Section D教学设计及教案分析

听说课教学案例设计

教学

内容

大

课

题

本节内容

U8T1 Section A 1a/1b/1c 所属教材

执

教

者

仁爱

钱琴

知识与技能

课程

目标

过程与方法

情感、态度、价值观

重点

难点

1、学生能掌握四会词汇smooth silk handbag afford；三会词汇costume cotton fashion；短语so…..that

2、通过听力训练让学生掌握相应的关于服装及购物的简单语段及交流。

1、让学生抓住功能句会听、说、读、运用。

2、提升学生的英语听说能力。

1、学生能在英语交流中注意并理解他人的情感，敢于用英语进行表达。

重 点

1a听、说、读及运用能力

难 点

So……that 的具体运用

该班学生基础差，厌学情绪严重，只有10几个同学上课根据老师的要求完成学习学情任务，其余学生大多数不能根上教师的节奏，甚至不学习，英语学习的兴趣有待分析

提高。

教学准备

教案、学案设计、PPT课件、教学音频视频等

教学过程与教法学法设计

教学

过程

教师活动

（教法）

1、实施小组学习，指导帮助学生学习词汇、探究词汇的基本用法。

2、基本检测（读音、词性、互译、变形……）。

3. 积极评价。

多媒体

（课件）

学生活动

（学法）

时间

设置/分钟

8-10

词汇

学习

PPT 1、自主学习，合作探究。

词汇

学习

1、利用图片、视频、音频、问题抛出相关话题，让学生展开讨论，为听说训练做好铺垫。

2、积极评价。

PPT 1、自主、合作学习、展示

3-5 听说

训练

1、播放录音（三-五次）。

2、师生统一答案，教师点拨

3、积极评价。

1、播放录音，指导学生跟读。

2、实施小组学习，教师跟踪辅导。

3、组织学生组内、组间讨论、答疑解惑。

4、教师点拨、强调，促成学生举一反三。

5、积极评价。

1、指导、帮助学生完成任务，促进学生学习，提升其语用能力

2、积极评价。

1、给孩子时间回顾本课、总结所学所获。

2、积极评价。

1、总结课堂。

2、布置作业。

PPT 1、自主、合作学习

8-10 听说

朗读

能力

培养

PPT 语言运用综合能力提升训练

PPT 1、学生跟读、小组朗读、理解、展示。

2、自主学习、合作探究、突破重难点（课文注释、15-20 语法、功能句、重点词汇、高频考点补充等）。

1、通过“首字母单词、完成句子、单选、情景对话、

填空、改错”等方式进行10-15 训练。

2、自评互评。

1、班内分享。

3-5

学有

所获

课后

任务

板书

设计

课后

反思

PPT 1、完成作业。

……

第一课时（Section A—1a,1b,1c,2,3）

教学设计思路：

本课主要是学习有关服装的词汇和引入结果状语从句。首先通过图片学习2,3中的所有词汇及1a,1c的部分词汇。然后进行填空和边听边排序完成任务2. 接着让学生看图并通过Pair work 编对话操练本课的服装词汇完成3。随后让学生听1a的对话完成1b。听完1a后再让学生读1a，找出难点。教师在给学生释疑的过程中，提出本单元的新语法—结果状语从句。为了培养学生的自学能力，先让学生自读教材附录部分有关结果状语从句so...that的讲解。然后通过完成1c ，操练so... that 句型。最后回顾总结，完成本课时。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

smooth,silk,handbag,afford,tie,sweater,scarf,blouse,sock,jeans,cotton,so...that...,fashion, （2）初步学习由“so... that...”引导的结果状语从句

2. Skill aims:

（1）

能够初步理解并运用“so... that...”

引导的结果状语从句。

(2）

能够说出/听懂常见的服饰及购物用语。

(3) 能够预约某人做某事。

3.

Emotional aims:

4.

Culture awareness: Ⅱ. The key points and difficult points 1. Key points:

（1）学习服饰名称。

（2）学习“so... that...”引导的结果状语从句。

2. Difficult points：

(1) 正确运用“so... that...”引导的结果状语从句。 (2) 理解“特殊疑问词+ to do sth.”。

(3) 服饰单复数的表达。

Ⅲ. Learning strategies 1. 利用课文插图、图片及同学们的着装来学习新词汇。

2. 运用新旧知识的整合来丰富词汇。如：七年级所学的服装词汇。

Ⅳ. Teaching aids 多媒体课件/图片

V. Teaching procedures

Stage 1(10mins)：Getting the students ready for learning

Step Teacher activity Student activity Designing purpose Greet the Ss and let the Ss Learn the new words.

learn the new words by

showing pictures.

T: Good morning ,class!

Ss: Good morning, Mr. ... 利用图片学习新词汇：包括2、3中的所有新词汇及1a、1c的部分词汇。

T: In Unit Seven, we have

learned many kinds of

foods. Today, we will start

a new unit. It’s about

clothes. Could you tell me

some names of clothes ? 1 (Class activity)

S1: Coat, dress ,skirt,... S2: Shirt, T-shirt, pants,... T: Oh, you can name so S3: ... many! (shows pictures) I

have prepared more

clothes. Can you call them

in English?

T: It doesn’t matter. Let’s Ss: Sorry . learn them one by one.

This is a scarf. ...

Ss: Scarf.

T:Xxx, can you wear this Ss: ... one? S: No , it’s for girls .

T: Smart! Some clothes

are for boys, some are for

girls and some are for

both. For example,

dresses, blouses, skirts are

for girls.

T: (shows pictures) What’s

this ? Ss: 棉花。

T: Yes, it’s

cotton . And

this? Ss: 蚕。

T : Right. They are silk

worms. They make silk for

us. Silk is very soft and

smooth. We use cotton

and silk to make clothes.

Remark：让学生首先回顾已经学过的服装词汇，唤醒沉睡的词汇，然后利用图片教学新词汇。教师最好顺便提示服装的适用性别。教师还可以补充如何把量词与服装名词进行搭配适用。

Stage 2（5mins)：

Finishing 2 Step Teacher activity Student activity Designing purpose Let the Ss fill in the boxes Fill in the boxes with the 运用新词汇完成with the words given in 2. words given in 2. 填空和听力任务，完成2.

T: We have learned many

1(Class activity) words about clothes. Now

turn to page 82 and fill in

the boxes with the words

given in 2. Do as quickly as

you can.

T: Can we check the

answers now? Ss: Yes . T: Let’s check

from

Picture A to F. Ready? Go!

Ss: Jacket, sweater, skirt,...

sunglasses, dress. T: Wonderful ! Now, let’s

read

together

from

Picture A to F. One, two,

three, begin!

Ss: Scarf, jacket, sweater,...

sunglasses, dress .

T: Perfect! Next, you will

listen

to

six

sentences.

While listening, you should

number the pictures

correctly. Are you read for

listening? T:What’s your order, xxx ? T:Do you agree ?

Ss: Ready.

S: D-C-B-A-E-F Ss: Agree. Remark：这是个简单的任务，教师要确保学生会读、会认、会听图中的服装名词。

Stage3（5mins)

Finishing 3 Designing Step Teacher activity Student activity purpose Let the Ss look at the Look at the pictures in 3 操练本课的服装pictures in 3 and make and make conversations . 1(Pair work) conversations .

名词。培养学生的口头表达能力。完成3。

T: You did a good job in

task 2. Keep trying in task

3. Look at the pictures in 3.

It’s a clothing store.

Suppose you are going to

buy something in the store.

Work with your partner to

make conversations. You

can follow the example.

You have one minute to

prepare.

T: Which pair would like to

present ?

Pair One : Let us try . S1: Excuse me , could you tell me where to buy jeans? S2: Sure. ... S1: Thanks.... S2: They are in ...

Remark：这个环节主要是操练服装词汇和购物表达法。只要学生能表达正确即可。

Stage 4（5mins)：Listening to 1a an finishing 1b Step Teacher activity Student activity Designing purpose Let the Ss listen to 1a and Listen to 1a and finish 培养学生听并判finish 1b. 1b. 断正误的能力。完成1b。

T: You have made wonderful

1 (Individual work)

conversations in 3. Next, we

will listen to a long

conversation. Before listening,

let’s look at the picture first.

(shows a picture ) Look, here

is a fashion show. What is the

man wearing? Ss: 唐装。

T: Clever. It’s Tang costume.

It’s popular in Tang dynasty.

But now many people still like

wearing Tang costume.

T: Now, read the sentences in

1b. you have to circle True or

False after listening .

T: Are you ready to listen?

Ss: Yes . T: Have you circled ? T: Sentence One is ...

Ss: Yes . S1: False . S2: ... Remark：在进行听力任务前，教师最好先解决好词汇以降低难度。

Stage 5（10 mins)：

Reading 1a and dealing with the key points. Designing Step

Teacher activity

Student activity

purpose

Let the Ss read 1a and find Read 1a and find out 培养学生获取特out difficult points and difficult answer questions.

1(Class activity ) points and 定信息的能力和自学能力。完成1 a 。

answer questions. T: Good performance. Next,

please read 1a, find out

difficult points and answer

the questions.

T: Can we begin the questions Ss: Yes. now?

T:What did Maria’s father

buy for her?

S1: A Chinese Tang costume . T: That’s right. Why does Jane

want to buy new coats ?

S2:Because her old coats are short and she will have a class fashion show. T: Well done. What are they

going to do tomorrow?

S3: They will go shopping. T: Yes. Then let’s solve your

problems. Who has any S4:What does “feel”

questions?

mean in “It feels quite soft and smooth.”

T: It’s a linking verb like

“sound, look,smell etc.”In

Chinese we say “摸起来”

.

Any more questions?

S5: Can you tell me the Chinese of “I liked it so much that my father bought it for me” ? T : Good question. It is the

new grammar for us

today .For more information ,

please turn to page 125. You

can read No. 4 by yourself .

Now, start reading .

T:Have you finished reading?

T: Great. S5, now can you tell Ss: Yes.

us the Chinese of this

sentence?

S5 : Let me try.“我是如此的喜欢它以至于我爸T: Xxx,can you find more 爸给我买下了。”

sentences like this and

S6: Yes. “

My old coats are ... buy ones” . “我的translate into Chinese?

旧衣服是如此的短以至T : Good job! Usually we put 于我想买些新衣服。”

an adjective or an adverb

after “so”

and put a full

sentence after “that”. Who

can give us more examples?

S7: The bike is so nice that I want to buy it. S8: The bag is so heavy that I can’t move it. S9: ...

Remark：在学生阅读1a之前，教师应该展示一些问题，让学生带着问题去阅读。在解决学生的困难时候，讲解本课的重点语法：结果状语从句。也可以让学生自己阅读教材的附录部分，教师稍加解释即可。

Stage 6（5mins)：

Finishing 1c/p82

3课后谈论

Designing Step Teacher activity

Student activity

purpose Let the Ss look at the Look at the pictures in 1c 操练结果状语从1(Individual work)

pictures in 1c and fill in the and fill in the blanks with 句“so... that ”, blanks with so... that . so... that. 完成

1 c。

T: Just now, you learned

something about “so...

that”. Next, you should finish

the task in 1c. If you can’t

finish them alone, you can

discuss with your group

members.

T: Shall we check now? Any

volunteers?

T:Picture 2 ?

S1: Maria’s coat is so nice that she likes it very much .

S2: The hand bag is so expensive that the woman can’t ... it. T : Oh, sorry. There is a new

word “afford”. Can you

guess what it means?

T: Yes. You can S3: Buy .

say

“can/can’t afford sth.”

or

“can/can’t afford to do

sth.” . T : ...

S4:The boy is ... S5: The box is ... Remark：这个环节主要是操练so...that 的用法，教师一定要确保学生正确使用该句型并强调：so + 形容词/副词+ that + 从句。

Stage7（5mins)：

Summarizing and assigning HMK

Step

Teacher activity

Student activity

Designing purpose

1（Class activity) Let the Ss summarize what Summarize what they learned in this period. they learned in this period .

T: Time flies so fast that we

can’t waste any of it. It’s time

to summarize now . What

have you learned ? S1: We have learned more

names about clothes. T: Yes, let’s go though the

names. Speak out the name as

soon as you see the picture.

Ready? Go!

T: ...

T: What about grammar?

Assign HMK. T: For today’s HMK, I’d like Ss: Jeans. Ss:.

Ss: So... that. Finish the homework.

回顾、总结本课的相关知识有利于加深学生的记忆。

适当的家庭作业有助于巩固课堂所学的知识。

2 (Class activity)

you to make five sentences with “so ... that”

on your exercise book. Remark：。

VI. Blackboard design

第一课时（Section A—1a,1b,1c,2,3）

Words and expressions

Grammar

scarf

结果状语从句：

jeans

so +形容词/副词+ that +从句

blouse

约定：

tie

Do you have time tomorrow ? sweater

Shall we meet at the school gate at 8:00 a.m.? ... costume cotton silk ....