英语人教版九年级全册unit5Section B (1a-1e).doc

Unit 5 What are the shirts made of? Section B (1a-1e) 古城中学 卢红云教学目标：1.通过听，学生记录关于风筝节的具体信息的关键词， 分辨Laura和Zheng Yun谈话的具体细节。2. 运用一般现在时态的被动语态完成听力和对话练习。教学重难点：1. 听力训练，了解大意，抓住关键信息词。2. 通过听力训练，了解山东潍坊风筝节文化。教学过程：Step 1 Warm-up:Pictures are shown to introduce kites. T: Do you like to fly a kite? Do you know how to fly a kite?Step 2 Lead-in: Show some pictures and words related to Weifangs kite festival. T: Have you ever heard of Weifang, Shangdong province? What is it known as?Let students say some materials used in making kites： What are kites made of ? Can you guess how to make a kite? Step 3 Listening1. Finish 1a: Write down some materials used in making kites.2. Finish 1b: Listen to a conversation between Laura and Zheng Yun and circle the correct answers. 3. Finish 1c: Listen and write L for Laura or Z for Zheng Yun.1._went on a vacation to Weifang.2._wants to know more about the kite festival. 3._saw many different kinds of kites at the festival.4._didnt know that kite flying could be so exciting.5._wants to learn to fly a kite. Answers: Z, L, Z, L, L4. Finish 1d: Listen again. Fill in the blanks with what you hear. 1.Weifang is a city in Shandong. It is famous for_ . 2.The international kite festival is held in _ every year. 3.The competitors at the festival are from _. 4.There are_ for the best kites. 5.Some of the kites Zheng Yun saw were made of _ . Some were painted with colorful _ . Answers: kites, Weifang/April, all over the world, competitions, silk or paper, drawingsStep 4 Pairwork 1e Role-play a conversation using the information in listening . A: Where did you go on vacation? B: I went to . . A: That sounds . . What did you see there? B: .Step 5 Exercise听录音，并打开听力材料，朗读听力材料，改写听力材料Zheng Yun went to Weifang in Shandong in his last vacation.He an international kite festival there in April. He people from all over the world compete in kite . There are also for the best kites. The were made of different things like silk or paper. Some were with colorful drawings. He thought it was really to see which kite could the highest.教学反思：1、 教学目标的设定不严谨。1、原稿中教学目标一为“通过听，学生记录关于风筝节的具体信息的关键词”，但是在听力练习中并没有体现出有哪些关键词，只是一些单词与词组的填空，而且听后的输出部分也没有运用关键词进行对话或是复述训练，所以教学目标删除“关键词”，改为“通过听，学生记录关于风筝节的具体信息”。2、原稿中教学目标二为“运用一般现在时态的被动语态完成听力和对话练习”，而本节课为听说课，侧重在听力中体会一般现在时态的被动语态的用法，并没有让学生过多的操练，所以改为“在听力中体会、在对话练习中运用一般现在时态的被动语态”。二、教学活动设计没有很好的给予学生自由表达的时间。教学过程的Step 1中Activity1: Free-talk 只是单纯的运用图片进行导入，并没有过多的给予学生时间去讨论，所以不能算是 Free-talk，只能是图片与教师问题导入。 3、 听力填空较难时，没有采取相应的措施降低难度。在听录音第五六遍，完成1d时，因为是五道填空题，第一二道是一空一次，且学生较熟悉，第一遍听完就可以直接核对答案了，不用再用时间去听简单的题目，应把更多的时间放在三四五题上，第三题是一个词组，学生也比较熟悉，但是教师应该听前提醒学生是个词组，而不是一个单词，第四题是新学的单词，上课之前应让学生加强记忆，第五题两个空，第一个空要填写较多内容，教师可以使用暂停、反复、重复的方法引导学生听全答案，而第二个空发音不清晰，可以进行听前预测的听力技巧的训练。总之，一道大题里的每一个空都要使用不同的听力技巧，才能迅速提高学生的听力水平。4、 时间安排没有考虑到学生的实际情况。由于听力对话较长，且内容较难，备课时没有考虑到听力训练会花费更多的时间，导致听后的对话及缩写输出没有时间进行，Step 4 Exercise只能作为课后作业进行，没有很好的进行输出练习。五、听后的对话输出设计有误。