课堂实录 (2).doc

Unit 4 What would you do? （Section B 1a2c ） 刘升中学 张艳丽 陈龙 习心兵一、教材内容分析Parts 1a2c of Section B will be covered in the fourth period.Review and consolidate the usage of the subjunctive mood by making a personality survey in this period. In the part 1a1b, the students will make sure the meaning of these adjectives and they will describe their own personality and discuss with their partner. In the part 2a2b, the students will listen to a conversation about a personality survey. In the part 2c, the students will have chances to use the target language to express oral practice. 二、教学目标1、Review the second conditional should for advice.2、Teach some more description words.三、教学过程Step l: Lead-in and Presentation (10 minutes)1、The teacher describes some students characters using some adjectives, make the students guess the meaning of these adjectives.(Class Work)2、Write down these adjectives on the blackboard and discuss their meanings. Then tell the students to read and spell the new words.(Class Work)3、Encourage the students to say more personality adjectives to describe people by helping them to make conversations (Class Work)It can be like this:What do you think of ?I think he is Why do you think so ?Because he would if he (Class Work)4、Ask the students to think about which word work best in each blank in la and then fill in the blanks individually.(individual Work)简单评析：老师角色转换为a helper对学生个性的描述及自由的描述，迅速激活了学生的学习背景，激发了学习兴趣，自然引入本节的话题，在自由交谈的过程中引入课文中的生词，结合实际，组织学生学习运用，为下面的听说活动扫除障碍。Step2: Pair work (6 minutes)1、Ask the students to tell each other which works in activity la describe them and then work in pairs in Part lb.Like this: What are you like ? I think Im Why do you think so ? Because I would if I (Class Work)2、Ask a few pairs of students to present their conversations to the class. (Pair Work)简单评析：本环节老师角色转换为a observer, a helper, a supporter通过学生主动参与的课堂活动，让学生体会并运用这些表示个性的形容词，为下面的调查做好铺垫。Step3: Listening practice (7 minutes)1、Listen and check. (Individual Work)Ask the students to listen to the conversations in 2a, Section B two times and check the questions Celia asks. Then check the answers.2、Listen and circle (Individual Work)Ask the students to listen to the tapes again and circle Bills responses. Then check the answers.3、Listen and repeat.(Class Work)Ask the students to listen again and repeat. This time ask the students to try to imitate the pronunciation and intonation of the recording.简单评析：本环节的听力训练旨在训练学生把握对话大意，善于捕捉关键词句，排除冗余信息的技能，在活动中的听读训练中，学生通过跟读来揣摩句子的重读，弱读，失去爆破等现象，既掌握一些朗读技巧，提高听力水平，还促进对语言的整体感悟力，达到了听读的有机结合Step4: Oral practice (10 minutes)1、Point to the sample conversation in 2c.Ask a pair of students to read it to the class .(Pair Work)2、Get the students to make conversation using the materials in 2a. Give them enough time to practice and guide them to tell what kind of personality from these actions.(Pair Work)3、Ask students to think of some other personality characteristics they might ask about on a survey (for example , hard-working, music and happy). Divide the class into groups and ask each group to write a question with three choices that would show if a person had that personality characteristic. Collect the results and combine the survey questions into a new survey which you can give to the students. Discuss the results of their new survey together.(Group Work)简单评析：本环节老师角色转换为a observer, a helper, a supporter,提供了目标语言进行口语训练，遵循了由易到难，由简到繁，循序渐进，最终达到自由交际的目的Step5: Assessment (6 minutes)Let 3 or more pairs show how good their conversations are in class. Both the teacher and students will give their comments for each show. At last teacher will also give a summary for the whole activity.( Class Work)简单评析：请学生上讲台展示他们所编排的对话，让其他学生欣赏并点评。通过对比同学的表演，学生之间彼此找出自己的不足，通过老师的点评，纠错示范及总结，学生进一步掌握本课时语言知识，提高听说技能。同时在教师引导下，学生互相学习，集思广益，取长补短，激发学习兴趣，培养