Unit5 Do you want to watch a game showSection A 1a-2d 教学设计（表格式）人教版八年级上册

教学设计
课题 Unit5 Do you want to watch a game show Section A 1a-2d
课型 新授课□ 复习课□ 试卷讲评课□ 其它课□
教学内容分析 本课时内容人教版新目标初中英语教材8上Unit 5第1课时，该单元话题是“Entertainment”, 功能是“Talk about preference and make plans"，此节课型定位为以话题为核心的“听说课型”。主要在以单元话题牵引下的通过听前以教师情景输入信息-听中策略渗透抓信息-听后信息的挖掘和学生的真实情景输出，引导学生运用语言和发展语言的能力，引导学生逐步去判断思考,谈论对事物的喜好。本课时通过学习几种电视节目类型的名称，让学生在语言技能上，能谈论喜好的句型：What do you think of… I like…/ I don’t like…/I don’t mind…/ I can’t stand…, 以及初步建立动词不定式的意识。在策略上，从不定式作宾语的表达式的呈现到巩固，层层深入让学生运用谈论喜好和表述原因的句型并能进一步拓展话题。在情感态度上，让学生学会使用所学语言来表达观点，多角度观察评论并能有效和他人互动形成有意义的讨论。
学情分析 我校是一所乡镇中学，内初的学生由于地区差异，整体英语素质不高，但接受能力尚可。本节课新单词数量一般，但是以学生的接受能力看，学习单词最好通过提前预习的方式。单词是基础，上课时仍然要反复练习。在回答喜好时，动词不定式是难点，学生很难掌握。在录制微课的过程中通过对话展示，让学生先熟悉句型中不定时的用法。
学习目标 1，知识目标： 能掌握以下单词：sitcom, news, soap, educational, plan, hope, find out, discussion, stand, happen, may, expect 能掌握以下句型： ① What do you want to watch ② What do you think of talk shows ③ I can＇t stand them. ④ I don＇t mind them. ⑤ I like/love them. / I don＇t like them. 2，能力目标： 学会陈述自己的看法；学会谈论自己的喜好。 3，情感态度价值观： 学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。注意引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立的个性。
重难点 能掌握以下单词：sitcom, news, soap, educational, plan, hope, find out, discussion, stand, happen, may, expect 能掌握以下句型： ① What do you want to watch ② What do you think of talk shows ③ I can＇t stand them. ④ I don＇t mind them. ⑤ I like/love them. / I don＇t like them.
评价任务 1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。 2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。 3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。
教学评活动过程 教师活动学生活动Step 1 Greeting and Leading in ( 3mins )Daily greeting. T:Ask Ss two questions: Do you like to watch TV What kind of TV program do you know T:Guide Ss to say some TV programs.设计意图 真实情景式对话导入话题，有效的激活学生兴趣及与此话题相关的背景知识，同时激活学生的前期知识，培养学生良好的预习习惯。Step2 Pre-listening （听前） (8mins) 教师活动and学生活动 Present new words: T: Show some pictures of the TV shows on the PPT. Let Ss match the TV shows with the pictures. Lead students to learn some new words: Talk show, soap opera, sports show, sitcom, game show, talent show, news Ss try to grasp the meaning of these new words and remember them. T: Check these words. The teacher asks students to read these words together or one by one. Pair work Take 1c as the example, and let Ss practice the conversation in pairs. Then make their own conversation. For example: A: What do you want to watch B: What do you think of talk show A: They’re OK. I don’t mind them. B: Then let’s watch a talk show. Ask some pairs to show their conversations to the class.设计意图 1.运用多媒体教学，展示图片来引出新单词，让学生记忆，更直观生动形象，为后续听力活动中抓住关键信息做铺垫。 2. 对于学生来说，接受知识肯定是先易后难，先给出图片，让学生感知，这是一个输入的环节，先死记忆，后面才能灵活运用。Step 3 While-listening （听中）(15mins)教师活动 Work on 1b T : Let Ss look at the questions in 1b. Ask Ss to listen and number the shows [1-4] in the order you hear them. 3 talent show 1 talk show 4 soccer game 2 news Check the answer after listening. Work on 2a T: Tell Ss that Lin Hui and Sally are talking about the TV shows. Let Ss listen to their conversation. And number the TV shows [1-5]. 1 sitcoms 2 news 4 game shows 3 talk shows 5 soap operas Check the answer after listening. Work on 2b T: Let Ss listen the conversation in 2a again, and complete the sentence in 2b. Let Ss find out the difficult point, and the teacher explain them. The teacher should pay attention to the words’ spelling. Ask Ss to read these sentences in 2b. Answer: 1.the news or talk shows 2.some great jokes 3.game shows 4.soap operas, tonight学生活动 设计意图 提前告诉学生一些信息，有利于减轻学生听力过程中的难度。在听之前展示的一些单词，在听的过程中，就变成了关键信息，学生很容易可以捕捉到，这样1b 和2a的 听力任务相对来说就比较简单。 2b的听力任务比较重，对学生来说较难，不仅要求学生听懂意思，而且要求他们写下空缺信息，从而能逐步掌握利用听中聚焦关键信息和关注细节的听力策略。 Step 4 Post-listening（听后） (12mins)T: Take 2a as the example, and let Ss ask and answer questions about the TV shows using information that is true for you. For example: A: Do you plan to watch the news tonight B: Yes. I like watching the news. I watch it every night. A: Why B: Because I hope to find out what’s going on around the world. Ask some Ss to show their information to the class. T: Ask students to read the conversation between Grace and Sarah carefully. And try to find the main points. T: the teacher explains the main points carefully. Role-play Suppose one student is Grace, and another is Sarah. Give Ss several minutes to practice the conversation. Then let some pairs show their conversation to the class. 设计意图 进一步巩固本节课所学新知内容，拓展学生思维。 对话中会遇到学生不懂得语法点，这个时候老师必须点出来，并且仔细解释清楚，否则学生会似懂非懂的过去，也不问，留下盲点。 通过角色扮演让学生进一步巩固新学描述电视节目和自己喜好的句型，逐步引导学生思考并总结，培养学生学会表达自己的喜好。Step 5 Free Talk（7 mins）T: Ask Ss to use the sentences we have learned to design a passage about their favorite TV show. Discuss their passage in groups each other. Find student to show his or her passage to the class. Ask that student to evaluate his or her own passage Find other students to evaluate that student’s passage. The teacher should pay attention to the using of the phrases and grammars in that student’s passage. Summary: use the target languages to make your own conversations with the following structure: A: What do you want to watch B: I want to watch a talk show. A：What do you think of talk show A: They’re OK. I don’t mind them. B: Then let’s watch a talk show. Homework Review the language knowledge that we have learned in this class. Then check it next class.设计意图 这部分是一个输出的环节，学习了新知后就要会灵活去运用，能够口头表达出来，并且在用的过程中，学生自然而然的又复习了一遍所学新知，培养学生学会总结归纳并形成判断的思维品质，同时注重对学生的自我评价，小组评价，教师评价。 体现知识从零碎到整合，给学生在大脑慢慢构建从语言知识到语言运用的思维导图结构，培养学生善于归纳，总结的逻辑思维能力。 对知识的再次巩固，和及时的运用。
板书设计 Unit5 Do you want to watch a game show Love A:What do you want to watch Like B:I want to watch talk shows. don’t mind A:What do you think of them don’t like B:I can’t stand them. can’t stand
作业与拓展学习设计 Homework Review the language knowledge that we have learned in this class. Then check it next class.
特色学习资源分析、技术手段应用说明 情景交际法，任务型教学法，听说课的“3P”教学模式 ： P--呈现（语言输入） P--操练（1.机械操练2. 听力训练） P--运用（语言输出） 设置情景意义操练 设计听后活动任务，先模仿再迁移 总结，听后设置任务提升学生语言运用能力
教学反思与改进 新课程标准倡导任务型教学，小组合作学习，让学生积极参与，在和谐的课堂氛围中学习，使学生真正成为教学过程中的主体。这节课我用一些图片导入单词的学习，创设了一个真实的、贴近学生生活的教学情境，在教学的同时设置问题，通过引导的方式，强化了学习目标。这节微课呈现的教学任务，通过大量的练习达到预期的教学目标。布置任务型作业，培养学生综合运用语言能力。
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