初中英语听说课课堂实录

初中英语听说课课堂实录 Unit 1 Can you play the guitar? Section A (1a—1c) Teaching Aims: 1.Knowledge Objects:   (1)Function: Students learn how to use the modal verb “can”. Yes/No questions and short answers. “What” questions.   (2)Key vocabulary: guitar, join, swim, sing, chess, draw, speak, can’t, play the guitar/chess, join the art/English club   (3)Target Language:       ---Can you sing/speak English?       ---Yes, I can./No, I can’t.       ---What club do you want to join?       ---I want to join the chess club.   (4)Structure: Use the modal verb “can”. Yes/No questions and short answers. “What” questions.   2.Ability Objects:   (1)Students can develop their abilities of listening, speaking, reading and writing.   (2)Students can develop their abilities of working in pairs and communication by learning useful structures.   3.Moral Objects:   Students can be active in class and show themselves to increase their interest in English learning. Teaching Key Points: 1. To train the students to communicate with others. 2. To enable the students to study and finish the task in groups and cooperation. Teaching Difficult Points: Modal verb “can”. Teaching Methods: Situation teaching method Task-based teaching method Comparing teaching method Listen and oral teaching method Teaching Aids: A tape recorder, a guitar and test papers. Teaching Procedures: Step 1: Warming-up Greetings T: Good morning, boys and girls!  Ss: Good morning, Miss Zhu! T: How are you?  Ss: I’m fine, Thank you, and you? T: I’m fine, too. Do you like music? Ss: Yes,we do. T: Great! Let’s enjoy a beautiful song, OK? Ss: OK. 设计意图：以学生熟悉的英语问候语 “ Good morning.” “ How are you?” 等引入课堂,并以歌曲吸引学生的注意力，既复习了以前的内容，又活跃了课堂气氛。 Step 2: Leading in 1.Showing the song “Twinkle Twinkle Little Star” on the screen. And let students sing with it.   T: What is he playing?   Ss: Guitar.   T: Can you play the guitar?   Ss: Yes, I can./No, I can’t. 2. Show a guitar to the class.   T: Who can play the guitar? Come on , you can have a try in front of your classmates. Don’t be shy! Just try!   (If no one can play it, the teacher can play it, and then tell the students who have more stars in the class can have the opportunity to learn guitar.) 设计意图：吉他的运用不仅极大提高了学生学习的兴趣积极性，也把本课的主题体现出来，很自然地导入新课题。 Step 3: Presentation   T: You can learn the new words and expressions all by yourselves, and then help each other, and I will check and help you.   (Then ask one student to read them , the others listen and check...)   S1:(reads the new words and expressions)   T: Good job! But there are a few mistakes of pronunciation, let’s have a look together...   (The teacher teaches the new words and expressions, then the Ss read them and check each other. )   T: I know you like playing games. Let’s play a game together. I say the words and you can act out. OK？   Ss: OK.   During the game, teacher can ask: “Can you run/sing...?”(Shake or nod head)   Ss: Yes, I can./ No, I can’t. 设计意图：新单词的讲授由原来单一的教师教学生跟读的方式转变成学生自已拼读---互相检查帮助---教师检查辅导的方式，更能激发学生的学习自主性，且掌握得更好,真正地体现学生的自学互助和老师的导学。并且之后的单词小游戏阶段能让学生进一步掌握新词汇。   T: Boys and girls, please look at the blackboard. There are some pictures I would like to show you. (Show the pictures on the screen to teach the five clubs in 1a)   T: What’s this? Who you read it out loud?   S1: Art club/English club/ swimming club...   T：Wonderful! Now let’s read them together...       Let’s match each club activity in the picture with a word from the list.   (Give students a few minutes to finish the exercise)   T: Did you finish?   Ss: Yes.   T：Great. Who can share your answers with us? I will give stars to you, and you will have prize.   Ss: Me!   (Then let other students check the answers, if they are wrong, correct them) 设计意图：教师在授课的过程中一方面利用图片和关键词为学生深入掌握词汇提供了充足的辅助条件；另一方面又让学生逐幅图画进行复述，然后整体复述。体现了由易到难，层层推进的原则。 Step 4: Listening task  T：Well done! You are amazing! OK, let’s do a listening task together. I’ll play it twice. For the first time, you can only listen, and for the second time, write a number(1/2/3) next to the relevant conversation you hear. Can you finish?   Ss: Yes, we can.   T：Perfect! Let’s begin, are you ready?   Ss: Yes.   (Play the tape) Check the students’ answers after listening. Let them repeat after the tape together. Give the star to the group in which student answers right. By then, count the numbers of the stars and encourage other groups. 设计意图：这个活动是本堂课的升华，听力任务的层次有所递进， 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 达的语言更加丰富，注重了口语应用，同时为下一步的教学活动做好准备。 Step 5: Consolidation   T: I’ll play a video for you, but you can only listen. And there are some exercises on the screen, you need to fill in the blanks, after that, you can enjoy the video, all right?   Ss: OK. 设计意图: 通过一段视频展现，更容易抓住学生眼球，提高学习兴趣，也通过练习，更进一步地让学生巩固所学知识。 Step 6: Guessing game   T: I think you are all smart boys and girls. Let’s play a guessing game together! OK？   Ss: OK!   T: I will divide you into three groups. Each group needs a student to use his or her body language to show the phrases, and other group members take a guess. The group takes less time wins. Got it?   Ss: All right.   (Choose the best group and then ask other groups to give them a big applause)   T: Let’s see. Oh group ... has the most stars right now. But do not worry, you have more chances to get them. 设计意图：通过游戏的方式让学生充分发挥主观能动性，让学生在玩中学，让课堂活起来。采取小组比赛计分的方式，让学生充分参与，并对其进行鼓励性评价，不断激励学生。 Step 7: Make a conversation   T: Since we learned new content today, let’s make your own dialogues, find your partner in your group, and practice the following sentence patterns.     ---I want to join the ... Club.     ---Can you ...?     ---Yes, I can./No, I can’t. Time is up. Act and evaluate their performance and give stars to every group who plays the dialogue. 设计意图： 注重对口语的练习和表达，小组间有竞争，小组成员之间有合作，相互促进，共同成长。 Step 8: Summary    T: In this class, what did we learn? Who can sum up for us? New words?   S1: Guitar, swim, sing, chess, speak, can’t, join, club, draw...   T: What about some new sentences?   S2: Can you swim/sing/draw...?    Yes, I can./ No, I can’t.       Can she/ he swim/sing/draw...?  Yes, she/he can./ No, she/he can’t.       What club do you want to join?  I want to join ...club.   T: Well done! We can see group...has the most stars, so they are today’s winner. Congratulations and you can get your prize after class. Step 9: Homework  T: Time is limited. This is today’s homework for you.” ⑴ Written work:  Design a “Word Bank ” game. Let students fill in blanks. ⑵ Do a survey. Ask your family members about their abilities, using “Can you...?” “ Yes, I can./ No, I can’t.” T: Are you happy today? Ss: Yes! T: I’m so happy. I’m sure we will be good friends after class. Thank you for participation. Goodbye! 设计意图： 回顾本课的重难点，让学生自己 总结 初级经济法重点总结下载党员个人总结TXt高中句型全总结.doc高中句型全总结.doc理论力学知识点总结pdf ，老师补充，通过这样的方式使得学生更进一步把握好课堂内容。同时，轻松有趣的家庭作业使学生更好地把握新知识。 总评 1. 目标明确，重、难点把握准确，知识主线提炼精确。 2. 教学设计 散步教学设计免费下载洗衣歌教学设计免费下载汽车材料教学设计下载爱护水资源教学设计下载一师一优课教学设计下载 体现了“听说课”的教学模式，从复习热身、感知体验、强化巩固到语言应用，设计的思路清晰，步骤明确，体现了“层层递进”的教学原则。 3. 设计的流程遵循了学生的认知规律，由感知体验到语言应用，注重了知识获取，能力形成的学习过程。 4. 能够突出学生的主体地位，面向全体，每个学生有任务，且每个学生都有展示的机会。 5. 通过小组间的合作，引导学生进行自主、探究学习，敢于质疑，善于解惑，学会总结，大胆评价。 6. 教学效果良好，学生参与面广，参与机会多，参与的积极性高涨，兴趣浓，知识与能力、过程与方法、情感态度价值观得到了很好的落实。