Section A 2d—3c课堂实录【1】

Unit5 SectionA（1a-2d）

教案

【教材版本与册数】新目标人教版八年级上册

【单元名称】Unit5 Do you want to watch a game show?

【课时】Section A 1a-2d （第1课时）

【课型】Listening and Speaking（听说课）

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本课时内容人教版新目标初中英语教材8上Unit 5第1课时，该单元话题是“Entertainmenmake plans"，此节课型定位为以话题为核心的“听说课型”。主要在以单元话题牵引下的策略渗透抓信息-听后信息的挖掘和学生的真实情景输出，引导学生运用语言和发展语言谈论对事物的喜好。本课时通过学习几种电视节目类型的名称，让学生在语言技能上，能of…? I like…/ I don’t like…/I don’t mind…/ I can’t stand…, 以及初步建立动词不定式的意识。学语言来表达观点，多角度观察评论并能有效和他人互动形成有意义的讨论。

式的呈现到巩固，层层深入让学生运用谈论喜好和表述原因的句型并能进一步拓展话题。

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语言知识目标：

1.通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下

的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：

news, discussion, plan, hope, stand, happen, expect, soap opera, find out, sitcom, comedy,

---- What do you plan to watch tonight? ---- I plan to watch Days of Our Past. What can you expect to learn from sitcoms? Do you want to watch the news? I hope to find out what's going on around the world. 学习策略：

2. 通过听前的词汇分类与听中聚焦关键信息，通过图片认知，能进行上下文猜测等技能获取主要信息。

3. 通过听后深度挖掘听力信息和文本再构，以及话题牵引下的情景设置和角色表演对话去判断并思考表达观点，发展了口语技能。

情感态度价值观目标：

通过了解各类电视电影节目，学会使用所学语言来表达观点，多角度观察评论并能有效教学重

难点

教学重点：

1.

学习几种电视节目类型的名称，能谈论表达喜好的句型

2.

进行听力训练，提高综合听说能力。

教学难点：

1、能熟练正确的使用动词不定式

2、培养听说技能，得到提升

建

情景交际法，任务型教学法，听说课的“3P”教学模式

：

P--呈现（语言输入）

P--操练（1.机械操练2. 听力训练）

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P--运用（语言输出）

设置情景意义操练

设计听后活动任务，先模仿再迁移

总结，听后设置任务提升学生语言运用能力

教学流程

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学

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附：教学活动设计

（详见相应教学设计）

1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。

2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练

步骤

1 预备与激活先期知识

过程

Step 1 Greeting and Leading in ( 3mins ) 措施（教师活动与学生活动）

1.

Daily greeting. 2.

T:Ask Ss two questions:

Do you like to watch TV?

What kind of TV program do you know? 目的

真实情景式对话导入话题，有效的激生兴趣及与此话题相关的背景知识，习习惯。

3.

T:Guide Ss to say some TV programs.

激活学生的前期知识，培养学生良好

2 获取新知识

Step2 Pre- listening

Present new words: 1.

T: Show some pictures of the TV shows on the PPT. 2.

Let Ss match the TV shows with the pictures. 3.

Lead students to learn some new words:

1.

运用多媒体教学，展示图片来引单词，让学生记忆，更直观生动形垫。

为后续听力活动中抓住关键信息Talk show, soap opera, sports show, sitcom, game show,

talent show, news 2. 对于学生来说，接受知识肯定是先4.

Ss try to grasp the meaning of these new words and 难，先给出图片，让学生感知，这是remember them. 5.

T: Check these words. 用。

输入的环节，先死记忆，后面才能灵

（听前）

The teacher asks students to read these words together or (8mins) one by one.

For example:

A: What do you want to watch?

B: What do you think of talk show?

A: They’re OK. I don’t mind them.

B: Then let’s watch a talk show.

2.

Ask some pairs to show their conversations to the

class.

Pair work 1.

Take 1c as the example, and let Ss practice the conversation in pairs. Then make their own conversation.

2 获取新知识

Step 3 While- listening （听中）(15mins)

Work on 1b 3.

T : Let Ss look at the questions in 1b.

4.

Ask Ss to listen and number the shows [1-4] in the 提前告诉学生一些信息，有利于减轻order you hear them.

3

talent show

1

talk show

4

soccer game

2

news 5.

Check the answer after listening. Work on 2a 听力过程中的难度。在听之前展示的单词，在听的过程中，就变成了关键信听力任务相对来说就比较简单。

学生很容易可以捕捉到，这样1b 和21.

T: Tell Ss that Lin Hui and Sally are talking about the TV

shows. 2.

Let Ss listen to their conversation. And number the TV shows [1-5].

1

sitcoms

2

news

4

game shows

3

talk shows

5

soap operas 3.

Check the answer after listening.

Work on 2b 1.

T: Let Ss listen the conversation in 2a again, and complete the sentence in 2b. 2.

Let Ss find out the difficult point, and the teacher explain them. 3.

The teacher should pay attention to the words’ spelling.

4.

Ask Ss to read these sentences in 2b. Answer: 1.the news or talk shows

2.some great jokes

3.game shows

4.soap operas, tonight

2b的听力任务比较重，对学生来说较不仅要求学生听懂意思，而且要求他下空缺信息，从而能逐步掌握利用听焦关键信息和关注细节的听力策略。

3 深度加工

Step 4 Post- listening（听后）

1.

T: Take 2a as the example, and let Ss ask and answer true for you. For example: A: Do you plan to watch the news tonight? B: Yes. I like watching the news. I watch it every night. A: Why? B: Because I hope to find out what’s going on around the world. 2.

Ask some Ss to show their information to the class.

进一步巩固本节课所学新知内容，拓生思维。

questions about the TV shows using information that is

对话中会遇到学生不懂得语法点，这候老师必须点出来，并且仔细解释清下盲点。

否则学生会似懂非懂的过去，也不问通过角色扮演让学生进一步巩固新学述电视节目和自己喜好的句型，逐步的喜好。

3.

T: Ask students to read the conversation between Grace 学生思考并总结，培养学生学会表达and Sarah carefully. And try to find the main points. 4.

T: the teacher explains the main points carefully. 5.

Role-play 知识

(12mins)

Suppose one student is Grace, and another is Sarah. Give Ss

several minutes to practice the conversation. Then let some pairs show their conversation to the class.

4 评价学生学习

Step 5 Free Talk （7 mins）

1.

T: Ask Ss to use the sentences we have learned to

design a passage about their favorite TV show. 2.

Discuss their passage in groups each other.

3.

Find student to show his or her passage to the class. 4.

Ask that student to evaluate his or her own passage 5.

Find other students to evaluate that student’s passage.

这部分是一个输出的环节，学习了6.

The teacher should pay attention to the using of the 就要会灵活去运用，能够口头表达phrases and grammars in that student’s passage.

并且在用的过程中，学生自然而然习了一遍所学新知，培养学生学会纳并形成判断的思维品质，同时注Summary: use the target languages to make your own 生的自我评价，小组评价，教师评conversations with the following structure: A: What do you want to watch? B: I want to watch a talk show. A：What do you think of talk show? A: They’re OK. I don’t mind them.

B: Then let’s watch a talk show.

体现知识从零碎到整合，给学生在慢构建从语言知识到语言运用的思维能力。

图结构，培养学生善于归纳，总结

7.

Homework

Review the language knowledge that we have learned in

this class. Then check it next class.

对知识的再次巩固，和及时的运用