Section A 2d—3c教学设计第一课时

Unit 5 Do you want to watch a game show?

一、教材分析 (The analysis of teaching material) The topic of this unit is about literature and music. Such a topic is related to our daily life, so it’s easy to arouse students’ learning interests. As we all know, reading has a great effect on us in our lives. Therefore this lesson is in the important position of the teaching contents. 这是人教版八年级英语下册第5单元第二课时的内容，其中心话题围绕“Talk about watching a game show”这个题材开展多种教学活动，本节课是本单元的重点，通过听、说、读、写来培养学生综合运用知识的能力，通过有限的课堂实践活动，能准确地用英语在交际中运用本单元的话题来谈论对读书的看法。并让学生通过听、说、读、写来学习现在完成时，加深对该语法的理解和运用，培养学生综合运用知识的能力,为后面 Section B 的学习打下基础，在本单元中起着承上启下的用。通过本课时的学习，能培养学生热爱读书的情操，同时激发他们对学习英语的兴趣和热情，基于上述对教材的分析，我确定本单元的教学重点为运用现在完成时的句型进行交际及表达自己的看法。

二、学生学情分析 (The analysis of student’s situation) 我们教学的对象是初二学生（以中等生为主），基础较薄弱，但这个年龄阶段的学生有较强的记忆力和模仿能力，以及对知识的扩展运用能力。，有较

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强的求知欲和表现欲，但部分学生存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，因为缺少丰富的语言基础，对某些任务的完成有一定的难度，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦，使各层次的学生都有所收获。

三、设计理念 (The idea of design) 1、本单元的教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中心，在运用语言完成任务的过程中来学习，体会和掌握语言。

2、自始自终贯穿了以交际为目的的原则（在用中学，在学中用）。

3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活、贴近时代，树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现教学方式和学习方式的转变。

4、在英语课堂里，要根据教材内容设计出的不同课堂活动任务(task), 根据设计出的不同任务引导学生进行 pair work 和 group work 的训练活动，而且还要给学生留出思维想象的空间，启发学生动脑思考(brain-storming), 这样有利于培养学生的发散思维及创新能力。

四、教学目标：(The aim of teaching) (1).语言知识目标：Language and knowledge objectives To learn the basic sentences of the Present Perfect Tense. To understand the vocabulary of this lesson. To express ideas about reading more books. (2).情感态度价值观目标：Emotional attitudes and moral values

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To educate the students to be a useful person. To let the students know the importance of reading books 通过本课时的学习，能培养学生热爱读书的情操，鼓励他们通过读书来获取知识并成为一个对社会有用的人，同时也可激发他们学习英语的兴趣和热情. (3).能力目标：Ability objectives To develop the ability of reading ,listening and learning. To know how to communicate with the students in the Present Perfect Tense and develop the ability of communicating 培养学生自学能力，阅读能力，提高听的能力，锻炼学生交际能力以及与他人合作的能力，提高学生听、说、读、写及对所学知识的综合运用能力。 五、教学重点与难点（Important points and Difficult points) To learn how to communicate with the students in the Present Tense . To learn to express their own ideas about reading more books in English.

六、教学策略 (The strategies of teaching)

1、兴趣活动策略：采用pair work 和 group work等活动调动他们对学习英语的兴趣和热情，利用教学图片、制作课件等来展开课堂教学。

2、开放性教学策略：开发课程资源，拓展学用渠道

3、采用"任务型"教学方法；创设情景教学法（situation language teaching )启发式交际教学法(the communicative approach)

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七、教法设计：(The design of teaching methods) 1、情景教学与启发式教学: Present Perfect Tense是学生刚刚接触的一种新的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，创设生活化的真实情境（或半真实情境）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言。

2、任务型教学: 开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。由浅入深，由易到难，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。

八、教学手段：(The ways of teaching) 主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。

九、教学程序：(The procedures of teaching) Step 1 :Leading-in

T:Hello,everyone!let us talk about reading books. What kind of books do you like to read? ( show the different kinds of books :the storybooks, the comic books, the novels……) Do you like the traditional stories like Journey to the West ? Have you read it? It’s a classic. ( Show the classics) Have you ever read these classics? 设计意图：从谈论读书开始，介绍学生熟悉的中国名著，引入本节课的话题并培养学生热爱读书的情操。

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Step 2:Speaking Look at the pictures and the names of the books on the screen . Have you read these books? Check (√) the ones you know. ___ Alice in Wonderland

___ Little Woman ___ Treasure Island

___ Olive Twist ___ Robinson Crusoe

___ Tom Sawyer Present and practice the following conversation in the same way. A: Have you read Alice in Wonderland? B:Yes, I have./No, I haven’t 设计意图：培养学生的合作意识、口语表达能力并能熟练运用所学知识的能力

Step 3. Listening

Ask the students to look at the chart 1b Listen and complete the chart. Book Title

Treasure Nick Island Judy Name Have they read it?

×

√

×

√

√

×

What do they think of it?

exciting

wonderful

fantastic

Robinson Sandy Crusoe

Little women Alan Kate Harry 3 Check up the answers like this:

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Nick hasn’t read Treasure Island, but Judy has……

设计意图：通过练习听力来培养学生的语言综合运用能力

Step 4. Presentation and practice

Present the conversation by the listening passage A: Have you read Little Women yet? B: No, I haven’t. Have you? A: Yes, I have already read it. B: What’s it like? A: It’s fantastic. Let students work in pairs. Then ask several pairs to present their own conversations to the class. 设计意图：激发学生的兴趣，培养学生提出问题和解决问题的能力，使之很快进入课堂的主题。

Step 5. Listening(2a, 2b)

1 2a Look at the books and names.

2 Play the tape for the Students to listen and circle the names.

3 Check the answers. 4 2b Read the sentences in 2b.Make the students know what they should do.

5 Listen again and write T or F

6 Read the listening passage and talk about like this:

A: Has Tina read Treasure Island?

B: Yes,she has. She thinks it’s fantastic.

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A: What’s it about?

B : It’s about…. 7 Invite some pairs to show their work. 设计意图：通过反复练习听力，使学生们更熟练的掌握并运用本单元的重点句型。

Step 6. Role-play conversation

1.Show the Students a picture of Amy and Steve 2.Ask the Students to read the conversation and answer the questions. (1) Are Steve and Amy talking about books or movies? (2) Has Steve decided which book to write about for English class? (3) What does Steve think of Little Women? 3 Play the tape for the Students to listen and imitate. 4 The Students read the dialogue loudly 5 Prepare for Role-play in groups. 设计意图：通过英语讨论这一环节的设计与实施，培养学生的英语思维能力、口头表达能力以及听说反应能力。

Step 7 Discussion After speaking ,Let students have a discussion about reading books,Why do we have to read books to gain lots of knowledge?Let the students express their own ideas.By the activity,the teacher can understand them well and make them realize the importance of reading books. 设计意图：通过英语讨论这一环节的设计与实施，培养学生的英语思维能力、

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口头表达能力以及听说反应能力。帮助学生更深入地理解本节课的主旨，并培养进行合作交流的能力，共同分享成功的喜悦。

Step 8. Homework

1.Recite the new words and expressions by heart. 2.Make a book report about your favourite book. 3.Write down a conversation about a book you have read; 设计意图：进行分层教学，合理布置作业，通过灵活多样的作业形式，激发学习兴趣，满足不同层次学生的需求。

板书设计：

A: Have you read Little Women yet?

B: No, I haven’t. Have you? A: Yes, I have already read it.

B: What’s it like? A: It’s fantastic. 十、教学效果预测：(The prediction of teaching) 本节课的设计以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。本课时要利用多媒体设备辅助教学，提高了课堂教学的效率；充分调动了学生自主学习的积极性；以达到培养学生运用所学知识解决问题的能力；对学生的思维发展起到了积极的推动作用；同时，也提高了学生的英语综合运用能力,相信能在实际的教学过程中达到预期的效果。

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