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視頻標簽：第十五屆全國初中英語
所屬欄目：初中英語優質課視頻
視頻課題：第十五屆全國初中英語教師教學基本功大賽中考話題復習之School Life10.陜西
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中考話題復習之School Life10. 陜西 張靜
| 課程內容： | 中考話題復習之School Life | |
| 教材版本： | 人教版新目標 Go for it! | |
| 授課年級： | 九年級 | |
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整體設計思路 |
本課時的教學內容是九年級中考備考階段的話題復習---School Life! 八年級上冊 Unit 6 I’m going |
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Life，參考人教版新目標的五本教材，本話題涉及到七年級上冊 U9 |
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My favorite subject is science. 七年級下冊U4 Don’t eat in class. U11 |
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| How was your school trip? 以及九年級U14 I remember meeting all you. | ||
| of you in Grade 7. | ||
| 課時內容較多，因此在話題復習時通過整合材料，將該板塊設計 | ||
| 成兩個課時，第一課時著眼于復習基礎詞匯，短語和句式，側重聽和 | ||
| 說，課堂中密集且緊湊的問答，對話幫助學生快速回憶所學課本內容。 | ||
| 同時，課堂上結合中考題型及真題讓學生感知題目設置與難度。 | ||
| 課堂上最終生成的話題思維導圖是需要每位學生能獨立完成的，這也 | ||
| 是一個很好的自查途徑。 | ||
| 本課時之后，第二課時將應用前一節課的思維導圖進行寫作練習， | ||
| 扎實的第一課時的大量輸入和記憶刺激才能使激活學生的思維，將 | ||
| 不同板塊的知識結合起來，做到有的放矢，信手拈來。 | ||
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教學目標 |
（1）語言能力目標：能根據課堂復習內容，在該話題的復習 | |
| 思維導圖中填寫出較為全面的單詞或詞組，如：library, math, Chinese, | ||
| Arrive at school on time 等話題相關詞和句；同時，整理熟悉話題相關 | ||
| 的問答，如Who’s your favorite...? What’s your favorite...? | ||
| 整理話題復習的句子，及疑問句的 | ||
| （2）學習能力目標：能夠激活長期記憶，分類并整理話題相關 | ||
| 詞匯，用思維導圖的方式幫助自己進行話題復習；同時，能夠相互 | ||
| 協作，以小組形式共同呈現某一板塊的知識，相互學習，彼此溝通； | ||
| （3）思維品質目標：培養學生的分類分析、整合信息的能力， | ||
| 以及發散思維能力。在課堂發言中，能綜合多方同學的觀點，辯證地 | ||
| 看待問題。 | ||
| （4）文化品格目標： 在課堂的觀點分享，小組活動中，領會 | ||
| 彼此學習，形成對優秀文化的認同、良好的文化修養并指導日常行為。 | ||
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教學重難點 |
本節課的教學重點是在對語言能力目標和學習能力目標的達 成上，即激活學生長期記憶中有關話題的詞匯和句型，同時靈活運用這部分的知識完成相關中考題型的訓練。做為該話題復習的第一課時，課堂上側重聽說，因此會更加注重每位學生的發言次數和質量，刺激學生的口語輸出。 本課的教學難點在于對學生思維品質的培養上，即培養學生的分類分析、整合信息的能力，發散思維能力，同時在發表觀點時能綜合地看待問題，能對他人的觀點有進一步的認識。 |
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| 教學過程 | ||||
| Teaching procedures | Teacher’s activities | Students’ activities | Teaching purposes | |
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Greetings & Lead-in |
Greet students. Present part of a puzzle. Give a few hints if needed. Q:So what do you think we’re going to talk about today? Write the topic --- School Life on the blackboard. Q: How do you like your life in junior high? Can you describe it with one word? |
Greet the teacher. Ss are supposed to recognize the words hidden in the puzzle. (horizontally & vertically) Give the answers--- HELLO, MY, SCHOOL, LIFE, SWEET, MEMORY. Guess based on the words above. Ss say an adjective, like happy, pleasant, wonderful, tiring, etc. |
To attract Ss’ attention and focus on the content on the screen. To lead into the topic and help students to activate their long-term memory. To remind Ss of their life in the past three years, and they need to find a proper word. |
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Listening |
Play a video and ask Ss to finish Exercise 1 on the handout. Play it for twice. Ask the students to check their answers, especially the spelling and grammar in the second time. While listening, list the title and sub-titles on the blackboard. Guide Ss to find more information from the listening material. Invite two students to help stick the cards onto the right places on the blackboard. |
Preview the sentences in Exercise 1 and get ready for listening. Listen for the first time and try to write down all the answers. Share their answers and check them. Find out what Linda mentions about her school, such as classmates, teacher, math, library... Two students help to place the cards into the right places. |
To connect the vocabulary with the exam exercise. A way to practice their listening skills and enhance their speed and accuracy. To understand the different categories /sub-titles. |
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Review sub-title “ People & Places” “Schoolwork &Subjects” |
Q: Linda mentions teaching building and library. What can you do in the library? Where is our school library? How often do you go there? Show pictures about different places of the school. Q: What can you do there ? Q: Miss Chen is Linda’s ________. Who’s your favorite teacher? Use “because” in your sentence. |
Answer the questions accordingly with prepositions and adverb of frequency. Say the names aloud, like dining hall, art classroom, playground, lab, music hall... Answer the question with “ I can ...in...”. Say the answer. Pass a toy to a random student and he\she will answer the question fast , then the next student. |
To stimulate their brain and think more about the related information. “Ask and answer in English” is a good way to prepare for the “ dialogue” in the exam. Review “school life”, and related information. Practice the sentence pattern with oral English in the form of games. Ss will all think actively and get prepared because the toy is passed randomly. |
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| “School Rules” |
Q: What else should Linda do at school? What rules do you have at school ? Present more sentence patterns and ask Ss to paraphrase the rules mentioned just now. Find out how many sentences Ss can say in one minute. Q:Do you think we have so many strict school rules? Analyze and help Ss understand that “wearing school uniform” is not only a symbol of being a student but also a way to protect their safety. |
Say a few school rules or read from the screen. Take turns to list more. Think for ten seconds. Take turns to introduce school rules with “ We should (not)/We must (not)/ We are (not) supposed to...” Ss will express their ideas. They may have different opinions and they need to list their reasons. Talk more about “ We have to wear school uniform every day.” |
To help Ss recall what they’ve learned about rules. Review the use of “imperative sentences”. To change rules (imperative sentences)into requirements (declarative sentences). To develop students’ critical thinking ability by urging them to think more or by asking more questions. Always be open to ideas and keep thinking independently. |
| School Activities |
Offer tons of pictures to remind Ss of the past event, colorful activities in junior high. Encourage Ss to say more about the school trip. Assign another exercise. |
Admire the pictures and think back to what happened at that time. Talk about their own memory of that school trip, like what they did there, how was the weather, how they felt that day. Fill in the blanks based on the context and given words. |
To encourage Ss to think about the past, especially some special moments or specific details. Be brave to share their real feelings and talk more. |
| Summary |
Ask Ss to summarize what they’ve reviewed in this class. Q: You’ll graduate soon! Looking back at the past three years, do you have anything special to say? End the class with a saying “ Youth is a golden age for developing great skills through hard work.” |
Work in groups and try to write down as many words,phrases and sentences as possible. Cooperate with each other and then check the spelling. Ss will share their feelings, thoughts, achievement, thanks and wishes for the future. |
To rethink the content of this class and classify them. This part is more about spelling, to check if they have a great memory. To help Ss get to know the importance of hard work, friendship and also hope. |
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