李曉媛
一、 教案背景
(1)面向?qū)W生。初二學生,學科:英語。
(2)課時。一課時
(3)教學準備。要求學生認真預習,將不懂的地方劃出來。另外想想自己日常生活中有什么問題,如何解決。
二、教學課題
本模塊的話題是“問題”,向?qū)W生介紹了一些發(fā)生在中學生身邊的問題,借此讓學生了解外國同年齡段孩子的生活和煩惱。通過本模塊的學習,讓學生進一步學習if 引導的條件狀語從句的用法,并為他們提供了充足的語言運用機會。學生可以圍繞這一話題進行大量的聽、說、讀、寫方面的語言實踐活動,讓學生在使用語言的過程中,學會談論問題并提出建議,促使學生能積極參與到語言實踐活動中,樂于合作分享。
三、教材分析
(1)教學內(nèi)容分析。本課內(nèi)容為對話——主要談論薩利如何設(shè)法解決薩利的朋友與家長之間出現(xiàn)的問題,這些內(nèi)容和學生生活密切相關(guān),是這一年齡段學生會遇到的,因此語言實踐活動也比較好開展。本課的重點、難點是if引導的條件狀語從句。
(2)教學目標分析。1)知識目標。正確使用以下單詞和詞組。①單詞:able,beat, shame, punish, such。②詞組: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語法:掌握if引導的條件狀語從句的時態(tài):若主句是一般將來時, “從”要用一般現(xiàn)在時,即“主將從現(xiàn)”。2)技能目標。聽:能聽懂對問題的陳述。說:能敘述對問題的描述。讀:能讀懂有關(guān)描述問題的相關(guān)對話。寫:能把課堂口語練習的內(nèi)容落實到書面文字。3)情感目標。讓學生樂于參與運用英語的實踐活動,善于同別人交流看法。
(3)教學的重點與難點分析。1)教學重點。①重點詞匯: able,beat, shame, punish, such。②重點詞組: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重點句型:If I play well, I will play the solo. 2)教學難點。①if引導的條件狀語從句的時態(tài),若從句用一般現(xiàn)在時,主句用一般將來時。②如何描述問題及提供建議。
四、教學資源與工具設(shè)計
(1)教師教學資源。主要包括教材提供的資源、多媒體教學設(shè)備和PPT教學課件。
(2)學生學習資源和工具。多媒體教室、教材、PPT教學課件。
五、 教學方法
自上而下法,預測法,交互法,情境教學法。
六、教學過程
(1) Engage 感知體驗。
Step 1 Warming up
T:Do you have any problems?
S:Yes.
T:What is your problem?
S:My mother doesnt 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 wont see my best friend.
(設(shè)計意圖)用學生熟悉的話題導入新課,引起學生的興趣。
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 Tonys problem is.
What is Tonys problem?
A) Tony will refuse to go to the guitar class.
B) Tony spends too much time playing the guitar.
S:B
(設(shè)計意圖) 讓學生感知與問題相關(guān)的話題,訓練學生聽的能力,熟悉單詞,為學習對話作準備。另外,在聽力訓練中讓學生帶著任務去聽,注意學生聽力技巧的培養(yǎng)。
(2) Practice (模仿操練)。
Step 3 Listening (Activity 3)
1)Lead-in
T:Tonys hobby is playing the guitar and Sallys hobby is playing the violin. She always plays the solo, but she doesnt 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…
(設(shè)計意圖) 給出學生情景,讓學生預測Sally沒參加演出的原因,用預測法導入新課,引起學生的興趣。
2) Listening
T:Now lets listen to the tape and check your answer.
Why doesnt Sally want to play at the concert?
A) She doesnt want to be a star.
B) She has been ill recently.
C) She wants to keep her best friend.
S:C
(設(shè)計意圖)聽力訓練,可以訓練學生聽懂主旨大意的能力。核對答案看看學生的預測是否正確,讓學生有成就感。初步感知課文。
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.
(設(shè)計意圖)培養(yǎng)學生的朗讀和模仿能力,把握正確的語音、語調(diào),享受語言的美感。
2)Read aloud and emotionally in groups
T:Lets read aloud the dialogue again in groups of three emotionally, and then I will ask some groups to read it.
(設(shè)計意圖)讓學生小組合作,有感情地大聲朗讀課文,然后分角色朗讀對話,提高了學生練習的積極性。而且使每個學生都有了參與的機會,并且能夠相互幫助,相互合作,最終達到人人都張嘴,人人都敢說的效果。同時讓學生進一步熟悉課文。
3) Read the text, answer the questions and learn Everyday English.
T:Read the text quietly, and then answer the questions.
①Does Ling ling mean alone in front of everyone?
②What have Kylies parents warned her about?
③What does Sally refuse to do?
Everyday English:
Rather you than me! You mean…
(設(shè)計意圖)通過問題的設(shè)置,考查學生對對話細節(jié)問題的理解程度,幫助學生進一步理解課文。在問答的過程中插入一些小問題,引出本課的Everyday English.目的是使學生了解其在較為真實的口語環(huán)境中的使用。
4) Read and fill in the table
T:Now read the text again and fill in the table.
(設(shè)計意圖)通過這一任務的設(shè)置,幫助學生徹底理清對話脈絡(luò),充分理解課文,并引出重難點條件狀語從句。
5) According to the table, retell the text.
T:According to the table, retell the text.
(設(shè)計意圖)在學生對課文充分理解的基礎(chǔ)上,根據(jù)重點詞來復述課文。檢測學生對對話內(nèi)容的理解程度,以及對知識點的掌握和運用,為下一步的話題的開展作鋪墊。
(3) Use (交際運用)
Step 5 Activity
T:You have known Sallys 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.…
(設(shè)計意圖)此環(huán)節(jié)訓練了學生口頭談論問題和解決問題的能力。教師設(shè)置的情境,貼近學生的生活,讓學生有話可說,并能讓學生將本單元所學的知識進行遷移,不僅使學生再次運用本單元所學知識,也再次操練本課語法重點——if引導的條件狀語從句。同時,也培養(yǎng)了學生的自主學習意識和小組合作意識。
Step 6 Summary
T:Lets summarize the key vocabulary and structures in this unit.
(設(shè)計意圖) 引導學生就重難點進行梳理歸納,讓其在學生的頭腦中初步形成簡單的條理,為下一步強化練習作鋪墊。
Step 7 Exercises
(操作方式)讓學生完成習題。
T:Lets do some exercises and check the answers.
①That is ____ a pity!
A.so、 B.such、 C.how、 D.what
②I 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
④If she ___________________(花了太長時間)with the orchestra, they will punish her and send her toa different school.
⑤If she becomes a star, her parents will _______________ (以她為驕傲),and they won't____________ (送她走).
⑥If _____________(我拒絕演奏),our teacher won't choose me .
(設(shè)計意圖)通過習題的反饋,了解學生是否掌握了本課的重點和難點。
Step 8 Homework
Homework: Write a report about your problems and give the solutions.
Do Exercise book ① and ②.
(設(shè)計意圖))通過作業(yè)的反饋,了解學生是否鞏固掌握了本課的重點和難點。
Step 9 Addition
(操作方式)教師自編了一段與本課重點相關(guān)的話,通過讓學生大聲朗讀屏幕上出現(xiàn)的句子,總結(jié)升華本課主題。(句子見課件)
(設(shè)計意圖)通過教師引導,師生共同總結(jié)提升本單元所學知識,指導學生用不同的方式體會英語語言運用的樂趣。
七、板書設(shè)計
(設(shè)計意圖)通過板書,讓學生一目了然地知道本節(jié)課的教學重點、難點。
八、教學反思
本節(jié)課按照EPU教學過程教學,學生參與的熱情非常高,原因是本課所談論的話題貼近他們生活實際,讓學生有話可說。在教學活動中,參加課堂活動的學生面達90%,每個層次的學生都能有展示的機會,并讓學生體驗與他人合作交流的快樂。絕大部分學生能聽懂并使用本單元有關(guān)的詞和詞組,并能正確使用if引導的條件狀語從句來描述問題和解決問題。能完成已定的教學目標,重難點突出。出現(xiàn)的不足體現(xiàn)在:讀課文環(huán)節(jié),學生語速較快,能準確讀出每個單詞、每句話,但是沒有進入情境,沒做到有感情地朗讀課文,并沒有注意感嘆句的語調(diào)。
(大連長興島臨港工業(yè)區(qū)初級中學)