英语教学设计九年级复习课.doc

参赛教学设计基本信息
作者姓名

薛燕
性别
女
联系电话
13488357312
电子邮箱
1306485084@

所用教科书
书名
人教版九年级英语 Go for it

所教年级

九年级
所教册次、
单元
九年级英语上册第四单元

设计主题

Unit 4 I used to be afraid of the dark （ 复习课）
1.学情分析
在农村普通中学初中阶段的英语教学中，约有30%-35%的学生无法适应初三阶段的外语学习。在八年级的英语教学中，学生的两极分化逐渐形成，优秀的学生学习劲头更足但是后进生参与课堂热情度较低，有的甚至自暴自弃。因此对于整个初三的英语教学，教师应该充分利用分层教学的优势，因材施教。同时，应该更加注重学生兴趣的激发，让学生在英语学习中不断感受成功的喜悦。对于优等生，使他们在对英语保持热情的基础上进行拔高训练；对于我们的后进生鼓励孩子学习英语方面的基础知识，在作业难度上要进行适当减压，使孩子不要放弃英语学习。
2.教材分析
Go for it 这本教材贴近学生生活，重视培养学生语言运用能力的同时，更加重视培养学生的语言学习策略和技能。Unit 4 I used to be afraid of the dark 讨论的主要话题是我们都改变了些什么。功能目标是讨论我们曾经的外貌特征、性格爱好。本单元是在七年级what does he look like？的基础上，让学生使用used to 句型对过去和现在进行一个对比，使用used to对过去的外貌特征、性格爱好进行描述，内容上环环相扣，层层递进，符合学生语言学习的认知规律和习得规律。
3.设计思路
Guessing Game

Lead in

Listening

Presentation and practice

Appearance,personality and hobby

Report

Speaking

Writing

4.教学目标
知识目标：学生能够灵活运用used to 对人物从外貌(appearance)性格(personality)爱好(hobby)三个方面进行口语交际及写作；能够听懂目标语言并掌握预测的听力技巧。
能力目标：使用目标句型对人物进行准确、流畅的英语表达并写成文章。
情感态度及价值观：明白父母、老师的不易，感恩父母、老师。
5.教学重点、难点
重点：使用used to 句型对人物的过去的外貌特征、性格爱好进行准确、流畅的口语交际并写成文章；培养学生预测的听力技巧。
难点：学生能够使用used to 对自己的改变从外貌、性格、爱好三个方面进行口语表达及写作。
5.教学方法及教学准备
教学方法：任务型教学法（Task-based language Teaching）；3P教学法（Communicative Language Teaching）;视听教学法
教学准备：PPT，二十二张白纸；指导预习方案；七年级英语教材（what does he look like?）；学生准备的描述人物外貌图片。
6.教学过程
教学环节1 Lead in
T: Good morning，boys and girls!
Ss: Good morning, teacher!
T: Wow, it is so cute. Who draws it?
Ss: Zhang Shaojie .
T: You are a good painter,Zhang Shaojie. Who is he?
Ss: He is Xi Sihui.
T: Where is Xi Sihui. Oh, you are here.What does he look like?
S1: He is short! He is handsome! He has short hair! He is fat!
T: What’s he like?
S2: He is funny! He is outgoing! He is smart!
T: I don’t know who he is? Can you tell me？
S3: He is Zhu Junjie.
T: What does he look like?
S1: He is of medium height! He has short hair.
T: What is he like?
S2: He is serious.
T: Wow, all of you are smart! Do you want to play a new game?
Ss: Yes, I can not wait!
T: who is she? She is Deng Ziqi. Who is he? He is Lu Han. Yeah, from the two pictures,we can know people change all the time! Today we will talk about what people used to be like.
设计意图：先让班级的一个学生画好两幅班级学生的图片，然后依次用what does he look like? What is he like? 提问，来检查学生的复习效果。紧接着趁热打铁，针对学生这个时期喜爱明星的心理特点，分别展示出邓紫棋、鹿晗小时候的照片，让学生猜测他们是哪一个明星，激发学生参与课堂的的热情。使用猜人物名字的游戏，告诉学生人们一直在改变，引出今天的话题 What people used to be like?
教学环节2 Listening
T: Boys and girls! Calm down! Let listen what they used to be like. Take out your paper!
(学生听听力，教师引导学生先读题，引导学生学会预测)
II. 听对话或独白，回答问题。
听下面几段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前你都将有30秒钟的时间阅读各小题。每段对话或独白读两遍。（每小题1分，共8分）
听第一段对话，回答第1至2小题。
1. What did Lily use to look like?
A. She used to have short hair. B. She used to be short. C. She used to wear shorts.
2. What sport did Lily use to play?
A. She used to play tennis. B. She used to play volleyball. C. She used to play basketball.
听第二段对话，回答第3至5小题。
3. What did Lily use to be like?
A. She used to be quiet. B. She used to be outgoing. C. She used to be friendly.
4. What subject is Lily always interested in?
A. Music. B. Art. C. English.
5. What is Lily going to be?
A. A singer. B. A painter. C. A teacher.
听第三段对话，回答第6至8小题。
6. What class were they in?
A. In Class Four. B. In Class Five. C. In Class Six.
7. What did John use to look like?
A. He used to be short. B. He used to be thin. C. He used to be fat.
8. What sport did John use to do?
A. He used to swim. B. He used to run. C. He used to skate.
T: OK! Let’s check the answer.
Ss: 学生读出答案，教师核对答案。
设计意图：在一轮简单的游戏过后，学生的大脑皮层还处于兴奋状态，注意力很集中。对老师下文所讲的内容很期待。这时，教师抓住时机，引导学生静下心，听取目标语言 what did they use to be？以中考真题的形式作为衔接，检验学生的听力水平。
在listening环节，教师所选取的听力材料为下一个环节描述人物的外貌、性格和爱好的语言的句型做好信息输入的工作，同时检测了学生的听力水平。
最后，在播放听力之前教师提醒学生先读题干，培养学生预测的听力技巧。
教学环节3 Presentation and practice
T:boys and girls, try to think about when you describe a person, what aspects will you describle?
Ss:We will describle people’s appearance, personality and hobby.
T:First, let’s learn how to describe the appearance.
T: What did she look like when she was a child?
Ss: she was short when she was a child.
T: what does she look like now?
Ss: She is tall.
T: Yes, We can describle it like this “She used to be short,but now she is tall”. Now look at the pictures, make your own sentences. If you can not do it, you can ask your partner for help. Are you ready?
Ss: Yes, I am ready!
(学生自己看图造句，学生展示)

She used to be short,but now she is tall.
She used to have brown hair,but now she has yellow hair.
He did not use to wear glasses,but now he wears glasses.
He used to be young,but now he is old.
He used to be fat,but now he is thin.
T: Just now, we talk about the people’s appearance. Now let’s talk about the personality.What was he like when he was a child?
S1: He was shy when he was a child.
T: what is he like now?
S2: He is outing.
T: Yeah,we can say?
Ss: “ He used to be shy ,but now he is outgoing.”
T: You are very clever! Look at these pictures and make sentences.(Two minutes )
（教师出示图片，学生看图造句并展示）

She used to be fuuny.
She used to be shy.
He used to be serious.
She used to be quiet.
T: Excellent! The last one, we will learn how to describle people’s hobby.
T: Good! Let’s learn it . What did Li Yifeng like when he was young?
S2: He liked playing football.
T: What does he like now?
S3: He likes playing basketball.
T: How to use “used to”to express it?
Ss: He used to like playing football but now he likes playing basketball.
T: Yeah, go for the big challenge! Look at the pictures then make sentences.
(学生造句，学生展示）

She used to like playing football/soccer,but now she likes playing tennis.
They used to like singing.
He used to like swimming.
She used to like playing the piano.
She used to like painting.
设计意图: 教师同样利用明星的照片对他们过去和现在的外貌特征进行对比，输入语言she/he used to ... but now....。以此类推，教师依次从外貌、性格、爱好三个方面给学生做示范，然后依次引导学生使用图片用used to 自己造句，同时，通过看图造句的方式检验学生是否能够灵活运用used to 句型，为后面的教学环节打好基础。
这三个presentation和practice 环环相扣，对人物的外貌、性格和爱好进行了简单的口语表达，大部分学生都可以参与到教学活动中来。本环节的是对基础知识的一个简单口语表达，但是对于后面的教学活动的成功起决定性作用。
教学环节4 Report
许晨璇是初三刚进入我们班的，对于我们的同学还不是很熟悉，他想更多的了解同学们。请你们尝试用used to 从三个方面来介绍一下你们自己。
T: Boys and girls, now take out your photos. And share them to your partners. After this, please introduce yourself to Xu Chenxuan. First，I will make an example for you.
(Xu Chenxuan, I am your new English teacher. In the last two years, I have changed a lot! Let me tell you what have changed. I used to be a student ,now I am a teacher.I used to be short ,but now I am tall. I used to be fat and now I am still fat.I used to wear glasses,but now I do not wear glasses.In the personality, I used to be shy but now I am outgoing. I used to be funny, but now I am a little serious. I used to like reading, but now I take the running as my hobby.
(做完示范后，教师让学生自己组织语言，五分钟之后做汇报)
设计意图：Report 的内容是对上一个环节Presentation and Practice环节的进一步综合运用。在上一个环节中，农村的学生还存在一些口语和语法错误，通过教师的进一步纠错他们一部分人已经能够掌握这个句型，但是还有我们的后进生还存在一些微小的问题。在这个report环节中，教师走下讲台应该更多的关注这些后进生看他们是否已经全部掌握并鼓励他们大胆的说出来。
另外，教师也给与了我们优等生展现的机会，激发鼓励他们，创造出更多的句子在课堂上展示自己，加强自己的口语。
教学活动5 Writing
T: Boys and girls, you have done a good job!Now, I want to check your writing ability. Do you want to confidence?
Ss: Yes.
T: Read the request and write.
Write about how you have changed through appearance, personality, hobby. what did you use to be like?
How I 've changed!
My life has changed a lot in the last few years. I used to

Now I am .
Time flies! Everyone has changed a lot in the last few years. I hope we can become better and better in the future.
学生进行写作活动，作文写完之后先进行组内修改，学生先进行自我评价。组内同伴修改完成之后，举手示意教师。教师把学生的作文进行收集，利用多媒体展台进行批改打分。
设计意图：听、说、读、写是我们英语教学的四个方面。本环节是在report环节的基础上进行的写作。上一个环节中，学生已经能够口头表达出自己的改变，这个环节主要训练学生的写作能力。
在实际教学中我们不难发现有的学生口语很好，但在写作上却有所欠缺。往往会出现单词拼写错误、语法错误等错误，因此在课堂上训练他们的书面表达能力是很有必要的。
学生写完之后，先让学生自己在组内进行修改、评分。让孩子自己先发现自己的错误，既是对他们阅读能力的一种肯定，更多的是放手学生，培养自己纠错、自我管理的学习能力。学生完成修改后，教师最后进行批改给予口头和分数评价。
教学活动6. Emotional sublimation
T: Just now ,we have written about how we have changed. How our parents have changed? Did they have more white hairs? Did they have more wrinkles?
Ss: Yes, they did.
T: Why did they have more white hairs and more wrinkles?
S1: Because they spent more time to look after us ---they cooked the food for us. They washed the clothes for us....
S2：my father's back has been bent.
S3: ..........
T: What do you want to say to your parents?
S1: Mom , I love you!
S2: ........

设计意图：学生在写完自己的改变时，依旧沉浸在自己和同伴的改变中。这时教师话锋一转，快速提问学生父母改变了什么，播放幻灯片上父母变老的图片，听歌曲《时间都去哪了》学生听歌曲，在图片和歌曲的烘托下，学生的思路打开，教育学生怀有感恩之心，感恩父母感恩教师。
教学环节7. Homework
f 必做作业
f 1. Say "I love you !" to your parents or teachers.
f 2. Write a composition "How I've changed" in the exercise book.
f 选做作业
f 向你的同学介绍一下你的父母及他们的改变并整理成文章。
设计意图：必做作业1,是对孩子情感教育的落实工作；在课堂上教师不可能面面俱到，有一部分学生的作文教师还是没有批改的，因此可以利用作业2进行巩固。
选作作业是针对那些有能力的孩子，让他们把what does he look like？这一单元中的内容和第四单元的内容进行更深一步的灵活运用。
教学反思