初中英语人教版八年级上册Unit61.docx
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初中英语人教版八年级上册Unit61
新目标英语八年级上Unit6第一课时
课堂教学实录(教学设计)与点评
Unit6I’mgoingtostudycomputerscience.
Period1(P41)
长春市第153中学马玉成
新目标英语八年级上Unit6第一课时课堂教学实录(教学设计)与点评
Unit6I’mgoingtostudycomputerscience.
Period1(P41)
长春市第153中学马玉成
一、教学设计说明
在新课程理念下的英语课堂教学应是“以学生发展为中心,师生共同参与教学活动,全面构建以交流为主的新型师生关系,重视学生学习方式的转变,着重培养学生的创新精神和实践能力,实现个性化、多元化的课堂教学”。
基于这一理念,在课堂教学活动中充分遵循了“学生互动、师生互动”的原则,运用自主、合作、探究的学习方式,开展了学生们乐于参与的教学活动,如情景对话,现场采访等活动。
二、教学分析
1、教学内容分析
《Unit6I’mgoingtostudycomputerscience
(一).》是义务教育教科书英语(新目标)Goforit八年级上第六单元中的第一课。
本课对培养学生的会话能力,激发学生的学习兴趣起着极其重要的作用。
2、学生分析
本课的教学对象是八年级上学期的学生。
他们生动活泼、热情好动,尚处于英语学习的初步阶段,他们求知欲旺盛,但同时他们的注意力又容易分散。
因此在课堂教学中,教师要充分调动他们的积极性,激发他们的学习热情,使他们能很好地投入到课堂上来。
三、教学目标
1.知识与技能目标:
能正确使用computerprogrammer,cook,doctor,engineer,violinist,driver,pilot,pianist,scientist,growup等词汇以及begoingto结构表示将来以及wanttobe谈论未来的理想。
2.过程与方法目标:
(1)能综合运用看、听、说和讨论等有效手段来获取信息。
(2)能借小组活动的机会,积极用英语与其他同学交流,讨论未来的理想职业。
3.情感态度与价值观目标:
能通过对未来话题的讨论,树立自己的生活目标。
四、教学重难点
1、教学重点:
computerprogrammer,cook,doctor,engineer,violinist,driver,pilot,pianist,scientist,growup等词汇的含义和用法,begoingto结构表示将来以及wanttobe谈论未来的理想。
2、教学难点:
用begoingto结构表示将来以及wanttobe谈论未来的理想。
五、教学媒体的运用
录音机及多媒体辅助教学
六、教学过程设计
Step1:
Leadin
T:
Goodmorning,everyone!
Ss:
Goodmorning,Mr.Ma!
T:
Sitdown,please.
Ss:
Thankyou,Mr.Ma.
T:
Beforeclass,Iheareverystudenthasadream.Yes?
Ss:
Yes.
T:
Good.Doyouwanttoshareyourdreamswithus?
Ss:
Ofcourse.
T:
OK.Todaylet’stalkaboutourdreamstogether,thatisUnit6I’mgoingtostudycomputerscience.(Theteacherwritesthetitle“Unit6I’mgoingtostudycomputerscience.”Ontheblackboard.Studentsreadaftertheteachertwice.Thenstudentsreadittwicetogether.AndtheteacherasksastudenttotranslatethetitleintoChinese.)(评析:
教者通过对学生日常生活的提问方式激发学生的学习兴趣,激发学生的学习欲望,用学生熟悉的活动自然地引出本课语言目标和要讲的话题。
)
Step2:
Finedesignplan
Theteacherdividesthestudentsintofourgroupsandshowsthedesignplanofthislessontothestudentsandtellthestudentstoknowthedetailsofthislessonandsomeexercisesinclass.
T:
Beforenewclass,asusual,Iwilldivideyouintofourbiggroups.Ineachbiggrouptherearetwosmallgroups.Ineachsmallgroup,ifNo.1studentcananswerthequestion,andtheteamwillgetonemark,ifNo.3studentcananswerthesamequestion,theteamwillgetthreemarks.Thecaptainoftheteamwillorganizeyourmemberstotalkaboutandtrytoanswermyquestions.Let’sseewhichteamisthewinner.Areyouconfidentofyourselves?
Ss:
Yes.
T:
Verygood.NowI’llshowyouthedesignplanofthislessonandwewillknowtheimportantanddifficultlanguagepointsinthisclassandsomeexerciseswewilldointhislesson.
(Theteacherexplainstheimportantanddifficultpointstothestudentsbriefly.)
(评析:
教者根据学生的不同情况及特点把学生分成四个大组,八个小组,每组选一名组长,负责组织,监督和帮扶组内学困生参与课堂活动。
每组成员根据其学习成绩分为1号,2号和3号,同样的问题如果1号回答出来,组内得1分,但如果3号能回答出来,则得3分。
此举方式调动了学生的学习热情及竞争意识;通过教师结合课标、教材制定的教学目标以及根据学情和学生的认知规律精设的自主学习提纲,使学生进一步明确了本节课要探讨的知识内容和习题训练,清晰明了。
)
Step3:
Vocabularyteaching
Usesixpicturesonthevideototeachthenewwords:
professionalbasketballplayer,engineer,computerprogrammer,actor,pilot,violinist,pianist,cook,doctor.
T:
Let’scheckandsharethejobswehaveknown.Canyousaysomeoccupationalwordsandsayouttheirmeanings?
S1:
teacher(老师).S2:
doctor(医生).S3:
cook(厨师).S4:
actor(演员).S5:
worker(工人).…….
T:
Excellent.Nowlet’sseethepicturesandtrytoguessthejobsofthesepeople.(Sslearnsomeoccupationalwordsaccordingtosomepicturesontheslides)
T:
Whatdoesthepersondo?
Canyouguess?
S1:
Busdriver.
T:
Canyouspellit?
S1:
B-U-SD-R-I-V-E-R.
T:
Doyouwanttobeadriver?
S1:
Yes.
T:
Whatdoyouthinkofthejob?
S1:
Ithinkit’sveryinterestingandexciting.
T:
Hopeyourdreamcancometrueoneday.Butthereisalotoftrafficinthestreet,andyoushoulddrivecarefullyandkeepsafe.Weshouldobeythetrafficrulesanddon’trunthetrafficlights.
S1:
ThankyouMr.Ma.Iwill.
T:
Let’scometonextpicture,whatdoesthepersondo?
S2:
Pilot.(violinist,computerprogrammer,doctor,engineer,pianist,scientist)
T:
…….
(评析:
借助图片学习职业名称,形象,直观。
教者能结合所学单词有讲有练,做到讲练结合,活学活用,期间渗透德育教育和安全方面的教育。
)
T:
Next,let’scheckyourmemories.TrytomatchtheseEnglishwordswiththeirChinesemeanings.
(First,studentsdothemonebyone,thendothemtogetherandtrytospellthesewordstogether.)(评析:
通过测试学生的记忆力来巩固所学单词,加深对所学单词的理解和掌握,为下一步学习做好铺垫。
)
Step4:
Independentresearch
Inthispart,studentsdiscusstheseoccupationalwordsingroups.
T:
Now,let’stalkabouttheseoccupationalwordsingroups.Forexample:
Whatdoyouthinkof
thesejobs?
Ithink…isinteresting/relaxing/exciting,butIthink…isveryboring/busy/dangerous/tiring.(Twominutes)(评析:
此活动进一步巩固了所学职业名词,培养小组合作意识。
)
Step5:
Resultsshow
Group1:
S1:
Ithinkthejobpilotisveryinterestingandexciting,soIwanttobeapilotinthe
future.S2:
Ithinkthejobbusdriverisverydangerousandbusy,soIwanttobeadoctorinthe
future
Group2:
S1:
Ithinkthejobbusdriverisverydangerousandbusy,soIwanttobeacookinthe
future.
T:
LiuMing,doyouwanttobeacook?
L:
No,Ithinkcookisveryboring,Iwanttobeateacher,theteacherisverygreat.
T:
Thejobcookisboring,andtheteacherisgreat.Otherstudents,whatdoyouwanttobewhen
yougrowup?
(Theteacherwritesthissentenceontheblackboard.)
T:
Pleasereadthissentenceafterme.
Ss:
Whatdoyouwanttobewhenyougrowup?
T:
Onceagain.
Ss:
Whatdoyouwanttobewhenyougrowup?
T:
Here,growupmeans…?
Ss:
长大,成长
T:
wanttobemeans…?
Ss:
想成为
T:
Thenthewholesentencemeans…?
Ss:
当你长大的时候你想干什么?
T:
WhocantranslatethissentenceintoEnglish?
S1:
Whatdoyouwanttobewhenyougrowup?
S2:
Whatdoyouwanttobewhenyougrowup?
S3:
Whatdoyouwanttobewhenyougrowup?
T:
Whatdoyouwanttobewhenyougrowup?
Whocantellme?
S1:
Iwanttobeateacher.
S2:
Iwanttobea/an…
(TheteacherwritesthissentenceIwanttobea/an…ontheblackboard.andthenwritesthis
sentenceI’mgoingtobea/an…byleadingstudentstoanswer.ThentheteacherexplainsI’mgoing
tobea/an…bysomesentencesandpracticeit.)(评析:
通过层层递进,一环套一环,环环相扣,
和谐的师生问答的方式,引出新知,效果较好,和谐自然。
)
Step6:
Independentresearch
Inthispart,studentsdiscusstheseoccupationalwordsbyadialogueingroups.
T:
Now,let’stalkabouttheseoccupationalwordsbythisdialogueingroups.Forexample:
---Whatdoyouwanttobewhenyougrowup?
---I’mgoingtobea/an….I’llgiveyoutwo
minutes.(Studentsstarttodiscussthisdialogueandsomeoccupationalwordsingroups.)
T:
Stop.OK.Whichgroupisready?
Group1:
Toshowdialoguesinpairs.
Group2:
Toshowdialoguesingroups.
Group3:
……Group4:
……Group5:
……Group6:
……Group7:
……Group8:
……
(评析:
此环节进一步巩固了所学职业名词,同时又培养了小组合作意识。
)
Step7:
Resultsshow
T:
Sinceyouwanttobeabasketballplayer,thenhowareyougoingtodothat?
(Theteacher
writesthissentenceHowareyougoingtodothat?
ontheblackboardandexplains.你打算怎么做?
)
T:
Sinceyouwanttobeabasketballplayer,thenhowareyougoingtodothat?
S1:
I’mgoingtopracticebasketballeveryday.
T:
Whataboutyou,Zhangli?
Zhang:
I’mgoingtobeateacher,I’mgoingtostudyhardfromnow.
T:
Howaboutothers?
Li:
I’mgoingto….
Zhao:
I’mgoingto….
Step8:
Independentresearch
T:
Sincesomeonewantstobeateacher,andsomeonewantstobeapilot.Thenhowareyou
goingtodothat?
Whatareyougoingtodotoachieveyourdreams?
Next,let’stalkaboutitin
groupslikethis:
--Whatdoyouwanttobewhenyougrowup?
---I’mgoingtobea/an….---
Howareyougoingtodothat?
---I’mgoingto….Accordingtosomeoccupationalwordswe
haveknown.I’llgiveyoutwominutes.(Studentsstarttotalkaboutitingroups.)Thenstudentsshowtheirdialoguesingroups.
(评析:
此环节再次巩固了所学职业名词和新学的对话,同时又培养了小组合作意识,使小组
合作更加融洽和谐,同时也增加了组与组之间的竞争。
)
Step9:
Applicationsharing
1.Listeningpractice
T:
Sinceyouwanttobeateacher,andhewantstobeapilot.Thenwhatareothersgoingto
be?
Howaretheygoingtodothat?
Whataretheygoingtodotoachievetheirdreams?
NextpleaseopenyourbooksandturntoPage41,let’ssee1b.Youwillhearfourdialogues,listenandfillinthe
blanks.Thenmatchtheitems.Isitclearforyou?
Ss:
Yes.
T:
OK.Pleaselistentothetape.(Studentsstarttolistenandtheteacherobservesthestudents’listeninghabits.)
T:
OK.Let’scheckyouranswers.(Askthestudentstosayouttheanswersandread.)
T:
Pleaseputupyourhandsifyouranswersareright.Verygood.Now,turntoPage100andread
andrecitethetapescripts.
(评析:
这个环节是听力训练,同时借助朗读训练来进行巩固。
在while-listening阶段,教者不
断关注学生听的习惯,有不好的习惯的教师要进行提示;在after-listening阶段,教者点拔学生
容易听错的地方,同时利用听力材料进一步熟悉并背诵听力内容。
)
2.Makeasurvey
T:
Nowlet’smakeasurveyaboutourdreams.Youcaninterviewanystudentinourclassor
inyourgroup,thentrytowriteareportlikethis:
Name
What
Why
How
Where
LiLei
actor
exciting
takeactinglessons
inBeijing
Inourgroup,LiLeiisgoingtobeanactor,becausehethinksit’sveryexciting.Heisgoing
totakeactinglessonseverydayandheisgoingtoworkinBeijingwhenhegrowsup.
(评析:
这个环节可以看作是一个拓展环节,通过对上面对话和听力的操练,要求学生运用新学的内容做调查。
学生的表现非常好,同时在这个环节上增加了写的内容,要求学生在纸上写出report,然后再进行口头汇报,所以效果更扎实一些。
)
3.Begoingto的含义及用法
T:
Now,wehavelearned“Begoingto”sofar,doyouknowthemeaningsandusagesof“Be
goingto”?
S1:
begoingto+v(原形)表示“将要发生的动作或安排,或计划、打算、决定要做的事”,
属一般将来时态。
S2:
begoingt