Section A教学创新设计

课题名称

Unit6Topic2 How about exploring Tian’anmen Square?

Section A

八年英语组

李珍玉

教材内容分析

本课为听说课，主要初步学习时间状语从句和要求、建议、邀请及其应答。时间状语从句往往会和进行时态连用，所以本课以复习进行时态开始。在展示图片复习的过程中，处理一些相关的新词汇，为后面的听读扫除障碍。然后通过介绍照片，导入到时间状语从句的学习。解决了词汇和语法以后，再通过听1a来完成1b和预做1c。

让学生再读1a，完成1c并核对答案.通过完成1a 和 1c，学生基本了解了课文，接下来就开始解决1a中的重难点，顺便处理任务3。

学习者特征分析

本课所授班级为八年3班的学生，经过一个月与班级孩子的相处，发现孩子们整体上基础较好，学生学习英语的积极性高，但是大多数孩子比较内敛，不敢勇于主动开口讲英语，课堂活动的参与性不是很强。同时由于学生中学习成绩参差不齐，学优生与后进生之间的差距较大。有一些学习困难生由于基础薄弱，缺少丰富的语言基础，对某些任务的完成有一定的难度。通过采取小组合作学习的办法，通过学生间的合作学习，促进小组成员间的互帮互学，鼓励优秀成员主动帮助学习困难生，培养学生的团队意识。同时在教学活动的设计方面，也注重分层次，难易相结合，让各个层面的学生都参与进来，提高他们综合运用语言的能力，让他们都能体验到成功的喜悦，使各层次的学生都有所收获。

教学目标及确立依据

语言知识目标：

1. 能正确运用以下词汇进行书面表达：

receive, postcard, vacation, explore, look forward to 2. 能正确地理解下列句子：

(1)while you were enjoying your trip to Mount Tai,I was busy preparing for my exams. (2) I’d like you to meet him with me when he arrives. (3) Would you help me make a plan to explore Beijing before he comes? (4)-How about exploring Tian’anmen Square?

-That would be very interesting.

3. 能正确理解并运用when/while引导的时间状语从句。

语言技能目标：

1.

能谈论度假和旅游的话题。

2.

对邀请/请求/建议做出合理的应答。

3. 能初步掌握when/while引导的时间状语从句。

情感态度目标：

培养学生的爱国主义精神。

教学重难点：

Key points：

（1）Words and expressions : receive, postcard, vacation, explore, camp, seaside, on vacation,

work out, be busy doing/with sth. , look forward to doing sth.

（2）Sentences:

While you were enjoying your trip to Mount Tai, I was busy preparing for my exams .

I’d like you to meet him with me when he arrives

Would you help me make a plan to explore Tian’anmen Square before he comes.

How about exploring Tian’anmen Square? Difficult points：

（1）while和

when引导的时间状语从句中时态的正确运用。

（2）理解时间状语从句中一般现在时表示将来的用法。

教学策略选择与设计

（1）通过图片来预测听力内容，并善于利用关键词来解决听力任务。如：1b的听力任务。

（2）利用构词法、同义词或反义词来学习新词汇。如：postcard, seaside, vacation等。

教学资源准备

多媒体/图片

教学过程设计

Stage 1 Revision 1.

Greetings. 2.

Ask and answer to review the key points in last topic. T: As we know, Michael and his classmates decided to go on a spring field trip. Let’s answer the questions together. 3.

Show the questions. 

Where did the students go on a visit? 

How did they go there? 

How long did they stayed there? 

How was the trip?... Stage 2 Pre-listening 1.

Teach the new words with the help of pictures. T: Michael sent a postcard to his friend, Darren. In other words, Darren got a postcard from Michael. Darren received a postcard from Michael. 2.

Talk about the students’ favorite place they want to explore. T: What’s the

weather like today? Ss:It is sunny.

T: Yes, and the sun shines brightly. It’s really a good time to travel. If you are on vacation now, which place would you like to explore? Why?

S1:I would like to go to…because…

T: Do you like going to Tian’anmen Square? It’s a good place to explore.

3.

Show the pictures in 1b, ask students to predict. Stage 3 While-listening 1.

Listen to 1a and tick the pictures according to what you hear. Then check the answers. 2.

Read 1a and number the following sentences. Check the answers. 3.

Read again and fill in the blanks to retell 1a. 4.

Read 1a after the flash and underline the key points. Stage 4 Post-listening 1.

Ask students to read 1a sentence by sentence, and explain the key points. 2.

Teach adverbial clause of condition guided by when and while. 3.

Make sentences with when and while. 4.

Make a conclusion about what we have learnt today. 5.

Do some exercise. Stage 5 Homework 1.

Review the key points in Section A.

2.

Master the use of “when” and “while”, and make more sentences with them.

3.

Search the Internet to find some information about Tian’anmen Square.

4.

Preview Section B.

板书设计：

Unit6 Topic 2

How about exploring Tian’anmen Square? Section A

receive

1.This is …(speaking).

postcard

May I speak to…?

vacation

2.While you were enjoying your trip to Mount Tai, I was busying preparing for

on vacation

my exams.

explore

3.-Would you help me make a plan to explore Beijing before he comes?

4.I’d like you to meet him with me when he arrives.

教学反思（包括课堂教学情况、学生学习情况、教学设计等）

我开课的内容是第六单元第二话题的Section A。这节课主要是关于谈论旅游和制定旅游计划。为了调动学生的积极性和兴趣，我在课堂上利用了图片导入新的单词，这样教授新单词会更加有趣生动。同时也为英语教学创设情境，使学生能更直接感知语言，鼓励学生大胆与伙伴用语言进行交际。整个教学过程目标明确，重难点把握恰当，教学内容充足，符合学生的认知规律。

本节课导入部分主要通过图片和天气，让学生谈论自己若在假期中会喜欢去什么地方旅游。整节课时间分布合理，教学步骤井然有序，环环相扣，重难点突出。在课堂教学中，我利用PPT导入本课单词和重点句型，同时也穿插了语音教

学。这点可以使学生学习英语单词过程既注重语音，又创设了情境。在引入新句型时，结合图片，使学生紧跟老师的步骤，有条不紊进行课堂步骤顺畅进行。同时特别注重过渡语的使用，使整个教学流程更加流畅自如。当然本堂课也存在许多不足之处：

1.课堂不够轻松活跃，应该利用比赛机制调动学生发言的积极性。

2.

San Francisco，第二个“an”

音标发错

3. 口语表达You will be on vacation. be on vacation无将来时。

4.课堂上语法讲解比较多，应该由学生自己来归纳总结。

5.when和while的讲解要多造鞋句子，让学生印象更深刻。