初中英语_Module6Doyoucollectanything教学设计学情分析教材分析课后反思

导学案Module 6 Hobbies
Unit 1 Do you collect anything?
设计：
Learning aims:
1.Knowledge aim: memorize new words and phrases: fan stamp
tidy up shelf have a look shelf as coin note pound dollar must value valuable just with
2.Ability aim: understand the dialogue about hobbies; talk
about own hobbies.
3.Emotional aim: develop own hobbies; tidy up own things. Step1: 学前单词诊断：根据句意及首字母提示完成单词。

1.Some old people like using f_____ to cool themselves in
summer.
2.Collecting ______ (邮票) is my father’s hobby.
3.The old house is very ______ (value).
4.There are lots of ______ (架子) in the library..
5.The smart phone cost me 1000 d_____ .
Step2: Listening challenge（挑战）:
(一)Listen and find out who collects the things in the
pictures.
a, tickets b, stamps c, toy cars d, fans e, post cards Tony:
Tony’s dad:
Tony’s mum:
(二)Answer the questions. Use the words and expression in
the box to help you.
1, What does Tony’s mum want him to do?
2. Which hobby does Tony think is expensive?
3. Which hobby do you think takes up the most space?
Step3:: Listen and read:
Listen and answer the questions.
1. What’s Lingling’s hobby?
Colleting _____.
2. What are Betty’s hobbies?
Collecting _____ and _____,and also ______.
3.What’s Tony’s hobby?
His hobby is collecting old ______.
Listen and fill in the blanks:
Lingling: Hi,everyone! Come in and find ______to sit down. Sorry, it’s a ____ of a _____. I’ll put the fans on the _____. Betty: Let me have a look. You’ve got so many fans.
Ling: Yes,about sixty.
Betty: Where did you get them?
Ling: Most of them are ______. People often give me fans as presents because they know I like them. Do you collect anything ?
Betty: Yes, I collect ____ and notes. You know, like British _____ and US _____.
Ling: Coins? They must be really _____. Can I see them? Betty:Sure! I’ll show you my ____ too. I’ve collected stamps from all over the world. I’ve got six or seven books of stamps. Tony:My hobby doesn’t ____ as much as yours---- I ____ tickets, bus tickets and train tickets!
Betty: You can’t do anything with old ____ !
Tony: I know, but when I look at them, I remember some wonderful ____.
Lingling: Right! Their ____ isn’t always important. People also collect things ____ to remember something important in their ____.
After that, read the dialogue aloud three times.
Step 4: Complete the passage with the correct form of the words in the box.
Many people collect things, like postcards and toys. They
like to put them (1)_____ special to look at. Lingling collects fans and keeps them on a (2)_____ in her bedroom. Betty collets(3)_____ and notes, such as British (4)_____ and US(5)_____. She also collets stamps from all over the world. Tony collets tickets, but Betty thinks that you can’t do anything with old tickets. Lingling thinks that people also enjoy colleting things to (6) ______ something important in their lives.
Step5: 学后测：用方框内所给短语的正确形式填空
1, Are you drawing a picture? Let me ______ .
2. I’m sorry I ______ much of your time.
3. Henry has already put the books ________.
4. Mary was _________ her bedroom when Linda called her this morning.
5. His mother bought ______ juice for him.
完成句子：
1.Can you find __________ (坐下来的地方) in the room?
2.Do you ______________ (收集东西吗)?
3.The famous artist has drawn _________(许多有价值
的)paintings.
4.Sorry, my room is _________ (有点乱)。

Step6: talk about own hobbies in groups.
1.What’s your hobby? – My hobby is …….
2.Why do you enjoy your hobby?--- Because it can bring/make
me ……./ can improve….
3. When did you start doing it?
4 How often do you ...?
5.Where do you … ?
Step 7 : Consolidate and homework
what have you learned this class ?which words and expressions ?
Sentences:
1 Do you collect anything? Yes, I collect …
2 What’s your hobby ?--- My hobby is…
Homework: 《行知天下》M6 Ui
学情分析
本班共有学生59人，其中男生32人，女生27人。

根据整个初二的教学情况来看，只有一半的学生能跟上现有的进度，女生的学习情况优于男生。

上课发言不积极，有的同学会的问题也不举手。

个别同学表现很出色，但也有相当一部分同学的理解能力和接受能力不尽人意，学习成绩很差。

在课堂上，这些学生经常走神，随着单词量的增多，语法知识难度的加大，他们学习起来越来越费力，并且越来越多的同学会成为他们其中的一部分。

造成两极分化的局面。

对这些同学上课要多留意，防止他们下滑。

单词是学习英语的基础，有的同学只会写不会读，这也是他们上课发言不积极的原因之一。

单词读音掌握不好，还影响了句子、对话的朗读，对于听力的影响更大。

由于英汉文化的差异，有的学生对语法特别是时态的理解运用更是门外汉。

效果分析
对于本课题的教学我是这样做的：为了保证课堂教学的顺利进行，提前布置他们进行了单词的预习。

并设置了简单的学前测试。

成绩好的同学能够顺利完成，成绩差的同学能做对一半甚至更少。

极个别同学一个也不会。

听力有两部分，第一部分是听对话中的人物收集了图片中哪些物品。

这个相对简单一些，有三分之二的同学能完成三分之二的内容，有十分之一的同学能全部完成。

第二部分是听对话回答问题，难度增大，只有十多个同学能完成任务。

因为提前预习了单词，效果比预期的要好。

因为本课题以听说为主，所以对于课本的Activity3,，先让学生读熟，再进行听。

将整个对话进行了挖空处理，在听的同时，完成填空，录音听两遍。

大部分同学能够完成，但不能保证单词拼写全部正确。

通过对话的学习，学生们基本掌握了单词和重点短语的用法。

最后的学后测试，主要测试重点短语的应用。

五个题目中有两个需要进行变形，出错较多。

但有十几个同学能全部做对，效果还是不错的。

最后有一个说的练习，同学们完成得很好。

外研社八年级下册教材分析
本册教材有以下三个特点：
（一）：采用任务型教学模式，融合话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。

几个转变：
1 重语法、词汇，轻交际运用能力→从学生兴趣、阅历、认知水平出发。

2 注重老师的课堂讲解→注重学生课堂上的体验、实践、参与、合作与交流。

3 枯燥的记单词学语法→完成一个个有趣的学习任务。

（二）：每个模块相对独立但又决不孤立，各种语言知识线条清晰，由浅入深，循序渐进，环环相扣，循环反复，一方面为学生的学降低了学习难度，让学生在不知不觉中掌握了知识；另一方面也给教师留出了很大的施展空间，可以大胆地进行模块整合，大大提高了教学效
率。

（三）：本教材的内容设置使英语课程的五个总体目标之间也实现了相互融合、相互渗透、相互促进。

教材处理的建议：
1 整合教材，高效利用：包括单元之间的顺序调整与整合；单元内部各个任务的顺序调整与整合。

2 挖掘教材，拓展资源：充分利用教材提供的歌曲图片故事游戏等；引导学生向课外延伸，听英文歌曲，看英文读物。

评测练习
学前单词诊断：根据句意及首字母提示完成单词。

6.Some old people like using f_____ to cool themselves in
summer.
7.Collecting ______ (邮票) is my father’s hobby.
8.The old house is very ______ (value).
9.There are lots of ______ (架子) in the library..
10.The smart phone cost me 1000 d_____ .
学后测：用方框内所给短语的正确形式填空
1, Are you drawing a picture? Let me ______ .
2. I’m sorry I ______ much of your time.
3. Henry has already put the books ________.
4. Mary was _________ her bedroom when Linda called her this
morning.
5. His mother bought ______ juice for him.
完成句子：
6.Can you find __________ (坐下来的地方) in the room?
7.Do you ______________ (收集东西吗)?
8.The famous artist has drawn _________(许多有价值
的)paintings.
9.Sorry, my room is _________ (有点乱)。

课后反思
对于本节课我认为设计比较成功的地方是：对Activity3的处理，设计了听力填空训练，既训练了单词的拼写，又训练了学生的听力。

再就是设计了学前测和学后测。

学前测主要测试学生对单词的预习，学后测主要测试重点短语的应用。

成绩好的同学完成得较好。

不足之处：做为一堂听说课，学生说的活动安排较少。

有的同学读不准单词，句子也不会读，今后需要加强这方面的练习。

总之，这算是一堂比较成功的课，大部分同学达到了预期的学习目标。

课标分析
课标内容：课程总目标及基本能力要求
课程总目标：语言的综合运用能力。

包括五个方面。

1，语言知识目标：包括语音、词汇、语法、功能、话题。

2, 语言技能: 听、说、读、写
3，文化意识：文化知识、文化理解、跨文化交际、意识能力。

4，情感态度：包括动机兴趣、自信意志、合作精神、祖国意识和国际视野。

5，学习策略：包括认知策略、调控策略、交际策略和资源策略。

编者的意图：整体设计目标体现灵活开放；面向全体学生，注重素质培养；突出学生主体，尊重个体差异；采用活动途径，倡导体验参与；注重课程评价，促进学生发展；开发课程资源，拓展学用渠道。