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八年级上册Module 10 Unit1第一课时 教学设计
课题 Unit1 It might snow.
教学目标 Knowledge aims: Students are able to grasp the key vocabulary and the key sentences of the conversation. Students can understand the description of familiar topic(weather). Ability aims: Students can improve their listening ability. Students are able to give a weather report based on clues and predict the weather using probably, may,might. Emotion goals: To improve students’ confidence in English. To let the students understand the weather report of different places .
重点难点 Teaching important points: To master the key words and the expressions. To learn the usage of might, may and probably. Teaching difficult points: To learn the usage of might, may and probably.
教学方法 The task-based language teaching method Communicative language teaching method
教学过程 活动设计 设计意图
Teaching procedures: ⅠLead-in video. Let the students watch a funny video and ask the students: What is he doing ——He is making a weather report. How can we make a weather report ⅡPre-listening The teacher ask what kind of weather the students know. Use a spider gram with “weather” in the middle and elicit types of weather to write in the bubbles around it. And show them they can derscribe the weather by adding “-y” to some of the words. Put them in pairs to think of the rest. Let the students guess what the weather is like in the pictures the teacher show. The teahcer show a thermograph and teach the vocabulary: temperature, degree, etc. And the Lead in the topic—— weather report. And the video can arouse the students interests in the topic. To practise the two sentence patterns. To teach how to read the temperature correctly to help them listen.
teacher shows some different temperatures on the board. Ask the students to repeat chorally. A: What’s the temperature B: It’s _______. 5℃ ~ 8℃ -15℃ ~ 3℃ -8~-2℃ Ⅲ While-listening Activity 1 Listen and check the correct information in the table. Ask the students to look at the information in the table carefully in pairs and the teacher play the recording while they listen for the information. Invite some students to check their answers in pairs and play the recording one more time to check and correct any answers that were different. Activity 2 Put the table on the board and elicit answers with the students reading out the weather information in full sentences. Ⅳ Post-listening Look at the world weather map. Work in pairs. Ask and answer the questions. Make a weather report for different places. The teacher will give a weather report first and tell the students to model and elicit presentations of yje weather forecast from different students. Ladies and gentlemen, welcome to Sydney. Here is the weather for Sydney. It will probably be rainy tomorrow. The temperature will be between eighteen degrees and twenty-five degrees. You’d better take an umbrella when you go out. Ⅵ. Homework Must do: Finish the exercise book A P68-69. Choose to do: Talk about the weather in Shuitou and make a weather report. To develop the students’ listening skills during the listening activities. To let the students understand the topic of weather and temperature. To let the students better master the sentence pattern of talking about weather and be able to make a weather report.
板书设计 Modue10 Unit1 It might rain. Weather How to ask weather/temperature: A weather report cloudy What’s the weather like It is ... ./ There is/are ... . stormy What’s the temperature showery It is ... degrees. ... ... ...
作业设计 Must: Finish the exercise book A P68-69.. May: Talk about the weather in Shuitou and make a weather report.
作业批改 典型问题 It is +adj.与There is/ are+n句型混乱。
辅导形式 （√）集体讲评 （）个别辅导
辅导学生
教学反思 从毕业以来，虽然一直从事英语教学工作，但与在校的授课模式不大相同，所以这也是人生意义上第一次正式上公开课。这一堂公开课的挑战之一就是在于教学思路的设计。本单元的话题为老生常谈的天气话题，也相对来说比较单一，所以如何让学生对这个话题感到有兴趣并且能够较好得联系之前所学习过的内容就花了我较多时间。经过大量的查找资料以及思考，最终设计了本节课的课堂思路：通过一个趣味视频导入本节课的主题，同时明确课堂目标-播报一则简短的天气预报。随后，将这个大目标拆分成一天气、温度、建议等三部分，再而在每个小主题中开展新知。 导入环节&课堂节奏：用了一个小视频，这个小视频和本节课内容贴合度很高，且视频本身非常有趣和地道，且问题设置也比较清晰，为：what is he doing？该问题可以很好得引出本节课授课目标，让学生学会播报一则简短的天气预报。该部分设计得还算不错，但是由于本人的紧张，课堂的节奏没有如预期般的好，有些过于紧促。同时，在本节课的结尾处，由于前面铺垫的时间稍长，导致后面结尾仓促，所以最后输出，只能仓促的请了一位同学展示。 改进：日后需要多关注自身状态以及实时调控课堂节奏，对课堂每一环节都要非常得熟悉，提前设置好每一环节所需时间。 课堂新词的处理：在课堂教授temperature、degree、minus等新词时，没有进行强化，导致后面输出时，学生出现了卡壳、发音错误等现象。 改进：在教授新词时，应进行单词的音节划分，多次朗读，进行单词强化，帮助学生更好地掌握新词。 课堂指令的准确性与简练性：在做口语输出时，由于指令不正确，导致学生最后输出有些困难。 改进：课堂指令是帮助学生清晰地识别任务，所以指令一定要准确且简短。今后要熟悉课程的每一流程以及提升自身语言的简练性，平时的指令大多数是长句。 板书设计：板书提前没有做好预设，导致课上有些知识点没有呈现，
整体板书不够系统，有些凌乱。 改进：课前设置板书，使课上重点得到呈现，且能够在学生输出时给予提示。 总之，课堂教学是动态的，生成的。由于教学经验的不足，我在教学的过程中不能得心应手。教学中如何将教材读得透彻，读得深刻，资料如何衔接紧凑，教育机智如何发挥，如何处理学生的问题，这些都是我需要继续改善的地方。当然提高教学水平不是一朝一夕的事，需要不断地虚心向经验丰富的老师请教。借鉴好的教学经验，再通过自身的努力与实践，不断发现问题，解决问题，在实践与反思中不断成长，我相信我可以成为一名优秀的英语教师。

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