初中英语听说课课堂实录

初中英语听说课课堂实

录

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初中英语听说课课堂实录

Unit 1 Can you play the guitar Section A (1a—1c)

Objects:

(1)Function: Students learn how to use the modal verb “can”. Yes/No questions and short answers. “What” questions.

(2)Key vocabulary: guitar, join, swim, sing, chess, draw, speak, can’t, play the guitar/chess, join the art/English club (3)Target Language:

---Can you sing/speak English

---Yes, I can./No, I can’t.

---What club do you want to join

---I want to join the chess club.

(4)Structure: Use the modal verb “can”. Yes/No questions and short answers. “What” questions.

Objects:

(1)Students can develop their abilities of listening, speaking, reading and writing.

(2)Students can develop their abilities of working in pairs and communication by learning useful structures.

Objects:

Students can be active in class and show themselves to increase their interest in English learning.

1. To train the students to communicate with others.

2. To enable the students to study and finish the task in groups and cooperation.

Modal verb “can”.

Situation teaching method

Task-based teaching method

Comparing teaching method

Listen and oral teaching method

A tape recorder, a guitar and test papers.

Step 1: Warming-up

Greetings

T: Good morning, boys and girls!

Ss: Good morning, Miss Zhu!

T: How are you

Ss: I’m fine, Thank you, and you

T: I’m fine, too. Do you like music

Ss: Yes,we do.

T: Great! Let’s enjoy a beautiful song, OK

Ss: OK.

设计意图：以学生熟悉的英语问候语“ Good morning.” “ How are you” 等引入课堂,并以歌曲吸引学生的注意力，既复习了以前的内容，又活跃了课堂气氛。

Step 2: Leading in

the song “Twinkle Twinkle Little Star” on the screen. And let students sing with it.

T: What is he playing

Ss: Guitar.

T: Can you play the guitar

Ss: Yes, I can./No, I can’t.

2. Show a guitar to the class.

T: Who can play the guitar Come on , you can have a try in front of your classmates. Don’t be shy! Just try!

(If no one can play it, the teacher can play it, and then tell the students who have more stars in the class can have the opportunity to learn guitar.)

设计意图：吉他的运用不仅极大提高了学生学习的兴趣积极性，也把本课的主题体现出来，很自然地导入新课题。

Step 3: Presentation

T: You can learn the new words and expressions all by yourselves, and then help each other, and I will check and help you.

(Then ask one student to read them , the others listen and check...)

S1:(reads the new words and expressions)

T: Good job! But there are a few mistakes of pronunciation, let’s have a look together...

(The teacher teaches the new words and expressions, then the Ss read them and check each other. )

T: I know you like playing games. Let’s play a game together. I say the words and you can act out. OK

Ss: OK.

During the game, teacher can ask: “Can you

run/sing...”(Shake or nod head)

Ss: Yes, I can./ No, I can’t.

设计意图：新单词的讲授由原来单一的教师教学生跟读的方式转变成学生自已拼读---互相检查帮助---教师检查辅导的方式，更能激发学生的学习自主性，且掌握得更好,真正地体现学生的自学互助和老师的导学。并且之后的单词小游戏阶段能让学生进一步掌握新词汇。