初中英语听说课课堂实录.docx
- 文档编号:25341223
- 上传时间:2023-06-07
- 格式:DOCX
- 页数:8
- 大小:30.71KB
初中英语听说课课堂实录.docx
《初中英语听说课课堂实录.docx》由会员分享,可在线阅读,更多相关《初中英语听说课课堂实录.docx(8页珍藏版)》请在冰豆网上搜索。
初中英语听说课课堂实录
集团企业公司编码:
(LL3698-KKI1269-TM2483-LUI12689-ITT289-DQS58-MG198)
初中英语听说课课堂实录
初中英语听说课课堂实录
Unit1CanyouplaytheguitarSectionA(1a—1c)
TeachingAims:
Objects:
(1)Function:
Studentslearnhowtousethemodalverb“can”.Yes/Noquestionsandshortanswers.“What”questions.
(2)Keyvocabulary:
guitar,join,swim,sing,chess,draw,speak,can’t,playtheguitar/chess,jointheart/Englishclub
(3)TargetLanguage:
---Canyousing/speakEnglish
---Yes,Ican./No,Ican’t.
---Whatclubdoyouwanttojoin
---Iwanttojointhechessclub.
(4)Structure:
Usethemodalverb“can”.Yes/Noquestionsandshortanswers.“What”questions.
Objects:
(1)Studentscandeveloptheirabilitiesoflistening,speaking,readingandwriting.
(2)Studentscandeveloptheirabilitiesofworkinginpairsandcommunicationbylearningusefulstructures.
Objects:
StudentscanbeactiveinclassandshowthemselvestoincreasetheirinterestinEnglishlearning.
TeachingKeyPoints:
1.Totrainthestudentstocommunicatewithothers.
2.Toenablethestudentstostudyandfinishthetaskingroupsandcooperation.
TeachingDifficultPoints:
Modalverb“can”.
TeachingMethods:
Situationteachingmethod
Task-basedteachingmethod
Comparingteachingmethod
Listenandoralteachingmethod
TeachingAids:
Ataperecorder,aguitarandtestpapers.
TeachingProcedures:
Step1:
Warming-up
Greetings
T:
Goodmorning,boysandgirls!
Ss:
Goodmorning,MissZhu!
T:
Howareyou
Ss:
I’mfine,Thankyou,andyou
T:
I’mfine,too.Doyoulikemusic
Ss:
Yes,wedo.
T:
Great!
Let’senjoyabeautifulsong,OK
Ss:
OK.
设计意图:
以学生熟悉的英语问候语“Goodmorning.”“Howareyou”等引入课堂,并以歌曲吸引学生的注意力,既复习了以前的内容,又活跃了课堂气氛。
Step2:
Leadingin
thesong“TwinkleTwinkleLittleStar”onthescreen.Andletstudentssingwithit.
T:
Whatisheplaying
Ss:
Guitar.
T:
Canyouplaytheguitar
Ss:
Yes,Ican./No,Ican’t.
2.Showaguitartotheclass.
T:
WhocanplaytheguitarComeon,youcanhaveatryinfrontofyourclassmates.Don’tbeshy!
Justtry!
(Ifnoonecanplayit,theteachercanplayit,andthentellthestudentswhohavemorestarsintheclasscanhavetheopportunitytolearnguitar.)
设计意图:
吉他的运用不仅极大提高了学生学习的兴趣积极性,也把本课的主题体现出来,很自然地导入新课题。
Step3:
Presentation
T:
Youcanlearnthenewwordsandexpressionsallbyyourselves,andthenhelpeachother,andIwillcheckandhelpyou.
(Thenaskonestudenttoreadthem,theotherslistenandcheck...)
S1:
(readsthenewwordsandexpressions)
T:
Goodjob!
Butthereareafewmistakesofpronunciation,let’shavealooktogether...
(Theteacherteachesthenewwordsandexpressions,thentheSsreadthemandcheckeachother.)
T:
Iknowyoulikeplayinggames.Let’splayagametogether.Isaythewordsandyoucanactout.OK
Ss:
OK.
Duringthegame,teachercanask:
“Canyourun/sing...”(Shakeornodhead)
Ss:
Yes,Ican./No,Ican’t.
设计意图:
新单词的讲授由原来单一的教师教学生跟读的方式转变成学生自已拼读---互相检查帮助---教师检查辅导的方式,更能激发学生的学习自主性,且掌握得更好,真正地体现学生的自学互助和老师的导学。
并且之后的单词小游戏阶段能让学生进一步掌握新词汇。
T:
Boysandgirls,pleaselookattheblackboard.TherearesomepicturesIwouldliketoshowyou.(Showthepicturesonthescreentoteachthefiveclubsin1a)
T:
What’sthisWhoyoureaditoutloud
S1:
Artclub/Englishclub/swimmingclub...
T:
Wonderful!
Nowlet’sreadthemtogether...
Let’smatcheachclubactivityinthepicturewithawordfromthelist.
(Givestudentsafewminutestofinishtheexercise)
T:
Didyoufinish
Ss:
Yes.
T:
Great.WhocanshareyouranswerswithusIwillgivestarstoyou,andyouwillhaveprize.
Ss:
Me!
(Thenletotherstudentschecktheanswers,iftheyarewrong,correctthem)
设计意图:
教师在授课的过程中一方面利用图片和关键词为学生深入掌握词汇提供了充足的辅助条件;另一方面又让学生逐幅图画进行复述,然后整体复述。
体现了由易到难,层层推进的原则。
Step4:
Listeningtask
T:
Welldone!
Youareamazing!
OK,let’sdoalisteningtasktogether.I’llplayittwice.Forthefirsttime,youcanonlylisten,andforthesecondtime,writeanumber(1/2/3)nexttotherelevantconversationyouhear.Canyoufinish
Ss:
Yes,wecan.
T:
Perfect!
Let’sbegin,areyouready
Ss:
Yes.
(Playthetape)
Checkthestudents’answersafterlistening.Letthemrepeatafterthetapetogether.
Givethestartothegroupinwhichstudentanswersright.Bythen,countthenumbersofthestarsandencourageothergroups.
设计意图:
这个活动是本堂课的升华,听力任务的层次有所递进,表达的语言更加丰富,注重了口语应用,同时为下一步的教学活动做好准备。
Step5:
Consolidation
T:
I’llplayavideoforyou,butyoucanonlylisten.Andtherearesomeexercisesonthescreen,youneedtofillintheblanks,afterthat,youcanenjoythevideo,allright
Ss:
OK.
设计意图:
通过一段视频展现,更容易抓住学生眼球,提高学习兴趣,也通过练习,更进一步地让学生巩固所学知识。
Step6:
Guessinggame
T:
Ithinkyouareallsmartboysandgirls.Let’splayaguessinggametogether!
OK
Ss:
OK!
T:
Iwilldivideyouintothreegroups.Eachgroupneedsastudenttousehisorherbodylanguagetoshowthephrases,andothergroupmemberstakeaguess.Thegrouptakeslesstimewins.Gotit
Ss:
Allright.
(Choosethebestgroupandthenaskothergroupstogivethemabigapplause)
T:
Let’ssee.Ohgroup...hasthemoststarsrightnow.Butdonotworry,youhavemorechancestogetthem.
设计意图:
通过游戏的方式让学生充分发挥主观能动性,让学生在玩中学,让课堂活起来。
采取小组比赛计分的方式,让学生充分参与,并对其进行鼓励性评价,不断激励学生。
Step7:
Makeaconversation
T:
Sincewelearnednewcontenttoday,let’smakeyourowndialogues,findyourpartnerinyourgroup,andpracticethefollowingsentencepatterns.
---Iwanttojointhe...Club.
---Canyou...
---Yes,Ican./No,Ican’t.
Timeisup.Actandevaluatetheirperformanceandgivestarstoeverygroupwhoplaysthedialogue.
设计意图:
注重对口语的练习和表达,小组间有竞争,小组成员之间有合作,相互促进,共同成长。
Step8:
Summary
T:
Inthisclass,whatdidwelearnWhocansumupforusNewwords
S1:
Guitar,swim,sing,chess,speak,can’t,join,club,draw...
T:
Whataboutsomenewsentences
S2:
Canyouswim/sing/draw...Yes,Ican./No,Ican’t.
Canshe/heswim/sing/draw...Yes,she/hecan./No,she/hecan’t.
WhatclubdoyouwanttojoinIwanttojoin...club.
T:
Welldone!
Wecanseegroup...hasthemoststars,sotheyaretoday’swinner.Congratulationsandyoucangetyourprizeafterclass.
Step9:
Homework
T:
Timeislimited.Thisistoday’shomeworkforyou.”
⑴Writtenwork:
Designa“WordBank”game.Letstudentsfillinblanks.
⑵Doasurvey.Askyourfamilymembersabouttheirabilities,using“Canyou...”“Yes,Ican./No,Ican’t.”
T:
Areyouhappytoday
Ss:
Yes!
T:
I’msohappy.I’msurewewillbegoodfriendsafterclass.Thankyouforparticipation.Goodbye!
设计意图:
回顾本课的重难点,让学生自己总结,老师补充,通过这样的方式使得学生更进一步把握好课堂内容。
同时,轻松有趣的家庭作业使学生更好地把握新知识。
总评
1.目标明确,重、难点把握准确,知识主线提炼精确。
2.教学设计体现了“听说课”的教学模式,从复习热身、感知体验、强化巩固到语言应用,设计的思路清晰,步骤明确,体现了“层层递进”的教学原则。
3.设计的流程遵循了学生的认知规律,由感知体验到语言应用,注重了知识获取,能力形成的学习过程。
4.能够突出学生的主体地位,面向全体,每个学生有任务,且每个学生都有展示的机会。
5.通过小组间的合作,引导学生进行自主、探究学习,敢于质疑,善于解惑,学会总结,大胆评价。
6.教学效果良好,学生参与面广,参与机会多,参与的积极性高涨,兴趣浓,知识与能力、过程与方法、情感态度价值观得到了很好的落实。
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 初中英语 听说 课堂实录