Section A优秀教案说课稿

巫溪县中小学教师教学设计模板

学校：

文峰职业中学校

授课教师：陈彬彬

授课年级：八年级

课题

Unit 7 Topic 1 Section A-1a,1b,1c,1d,3

以“英语课程标准”为宗旨，适应新课改的需要，正确把握英语学科特点，指导思想与理论依据

积极提倡合作探究学习方式。面向全体学生，关注每个学生情感，激发他们英语学习兴趣。整体设计目标，突出学生个体。采用多种活动途径，倡导体验参与。注重过程评价，促进学生发展。

学情背景分析

通过近两年的英语学习，由于基础较差，只有过半学生能掌握基本的听说读写能力，并且对英语保持兴趣。部分学生学习吃力而自暴自弃，容易扰乱课堂，两极分化严重。

1.

Knowledge aims：

（1）学习并掌握新词汇

try one’s best, get in touch with, success, imagine, soup, cheese, biscuit,

（2）掌握that引导的宾语从句陈述句

I think (that) we can have it on our school playground on Sunday. （3）学会使用征求别人意见和表示赞美的交际用语

①—Shall we have a food festival and raise money to give to Free the Children? 教学目标

—Good idea!

2.

Skill aims:

（1）能听懂以“美食节”为主题的对话及对话中所涉及到的征求意见和赞美等功能句型。

（2）能根据图文提示讨论“美食节”相关话题。

3.

Emotional aims: 树立帮助他人，关爱他人的意识

4.

Culture awareness: 了解魁克·柯伯格和他的“解放儿童”组织。

1. Key points: 教学重难点

（1）讨论筹备“美食节”的相关话题。（2）掌握that引导的宾语从句陈述句。

2. Difficult points：

熟练运用that引导的宾语从句

教学资源、手段和方法

课时安排

多媒体课件

1课时

教

学

过

程

Stage1(5mins)：Getting students ready for learning

Step Teacher activity Greetings and lead-in.

Student activity Designing purpose

Show some pictures of people in Try to answer the question 运用并感知thatneed.

with “I think that …”

引导的宾语从句。T:

Good morning, boys and girls! I Ss: Good morning, Miss…

have something to tell you. When I 1(Class activity) went shopping yesterday afternoon and met a poor granny at the gate of the supermarket.

T: What can we do to help them?

S1: I think that we can give 树立帮助他人的2(Individual work)

Who would like to show us your them some books and 意识。

opinion? clothes. T: When you show your opinions, S2: I think that I can give her try to use “I think that…”

some money. S3: I think that …

Remark：选用学生熟悉的人的照片会引起学生共鸣，如超市门口每天都会出现的乞丐老婆婆。广场上唱歌的残疾女孩等。

Stage2（8mins)：

Pre-listening

Step Teacher activity Student activity Designing purpose

Show some pictures or posters of Some Ss introduce Craig and 检查预习情况

Craig, teach the new word: Free the Children. poster.

T: You are kind-hearted children. S1: He is Craig Kielburger. 1(Class activity) Thank you for your kindness. Just S2: He is from Canada.

like you, there are a large number S3: He started Free the of kind-hearted people in the Children. world.

Teacher adds more information Try to learn the introduction 利用师生讨论教about Craig while teaching new of Craig as well as the new 学词汇，并加以运words and phrases with the help words and phrases. of their Chinese explanations on

the PPT. 2(Class activity) S1: Sorry, Miss… What does

用。

T: You did quite well. I think you “try his best” mean? have previewed Section A. Just as S2: We should try our best to you know, Craig is a very kind learn English well. man. Now he is trying his best to Ss: It means “任务”。

build a new school for the Ss:No, we don’t. children in Kenya.

3 (Pair work)

Lead in 1a. Ss discuss in pairs.

导入1a的同时引导学生运用宾语T: OK, Now you know about Ss: Let me try! Craig’s problem. Would you like to S1: I think that I can sell old 从句

help him? Let’s discuss in pairs, books. and then we’ll see which pair has S2: I think that I can put on a the best and the most ideas. short play. T: Hi, any volunteers? Which pair S3: I can sell flowers to raise would like to show your opinions?

money. S4:…

Remark：在句子或语段中学习新词汇更容易记忆。尽量做到词不离句，

句不离篇。

Stage4（10mins)：

While-listening

Step Teacher activity Student activity Designing purpose Present some questions on the Read the questions and then 引导学生听前阅Bb or on the screen, play the listen to 1a. recording of 1a, and ask the Ss to

answer the questions after

listening.

1(Class activity)

读听力问题并进行答案的预测。培养学生有意识地使用学习策略的能力。

T: Good ideas！Kangkang and his

friends also want to help him.

What will they do? Listen to 1a

carefully and then answer the

following questions. 1. What will Jane do? 2. What will Maria do? 3. What will Kangkang do? 4. What will Michael do?

Ss answer the four questions (Show the questions on the Bb or above with the help of the the screen)

teacher and learn the new T: You did better than I believe. phrases: turn to, get in touch You got all the right answers. As with, make a poster. we know, Maria’s task is to turn S1: Jane will…

to the teacher. What does“turn S2: Maria will…

to” mean?

S3: Kangkang will…

T: Very good, Who can make a S4: Michael will…

sentence with “turn to”?

T: Thank you, you did quite well,

any other questions?

T: When you call sb. or write to

sb. or email sb. that means you S1: “Turn to” means “ask sb. get in touch with sb. Do you for help”. understand?

T: You are so smart. Any other S2: When I have difficulty in questions? learning English, I always (Write the new phrases on the turn to my English teacher. blckboa

S3: What does “get in touch with” means?

Listen to 1a again and finish 1b. Ss read the answers to 1b,

Check the answers. correct the false ones. T: Now you can finish 1b by

yourself. I think it’s easy for you.

T: Let’s check the answers. Is the

first one true or false? 2(Individual work) …

T: How about the last one? T: Who can correct it?

S1: The first one is true. …

S5:It’s false. S6: The last one is false. The right one is “Kangkang will get in touch with Craig on the Internet to get more information about him”.

Remark：在学生活动Step1中，若学生不能在只听一遍的情况下回答以上四个问题，可以让学生看一遍1a的Flash，然后请学生回答或者老师与学生一起讨论，找到问题的答案并巩固新词汇。看比听能获取更多信息并留下更多的记忆。

Stage 5（15mins)：

Post-listening Step Teacher activity Student activity Designing purpose

Ask Ss to read 1a in roles in Read 1a in roles in groups. groups. Pay attention to the Pay attention to the pronunciation and intonation. pronunciation and T: Now let’s work in groups and intonation. 1(Group work) read the dialog in roles. Pay

attention to the pronunciation

and intonation. And I’ll ask some groups to read and act it later.

Finish1c, check the answers. Ss read 1a and match the 学习和巩固that

T: In this dialog Kangkang and his information. Then read the 引导的宾语从句。

friends talk about how to help sentences aloud. Craig. If you want to repeat

others’ words in your own words,

you’ll use the object clauses. In

this lesson, that guides the object

clauses, and that can be omitted.

1c is a good idea to learn it.

Please read 1a and match the

2(Pair work)

sentences in 1c. Try to understand

the object clauses. You may

discuss with your partner.

S1: Jane thinks that young people like them raised most of the money. S2: Kangkang knows that Craig comes from Canada. S3: Michael says that Craig was 12 when he started to help poor children.

S4: Maria says that she will turn to their teachers.

Encourage the Ss to make more Ss make more sentences 进一步巩固thatsentences according to 1a. according to 1a. 引导的宾语从句。

T: Can you make more sentences

3(Individual work)

like this according to 1a?

S1: Jane says that they are trying to build a school in Kenya. S2: Michael says that his task is to make a poster.

S3:…

Finish 1d. Encourage Ss to Ss in groups discuss what 展开想象的翅膀，imagine more and make more the food festival will be like 大胆运用英语表sentences. with the help of the 达心中的想法，在运用中习得语言。

T: Food festival is something to pictures.

look forward to. We all like it. Do

you think what it will be like? Can

you imagine it? Work in groups of

4 and talk about the food festival

with the help of the pictures in 1d.

4(Group work)

S1: What will the food festival be like, can you imagine it? S2: I imagine that we will prepare many delicious foods. S3: I imagine that there will be many guests.

S4: I imagine that our teachers will come to the food festival. S1: I imagine that…

Finish 3. Ss read 3 and match and 先阅读，讨论之后T: Kangkang and his friends will then work in pairs to think 再听。听力练习中hold a food festival to help Craig of other methods to offer 听之前的阅读和and the children.

help.

listen to 推测可以使你更the 容易听懂听力材T: Now let’s listen to the Ss 5(Pair work) conversations and check your conversations and then 料并迅速找到答answers. Who can read the some Ss read the the 案。

answers?

answers. S1: I think we can help the old people clean the houses.

Remark：

Stage 6（7mins)：

Summarizing and assigning HMK Step Teacher activity Student activity Designing purpose 1.总结本课所学，Ask the Ss to summarize and Ss Summarize this lesson.

consolidate what we have learnt in S1: We learned some new 帮助学生使知识this lesson with the help of PPT. 1（Class activity)

words and phrases:

条理化。

T: Good job! Class will be over soon, try

one’s best, get in touch 2.了解学生的掌Now let’s summarize what we have with, success, imagine, 握情况。

learnt in this lesson. What do we soup, cheese, biscuit, 3.帮助学生再一次巩固本课的知识点。

适当的家庭作业有助于巩固课堂所学的知识。

learned and what can you do after pancake

this lesson

Assign the HMK. T: For today’s homework, I’d like 2 (Class activity)

you to remember the new words and phrases. Please practice 1a and 1d with your partner.

Remark：让学生完成总结的过程，必要时可以讨论，补充。

Finish the HMK after class.

板

书

设

计

第一课时 (Section A-1a,1b,2,3)

Words and expressions:

Grammar: that引导的宾语从句

1. have/hold/ organize a food festival

1. Kangkang knows (that) Craig comes from Canada. 2. turn to sb. /ask sb. for help

2. I imagine that we will prepare many delicious foods.

3. make a poster 4. get in touch with sb. 5. try one’s best to do sth.

6. make it a success 作

业

布

置

熟读1a并背诵。复习that引导的从句。预习Section B

学习效果评价及教学反思

本节课主要活动为Section A 的1a。这个对话中，出现了征求意见，赞美等表达法，如：Shall we…? When and where shall we…? Good! Great! Good idea! 等。同时出现了本单元的重点语法宾语从句中that引导的宾语从句。1b的设置既可训练学生听对话获取信息的能力，同时帮助学生理解对话大意和细节信息。1c通过阅读1a匹配信息，帮助学生进一步了解that引导的宾语从句陈述句句型。1d则通过图片讨论美食节将会是什么样的，从而训练宾语从句的陈述句句型。