9Aunit4.doc

活力课堂教学设计江苏省丹阳市实验学校 212300 姜艳飞课题：9A Unit4 Integrated skills【教学目标】1、 技能目标： To improve their listening skills of focusing on the unknown information; To compare different TV viewing habits.2、知识目标： New words： Four skills: rather; habit Useful phrases： be interested in doing; rather a humorous man / a rather humorous man; have a bad habit of; TV viewing habits Important sentences：What kind of TV programmes do you like best? How much time do you spend watching TV every day?3、情感目标： Students are expected to make their own time tables by talking about good TV viewing habits; Students are expected to learn to have a sense of time by discussing the advantages and disadvantages of watching TV.【教学重点】1、 To enable the students to read the given information, indentify and guess the missing part in the table;2、 To get the students to grasp the listening skills;3、 To activate the students to talk about TV viewing habits.【教学难点】 1、To enable the students to integrate the four skills(listening, speaking, reading and writing) to complete the tasks about TV viewing habits.【教学设计】第一环节：背景设计（Background）Broadcast school life in Danyang Shiyan Experimental School on “TV”.设计意图：首先通过播放实验学校school life 的flash图片来调动学生的精神状态，营造和谐的学习英语的氛围，引导学生自然地进入一个良好的学习状态。第二环节：导入设计（Lead-in） Say: Today well learn something about a superstar. Look, who is he? Show a video about Pan Changjiang. Introduce him to the students. Show some pictures about Pan. Present some phrases: be interested in doing；rather a humorous man a rather humorous man；have a bad habit of. Show some videos of Pans favourite TV programmes, ask the students what they are, and then revise different kinds of TV programmes.设计意图：开门见山，导出本课关键人物潘长江, 呈现本课所有生词短语。通过展示潘长江最爱的电视节目, 复习所有学过的电视节目类型，为下一节的操练扫除障碍，埋下伏笔。处理方法：通过运用诙谐幽默的录像和图片，直观形象地介绍潘长江。通过循环播放的flash图片，复习各类电视节目。第三环节：操练设计（Practice） Say: Now youve known some of Pans TV viewing habits, and Pan wants to know yours, too. Ask some students the following questions:What kind of TV programme do you like?Why do you like?What kind of TV programme do you dislike?Why do you dislike.?How much time do you spend on TV every day?According to the model the teacher gives, students can practice in pairs and then make a report.学情分析：学生刚刚复习了各类电视节目，有利于本部分的操练，但正确问答这五个问题并作好报告并非易事，学生要注意单复数表达，还要注意人称变化。设计意图：呈现本课重点句型，学生通过操练熟练掌握。处理方法：利用采访这一新颖的操练方式，活跃课堂气氛。学生凭借采访卡进行句型操练，并在采访结束作简短的report。由于问题简单且教师先作好示范，也就降低了学习门槛，使学生有话可讲，也就有强烈的表达愿望，这样就能使所有学生都快乐起来，并尝到交际成功的甜头。第四环节：听前准备（Pre-listening）Read Speak up, fill in the blanks and then listen to Pan, finish the information table.设计意图：完成Speak up部分的教授，初步了解听力部分Anita, Philip, Sam的情况，完成信息表。处理方法：Speak up较简单，以完成短文填空的方式简单处理，用潘长江的来电带领学生了解听力部分的已知信息。第五环节：听力训练（While-listening）Get an idea of each interviewees interests with the help of the table at the top of Page 70. Play the recording for the first time without referring to the textbooks.Check the answers, replay some pieces of information if it is necessary.学情分析： 由于本课听力学生需要书写记载的内容较多，听全文回答问题，难度实在较大。设计意图：由总到分，分解难点，逐个击破，这样各层次的学生都可以得到锻炼。处理方法：按人物把这部分分解成三大段, 然后再截取听力分解到每个答案。第六环节：听力小结（Brief summary）Explain to students that Part A3 is a report about the interview on Page 70.Finish theexercise on their own. If time permits, retell Part A3.设计意图：学生根据听力部分，填入所缺单词。处理方法：为避免枯燥，校对答案方式、阅读文章方式采取多样化。第七环节：巩固升华（Consolidation）Divide the class into two groups, one is for “Watching TV has more advantages.”The other is for “Watching TV has more disadvantages.” Hold a debate. Enjoy a poem: What is TV like?Discuss: What are good TV viewing habits?设计意图：加深巩固, 讨论协作, 情感升华。处理方法：通过问题“Is Watching TV good or bad?”, 把学生分成两大组，进行激烈辩论，并通过诗歌欣赏总结看电视的利弊。小组讨论What are good TV viewing habits?学生各抒己见，阐述观点。最后教师总