初中Section B教学设计

这是一份初中Section B教学设计，共10页。

1. Key vcabulary
2. 一般过去时态、一般疑问句练习。
3. Talk abut recent past events
1. Talk abut recent past events
2. Practice students’ listening, speaking, reading and writing skills.
1. Review the article in 2b.
2. Ask Ss t write dwn their wn last weekend.

长期以来受应试教育的影响, 学生的听力水平始终难以提高, 虽然听力测试分数高, 但仍是“聋子, ’; 写作水平高, 却仍是“哑子”。因此, 新课标要求教师在课堂上应努力做到让每个学生达到每堂课的听力目标、说的目标。教师应充分做好课前准备, 熟悉每堂课的听力目标、说的目标; 充分估计学生在听的过程中可能遇到的障碍, 并考虑以何种方式解决; 充分考虑评价方式, 并做好评价记录(教师评价、学生自评)。
知识目标
单词
fly, kite, fly a kite.
句型
—Did yu d anything interesting last weekend?
—Nt really, but I visited my sister.
My sister finished high schl tw weeks ag.
技能目标
能够用上所学的知识描述自己或他人过去做的事情。
情感目标
帮助学生应对惧怕动物心理, 鼓励学生学习自然知识。
教育学生合理安排作息时间, 健康生活。
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and revisin
1. Greet students
2. Play flash cards t shw students new wrds n Page 70.
3. Make the students read.
1. Greet teacher
2. Watch flash cards t read and learn new wrds n Page 70.
利用学生熟悉并感兴趣的幻灯片, 复习学过的单词, 为完成1a作铺垫; 并通过幻灯片激发学生的学习兴趣。
Step 2
Presentatin
(1a)
1. Call attentin t the pictures.
2. Ask students t pint t and use the past tense t describe as many f the activities as pssible.
3. Pint t and describe any activities they can’t describe. Fr example: I played the guitar.
4. Pint t the numbered activities described in the list.
5. Name the activities and ask students t repeat each ne.
6. Ask students t match each numbered phrase with a picture by writing the letter f each picture in the blank in frnt f the crrect phrase.
7. As students wrk, mve arund the rm answering questins as needed. Check the answers: 1d , 2 c , 3 f , 4 e , 5a , 6 b.
1. Ss learn the phrases by themselves and try t remember them.
2. Finish the tasks accrding t the teacher’s request.
在语境中呈现和导入目标语言。
Step 3
Thinking
(1b)
1. Draw pictures f the happy face and unhappy face n the bard.
2. Write the wrds fun under the happy face and the wrds nt fun under the unhappy face.
3. Ask students t name sme activities they think are fun and sme that are nt fun. Fr
1. Name sme activities they think are fun and sme that are nt fun.
2. Draw a happy face r an unhappy face under the pictures in 1a.
通过该活动, 鼓励学生敢于思考敢于表达自己的想法和看法, 使所学知识得到更好的巩固和运用。
教学环节
教师活动
学生活动
备课札记
example: a student might say studying fr a test is nt fun.
4. Pint ut the happy face under the pictures in 1a. Say: He sang and played the guitar. It was fun. The happy face shws it was fun. Say, draw a happy face r an unhappy face under each picture.
5. Review the answers. Students may have different answers fr sme items. Fr example, went t the library may be fun fr sme students and nt fun fr thers.
Step 4
Listening
(1c)
1. Call attentin t the names Jim and Sally and the write-n lines under each name. Say: Nw yu are ging t hear a cnversatin between Jim and Sally. They are talking abut what they did ver the weekend. Listen t the cnversatin and write what each persn did.
2. Play the recrding the first time. Students nly listen. Pint ut the sample answer, did her hmewrk.
3. Play the recrding again. Ss listen and check their answers.
4. Remind students that they can lk back at earlier activities in this unit t get spelling help, if they wish.
1. Students nly listen t the recrding fr the first time. Pint ut the sample answer, did her hmewrk.
2. Ss listen t the recrding again and check their answers.
3. Ss lk back at earlier activities in this unit t get spelling help.
通过教材中提供的听力训练, 学生能更好地理解和掌握本节课所学的词汇和语言, 为角色扮演提供了充足的语言素材。其中设计了听前指导, 让学生对听力内容有初步了解, 增强听力的目的性。听后学生成果展示, 能让学生体会到成功的愉悦感。
Step 5
Grup wrk
(1d)
1. Call attentin t the example in speech bubbles.
2. Ask a pair f students t read the dialgue t the class. Say: Nw practice talking abut what Jim and Sally did ver the weekend. Practice in pairs. Use the dialgue as an example.
3. Help students find partners. Say: First read the dialgue tgether. Read bth parts. Then make yur wn dialgues like that ne. Tell what Sally and Jim did ver the weekend.
4. As students practice, mve arund the rm mnitring prgress.
5. Ask pairs f students t present their dialgues t the class.
1. Ask a pair f students t read the dialgue t the class.
2. Find partners t read the dialgue tgether first, then make their wn dialgues like that ne. Tell what Sally and Jim did ver the weekend.
3. Ask pairs f students t present their dialgues t the class.
通过以上所学内容进行小组活动, 在运用信息过程中, 提高学生的识记和辨析能力。
Step 6
Pair wrk(1e)
1. Pint ut the example in speech bubbles. Ask tw students t read the dialgue t the class.
2. With a student, say a cnversatin abut what yu did ver the weekend.
3. Help students find partners. As they practice their cnversatins, mve arund
1. Read the dialgue t the class.
2. With the teacher, say a cnversatin abut what he /she did ver the weekend.
3. Find partners t practice their cnversatin.
通过团队活动使目标语言得以进一步巩固, 增强了学生们的口语交际能力, 培养了团队协作精神。
教学环节
教师活动
学生活动
备课札记
the rm mnitring prgress and giving language supprt as needed.
4. Ask sme pairs t present their real-life cnversatins t the class.
4. Present their real-life cnversatins t the class.
Step 7
Thinking
(2a)
1. Shw sme phts f animals n the screen. Ask the class t answer the questins:
What kind f animal are yu afraid f?
Why?
2. Make a list. Ask students t say the wrds by themselves.
1. Lk at sme phts f animals n the screen and answer the questins:
What kind f animal are yu afraid f?
Why?
2. Make a list and say the wrds by themselves.
通过写动物名称的拼写和口头问答练习使目标语言得到进一步的巩固和理解, 同时也为2b的学习打下基础。
Step 8
Reading
(2b)
1. Fast reading
Read the article and find the answer t this questin:
What did they see near the fire the next mrning?
(They saw a snake sleeping near the fire. )
2. Careful reading
Read the article and find the answers t the questins n P71.
3. Check the answers with the Ss.
1. Ss read the article quickly and find the answers t this questin.
2. Ss read the passage carefully and find the answers t the questins.
通过阅读任务的完成, 培养学生在速读过程中捕捉信息的能力。在精读过程中培养学生的阅读能力、思维能力和理解能力。
Step 9
Reading
(2c)
1. Ask the students t read the stry in 2b again, put the sentences in rder.
2. 阅读指导: (见课件部分)
3. Check the answer. Answer: 6 2 8 4 7 5 1 3
4. Ask the students t retell the stry using the phrases.
1. Read the stry in 2b again, put the sentences in rder.
2. 阅读指导: (见课件部分)
3. Check the answer.
4. Retell the stry using the phrases.
排序活动使学生加深了对课文的理解, 培养增强了学生的逻辑能力。
Step 10
Summarize
1. 引导学生总结本节课所学的重点词汇、句型。
2. 引导学生说出本节课学会了什么, 哪些地方还存在问题。
1. 总结本节课所学的重点词汇、句型。
2. 说出本节课学会了什么, 哪些地方还存在问题。
培养学生探究、归纳总结能力。
Step 11
Cnslidatin
教师设置巩固检测练习:
Ⅰ. 单项选择
(C) 1. There _______sme mney in my pcket(口袋) yesterday, but nw there is nthing.
A. is B. are
C. was D. were
(B)2. I can see tw _______and three _______in the picture.
A. cws; sheeps
B. cws; sheep
C. cw; sheep
D. cw; sheeps
(C)3. Many _______
cme t _______the Great Wall every year.
A. visits; visit
B. visitrs; visits
C. visitrs; visit
D. visits; visits
(C)4. The girl was _______scared that she cried.
A. very B. t
C. s D. much
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
教学环节
教师活动
学生活动
备课札记
Step 11
Cnslidatin
(B)5. We dn’t knw _______next.
A. hw t d
B. what t d
C. what t d it
D. where t d
(B)6. We watch the students _______sccer every afternn.
A. t play
B. play
C. played
D. plays
Ⅱ. 完成句子
1. 这个故事太短, 我一个小时就看完了。
The stry is _______ shrt_______I finished reading it in ne hur.
2. 不要叫醒那些装睡的人。
Dn’t _______the ne wh is pretending t sleep.
3. 安静地坐在椅子上, 不要上上下下地跑动。
Dn’t run _____ _____ _________, sit n the chair quietly.
4. 王月帮我把桌子搬进了房间。
Wang Yue helped me mve the table _______the rm.
5. 上课的时候不能看窗户外面。
Dn’t lk _______ _____the windw when yu are in class.
答案: 1. s, that
2. wake up
3. up and dwn
4. int 5. ut f