人教新目标 (Go for it) 版Section B教案

这是一份人教新目标 (Go for it) 版Section B教案，共5页。
Unit 9 Sectin B-1 My favrite subject is science.
Sectin B (1a-1d)
课型
New
课程标准
初一阶段为三级标准：
语言能力目标达到：
1.初步具备英语语言能力,侧重听说能力;
2.能在设定的情景中进行问答;
3.能就熟悉的话题同他人(包括英语国家人士)进行简单交流;
4.能阅读基本无生词的短文,理解大意,获取关键信息;
5.能书写一般文体的短文,进行简单描述和表达个人喜好,拼写和标点正确。
态度情感目标达到：
1.具有使用英语进行初步交际的意识并能参与实践;
2.具有较强的学习能力,能解决学习中遇到的一般困难;
3.能与他人合作共同完成学习任务;
4.具有接受外来文化的意识,能初步了解中外文化的差异。
教材分析
本单元以“学生在校开设的学习科目”为话题，功能为讨论自己喜爱的科目及给出原因。
Unit9的语法是能够正确使用Wh-疑问句及回答（Wh-questins），安排在when/hw引导特殊疑问句的Unit 8单元后面讲授，学生很容易理解和接受。
B1（1a-1d）为听说课，在A部分的基础上，由学科拓展到其它校园活动，巩固描述性词汇。围绕“周课表”，记录课程安排以及增加一些课外活动，并陈述理由，强化之前学过的有关时间的词汇，注重互动交流，话题很贴近学生，十分实用。
学情分析
学生对于学校科目这个话题大都非常感兴趣，也有很多的讨论素材；
有了U8 中when句型及U9 sectin A的Wh句型做铺垫，学生在Wh-句型的学习上不存在太大障碍；
在情感态度价值观方面，体现了引导孩子们要喜爱所有学科，不断学习、热爱学习的精神。
教学目标
Knwledge:
1. Language knwledge aims
Wrds: free; cl; Tuesday; Wednesday; Thursday; Sunday.
Target language: What’s subject?
... favrite subject is...
Why... ...

When is the class?
It’s n... .
Grammar: Wh-questins
Tpic: Subjects: Talk abut yur favrite subjects and the reasns; and when are the subjects.
2. Language skill aims
listening skills: students can get the key infrmatin while listening t the cnversatins
speaking skills: students can use the target language t describe their favrite subjects and express the reasns.
writing skills: students can use wrds t describe the reasns and activities in ne day.
3. Learning strategy aims
Cperatin in grups: pair wrk and grup wrk. Task teaching.
4. Emtin and attitude aims
Learn t share the pinins with grup members and express their wn ideas.
Describe the reasns why they like the subject t thers .
Arrange their time prperly.
Get t knw all the subjects are very imprtant and try t lve them all.
教学重点
Key wrds and expressins:
What’s subject?
... favrite subject is...
Why... ...

When is the class?
It’s n... .
Wh is... teacher?
is...
教学难点
Describe the class schedule, give reasns abut their favrite subjects.
教学环节
教学内容
教师活动
学生活动
设计意图
话题导入
Shw a vide
Lead-in
What classes can yu find?
Greetings t Students.
Lead in tday’s tpic.
Ask What classes they can find in the vide.
Watch the vide and answer the teacher’s questin.
P.E.; Music; basketball...
由学生暑期即将成行的英国研学宣传片引入，学生比较感兴趣，导入Sectin A中的subjects相关词汇，学生回答问题积极性高，气氛活跃，为引入目标句型做铺垫。
感悟新知
1.
A：What subjects d yu have?
B: I have...
A: What’s yur/his/her favrite subject?
B: It’s...
A: When
B: It’s...
A: When d yu
B: I
A: Wh
B: is...
2.
Knw mre abut each ther.
A：What subjects d yu have?
B: I have...
A: What’s yur/his/her favrite subject?
B: It’s...
A: When
B: It’s...
A: Wh
B: is...
1.
Ask them the subjects they have, the favrite subject and the reasns.
Ask abut when their favrite subjects are. Get t knw the days f a week.
①Shw the whle class schedule.
A: When is yur ... class?
B: It’s n...
A: When d yu
B: I
②Shw the pictures f their teachers.
A: Wh
B: is...
2.
Let the students talk in pairs t knw mre abut each ther. The students ask and answer by using the target sentences.
1.
Answer the questins the teacher asks.
Learn the target sentence and vcabularies.
①Answer teacher’s questins, and speak ut the days f a week.
②Have a revisin abut the wh- sentence
2.
Ask and answer with their partner.
1.
出示课程表及老师的照片帮助学生进入日常课程的情境中，提高回答问题的积极性。以图片为依托，学生可以更简单的总结出喜爱科目在星期几，选出喜爱的老师，快速上手目标词汇及句型。
2.
创设情境，让同学们互相了解更多，了解同学们最喜爱的学科及老师以及时间，引导学生联系自身实际，在情境中，运用前文中的句型做问答，并运用更多描述性形容词，掌握目标语言；以及为后面听力中出现的词汇做铺垫。
听说体验
1.
Sectin B 1b/1c
Listen and fill in the blanks.
David desn't like math,
because he thinks it's .
He has tw math classes n .
2.
Listen and answer the tw questins
①What's David's favrite subject?
②When is David's Chinese class?

3.
Open the bk and rle play the cnversatin.
4.
Free talk.
David is unhappy because f math, If yu are his classmates, what d yu want t say t cheer him up?
1.
Lead in：Wh likes math？
Mst f yu like math, yu are great. Nw lk at this picture, he is David, he desn’t like math, Let’s listen t the tape and fill in the blanks.
①Read the sentences tgether.
②Listen and fill in the blanks.
③Check the answers.
2.
Let’s listen again and answer the tw questins.
①Give the task:
Listen and fill in the blanks.
②Check the answer.
3.
Divide the students int tw grups t read in rles tgether .
4.
Ask the students t say smething t David t cheer him up.
1.
①Read the sentences tgether.
②Listen and fill in the blanks n the learning sheet.
③Check the answers.
2.
Listen and fill in the blanks, check the answers.
Students try t get mre details f the listening material.
3.
Read ludly and carefully.
4.
Wrk in grups t talk abut hw t cheer him up and give sme advice.
1.
本环节，整体情境为围绕David对数学的态度。听力部分依据教材，对听力材料进行整合分析。
听力的第一项任务,回答出David不喜欢数学的原因，及哪天有数学课，引导学生抓关键信息，采用了贴近中考的挖空形式任务较简单，增强学生自信。
2.
听力的第二项任务，根据学情，对听力材料进行了整合，挖掘听力更多细节信息，目的是通过听力，使学生了解听力情境和对话内容，发展学生在听力中捕捉信息的能力，由口头转到笔头。
3.
听后分角色朗读听力材料，进一步熟悉内容，齐读锻炼团队合作意识，。
4.
第四项任务是对听力材料的进一步挖掘，体现情感态度价值观的引导。通过David不喜欢数学引申到学生自身，教会学生自行处理对学科的喜好及自我调整。
话题讨论
1.
Make a dream class schedule fr their grup.Interview and reprt.
2.
Share n the PAD, and make a reprt fr each grup.
1.
Talk in grups t interview, make the dream schedule tgether. And the interviewer give a reprt at last.
Give sme key sentences and sme vcabularies fr them. Encurage the students t make a cnversatin.
2.
Let the student s take a picture f the new schedule and share by the pad.Make a reprt abut his dream schedule.
1.
Talk in grups t interview, students give their views and shw their reasns. Then fill in the blanks t make the dream schedule tgether. And the interviewer give a reprt at last.
2.
Using the pad, uplad the new schedule n the pad.Wrk in grups t give a reprt.
1.
自己定课表是学生非常感兴趣的一个话题，对刚才讨论的最爱的课程进一步延伸，延伸到可以自选科目自选老师，甚至是明星，运动员等等，增加可选日期和老师等内容，形成系列组建成一个话题。范例中，老师给了孙杨这样的世界冠军来当老师，开阔学生思路，提高建立新课表的兴趣，生成新课表。拓展到实际学习生活中，学中用，用中学。
2.
运用PAD以及多媒体设备，同学们可以互相分享”Dream Schedule”交流思想，共同促智。
激励学生
Mtivatinal languages
Learning is a life-lng jurney.
Stay flish, stay hungry.
作业布置
1.Make a Dream Class Schedule fr yurself.
板书设计
Unit 9 Sectin B-1 My favrite subject is science.Sectin B (1a-1d)
A: When is yur ... class?
B: It’s n...
A: When d yu have...
B: I
课后反思
本节课预设达到的目标为通过“讨论课表”这一话题来理解和运用wh-句型，并能根据课堂内容和要求表达自己的观点，最终举一反三能够延伸话题运用到实际生活中去。学生整体表现不错，基本达到了预设目标。但学生对于表达自我观点的语言储备不足，需要通过课堂听说和日常积累进行更好的锻炼和延伸。