八年级上册Unit10 SectionB1a-1d教学设计.docx

八年级上册Unit10 SectionB （1a-1d） 人教2011课标版执教老师：胡丹丹设计理念philosophy of the lesson plan 本节课是信息技术与英语教学融合的一次尝试，以智能英语学习平台为依托，设计全新的教学过程、丰富教学内容的呈现方式、运用多元化评价方式来激励学生主动参与，给学生提供更广阔的自主学习空间。本节课利用智能英语学习平台，努力从以下几个方面探索一些在日常课堂中难以实现的教学方法和手段。首先是创设情境提高学生兴趣。学生们的课堂与传统课堂环境不同，整节课在信息技术教室中开展，在这样的课堂环境下，初中学生的学习积极性和好奇心被充分地调动了起来；同时课程的一开始也运用教师自己拍摄的一段视频（三位同学们身边最受欢迎的语、数老师谈论小时候的理想工作），大大地激发了学生的兴趣，引出了整节课的话题，并为最后的大任务打下基础。 其次是信息的快速收集与个体的关注。传统课堂上的练习教师无法做到对每个同学的完成情况和正误信息有全面的了解，而借助于智能英语学习平台(口语100平台)的反馈功能，学生在电脑上完成听力任务后，教师可以即时地检查每位同学的答题准确率，每道题的错误率等，并有针对性地对学生易错易混之处进行再操练、再挖掘。最后是评价方式的多样性。除了教师评价，信息技术也使得即时的生生评价成为可能。学生最后大任务的完成借助了智能平台的“小导演”功能在电脑上进行对话编写，每位学生可以借助电脑听到其它同学完成的对话，并进行点赞和评价，不仅运用了目标语言，还锻炼了学生的听、读和评价能力。而在这样一种评价氛围下，学生尤为受激励，也更乐于展示自己。 Under the philosophy of infusion of English teaching and information technology, this lesson attempts some new ways of giving a Listening and Speaking class. With an introducing of modern web-based teaching platform, this section is further adapted to suit the needs of individual students. The application of the new teaching base also appeals to students a lot. Besides, the timely feedback of kouyu100 is the highlight of this lesson. The teacher could monitor students performances in time and make according adjustments. Peer-assessment is fully involved in the lesson as well. Surely, this lesson presents students a new way of practicing and showing themselves.教材分析+学情分析教材分析Analysis of the Teaching MaterialThe topic is about the results of future plans. In order to present a clear mind map to the students, this section is divided into two main parts: the positive results and positive results of the choice of ones future plan. The listening materials are also funny and close to real life, thus creating an authentic situation学情分析About the studentsStudents in Grade 8 have developed a strong learning desire and are equipped with a certain level of good spoken English. Secondly, students at this age are uncertain and curious about the future. Whats more, students have been exposed to the topic of their future dream jobs in Unit 6, which laid a solid foundation for this section. Therefore, they will be very interested in the discussion of the future plans.教学资源与教学媒体教学资源与教学媒体Teaching resources and teaching mediaMulti-media: PPT, kouyu100, recordings of listening materials, a pre-recorded video of the teachers and students regarding this topicexercise paperThe class is set in a computer lab.教学目标Teaching Objectives 本课时的基本目标设定为，在Section A的学习基础上，学生能够自如地将If条件句灵活运用于谈论个人未来抉择这一话题中，用以描述不同选择的不同结果。具体教学目标如下：Knowledge objective:Students will have a better understanding of how to use If-clause when talking about consequences in conditionals.If you join the Lions, youll become a great soccer player.If you become a Lion, youll never go to the college(2) Students will gain some useful phrases and learn to apply them in real life scenarios.be famous/ get an education/go to the college/ get hurt easily/travel around the worldAbility objective:Be able to talk about the positive and negative results of ones choices in different aspects by using If- clause.Beable to grasp the key information and filter the correct answers from listeningmaterialAffective objective:To guide students to know how to analyze a choice in different perspectives.To foster students consciousness of being thoughtful and considerate when making a decision.The lesson will boost students confidence on talking about future intentions.教学重点和难点key points and difficultiesThe varied positive and negative consequences of ones choicesTo use If clause flexibly under a certain topicDifficulties: To help students to practice and express If-clause in a set scenario.To elicit different and divergent thinking from the students.教学策略teaching strategies*task-based approach任务型教学法To create a real scenario for students, the teacher sets a scene of task for the students. The scene runs through the very beginning of the lesson to the presentation of the task, which grants students with a platform to use what theyve learned and show their English.*Timely assessment and peer assessment及时评价和生生互评The use of e-platform in English teaching enables the teacher to get the feedback of in-class exercise immediately. Therefore, the teacher could make comments on students performance or find out students mistakes and make correction in time, thus creating a more dynamic and competitive classroom.During the class, it is also recommended to let the students do final grading by themselves, which will fully involve them in the learning process. Meanwhile, its also an effective way to test their listening and evaluation strategy.*fully integration of English teaching and information tech与信息技术整合The lesson is an attempt to integrate computer science with English teaching, with the purpose of exploring a new way to give a listening and speaking class.教学活动活动1: 【导入】stepIleadinOpening: The teacher introduces todays rule of competition, students are divided into three groups and compete to get points to reach a “dream box”.Step I lead inThe teacher (T) plays a video about the teachers talking about their dreams.The students (Ss) watch the video and find out the dreams of the teachers.“Little Guo wants to be a cook as well as a policeman.Little Yin wants to be a teacher but at the same time she want to travel around the world.Little Wang wants to be an actor, but on the other hand, he wants to go to the college.”设计意图：该视频由学校最受学生喜欢的语、数老师及三位同学友情客串拍摄的，是在上一单元数学郭老师邀请朋友聚会的“续集”，学生在英语课上看到自己熟悉的非英语老师讲英文，都觉得十分有趣，课堂气氛十分热烈。同时，也引入本节课话题，每位老师都处于dilemma中，有两个自己十分喜欢的工作，再自然过渡到different choices may have different influence on your life.活动2: 【讲授】StepII：ListengIT introduces a boy named Michael who has the same worries as the above three teachers.Then, T presents kouyu100 to ss and instruct them to open the first listening and finish the multiple choices.Ss will only listen to the recording once and detect the correct information.设计意图：在用简短的话介绍今天听力的中心人物Michael出场后，引导学生进入第一个听力练习，本段听力被改编成选择题的形式，考察If you become a soccer player可能会带来的积极结果，并给题目配以一定分值，难度适中，同时选项采用配图形式，提高学生兴趣，起到了很好的感知作用。评价：学生各自在电脑上作题完成后，教师可即时收到学生完成情况的反馈信息，并就错误率较高的题目进行讲解。在听力和讲解后，学生对成为足球运动员可能会带来的积极影响已有一定的了解。活动3： 【活动】StepIIItalkaboutpositiveconsequencesActivity 1: drillT asks ss to look at the picture and practice based on the listeningThe whole class completes the sentences then students are given 1 min to work in pairs and practice by themselves设计意图：将听力内容呈现的三个积极结果以图片形式让学将if从句填空完整，进行语言输入和操练Activity 2 Game: fortune tellerTeacher gives ss a piece of paper, instruct ss to write sentences about ones future and do the story relaySs write a sentence of positive results by using “If, I ”, then pass the paper to the next student. The next one has to write the following sentences based on the former sentence written by other students.设计意图：在信息教室的环境下，由于学生之间座位的间隔较大，如果按日常课堂的操练模式并不好操作，因此选用写在纸上的fortune teller游戏，教师可更好掌控课堂，学生们将会成为其它同学的“命运预言家”并根据前一个同学写的If从句后半句内容进行接龙，运用所学知识，操练从事某项职业后可能带来的积极影响。评价：采用竞赛模式，各组同学争取机会分享手上所拿到的纸片的内容，进行展示，教师评价。活动4： 【讲授】StepIVListeningIIT asks ss to listen to the second part of the dialogue between Michael and his parents on Kouyu 100.Ss listen to the recording and choose T or F based on the dialogue.设计意图：Michael和父母的对话主要关于If you become a soccer player可能会带来的消极结果，听力改编为了判断正误的形式。评价：教师就即时收到学生完成情况的反馈信息，和错误率较高的题目进行讲解。活动5：【活动】StepVtalkaboutnegativeconsequencesActivity 1: talk about more negative results of being a soccer playerT ask ss to give more ideas of possible negative results of being a soccer player.Activity 2: brainstormT lets ss to work in group of 4 and work out as many negative results as possible.Being a policemanBeing an actor/actressBeing a cook设计意图：引导学生从事物的正反两方面看待问题，并运用目标语言讨论某个职业可能带来的消极影响，鼓励学生不受课本局限，拓展思路，为大任务奠定基础。评价：三个大组竞赛，就说的消极点的多少在获得dream box的图标上前进。活动6：【活动】StepVItask：talkaboutpositiveandnegativecoTask: suppose youre one of the teachers we saw at the beginning of the class, which job will you choose?Before the task:T reminds ss of the three teachers talked about before. Students choose which topic they are going to talk about on the sequence based on how close each group gets to the dream box. The closest one gets the chance to choose first.a. Become a cook V.S a policemanb. Become a teacher V.S travelerc. Become an actor V.S. college studentRules and sampleEach group talks about the negative and positive results after they choose the topic.T gives an example of the dialogue and ask two students to read it out for the class.Kid: I want to be a soccer player, but going to college is also my dream.Parent: But if you become a soccer player, you wont be able to try other things.K:I believe if I become a young soccer player, I will be successful and make a lot of money.P: Son, money isnt everything. If you go to college, you can also join the soccer team in college. What