures: Stage 1: Pre-listening (Time: 8 mins)

(“引思”阶段)

Teacher’s Activity

Students’ Activities

Greetings. Greetings. Step 1

Greetings 师生互动：师生之间相互打招呼，激发学生参与课堂学习的热情，并为下一步引入做(1min)

好铺垫。

Ask students a question: How many Students answer: 7 days. days are there in a week? 引思：以问题How many days are there in a week?引入，引出Monday，Tuesday，Wednesday，Thursday，Friday，Saturday和Sunday，为下面引出weekday与weekendStep 2 作铺垫，从而达到引入主题的目的。

Lead-in Ask students another two questions:

Students answer:

(2mins) What’s the date today? It’s December the 20th. What day is it today?

It’s Thursday.

师生互动：教师提出问题，引导学生积极思考，学生踊跃发言，师生互动，活跃课堂气氛。

1

Teach the new phrases “the day before Learn the new phrases “the day before yesterday”

yesterday”

and “the day after and “the day after tomorrow”. Step 3

tomorrow”. Presentation

Teach the target language: Learn the target language and use it to ask. (2mins) —What’s today?

—What’s today?

—It’s Thursday the 20th. —It’s Thursday the 20th. Step 4

Ask students to ask questions by using Practice

Practice with partners by using the target language. the target language. (3mins) “引思”总结：此阶段是英语听力教学的引入和思考阶段，主要是对新短语和目标语言进行教学，为学生做好听力前语言、情感、话题上的准备，学生通过对目标语言的操练，为下一步顺利进入听力情境做好铺垫。

Stage 2: While-listening (Time: 12 mins)

(“探索”阶段)

Task 1

(2mins) Teacher’s Activity

Students’ Activities

Ask students to read the question in Read the question in 1d and try to answer “Yes” or 1d. Listen and circle “Yes” or “No”. “No”. 主动探索：听力前，学生围绕听力题目猜测听力内容，能够提高学生的听力预测能力。

Ask students to listen to the tape Listen to the tape again and choose the correct again and choose the correct answers answers. of the multiple choices (PPT). 主动探索：做多项选择题，理解听力材料的细节，能够提高学生捕捉听力细节的能力。

Ask students to read the chart in 1e Read the chart in 1e. Listen again and match and match Vince’s activities with the Vince’s activities with the days. days.

主动探索：学生有目的地找出听力材料中的特定信息，能够提高学生获取听力信息的能力。

Task 2

(5mins) Task 3 (5mins) “探索”总结：通过任务式听力，学生有针对性、有目的性地完成听力任务，能够提高学生获取听力信息和逻辑思维能力，通过反复听听力材料，能够加深对听力内容的理解，提高学生的语言综合运用能力。

Stage 3: Post-listening (Time: 18 mins)

(“互动”阶段)

Teacher’s Activity

Students’ Activities

Ask students to talk something about Students talk freely about the conversation in 1f. the conversation in 1f. Cooperation1

(3mins) 师生互动：教师引导学生就所学的内容发表自己的观点，学生自由地说出自己的见解，从语言输入到语言输出，从理论学习到实际运用，达到本节课的教学目的。

Teacher shows Doraemon’s time machine and asks students questions: Cooperation2

1.

If you have a time machine, (15mins) where do you want to go? 2.

What do you want to do?

2 1.

Students discuss the questions with their group members.

2.

Students share their opinions with the whole class.

生生互动：学生在小组内探索、讨论并交流观点，培养了学生主动探究问题和自主解决问题的能力，同时也培养了学生的团队合作精神。通过“时光机”的设想，教育学生要懂得珍惜时间，学会自主管理时间，达到情感教育的目的。

“互动”总结：学生通过探索、讨论、参与课堂，激发了学生在课堂上的表现欲望与热情，不但促进了语言的运用，而且张扬了学生的个性，同时检测了学生的听说效果，更直观地评估学生的语言综合运用能力，让学生在评价中体验成功。

Stage 4: Summary and Homework (Time: 2 mins) Sum up and ask students to do homework after class. 总结：回顾本节课的教学内容，加深学生对重点知识的理解与掌握；课后作业帮助学生巩固课堂知识，让学生把所学知识落实到各个方面，在现实生活中不断完善自己。

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