2023学年完整版U1lesson3AnEnglishEvening设计

U1lesson3AnEnglishEvening教学设计一、教材分析：本课的宗旨目标是在学习一般过去时（三）的基础上帮助学生发展学会融入集体，同时保持个性、真诚、坦然的与人相处的能力。二、教学目标：learnandunderstandthetopicwordsbytalkingandreading.2.ToknowsomethingaboutwhatyoushoulddoatanEnglishEvening.3.Tounderstandtheconversationaboutthepastexperiencesandeventsinvolvingthepasttense.三、教学重点：1.知识目标①Vocabularyandexpressions:①必记词汇Karaoke,guess,miss,contest,performance,last,invite,headmaster,shame②必会短语EnglishEvening,puton,onone’swayhome③必通句型Which…didyou….?Whendidyou…?Howlongdidyou…?Whatashame!2.ToenabletheSstoexpressinthepasttenseaccordingtothesetsituations.3.TolearntogiveideasonanEnglishEvening.四、教学难点：Languagepoints五、教学策略：为了提高学生的听说能力，培养他们小组合作的团队精神，让学生在讨论中运用向一般过去时过度，培养学生学习英语的兴趣和应用英语实际交流的能力，进而提高学生读、说能力，为下节课的读写奠定夯实的基础。六、教学准备：ppt,tape七、教学过程：Step1:showsomepicturesaboutanEnglishEveningtoteachthenewvocabularyatthesepicturesandtalkaboutthem(PPT)Q1:Whatarethepeopleinthepicturesdoing?Q2:Whatkindofprogrammesaretheyperforming?inpairsT:Askthestudentstotalkaboutthesepicturesusing:tellingastory,guessingariddle.Thenask:Q1:Doyoulikedoingthethingsabove?Q2:Whendoyouusuallydothem?S:Talkaboutthequestionsaccordingtothepicturesandmaketheiranswers.3.AskaboutsomethingaboutanEnglishEvening.YoucanusethesentencestructuresintheLANGUAGEHIGHLIGHTStohelpyou.(1)Which…didyou….?(2)Whendidyou…?(3)Howlongdidyou…?(4)Whatashame!4.Practice(Roleplay)

I’lldividethewholeclassintothreegroups,eachgrouphasareporter,atopic,thenthereporterinterviewsothers,asksomequestionsaboutthetopicwiththesentenceswelearnt.GroupOne:TalkingaboutactivitiesforanEnglishEvening.GroupTwo:Talkabout:AskingforopinionsGroupThree:Enquiringaboutpastactivities(设计意图：运用所学知识进行实际交流,巩固一般过去时的用法,为阅读环节降低难度,学中用,用了学.培养学生在现实的情境中快速组织、运用语言的能力，以达到自由交际的目的。)Step2:Reading(1).阅读前的准备活动：Askthestudentstogothroughthequestionsfirst.Showthequestionsontheflashcards(PPT):HowwastheanEnglishEvening?(2)Whichperformdidyousee?(3)Whatashame!?(4)Whatdidyouthinkofit?LookatthepictureofLindaandLiHuiaretalkingaboutandpredicttheproblems.（意在：为课文话题的导入做好铺垫。）(2).课文精读Fastreading:T:I’llgiveyou3minutestoreadthearticlewithfourquestions.(意在培养学生在速读过程中捕捉信息的能力。)S:1)Readthepassagefasttofindtheinformationaboutthequestionsabove.(2)Circlethenewwords,shortphrasesandguesstheChinesemeaningofthem.T:教师板书重点词汇,短语和句型：词汇：Karaoke,guess,miss,contest,performance,last,invite,headmaster,shame短语：EnglishEvening,puton,onone’swayhome句型：Which…didyou….?Whendidyou…?Howlongdidyou…?Whatashame!进行教学、讲解。(意在：通过对目标语言的教学，帮助学生对课文内容理解。)(3)Carefulreading：（意在培养学生的阅读能力、思维能力和理解能力。）T:I’llgiveyou4minutestoreadthedialogueagaincarefullyandunderlinethethingsthathappenedduringtheEnglishEvening.Thenfinishtheexercisesontheflashcards.S:(1）ReadthepassageagaincarefullyandunderlinethethingsthathappenedduringtheEnglishEveningThenfinishtheexercisesontheflashcards.(2)Learnandmasterthenewwords,shortphrases.3)Readthedialoguecarefullyandfinishtheexercisesontheflashcards.本环节可采用：小组合作合作探究、释疑。（文中出现的问题，学生自己完成，不能完成的教师给以指导;意在：通过小组合作可以培养学生的团队意识，并增强自信心和人际交往能力。）Step3Expansionandextensioningroups(role-play):T:YourschoolhadanEnglishEveninglastFriday.Didyouputonanyperformances,Linda?Whynot?Whataname?Didanyonetellyouaboutit?WhatdidhethinkoftheEnglishEvening??Whatperformancesdidthestudentsputon?WhatperformancesdidLiHuitakepartin?HowlongdidtheEnglishEveninglast?WhatdidtheyinvitetotheEnglishEvening?Writeaconversationandrole-playitwithyourgroup.Thinkofthefollowingthingsandfillintheblanksontheflashcards.S:Discussthequestionswithpartnersandmakeaconversationandrole-playitwiththegroup.Thenfinishfillingtheblanksintheflashcards(此环节意在给学生创设更多的使用语言的机会，以达到学以致用的真正目的。theirdialogueagainandfillintheblanksandchecktheanswers.Asktwostudentstowritedowntheiranswersontheblackboard.3.Actitoutinpairs.Step3:DevelopingLanguageReadtheconversationsandanswerthequestionbelow.1.GroupworkingT：①Everyonehasdonesomethingthatmadeyouregret！Readthedialogueingroupsandanswerthequestionsintheflashcards.(展示根据对话中李辉和琳达的观点，引导学生进行结对活动，展开课堂讨论，让学生用于评论，发表观点观点。)2.小记者行动:小组内做一份调查，组长负责记录调查结果。NameSomethingregretExpressWangpingLiLei使用的目标语言：Howdoyouexpressregret?Reportlikethis：MyfriendWangPingmissedawonderfulparty.Hethoughtitwasregret…Step4.Grammar(给出学生3分钟的时间，让他们以精读的方式默读中PastExperiencesandEvents(Ⅱ)的对话，进一步了解对话内容的同时，要求学生在读的过程中掌握、理解新词汇、短语的运用，并且回答课件中的问题)T:引导学生回答以上问题。S:经过讨论回答老师提出的问题。(此环节意在在任务的驱动下，鼓励学生大胆发言，从而提高口语表达能力和思维能力。)T：Whichtenseisusedbythesentencesinthedialogue？S：Eachsentenceusethepasttense.…(在老师的引导下完成相关知识点所设计的课件练习题。此环节意在强调学生对一般过去时的理解和运用，同时培养学生的词变能力，从而为下面的写作课做好铺垫。)2.OpinionsT:Askthestudentstoreadthedialoguecarefullyandanswerthequestionsintheflashcards.(1).Whatquestionwordsareusedinthesequestions?(2).Whendoyouusethesequestionwoeds?本环节可采用：小组合作合作探究、释疑。（对话出现的问题，学生自己完成，不能完成的教师给以指导；意在：通过小组合作可以培养学生的团队意识，并增强自信心和表达自己观点的能力。）(给学生创设更多的使用语言的机会，以达