教学设计-雷濛.doc

教学基本信息课名北师大版八年级上册教材 Unit 3 Lesson 7 Time to exercise （1）是否属于地方课程或校本课程否学科英语学段初中年级八年级授课日期2014.10.15教材书名：初中英语 出版社： 北京师范大学出版社 出版日期： 2013 年 7 月北京市中小学“京教杯”青年教师教学设计大赛教学设计参与人员姓名单位联系方式设计者雷濛北京十八施者雷濛北京十八导者杨志波北京教育学院丰台分他参与者无 指导思想与理论依据英语课程标准指出，英语课程要使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础之上。语言技能和语言知识是综合语言运用能力的基础，本课的语言技能是听说；本课语言知识中，话题是体育运动，词汇是以体育运动为核心的词汇，语法是比较级。有效的学习策略有利于提高学习效率和发展自主学习的能力，本课所涉及到的学习策略有基本策略、认知策略和交际策略。积极地情感态度有利于促进主动学习和持续发展，本课的情感态度是培养学生对于体育运动的兴趣，逐步树立积极参加体育锻炼的意识和习惯。文化意识有利于学生正确地理解语言和得体的使用语言，本课文化意识的渗透是增强学生对于西方式幽默的理解。同时，英语课程既要有利于学生发展语言运用能力，又要有利于学生发展思维能力，从而全面提高学生的综合人文素养。基于此，本课设计了多项思维活动，让学生形成“态度观点细节原因人物形象”的逻辑链，形成思维导图。教学背景分析教学内容：本课是北师大版初中英语八年级上册教材Unit 3 Faster, Higher, Stronger，Lesson 7 Time to exercise，话题为(13) 卫生和健康。本课是本单元的第一课，主要学习的内容是通过听对话，获取David和Mike本周要做的运动项目、原因等方面的信息，为第8课介绍奥运冠军、第9课南极探险等话题做好铺垫。在七年级中，学生学习过有关运动的词汇，本课将进一步谈论有关运动的话题。在语法方面，学生并未系统接触比较级的用法，这将是本课的难点。本课的教学设计分两个课时。第一课时侧重对听力材料细节信息的提取。学生在学习了有关运动词汇的基础上，通过听力材料进行语言输入，获取David和Mike本周要做的运动项目、原因等方面的信息，了解人物的特征和性格，初步感知比较级的用法并谈论自己喜欢的运动。第二课时在复习巩固课文内容和语言的基础上，梳理和学习本课的重点语法内容比较级。学生通过观察，总结比较级的形式和用法。在语境中进行多次练习，最后运用比较级比较两个运动中心的质量。本课内容：1. 话题：卫生与健康体育健身2. 词汇：按义务教育英语课程标准（2011年版）的要求分类：四级词汇：push-up, sit-up, race, rope, after-class, record, bit, sick, active, joke, weak, size课标外词汇：average按照话题分类：Physicalfitnessandexercise: push-up, sit-up, race, record, ropeFeelingsandemotions: sick, weak3. 策略：围绕话题进行词汇分类；听中记录关键词获取主要信息4. 功能：比较级学生情况：本课的授课对象是初二（2）班的学生，学生英语水平较好。学校刚刚举办了运动会，学生对于体育运动这个话题非常感兴趣，并也熟知了许多与体育相关的词汇，但本课中的push-up, sit-up, climb a rope等词对于学生来讲比较陌生，会增加听力难度。在听力能力上，学生能够获取有关听力材料的基本大意和细节信息，但理清观点、细节和原因的逻辑关系对于学生来讲难度很大，这要求学生有很强的思维能力，这也是本课的难点。同时获取人物态度并对人物进行评价对于学生来讲是个重难点，需要教师的引导。教学方式：自主合作型教学方式、情景教学法教学手段：课本、学案、多媒体、ppt、音频、图片技术准备： 计算机、多媒体设备 教学目标(内容框架)在本节课结束时，学生能够1. 认读并说出常见运动的名称。2. 通过听，找出David和Mike本周选择要做的运动项目及其原因等方面的信息，了解人物的特征和性格。3. 依据获取的信息，口头谈论自己喜欢的运动及其原因。4. 逐步树立积极参加体育锻炼的意识和习惯。教学过程(文字描述)1 . Lead-inStep 1 . Lead to the topic of this lessonSs make a guess and answer the questions.T: Today we re going to learn Unit 3, Lesson 7. Can you guess what we are going to talk about?设计意图：通过问答，引入本课话题，激起学生兴趣2. Pre-listeningStep 2: Words studyLearn and practice the new words.1.Ss recall the words by brainstorming the sports they often do.T: What sports do you often do?2.Students learn the new phrases with the help of pictures (1) Look at the pictures and tell the words.(2) Read the words after T. 3. Ss talk about the sports.Q：Which sport is easy (hard) for you? Why?(1) T makes an example.(2) Ss discuss in pairs.(3) Ss share in class.设计意图：首先，教师通过头脑风暴激活学生已知的话题词汇。然后，学习本课未知话题词汇，为听力扫清障碍。接着，教师引导学生谈论已学的运动，进一步练习新词汇，熟悉话题，为听力做准备。3. While-listeningStep 3: Listening1st listeningSs get general information by answering the questions.Q1: Who are they?Q2: What do you think of them?T:Two of my friends are also talking about sports. Lets listen to the dialogue and try to find out the answers.(1) Ss listen, write down the names and circle the words that match each person. (2) Ss share answers and tell the reasons.T: Maybe we have different answers and opinions. Thats OK. Dont worry. After we finish listening, we will go back to the question again. Dont forget it.设计意图：通过第一遍听，学生获取有关对话人物信息并初步感知人物特征。学生可根据自己听到的信息自由谈论自己对人物的感知。学生答案可能并不精确，但没关系，在听完细节信息后，教师会再度引导学生了解人物特征。这一活动也可以激发学生求知欲，增强听力动机。2nd listeningPart I1. Ss listen to the first part of the dialogue and fill in the table.(1) What sports are they talking about?(2) Does David choose the sport or not?Does Mike choose the sport or not? (3) Choose the reasons or ideas for each person.2. Ss listen for the second time and choose T or F for details.(1) Ss get the meaning of new phrases.(2) Ss get the logic between choices, reasons and details.设计意图：通过第二遍听，获取人物选择运动项目的原因或对于项目的态度。然后，通过教师设计的细节问题，引导学生进一步了解对话中的细节信息，并帮助学生理清因果关系，形成思维导图。SportNameChoose or not (, )Reasons(ideas)Ex.2DetailsEx.3David( )David wants to break the record this year.Mike( ) Mike felt a bit sick after the first race.DavidHe thinks its easy to do that.( ) David thinks sit-ups are harder than push-ups. Mike( ) Mike thinks running is easier than sit-ups and push-ups3rd listeningPart II1. Ss listen to the second part of the dialogue and fill in the table.(1) What sports are they talking about?(2) Does Mike choose the sport or not?(3) Fill in the blanks to get the ideas of Mike and David.2. Ss listen for the second time and choose the pictures for reasons.(1) Why is climbing a rope easy for David?T: What do you think of David?(2). Why does David think Mike is good at jumping?(3). Why can Mike jump higher than the table?T: What does Mike mean? Is he good at high jump? What do you think of Mike?SportNameChoose or not (, )Ideas Ex.4Reasons (Try to take notes)Ex.5DavidDavid thinks climbing a rope is_.Key words:MikeMike thinks climbing a rope is even _ than sit-ups and push-ups.DavidDavid thinks Mike is very _ _ jumping.Key words:MikeMike thinks he can jump _ than that table.设计意图：通过第三遍听，获取人物对于运动项目的想法。然后，通过教师设计的细节问题，引导学生深层理解人物想法的原因，并体会人物特征。Step 4 Analyze the personsSs analyze the characters of Mike and David by discussing the questions.1. Ss go back to the question and circle the words that match each person.Q: What do you think of Mike and David？2. Ss share the answers and tell the reasons.3. Ss discuss the questionsQ1: Do you like Mike or David?Q2: What should we learn from David?Q3: What should Mike do to be faster, higher and stronger.设计意图：通过讨论，进一步了解人物特征，树立积极参加体育锻炼的意识。4. Post-listeningStep 5 Read and get the grammarSs get the grammar by observing and concluding1. Ss read with the tape.2. Ss read and complete the passage.(1) Ss fill in the blanks(2) Ss discuss their answers in pairs. Then T invites individual S to share his answer.3. Ss observe the sentences, the red words and get the grammar.Q1: What do these words have in common?Q2: When do we use them?设计意图：首先，通过朗读，学生模仿对话人物的语音语调。然后，通过完成文章，引导学生内化对话中的主要信息和语言，加深对文章整体的理解。最后，通过观察，学生初步感知比较级的形式和用法。Step 6 TaskSs talk about what sports they are going to do this week.T: We are going to have a sports activity this week. What sports are you going to do?1. Ss talk about what aspects they can talk about.2. Ss fill in the table. (1) T makes an example. (2) Tick the sports.(3) Write down the reasons.(4) Add more details if they want.3. Ss share in pairs.4. Ss share in class.5. Listen to the second part and fill in the blanks for ideas.sportreasons (ideas)details run a race do sit-ups do push-ups do the high