unit12教学设计

Unit 12 Whats the best radio station? 教学设计课题：Unit12 Whats the best radio station?教材：新目标英语Go for it! (八年级下册) Section B 3a, 3b and 3c课时：第四课时一、教学对象分析由于是属于示范课，除了知道所要面对的学生不是本班学生外，其他的情况，例如学生对英语知识的掌握、课堂配合程度等并不了解。这就要求老师在设计课堂教学任务时，要由浅入深，对单元的重点句型进行充分的复习。二、教材分析1、本课是本单元的第五个课时，是反映学生对该单元基本内容是否掌握并熟练运用的一节课。2、本单元的教学目标是学习单音节形容词、多音节形容词和特殊形容词的比较级和最高级形式，学会用比较级、最高级来表达自己的喜恶，并进行简单的调查。三、教学重点与难点 单音节、多音节形容词和特殊形容词的最高级形式四、教学目标1、知识与技能Whats the best cinema?Showtime Cinema. Its the cheapest.Who do you think is the actor?I think is the actor.Who do you think is the basketball player?I think is the basketball player. 2、过程与方法：本课的核心任务是学生在进一步巩固形容词、副词比较级和最高级的用法的前提下，用所掌握的知识来对自己喜爱的人或事物进行描述。3、情感态度与价值观：通过Do you know your classmates well?(你了解你的同学吗？)两人对话活动，讨论出班级之最，培养学生的班级凝聚力并增进同学之间的感情。五、教学策略1、教学方法：任务型教学法(task-based teaching)与交际法(communicative language teaching)基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力，语言运用能力的形成建立在学生语言技能、语言知识、学习策略等素养整体发展的基础上。而英语作为一门语言，需要学生在老师所创设的语境下不断地进行操练，并通过思考、调查、讨论、交流和合作方式，学习和使用英语，完成学习任务。所以，本节课的教学方法主要是任务型教学法(task-based teaching)与交际法(communicative language teaching)。2、采用多媒体辅助教学，让学生在轻松、愉快的气氛中学习英语。3、课前准备：在互联网上搜索篮球及影视明星的照片。 六、教学过程Warm-upStepsTeachers activitiesStudents activitiesStep1Introduce TJB Middle School by using some pictures.Use some words to describe the pictures they see.Step2Show some pictures of Dan Xia Mountain and ask students question:What adjectives can you think of when you see the beautiful pictures?Brainstorm some adjectives to describe Dan Xia Mountain.在这一环节，授课老师通自我介绍，减轻了学生对授课老师的陌生感，让学生在轻松的气氛中复习了部分形容词，也拉近了学生与老师之间的距离，离让学生对老师产生一种亲切感，为下一步任务的顺利完成打下了基础。RevisionStepsTeachers activitiesStudents activitiesStep1Ask students question:Who do you think is the best/tallest/most popular/most creative/most handsome basketball player?Answer the question one by one:I thinkis the best/tallest/most popular/most creative/most handsome basketball player.Step2Ask students question:Who do you think is the funniest/most popular/best/most creative/friendliest actor?Answer the question one by one:I thinkis the funniest/most popular/best/most creative/friendliest actor.Task1: Do you know your classmates well?StepsTeachers activitiesStudents activitiesStep1Ask students question:Who is the tallest student in our class?Answer the question:Tom is the tallest in our class.Step2Ask students to make a conversation with their partners like this:-Who is the tallest student in our class?-Tom is the tallest in our class.Make a conversation with partners:-Who is the tallest student in our class?-Tom is the tallest in our class.第二环节分为两部分，第一部分是老师与学生之间的对话，以学生比较感兴趣的体育与娱乐作为话题来复习最高级，这部分的机械操练不仅可以得知学生对单元知识的掌握程度，也更进一步地拉近了师生距离。接下来第二部分是本节课的第一个任务：Do you know your classmates well?(你了解你的同学吗？)，其实也就是讨论班级之最。通过这项任务，让学生在练习英语口头表达能力的同时也培养了学生的班级凝聚力。Exercise1: Reading(Section B 3a)StepsTeachers activitiesStudents activitiesStep1Show some pictures of 2a on the screen one by one, review the performers and actors of school talent show by asking these questions:Who is she/he?What did she/he do in the school talent show?Review the school talent show with teacher, and say the answer aloud:She/ He isShe/ Hein the school talent show.Step2Ask students to read the article about the school talent show and fill in the blanks with the words from the box.Read the article about the school talent show and fill in the blanks with the words from the box.Step3Show five questions on the screen, ask students to read the article again. Then check the answers and explain some words.Read the article again and answer the five questions.阅读是学生普遍感到头疼的练习，但它体现了学生对单元单词、句型的掌握，学生能否在考试中考取理想的成绩，与阅读能力的高低是分不开的。所以我们在进行阅读的训练时，一定要教与学生阅读的技巧。本单元课文的阅读训练分为两部分，第一部分是完成课本上的任务，也就是考察学生对文章关键词的理解与掌握的选词填空。做好这一练习是进行下一部分练习的基础。第二部分是根据文章内容回答问题，考察学生对文章整体内容的把握。由于这篇文章较短，而且有了上一课时听力训练2a和2b的辅助，学生对文章内容的理解较为透彻，完成练习的速度与效果都比较理想。Task2: Writing: The people I like.StepsTeachers activitiesStudents activitiesStep1(Pre-task)1. Show some pictures of famous actor and basketball player on the screen one by one.2. Give them an example on how to write the article about the people we like sentence by sentence.Listen to teacher carefully.Step 2(While-task)Ask students to write an article about the people they like.1. Choose the people they want to write about.2. write the article on task paper.Step 3(While-task)Ask some students come to the blackboard and read their article in front of the classmates. If the students make some mistakes on grammar of words spelling, correct them.Come to the blackboard and read the article in front of the classmates.Writing: Please write an article about the people you like. (family members, teachers, players, classmates, singers, actors)I like_本单元的内容是形容词、副词的最高级及如何进行简单的比较来表达自己对某种事物、某个人的喜爱程度。通过前面几个课时的学习及操练和本节课的课前复习，学生应该说是已经熟练掌握了这个单元的语言。那么如何对学生掌握程度进行检测呢？写作就是一种很好的检测学生语言综合运用能力的手段。通过本节课的写作任务：The people you like.不仅能看出学生的掌握程度，而且也提供了一个让学生在练习语言的同时表达自己想法的机会。HomeworkImagine you had a school sports meeting last week. Please write an article about the meeting.作业是课堂任务的延伸，为了进一步锻炼学生的写作能力及检查他们对课堂知识的掌握，本人设计的是写一篇文章来描述上周举行的校运会。虽然只是一种假设的情境，但校运会对于学生来说并不陌生，其实也就是一篇描述自己本班同学运动方面情况一篇文章。只要教师创设的情况是贴近学生的实际生活的，即使在虚拟的情况下完成任务，对于学生来说并不是一件很难的事情。六、教学效果通过本节课的学习，学生除了对如何用形容词、副词的比较级和最高级来自己的喜恶运用自如外，还在参与课堂的每一个活动中锻炼了自己的能力。虽然是一节示范课，老师和学生之间都是初次见面，初次合作，但在老师的引导和学生的积极参与下，可以说是一节成功的示范课。七、课例评析本所上的是一节英语年会的初中英语示范课，学生来自于仁化二中初二级，听课老师及学生的的评价都很高，认为任务型的教学方法在这节课运用的效果是非常显著的。尽管是面对自己陌生的老师，但学生的课堂参与意识非常的强，这与老师平时对他们的训练和严格要求是分不开的。整节课的课堂气氛活跃，学生全身心地投入到课堂中来，在听、说、读、写方面都得到了不同程度的提高。课堂教学的每一个环节设计紧凑，过渡非常自然，任务创设的情境贴近学生的生活，是一节成功的示范课。八、板书设计Unit12 Whats the best radio station?What adjectives can you think of when you see the pictures? b