Unit 1 If she goes to a different school, I won’t see my best
friend.
一、 教案背景
1.面向学生:初二学生 学科:英语 2.课时:一课时
3.教学准备:要求学生认真预习,将不懂的地方划出来。另外想想自己日常生活中有什么问题,如何解决。 二、教学课题
本模块的话题是“问题”,向学生介绍了一些发生在中学生身边的问题,借此让学生了解外国同年龄段孩子的生活和烦恼。通过本模块的学习,让学生进一步学习if 引导的条件状语从句的用法,并为他们提供了充足的语言运用机会。学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,让学生在使用语言的过程中,学会谈论问题并提出建议,促使学生能积极参与到语言实践活动中,乐于合作分享。 三、教材分析
1.教学内容分析:本课内容为对话——主要谈论萨利如何设法解决萨利的朋友与家长之间出现的问题,这些内容和学生生活密切相关,是这一年龄段学生会遇到的,因此语言实践活动也比较好开展。本课的重点、难点是if引导的条件状语从句。
2.教学目标分析 ⑴ 知识目标
⑴正确使用一下单词和词组:
①单词:able, beat, shame, punish, such
②词组:play a solo, refuse to do, warn about, send away, be proud of, at the end of, in the background, during our final practice, all together
③语法:掌握if引导的条件状语从句的时态:若主句是一般将来时, 从要用一般现在时。即“主将从现” ⑵ 技能目标
听:能听懂对问题的陈述。 说:能叙述对问题的描述。
读:能读懂有关描述问题的相关对话。 写:能把课堂口语练习的内容落实到书面文字。 ⑶情感目标
让学生乐于参与运用英语的实践活动,善于同别人交流看法。 3.教学的重点与难点分析 ⑴教学重点:
①重点词汇: able, beat, shame, punish, such
②重点词组:play a solo, refuse to do, warn about, send away,
be proud of, at the end of, in the background, during our final practice, all together
③重点句型:If I play well, I will play the solo.„ ⑵教学难点:
①if引导的条件状语从句的时态,若从句用一般现在时,主句用一般将来时。
②如何描述问题及提供建议。 四、教学资源与工具设计
1.教师教学资源:主要包括教材提供的资源、多媒体教学设备和PPT教学课件。
2.学生学习资源和工具:多媒体教室、教材、PPT教学课件。 五、 教学方法
自上而下法,预测法,交互法,情境教学法。 六、教学过程 Ⅰ. Engage 感知体验 Step 1 Warming up
T:Do you have any problems? S:Yes.
T:What is your problem?
S:My mother doesn’t think I study hard, but I try my best. My best friend doesn't like to play games with me.„ T:Good! Today we are going to learn something about problems.
Module 5 Problems Unit 1 If she goes to a different school, I won’t see my best friend. (设计意图) 用学生熟悉的话题导入新课,引起学生的兴趣。 Step 2 Listening (Activity 2)
T:Do you want to know Tony's problems? S:Yes.
T:Listen to the dialogue and find the answer what Tony’s problem is.
What is Tony’s problem?
A) Tony will refuse to go to the guitar class. B) Tony spends too much time playing the guitar. S:B
(设计意图) 让学生感知与问题相关的话题,训练学生听的能力,熟悉词汇,为学习对话做准备。另外,在听力训练中让学生带着任务去听,注意学生听力技巧的培养。 Ⅱ. Practice (模仿操练) Step 3 Listening (Activity 3) 1.Lead-in
T:Tony’s hobby is playing the guitar and Sally’s hobby is playing the violin. She always plays the solo, but she doesn’t want to play at the concert, do you know why?
S:Maybe she is ill; Maybe she is on holiday; Maybe she must look after her mother„
(设计意图) 给出学生情景,让学生预测Sally.没参加演出的原因,
用预测法导入新课,引起学生的兴趣。 2.Listening
T:Now let’s listen to the tape and check your answer. Why doesn’t Sally want to play at the concert? A) She doesn’t want to be a star. B) She has been ill recently. C) She wants to keep her best friend. S:C
(设计意图)听力训练,可以训练学生听懂主旨大意的能力。核对答案看看学生的预测是否正确,让学生有成就感。初步感知课文。 Step 4 Reading 1. Read and imitate
T:Please open your books and turn to page 34 read the dialogue following the tape and imitate. Please, pay more attention to the stress.
(设计意图)培养学生的朗读和模仿能力,把握正确的语音、语调,享受语言的美感。
2. Read aloud and emotionally in groups
T:Let’s read aloud the dialogue again in groups of three emotionally, and then I will ask some groups to read it. (设计意图)让学生小组合作,有感情的大声朗读课文,然后分角色朗读对话,提高了学生练习的积极性。而且使每个学生都有了参与的机
会,并且能够相互帮助,相互合作,最终达到人人都张嘴,人人都敢说的效果。帮让学生进一步熟悉课文
3. Read the text, answer the questions and learn Everyday English.
T:Read the text quietly, and then answer the questions. ⑴. Does Ling ling mean alone in front of everyone? ⑵. What have Kylie’s parents warned her about? ⑶. What does Sally refuse to do? Everyday English:
Rather you than me! You mean„
(设计意图) 通过问题的设置,考查学生对对话细节问题的理解程度,帮助学生进一步理解课文。在问答的过程中插入一些小问题,引出本课的Everyday English.目的是使学生了解其在较为真实的口语环境中的使用。
4. Read and fill in the table
T:Now read the text again and fill in the table. If 1.Sally plays well, 2.Kylie beats Sally, 3.Kylie spends too much time with the orchestra, 4.Kylie goes to a different school, 5.Sally refuses to play, ` 6.The teacher chooses Kylie, 7.Kylie becomes a star, (设计意图) 通过这一任务的设置,帮助学生彻底理清对话脉络,充分理解课文,并引出重难点条件状语从句。 5. According to the table, retell the text. T:According to the table, retell the text. Sally can If 1.Sally plays play punish and send see `choose play be proud of and send lose her best 2.Kylie spends friend Sally can keep her 3.Kylie goes 4.Sally refuses 5.the teacher chooses best friend 6.Kylie becomes (设计意图)在学生对课文充分理解的基础上,根据重点词来复述课文。检测学生对对话内容的理解程度,以及对知识点的掌握和运用,为下一步的话题的开展做出铺垫。 III Use (交际运用) Step 5 Activity
T:You have known Sally’s problem, do you want to talk about
your problem with your partners? S: Yes.
T:Work in pairs.Talk about the problem you have.Describe the
problem and talk about solutions.
S: If I get up late, I will be late for school. So I will get up early.„
(设计意图) 此环节训练了学生口头谈论问题和解决问题的能力。教师设置的情境,贴近学生的生活,让学生有话可说,并能让学生将本单元所学的知识进行迁移,不仅使学生再次运用本单元所学知识,也再次操练本课语法重点——if引导的条件状语从句。同时也培养了学生的自主学习意识和小组合作意识。 Step 6 Summary
T:Let’s summarize the key vocabulary and structures in this unit. Sum up 动词词组 介词词组 副词词组 all together Play a solo send away at the end of be proud of warn „about refuse to do in the background during our final practice If 引导的条件状语从句的结构: 若主句是一般将来时, 从句要用一般现在时。即“主将从现 (设计意图) 引导学生就重难点进行梳理归纳,让其在学生的头脑中初步形成简单的条理,为下一步强化练习做铺垫。 Step 7 Exercises
(操作方式) 让学生完成习题。
T:Let’s do some exercises and check the answers. 1. That is ____ a pity!
A so B such C how D what
2. –I will sing a song in front of many people. --______?
A Thank you B Rather you than me C How can you do that D What a shame
3. _____the concert, the entire musicians say goodbye to the audience.
A At the beginning of B In the middle of C During the final practice D At the end of
4.If she ___________________(花了太长时间)with the orchestra, they will punish her and send her to a different school. 5.If she becomes a star, her parents will _______________ (以她为骄傲),and they won't ____________ (送她走).
6.If ________________(我拒绝演奏),our teacher won't choose me .
(设计意图) 通过习题的反馈,了解学生是否掌握了本课的重点和难点。
Step 8 Homework
Homework: 1.Write a report about your problems and give the
solutions;
2. Do Exercise book(1) and (2).
(设计意图) 通过作业的反馈,了解学生是否巩固掌握了本课的重点和难点。 Step 9 Addition
(操作方式) 教师自编了一段与本课重点相关的话,通过让学生大声朗读屏幕上出现的句子,总结升华本课主题。(句子见课件) (设计意图) 通过教师引导,师生共同总结提升本单元所学知识,指导学生用不同的方式体会英语语言运用的乐趣。 七、板书设计
Module5 Problems Unit 1 If she goes to a different school, I won’t see my best friend. 动词词组 介词词组 副词词组 play a solo send away at the end of all together be proud of warn „about in the background refuse to do during our final practice If 引导的条件状语从句的结构: 若主句是一般将来时, 从句要用一般现在时。即“主将从现 (设计意图) 通过板书,让学生一目了然的知道本节课的教学重点、难点。 八、教学反思
本节课按照EPU教学过程教学,学生参与的热情非常高,原因是本
课所谈论的话题贴近他们生活实际,让学生有话可说。在教学活动中,参加课堂活动的学生面达90%,每个层次的学生都能有展示的机会,并让学生体验与他人合作交流的快乐。绝大部分学生能听懂并使用本单元有关的词和词组,并能正确使用if引导的条件状语从句来描述问题和解决问题。能完成已定的教学目标,重难点突出。出现的不足体现在:读课文环节,学生语速较快,能准确读出每个单词,每句话。但是没有进入情境,没做到有感情的朗读课文,并没有注意感叹句的语调。
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