教學(xué)目標

知識目標:

1. 復(fù)習(xí)月份、星期和日期的表達。 

2. 學(xué)會使用the day before yesterday, the day after tomorrow, weekday和look after。

3. 學(xué)會詢問What’s today?及回答。

4. 用情態(tài)動詞can發(fā)出邀請。

能力目標:

能運用月份、星期、日期和the day before yesterday, the day after tomorrow, weekday等時間進行對話。能熟練運用can, have to等情態(tài)動詞發(fā)出邀請和作答。

德育目標:

培養(yǎng)學(xué)生熱愛生活,樹立健康向上的生活態(tài)度。Today is better than yesterday. Tomorrow is better for ever.

Share our love, share our happiness, share our care.

2學(xué)情分析

教學(xué)內(nèi)容分析:

課時是人教版八上9單元的Section B 第4課時,該課是一節(jié)聽說課。本課時是在Section A 的學(xué)習(xí)基礎(chǔ)上能熟練掌握情態(tài)動詞的用法,通過Can you do sth…? 進行口頭對話訓(xùn)練,進一步幫助學(xué)生正確運用情態(tài)動詞發(fā)出邀請。學(xué)習(xí)更多有關(guān)時間的名詞,通過聽、說訓(xùn)練拓展學(xué)生的聽力輸入和口語輸出內(nèi)容;同時通過對話復(fù)習(xí)What day is it today/ tomorrow/the day after tomorrow? What was yesterday/the day before yesterday? 等疑問句的問和回答,過渡到What’s today?的學(xué)習(xí)和掌握。學(xué)生通過聽、說、讀、寫一系列活動熟練運用星期、日期表達。通過時間過渡到學(xué)生可參與的活動。我將教材內(nèi)容盡量實物化、形象化、具體化。給學(xué)生創(chuàng)造英語語言氛圍,激發(fā)學(xué)生學(xué)習(xí)興趣,突出學(xué)生的主體作用,強調(diào)真實的實踐活動,讓學(xué)生在實際的操作中學(xué)習(xí)語言,使語言運用成為教學(xué)活動的核心。

學(xué)生情況分析:

學(xué)生通過Section A三個課時的學(xué)習(xí),已經(jīng)掌握了與活動有關(guān)的動詞短語,并能較靈活的運用can發(fā)出邀請,也能根據(jù)自己的情況接受邀請和拒絕邀請。所以Section B的這節(jié)課,我們老師將教學(xué)重心放在了學(xué)生的語言運用和實踐上,幫助學(xué)生通過復(fù)習(xí)月份、星期和日期,能靈活運用不同的時間短語及日常活動發(fā)出邀請,并能作答。把所學(xué)知識在語言實踐中去靈活運用、去發(fā)現(xiàn)問題和解決問題,更注重學(xué)生的自學(xué)能力和小組合作學(xué)習(xí)的訓(xùn)練和養(yǎng)成教育。

3重點難點

教學(xué)重點:1.詞匯:the day before yesterday, the day after tomorrow, weekday, look after

           2.句型:(1). What’s today? (2). Can you do sth…? Sure, I’d love to./ Sorry, I can. I have to do…

教學(xué)難點:在不同的語境中如何靈活運用重點句型進行對話。

4教學(xué)過程

4.1第四學(xué)時

4.1.1教學(xué)活動

活動1【導(dǎo)入】　Lead－in

Ⅰ. Lead-in. Enjoy a song before class.

歌曲 Days in the months song 可以快速讓學(xué)生回憶起一年12個月。為本課學(xué)習(xí)做好鋪墊。

活動2【講授】Presentation

Ⅱ. Presentation. 

1. Activity 1 —Individual work. Go over the months of a year and the days of a week.

Teacher’s activities: a. Greetings and ask two questions.

b. Ask the students to write down the days and dates in the blanks.

Students’ activities: a. Answer the questions

b. Write down the days and dates.   

C. Check the answers in groups.

設(shè)計意圖:老師先采用Individual work讓學(xué)生寫下表中所缺的星期和日期,由小組開展互助共學(xué)后再校對答案。由課前的鋪墊直接進入時間主線,點題明了,主題突出。

2. Activity 2 — Pair work:Learn to use the day before yesterday, the day after tomorrow and weekday.

Teacher’s activities: a. Guide the students to learn the new words. Then talk about the days and the dates.

Eg. Today is Tuesday the 23rd. Yesterday was Monday, 22nd. Tomorrow is…

b. Ask them to ask and answer.  – What’s today? – It’s …

Students’ activities: a. Watch, learn and talk about the days and dates.

b. Ask and answer in pairs like this.  

- What’s today/tomorrow/the day after tomorrow?   -It’s Wednesday, 23rd.

-What was yesterday/ the day after tomorrow?      -It was…

設(shè)計意圖:通過形象直觀的圖片引導(dǎo)學(xué)生學(xué)習(xí)時間詞匯。活動一和活動二主要采用Presentation教學(xué)方式。老師及時給學(xué)生的tips恰到好處:Today is better than yesterday, Don’t wait till tomorrow. 引導(dǎo)學(xué)生學(xué)會正確把握時間。

活動3【活動】Practice

Ⅲ.Practice.

1. Activity 3 — Pair work: Learn to use the new phrases and question sentences to practice in pairs.

Teacher’s activities: a. Show the model to practice the conversation.

b. Ask them to play a guessing game.

Students’ activities: a. Please practice the conversation with your partners.

b. Have a guessing game.

設(shè)計意圖:通過問題What’s today? 句型引導(dǎo)學(xué)生暢談星期、日期。設(shè)計的guessing game活動是對已學(xué)過的時間名詞和句型的又一次復(fù)習(xí),讓學(xué)生在課堂上能更直接形象地復(fù)習(xí)詞匯,熟練運用句型,同時更能調(diào)動學(xué)生的思維和積極性,活躍課堂。

2. Activity 4 — Individual work: Circle the activities after watching the video.

Teacher’s activities: a. Play the video.                 

b. Show the answers.

                 c. Guide the students to talk about the activities like this:

A: Can you… with me?               B: When?

                 A: …                              B: Sure, I’d love to. / Sorry, I have to…

                 d. Show some pictures, let the students to talk about them.

Students’ activities: a. Watch the video and circle the activities.

b. Students show the answers.

c. Talk about the activities according to the model.

e. Review the activities and the usage of have to.

When we are ill, we have to ___________.

設(shè)計意圖:學(xué)生由淺入深,從詞到句,階梯式地進行句型訓(xùn)練,讓學(xué)生很自然地掌握本課的基本詞匯和句型。以時間為線,以活動為載體進行了大量的訓(xùn)練。活動三主要采用Practice教學(xué)方式,訓(xùn)練學(xué)生“說”的能力。

3. Individual work-Listening practice.

Teacher’s activities: a. Play the tape and guide the students how to get the useful information.

b. Let the students listen again for more listening practice.

c. Ask the students to show the answers.

Students’ activities: a. Listen to the conversation and answer the questions.

b. Then listen again and fill in the blanks.

c. Give the answers and learn more about the useful words.

設(shè)計意圖:通過聽力訓(xùn)練,培養(yǎng)學(xué)生在語境中能快速、準確捕捉關(guān)鍵信息的能力, 對重點短語和句型在掌握的基礎(chǔ)上能靈活運用。此環(huán)節(jié)主要采用Practice教學(xué)方式,旨在訓(xùn)練學(xué)生“聽”的能力。

活動4【活動】　Group　work

Ⅳ. Activity 5 — Group work: Discuss in groups and make up a conversation about the activity.

Teacher’s activities: T: Here are four activities to celebrate (慶祝) Christmas. Each group may choose (選擇)

one activity. Please discuss with your group mates and make up a conversation.

Students’ activities: a. Leaders lead the members to discuss and make the conversation like the example.

               

                b. Show the conversation in groups in front of the blackboard.

 

(L=leader(組長),A= student 1,B = student 2,C= student 3)

L: Hello! We’re going to _____________________. Can you come to join us?

A: When is it?

L: It’s on _____________________.

A: ___________________________.

L: What about you, B?

B: ___________________________.

L: Would you like to come, C?

C: ___________________________. What can we do?

L: ___________________________.

C: Where are we going to meet?

L: ___________________________. OK. See you then.

設(shè)計意圖: 通過小組合作、組長帶領(lǐng)組員運用本節(jié)課所學(xué)的時間短語、日常活動短語及重點句型進行小組對話,學(xué)生由上一步的受控活動進入到自主活動,由操練到熟練。學(xué)生作為表演者,教師作為引導(dǎo)者﹑裁判。考察學(xué)生的綜合語言運用能力。這一活動體現(xiàn)了新課標的教學(xué)特點及在交際中學(xué)習(xí)語言的教育學(xué)原則,符合“能力的形成和發(fā)展離不開實踐活動”的心理規(guī)律。活動四主要采用Production教學(xué)方式,培養(yǎng)學(xué)生的合作精神。

活動5【導(dǎo)入】Ⅴ.The　ending　of　the　class.　　　　T：　On　Christmas　Day　

Ⅴ.The ending of the class.

   T: On Christmas Day the most important thing is that we share our love, care, happiness with families, friends and even strangers (陌生人).

Ss: Let’s share our love!

Let’s share our happiness!

Let’s share our care!

設(shè)計意圖: 本課節(jié)課主要采用 Personal ability教學(xué)方式,其目的是對學(xué)生進行德育教育和文化滲透,形成具有獨特個性能力的優(yōu)秀學(xué)生,并培養(yǎng)學(xué)生熱愛生活,樹立健康向上的生活態(tài)度。

共1學(xué)時

課堂實錄 

 

優(yōu)點：1. 本課對教材整合合理，從復(fù)習(xí)星期，日期和月份入手，層層遞進，過渡到有關(guān)日常生活的動詞詞組，最后提升到小組合作設(shè)計圣誕節(jié)活動，梯度有序的學(xué)習(xí)過程更好地達成了語言目標。 2. 自始至終的活動教學(xué)，實物化、形象化、具體化的教學(xué)內(nèi)容充分調(diào)動了學(xué)生的積極性，有效地引導(dǎo)學(xué)生進行探討學(xué)習(xí)，并對學(xué)生活動進行了形成性評價。 3. 作為聽說課，大量的聽說訓(xùn)練活動有機結(jié)合，使教學(xué)重心始終在語言運用實踐中得到體現(xiàn)。