Unit 4 I used to be afraid of the dark 说课稿Word格式文档下载.docx
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Unit 4 I used to be afraid of the dark 说课稿Word格式文档下载.docx
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(二)教学目标
根据《英语课程标准》关于总目标的具体描述,结合本节课的教学内容,我制订了如下目标:
1、知识与技能目标:
学会使用beafraidof,并能结合usedto结构谈论自己及他人的过去与现在的变化。
2、过程与方法目标:
通过直观的对图片的感受谈论自己的变化,通过听力及对话来了解别人的变化,通过小组调查这样的任务型活动来谈论他人的变化。
3、情感目标:
人是发展变化的,不但身体上会发生变化,兴趣和爱好也会较以前有所不同,随着年龄的增长,应不断克服自己的缺点,增长知识,健全自己的人格,日趋完善自己。
(三)教学重点及难点
用beafraidof来谈论自己及他人过去于现在的变化。
二、说教法与学法
为达到以上教学目标,突出重点,突破难点,根据英语课程的要求,知识的讲授要从学生的学习兴趣、生活经验和认知水平出发去发展学生的综合语言的运用能力,提高跨文化意识和形成自主学习的能力。
因此,我将在教学中采用任务型教学模式,利用多媒体辅助教学、结合听说法、竞赛法,以循序渐进的方式来进行教学。
根据初中生的抽象思维能力还不太高,注意力还很分散的特点,在课堂教学的每个环节中,我将采用多媒体辅助教学,利用多媒体展示学生们喜欢的图片,以增强学生的兴趣和注意力,因为教育心理学给了我们这样的提示:
如果学生对于一件事物有极大的兴趣,他们会就排除主观和客观的消极因素,尽量全身心地投入到知识的学习中去。
教法的选择固然重要,但学法也是不可缺少的。
我们都知道学生的学习并不仅仅孤限于课堂的学习之中,很多时候更需要参于实践,因此,我们应遵循学生的这一身心发展规律和学习规律,在教学过程中,利用合作与交流的学习方式指导学生去体验、实践、参与去提高他们的各种能力。
在本节课的教学中,我主要采用比较法和小组合作学习的方法。
三、说教学过程的安排与意图
1、Warm-up
Task1通过用usedto和now来描述不同图片中人们的性格外貌及娱乐方面的变化。
通过这样的直观教学使学生更加记忆深刻,达到复习的目的。
2.Lead-in
Task2通过看图片来描述自己对图片的感觉来学习使用beafraidof并用此句型谈论自己过去和现在的变化。
看到图片感受更加明显,有利于理解记忆。
3、Listening
根据本节课的教学目标自编了一个听力练习,通过听力练习再现情境,使学生了解何时可以应用到本节课的教学内容。
并了解其他人过去与现在对一些事物的情感变化。
Task3pairwork,让学生模仿simpleconversation来询问彼此过去与现在对事物的情感及变化
Task4surveytime
四人一组,调查除自己以外的组员对书中3a所列事物害怕与否及现在的变化。
然后由一名同学做出报告。
由此可以掌握学生对所学内容的掌握情况。
4、Homework
调查家人曾经是否有害怕的事物,现在是否有变化。
完成表格并写出报告。
此项作业可以使学生真正的应用到所学知识,并更加了解家人,理解家人了解人都是发展变化的,随着年龄的增长,我们应不断克服自己的缺点,增长知识,健全自己的人格,日趋完善自己。
四、布置作业
《英语课程标准》建议教师把“任务型”教学活动延伸到教学之外的学习和生活之中。
为此,我把作业布置为常规性作业和探究性作业两种。
常规性作业:
完成《学英语》上的练习。
探究性作业:
比较自己学习方法的转变。
探究性作业既是本节课的新任务,也是下节课的前任务。
以上就是这次我说课的内容,如有不足之处,请各位领导评委给与指导,谢谢大家!
Unit4Iusedtobeafraidofthedark.Periodone说课稿
I.AnalysisoftheTeachingMaterial
Thisunitisaimingattalkingaboutwhatthepeopleusedtobelikewiththepatternofusedtobe,usedtohave,usedtolike.Alltheactivitiesarecarriedoutaroundthetopicofhowtodescribethepeople'
sappearanceandpersonality.Thefirstteachingperiodservesasanintroductionandlead-inpart.Duringthispartthegoalwasintroducedandthemaintopicofthisunitalsowaspresented.Justlikeawarmingupitplays,itisacceptabletoreviewwhathasbeenlearnedinthelastunitandtotransfertothenewlanguage.Thematerialsintalkingaremostlyfromtherecentreallifeandarefamiliartothestudents.Aseriesofquestionswithpicturesandabigpictureareusedtoattractstudentstotheknowledge.
Ⅱ.AnalysisoftheStudents
AsJunior3students,theywouldliketotalkaboutthechangesbetweenapersoninthepastandnow.Theyhavelearnedsomewordsabouthowtodescribethepeople'
sappearanceandpersonalitylikeshort,tall,longhair,shorthair,kind,friendly,serious,shyandsoon.Soitiseasyforthestudentstolistenabout,talkaboutorwriteaboutwhatthepeopleusedtobelike.Suchtopicwillremindstudentsofthedaysoftheirchildhood.Soitisalsohelpfultoraiselearninginterestofstudentsandstudentswillbeactiveinalltheactivitiesinthisunit.
Ⅲ.OverviewofLessonPlan
Thefirstperiodintroducesalotofwordsdescribingpeoplefirst.Andthenstudentswillbeprovidedlisteningandoralpracticeusingthetargetlanguage.Sointhislesson,studentswilllearnhowtodescribethepeople'
sappearanceandpersonality.Theywillshareopinionsaboutthechangesbetweenapersoninthepastandnowbycomparing,listeningandtalking.
IV.Objectives
1.KnowledgeObjectives
Studentswilllearntotalkaboutwhattheyusedtobelikeandtheywilllearnandgraspthestructureusedto,includingstatements,yes/noquestionsandshortanswers.
2.AbilityObjectives
Studentswilltraintheirownintegratingskillsbycomparing,brainstorming,listening,talking,readingandwriting.
3.MoralObjectives
Studentswillknowthateveryonesurelychanges.Ifsomeoneisafraidofspeakinginfrontoftheclass,encourageher/himnottobeshy."
Morepractice,andyou'
llfeelmoreconfident."
V.TeachingKeyPoints
1.Tolearnthekeyvocabularyandthetargetlanguage
a.Keyvocabulary:
outgoing,friendly,serious,quiet,curlyhair,straighthair
b.Targetlanguage:
Iusetobequiet./Sheusedtohavelonghair./...
2.Tolearntheusageofthestructureusedto.
---Youusedtobeshort,didn'
tyou?
---Yes,Idid./No,Ididn'
t.Heistall.
---DidTonyusetoplaythepiano?
---Yes,hedid./No,hedidn'
t.
Theydidn'
tusetoliketests.
VI.TeachingDifficultPoints
1.Toimprovestudents'
listening,speakingskills.
2.Toenablestudentstograsptheusageofthestructureusedto.
VII.Resources
1.Ataperecorder.
2.Someposters.
3.Somephotos.
VIII.TeachingTime
45minutes.
Ⅸ.Procedures
Step1.Pre–listening
Thisactivitywillintroducealotofwordsdescribingpeoplefirst.Andthenstudentsareprovidedlisteningandoralpracticeusingthetargetlanguage.
---Mariousedtobeshort.
---Yes,hedid.Now,he'
stall.
1.Warm-up(1a)
Showsomeposterstothestudentsandintroducethekeyvocabulary.Letthemdescribethepeople'
sappearanceandpersonalitybycomparingandbrainstorming.Calltheirattentiontothechartwiththeheadlines.
Appearance:
tall,short,longhair,shorthair,good-looking,thin,strong,...
Personality:
outgoing,funny,quiet,shy,friendly,kind,warm-hearted
a.Lookatthepicturesanddescribetheappearance.
b.Howcanwedescribethepersonality?
2.Presentation
Showstudentssomephotosinthepastandnow.Letstudentscompareandpracticetounderstandthetargetlanguage"
usedtobe"
inspokenconversations.
3.Explanation
Whenwetalkaboutthethingsthathavechanged,wecanuse"
usedto"
.
e.g.Tomusedtobeshort.Nowheistall.
Sheusedtohaveshorthair.Nowshehaslonghair.
Maryusedtolikeeatingmeat.Nowshelikeseatingvegetables.
Step2.While-listening
Theactivitywillgivestudentspracticeinunderstandingthetargetlanguageinspokenconversation.
1.Firstlistening
Bobisseeingsomefriendsforthefirsttimeinfouryears.Whatdidhisfriendsusetolooklike?
a.Playtherecorderandletthestudentslistenandfillinthechart.(1b)
1.Maryusedto
short.
Heusedtowear_glasses_.
2.Amyusedtobe_tall
.Sheusedtohave_shorthair.
3.Tinausedtohave_red
and_curly
hair.
b.Pairwork
Letstudentshavesomemorepractice.Thestudentslookatthechartandmakeconversationsinpairs.(1c)
Name
Sep.18,2008
Sep.18,2000
YangLan
tall
short
Mary
longhair
shorthair
Mrs.Liu
serious
funny
2.Secondlistening
Playtherecorderandletthestudentslistenandcheckthewordstheyhear.(2a)
_______
shy
serious
√
friendly
funny
__√___
outgoing
quiet
3.Thirdlistening
Playtherecorderagainandletthestudentslistenandfillintheblankswiththewordstheyhear.(2b)
Paula:
Hey,Steve!
Overhere!
Don'
tyourememberme?
Steve:
Oh,wow!
You'
rePaula,aren'
tyou?
That'
sright.
Butyouusedtobereally__quiet
,didn'
Yeah.Iwasn'
tveryoutgoing.
No,youweren'
t.Butyouwerealwaysfriendly.Waitaminute!
Didyouusetoplaythepiano?
Yes,Idid.ButnowI'
mmoreinterestedinsports.IplaysoccerandI'
montheswimteam.
Wow!
Peoplesurechange.
Step3.Post-listening
Thisactivityishelpfultoimprovestudents'
speakingskills.Inthisactivity,wewillintroducemorewordstostudentstoextendtheirvocabularyandwewillprovidemoreoralpracticetothemusingboththeoldandnewtargetlanguage.Theymakeconversationsaboutpeoples'
appearanceandpersonality,andtheycanalsotalkaboutthepeoples'
hobbies.
1.Pairwork(2c)
Tellthestudentstopracticetheconversationinactivity2b.Thenmakeconversationsaboutthemselvesinpairs.Theycanuse...
A:
Hello!
reZhuGuoming,aren'
B:
Yes,you'
reright.
Butyouusedtobereallyquiet,didn'
tveryoutgoing.
t.Butyouwerealwaysfriendly.Waitaminute!
Peoplesurechange....
2.Talkabouttheirphotosinpairs
Beforeclass,leteachstudentpreparetwophotos.Onewastakeninthepast,andoneistakennow.Now,letthemtakeouttheirownphotosandmakeconversationsabouttheirchangesinpairsbycomparingthetwophotos.Thenasksomepairstoacttheirconversationsoutinfrontoftheclass.Inthisactivity,studentswillpracticethetargetlanguagebylisteningandspeaking.Encourageher/himnottobeshy."
Helptobuildthestudentsconfidence.
3.Guessinggames
Inthisactivity,studentswillusethetargetlanguagetogetmoredetailedinformationoftheirclassmates.Studentsarefondofsuchactivities.Sotheyarehelpfultoimprovestudents'
spokenEnglish.Fromthegame,letstudentsfindouttheusagesofusedtoandthensummarizetheusagesofusedto.
a.Firsttheteacherplaystheguessinggamewiththewholeclassasamodal.Saying"
CanyouguesswhatIusedtobelike?
"
Letstudentsguess.
Student1:
Didyouusetobethin?
Teacher:
reright.Iusedtobethin,butnowI'
mheavy.
Student2:
Didyouuse
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