1、初中英语Unit 4 Why dont you talk to your parents Section A 1a 教学设计学情分析教材分析课后反思Unit 4 Why dont you talk to your parents?Section A 1 (1a-2c) 课题Unit4 Why dont you talk to your parents?课型new课时第一课时Section A(1a-2c)教学目标知识目标1. 识记并会使用重点词汇:allow, guess, deal, work out, look through2. 会灵活使用重点句型: You could/should I
2、because Whats wrong?能力目标1. Ss can use the knowledge they learned to talk about the problems and difficulties they had.2.Ss can give others advice.Ss can improve their listening, speaking and reading skills.情感目标1. Ss will learn to express their ideas bravely. 2. Ss will learn to solve the problems in
3、 their lives properly重点难点1. How to talk about the problems.2. How to give advice according to others problems.学情分析本单元的主要话题是中学生在学习和生活中的困难和问。通过课本的学习,教给学生表达的正确方式。并对本节课句型进行扩展,帮助学生完成本节课的写作目标。学法指导听力指导(听前预测,听中抓关键词,)教具CAI, tape recorder教学设计 设计意图Step 1 Warming upEnjoy the happy song. Get the whole class do t
4、he actions. (歌声与表演调动了学生的积极性,为本课的顺利展开提供了轻松愉快的课堂氛围)Step 2 Lead-inProblemsLibby: I am tired.Kim: I cant sleep well every day.Jane: .T: Are you happy today? How are you?Ss: I am fine, thanks. What about you?T: You are happy, so I am happy. But I am very tired today. Do you know why?Ss: Why?T: The man up
5、stairs played his CD too loud. And I couldnt fall asleep. Well, do you have such problems in your life? What are they?S1: I have a cold. S2: I cant sleep wellS3:Get students talk about their problems in pairs. Then list some on the blackboard. 如下表:通过问候,师生进行初步的情感交流,营造氛围。通过引导学生观看视频,进行启发式的提问,使学生很快进入新课的
6、学习状态,为1a练习做准备。Step 3 Presentation 1. Point to the problems on the Bb and get students tell if they are serious or not. Then say to the students: I am tired and I think it is serious. What should I do? Can you give me some advice? List students suggestions on the right side of the chart on the Bb. 如下
7、表:Problems AdviceLibby: I am tired.Why dont you go to sleep earlier this evening?Tom: I got into a fight withWhy dont youJane: .Step 4: Listening comprehension. Do 1b.Step5: Do 1c.Step 6: Do 2a, 2b.Step 7: SummaryStep 8: GroupworkStep 9: TestStep 10: Homework.Try to recite the phrases and sentences
8、. And make your own dialogue.通过情境的创设让学生学会恰当使用Why 句型进行询问及描述。通过听力训练进一步呈现本单元的话题场景。2a、2b的听力练习训练学生抓取关键信息听力技巧。通过总结让学生全面回顾本节所学,加深记忆。此练习可以培养学生们的小组合作和互动精神。反思的学习策略,让学生们学会体验和总结。课堂检测1. Nowadays students have _ (太多)stress from school.2. There are _(太多) people in the museum.3. My parents dont allow me _ (stay) up
9、 late.4. I _ _ _ _ with my mother.(完成句子) 我和妈妈吵了一架。5. Why dont you call him up first? (同义句) _ 新目标英语八年级下Unit 4 Why dont you talk to your parents? Section A 1a-2c关于学情的研究本节课的对象是八年级的学生,经过一年多的学习,有了一定的英语基础知识和听说能力,正逐渐向读、写过渡,同时,学生们对英语学习还保持着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践,有了初步的自主、合作、探究、实验的能力。本班学生的英语基础尚可,但多数学生因为紧张而回答问
10、题不是很积极。要求老师在教学中要增强直观性和趣味性,最大限度地来活跃课堂气氛,调动学生学习的积极性和主动性;通过让学生动口、动手、动脑,活跃思维,提高他们分析问题和认识问题的能力,并能在感性认识的基础上进行理性思考,形成较全面的知识体系。 本单元的主题是谈论如何回答问题及给出建议,可以采用任务型教学法学习新词汇,掌握重点句型,同时能比较好地运用到实践中,解决类似问题。因此我引导学生变被动学习为主动学习,带着问题有目的地听课,可以更好地把握课堂的重点和难点,提高课堂效率。在游戏中学习:在“玩中学,学中玩”,好玩是学生的天性,让学生轻松学习,体会学英语原来可以这么有趣,提高学习兴趣与热情。积极参与
11、2人或4人小组对话或活动,相互交流,互帮互助,合作完成任务,培养团队精神,更好地掌握本课所学知识。效果分析从本节课的教学目标来看,学生的学习效果基本达标: 从知识与能力方面来看,学生通过听说读写训练,1、掌握了单词和短语;2、通过听力训练、角色扮演、小组活动掌握并能运用本课核心句型;3、通过参照范例,模仿和替换练习,进行了对话训练;4、完成了当堂检测,检测结果优秀率和合格率达到了预期。从过程与方法方面来看,1、学生根据预习指示,通过微课学习、搜集有用信息完成了预习任务;掌握了一定的预习方法,提高了预习效率;2、学生通过色扮演、小组活动与他人进行英语交流,提高了合作意识和英语表达能力。从情感态度
12、与价值观方面来看,学生通过视、听、说、读、写的练习学会了表达问题和如何征求意见。课堂教学学生学习活动评价表班级学生姓名学号评价内容自评互评师评学习常 规遵守课堂纪律,不影响教师教学和同学学习带好课本及学习资料爱护实验仪器,节约意识强主动收拾、整理实验仪器学习 态 度积极动脑、动口、动手参与实验中记录认真,实事求是积极思考,敢于提出问题重视实验合 作 与 交 流出色完成小组分配的任务主动与同学合作、互助认真倾听同学的观点和意见认真、公正地评价他人并积极发表自己的观点学习效 果按时独立完成课堂检测、探究报告能运用所学知识解决生活中的化学问题能提出其它的问题最突出的表现(创新或进步):自评:小组长评
13、:师评:还需注意或改进的地方:自评:小组长评:师评:注:1、评价标准:认真完成为A级,完成情况较好为B级,完成情况一般为C级,完成情况不好为D级。2.本评价分为定性评价部分和定量评价部分。3.定量评价部分总分为100分,最后取值为教师评、同学评和自评分数按比例取均值。4.定性评价部分分为“最突出的表现(创新或进步)”、“还需注意或改进的地方”,都是针对被评者作概括性描述和建议,以帮助被评学生的改进与提高。对评价结果的分析:采取自评、老师评价和同学评价并行,在评价者和被评价者之间,采用一定方式互相沟通,促进学生的发展和进步。其中定量评价部分以等级形式及时、全面地将结果反馈给学生本人,让学生知道存
14、在问题和可以改进、提高的地方。其中定性评价部分自评闪光点。“学生相互评价”,此举的目的是给学生评价的权力和机会,重视学生评价学生的过程,有了这一过程,学生就会感到教师对他们的重视,就会因此而提高参与学习活动的内在动机。学生在对他人评价的过程中也是学习和交流的过程,在这个过程中能够更清楚地认识到自己的优势和不足。教师“激励性”的评价,我站在学生发展的角度来评价学生,把评价定位在激励学生的进步上。特别是对学困生,哪怕学生只有点滴的成绩,都要及时肯定。激励性评价,我都力求做到有个性和有针对性,注重使评价富有人情味,尽量使每个被评价的对象获得成功的喜悦。如以“真不错!”、“有创意!”、“老师都没想到”
15、、“有道理”等语言代替了过去的点头、“嗯”、“请坐”等冷冰冰的评价,学生表现出了前所未有的学习积极性。学生当堂学习效果评测结果及分析GroupPointsResults13273745此表能较好地反映出课堂上不同小组间回答问题的情况,第二和第三小组最积极,而一组回答问题最不积极,需要老师以后多引起注意和引导。这样的评价,能帮助老师发现和发展学生的潜能,帮助学生树立自信心,促进学生积极主动地发展,也有利于学生的创新精神的培养和学习主动性的提高,且教师还可以及时地给予针对性的指导。课堂反馈练习测评结果:优秀率:95%人教版新目标英语 八年级下Unit 4 Why dont you talk to
16、your parents?Section A 1a-2c 关于教材内容的研究教学背景:英语教学应以学生为主体,以训练为主线,以能力的培养为宗旨。学生是学习活动的主人,教师是学习活动的组织者和引导者。教师要努力创设多种多样的方式和机会让学生通过自主、合作、探究等学习方式进行学习,注重教与学的互动和生生互动。本单元主要围绕问题和建议这一话题展开各种教学活动,引出why引导的特殊疑问句的问与答以及给出建议的用法。本单元旨在创造一个轻松、愉快的学习、交流环境,通过听、说、读、写来培养学生综合运用这些知识的能力。一教材分析:本单元话题是中考说明中要求熟练掌握的交际话题。通过本单元的学习,学生们要能够熟练
17、地运用目标句型来征询意见,提出合理化建议,并能准确地发表自己对事物的评价。所学内容贴近学生生活,能激发学生学习英语的欲望和兴趣,使他们乐于参与各种英语实践活动;另外也是进行情感教育的好机会,让学生深刻体会所承受的爱,从而学会付出爱,学会感恩。二教学目标:知识目标:1. 能正确使用情态动词could, should表达建议或劝告。 You could go to his house. He should talk to his friends so that he can say sorry.2. 能正确使用Why dont you.?句型表达建议。 Why dont you go to sle
18、ep earlier this evening? Why dont you forget about it so that you can be friends again? Why dont you talk about these feelings with your parents?能力目标:学会在语境中感悟和体会词汇含义,找出意思相近或相同的语言表达。 情感态度目标与文化意识目标:中西方家长对待孩子课外活动和课外学习班的态度与做法。三、教学重点难点教学重点:关于征求和给予意见的表达用语;培养学生根据上下文猜词的能力;在理解文章基础上归纳表述和自主表达观点建议的能力。教学难点:与烦恼、抱
19、怨和建议相关的大量短语搭配;让学生在写作中自然合理运用本单元所学的语言项目四、教法分析本单元承接八年级下册一单元“Whats the matter?”中有关情态动词should 的用法,并作进一步的扩展和综合运用;本课是本单元的第一课时,集中呈现了本单元的基本词汇和语言结构,因此,本课教学有着承上启下的重要作用。根据本课实用性强、涉及面广、语言运用量大的特点,我确立了如下教学方法和手段:1.情景教学法,赋予知识和技能训练以真实的情景和语境,调动学生的参与热情。2.听说读写综合训练,培养语言运用能力。3.知识导入和任务设计由浅入深、由易到难、循序渐进、逐层拓展。4.采用多媒体教学手段,增强直观性
20、和趣味性,加大课堂容量。五、学法分析初二上期的学生经过一年多的学习,有了一定的英语基础知识和听说能力,正逐渐向读、写过渡,同时,学生们对英语学习还保持着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践,有了初步的自主、合作、探究、实验的能力。 本单元的主题是谈论如何回答问题及给出建议,可以采用任务型教学法学习新词汇,掌握重点句型,同时能比较好地运用到实践中,解决类似问题。因此我要引导学生1. 学会预习:变被动学习为主动学习,带着问题有目的地听课,可以更好地把握课堂的重点和难点,提高课堂效率。2在游戏中学习:在“玩中学,学中玩”,好玩是学生的天性,让学生轻松学习,体会学英语原来可以这么有趣,提高学
21、习兴趣与热情。3合作学习:积极参与2人或4人小组对话或活动,相互交流,互帮互助,合作完成任务,培养团队精神,更好地掌握本课所学知识。六、教学过程分析合理的教学过程是教学成功的关键,为了能让学生轻松的进入课堂,在愉悦的气氛中学习知识,在真实的情景中使用知识,在趣味的话题探讨中,积极沟通和交流,最终达成共识,我这样设计每一个教学环节:Step 1 Warming up1. 导入学生们平时在学校和生活中存在的问题。T: Whats the matter/ Whats wrong? S: He has too much homework to do. T: Does he like to do it?
22、S1:No, he doesnt. Because he doesnt have any free time to do things he likes. Step 2 Talking1. Look at these problems. Do you think they are serious or not? Ss discuss with their partners and give some advice. I have to study too much so I dont get enough sleep. I have too much homework so I dont ha
23、ve any free time to do things I like. My parents dont allow me to hang out with my friends. I have too many after-school classes. I got into a fight with my best friend.Step 3 Listening 1. T: Tell Ss to read the sentences in 1a again. Make sure they know the meaning of the sentences. 2. Play the rec
24、ording for the Ss to listen and circle the problems you hear in 1a. 3. Play the recording again. Check the answers with the Ss.Step 4 Pair work1. Let Ss read the conversation in the box.2. Use the information in 1a to make other conversations. 3. Let some pairs act out their conversations.e.g. A: Wh
25、ats wrong? B: Im really tied because I studied until midnight last night.A: Why dont you go to sleep earlier this evening? 4. Language points1) allow v. 允许;准许allow sb. (not)to do sth. (不)允许某人做某事e.g. My parents dont allow me to stay up late. 我父母不允许我熬夜。Mr. Smith allowed Mike to drive there. 史密斯先生允许迈克开
26、车去那里。2) wrong adj. 错误的;不对的 = not rightStep 5 Listening Work on 2a: T: Peter has some problems. What advice does his friend give him? Fill in the blanks with could or should. 1. Let Ss read the sentences in 2a.2. Play the recording for the Ss to listen and write the words in the blank. 3. Play the re
27、cording again to check the answers. Work on 2b: 1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know the meaning of each sentence. 2. Play the recording for the Ss to write the letters (a-e) next to the advice in 2a. 3. Play the recording again to check the
28、 answers.Answers: 1. d 2. e 3. a 4. c 5. b Exercise:Listen again. Fill in the blanks. Boy 2 had a _ with his best friend. He could _ him a letter. But he isnt good at writing letters. He _ call him _, but he doesnt want to talk about it on the _. He _ talk to him so that he can say hes sorry but its
29、 not _. He _go to his house but he doesnt want to _ him. He could take him to the _, but he doesnt want to wait that long. Step 6 Pair work 1. Tell Ss to make a conversation using the information in 2a and 2b. 2. Let one pair to read out their conversation first. 3. e.g. A: Whats the matter, Peter?
30、B: I had a fight with my best friend. What should I do? A: Well, you should call him so that you can say youre sorry. B: But I dont want to talk about it on the phone. 4. Ss act the conversation in pairs. Ask some pairs to act out their conversations. Step 7. Summary Step 8. TestStep 9. Homework:Write three conversations about your problems and you
copyright@ 2008-2022 冰豆网网站版权所有
经营许可证编号:鄂ICP备2022015515号-1