視頻簡介：
視頻標(biāo)簽：人教版新目標(biāo),八年級上冊
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：人教版新目標(biāo)八年級上冊Unit10 If you go to the party,you 'll have a great time! Section B 2a —2e北京市
教學(xué)設(shè)計、課堂實(shí)錄及教案：Unit10 If you go to the party,you 'll have a great time! Section B 2a —2e北京市，人教版新目標(biāo)八年級上冊Unit 10 Section B 3a —4 Self check北京航空航天大學(xué)附屬中學(xué)
教學(xué)目標(biāo)
知識與技能:
1. 能正確使用第一條件句談?wù)撌虑榈慕Y(jié)果(First conditional if + will)
2. 能正確使用情態(tài)動詞should提出建議(Modal verb should)
3. 能基本正確提建議的其他常用句式,如: I suggest you should …, You’d better …, It’s a good way to…, I advise you to …, Why don’t you …, What about…? 等
過程與方法:
1. 寫前—寫中—寫后。
2. 合作探究—小組討論、同伴互評。
3. 復(fù)習(xí)鞏固、拓展積累—操練運(yùn)用。
情感、態(tài)度與價值觀:
引導(dǎo)學(xué)生正視困難,學(xué)會與人溝通,尋求幫助,解決問題。
討論真實(shí)的生活中的問題,學(xué)以致用,得到成就感,體會英語學(xué)習(xí)的樂趣。
引導(dǎo)學(xué)生正確使用微信。
2學(xué)情分析
知識層面:
在本課之前,通過本單元的前四課時的學(xué)習(xí),學(xué)生已經(jīng)能夠口頭正確說出第一條件句談?wù)撌虑榈慕Y(jié)果,能夠口頭正確使用should提出建議,并能做到單個句子的筆頭輸出。
針對本課時寫作任務(wù)中提建議的部分,學(xué)生已經(jīng)在本單元第三課時的閱讀文章中學(xué)到青少年在生活中遇到難題不應(yīng)悶在心里,而應(yīng)與家長等值得信任的人討論,共同面對和解決問題。
本課時寫前和寫中環(huán)節(jié)討論的問題是微信的正確使用,但大部分學(xué)生對有關(guān)微信的一些專業(yè)詞匯有些陌生,因此需要在寫前做好充分的補(bǔ)充鋪墊。
學(xué)生風(fēng)格:
整體上來說,本班的學(xué)生較為活潑、英語成績較好,對英語學(xué)習(xí)興趣較濃厚,積極參與課堂活動,課堂氣氛較為活躍和愉快,喜歡在課堂上進(jìn)行小組討論等活動。
3重點(diǎn)難點(diǎn)
教學(xué)重點(diǎn):
寫前復(fù)習(xí)第一條件句和情態(tài)動詞should的用法
引導(dǎo)學(xué)生正確運(yùn)用第一條件句和情態(tài)動詞should提出合理的、正確的建議
教學(xué)難點(diǎn):
引導(dǎo)學(xué)生正確運(yùn)用第一條件句和情態(tài)動詞should提出合理的、正確的建議
4教學(xué)過程
4.1寫作
4.1.1教學(xué)活動
活動1【導(dǎo)入】導(dǎo)入
Shows the WeChat icon and asks if Ss use it.
Look at the icon and think about what they know about WeChat and how they use it.
The popular APP WeChat instantly draws Ss’ attention and inspires their interest.
活動2【活動】Pre－writing
Pre-Writing-1
Do you know how to talk about WeChat in English?
Gives the answers.
Match the words with the correct translations.
Discuss with neighbors if necessary.
The matching exercise familiarizes Ss with WeChat vocabulary and prepares them for the later task.
Pre-Writing-2
Shows the video of a student talking about her problem with WeChat.
Watch the video and get to know about her problem.
The video will get students more interested in the class.
Through the video, Ss know what problem they are going to solve.
活動3【活動】While－writing
While-Writing-1
Asks the girl with the problem:
Are these pieces of advice reasonable?
Are these pieces of advice helpful?
T comments on the sentence structures.
Write down one piece of advice for her.
Some Ss come to the blackboard to write down their advice.
While-Writing-2
Writes some of the structures on the blackboard.
Comments on some of the re-written sentences.
Read the advice from T and answer the questions.
Underline sentence structures for giving advice.
Rewrite the sentences with better structures.
While-Writing-3
Shows a few key sentences from the textbook Section B 2b.
Asks the whole class to read them aloud.
Review the key sentences from the previous lesson.
While-Writing-4
Shows all the problems on the projector.
1. I don’t have much free time. But when I do, I really want to play games on my phone, but I also really want to play basketball. What should I do?
2. I like eating delicious food very much. But I’m so afraid that if I do so I will get fat. What should I do?
3. I am already very tired, but my parents ask me to go to after-school classes. What should I do?
4. The winter vacation is coming. I don’t know if I should play first and then finish homework, or finish homework first and then play. What should I do?
5. I’m so busy every day that I hardly have time for fun or sleep. When I have some free time, I really want to play, but I also need to sleep. What should I do?
Divides Ss into groups of four.
Walks around with a box of different sheets with different problems.
Get to know about all the problems.
Choose a sheet with a problem.
Discuss to find out advice to help with the decision-making.
Paste the problem on the worksheet.
Write down 2 advice on the worksheet.
活動4【活動】Post－writing
Post-Writing
Categorize Ss’ worksheets according to the problems and sticks them on the blackboard.
Projects the worksheets and asks:
Are these pieces of advice reasonable?
Are these pieces of advice helpful?
What about the sentence structures?
Choose 2 problems for peer assessment.
Make assessments of the advice.
Criteria
Assessment
Reasonable
Helpful
Structures
Peer assessment guides Ss to pay attention to the importance of making the advice helpful and specific, and also on the structure of giving advice.
This step also helps them realize that all those problems can be solved through sharing.
This step prepares Ss for the homework.
活動5【講授】小結(jié)
小結(jié)
Problems are Opportunities that helps you grow stronger.
See problems from another perspective.
These words encourage Ss to see problems as opportunities and be brave to face any problem in the future.
活動6【作業(yè)】Homework
Homework
Encourages Ss to review what they have learned in the class and makes more practice.
Write at least 2 pieces of advice for the problem each student didn’t discuss with his / her group members in class.
Revision and practice of what Ss have learnt in class.
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