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视频标签：第十五届全国初中英语
所属栏目：初中英语优质课视频
视频课题：第十五届全国初中英语教师教学基本功大赛中考话题复习之School Life10.陕西
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中考话题复习之School Life10. 陕西 张静
| 课程内容： | 中考话题复习之School Life | |
| 教材版本： | 人教版新目标 Go for it! | |
| 授课年级： | 九年级 | |
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整体设计思路 |
本课时的教学内容是九年级中考备考阶段的话题复习---School Life! 八年级上册 Unit 6 I’m going |
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Life，参考人教版新目标的五本教材，本话题涉及到七年级上册 U9 |
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My favorite subject is science. 七年级下册U4 Don’t eat in class. U11 |
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| How was your school trip? 以及九年级U14 I remember meeting all you. | ||
| of you in Grade 7. | ||
| 课时内容较多，因此在话题复习时通过整合材料，将该板块设计 | ||
| 成两个课时，第一课时着眼于复习基础词汇，短语和句式，侧重听和 | ||
| 说，课堂中密集且紧凑的问答，对话帮助学生快速回忆所学课本内容。 | ||
| 同时，课堂上结合中考题型及真题让学生感知题目设置与难度。 | ||
| 课堂上最终生成的话题思维导图是需要每位学生能独立完成的，这也 | ||
| 是一个很好的自查途径。 | ||
| 本课时之后，第二课时将应用前一节课的思维导图进行写作练习， | ||
| 扎实的第一课时的大量输入和记忆刺激才能使激活学生的思维，将 | ||
| 不同板块的知识结合起来，做到有的放矢，信手拈来。 | ||
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教学目标 |
（1）语言能力目标：能根据课堂复习内容，在该话题的复习 | |
| 思维导图中填写出较为全面的单词或词组，如：library, math, Chinese, | ||
| Arrive at school on time 等话题相关词和句；同时，整理熟悉话题相关 | ||
| 的问答，如Who’s your favorite...? What’s your favorite...? | ||
| 整理话题复习的句子，及疑问句的 | ||
| （2）学习能力目标：能够激活长期记忆，分类并整理话题相关 | ||
| 词汇，用思维导图的方式帮助自己进行话题复习；同时，能够相互 | ||
| 协作，以小组形式共同呈现某一板块的知识，相互学习，彼此沟通； | ||
| （3）思维品质目标：培养学生的分类分析、整合信息的能力， | ||
| 以及发散思维能力。在课堂发言中，能综合多方同学的观点，辩证地 | ||
| 看待问题。 | ||
| （4）文化品格目标： 在课堂的观点分享，小组活动中，领会 | ||
| 彼此学习，形成对优秀文化的认同、良好的文化修养并指导日常行为。 | ||
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教学重难点 |
本节课的教学重点是在对语言能力目标和学习能力目标的达 成上，即激活学生长期记忆中有关话题的词汇和句型，同时灵活运用这部分的知识完成相关中考题型的训练。做为该话题复习的第一课时，课堂上侧重听说，因此会更加注重每位学生的发言次数和质量，刺激学生的口语输出。 本课的教学难点在于对学生思维品质的培养上，即培养学生的分类分析、整合信息的能力，发散思维能力，同时在发表观点时能综合地看待问题，能对他人的观点有进一步的认识。 |
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| 教学过程 | ||||
| Teaching procedures | Teacher’s activities | Students’ activities | Teaching purposes | |
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Greetings & Lead-in |
Greet students. Present part of a puzzle. Give a few hints if needed. Q:So what do you think we’re going to talk about today? Write the topic --- School Life on the blackboard. Q: How do you like your life in junior high? Can you describe it with one word? |
Greet the teacher. Ss are supposed to recognize the words hidden in the puzzle. (horizontally & vertically) Give the answers--- HELLO, MY, SCHOOL, LIFE, SWEET, MEMORY. Guess based on the words above. Ss say an adjective, like happy, pleasant, wonderful, tiring, etc. |
To attract Ss’ attention and focus on the content on the screen. To lead into the topic and help students to activate their long-term memory. To remind Ss of their life in the past three years, and they need to find a proper word. |
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Listening |
Play a video and ask Ss to finish Exercise 1 on the handout. Play it for twice. Ask the students to check their answers, especially the spelling and grammar in the second time. While listening, list the title and sub-titles on the blackboard. Guide Ss to find more information from the listening material. Invite two students to help stick the cards onto the right places on the blackboard. |
Preview the sentences in Exercise 1 and get ready for listening. Listen for the first time and try to write down all the answers. Share their answers and check them. Find out what Linda mentions about her school, such as classmates, teacher, math, library... Two students help to place the cards into the right places. |
To connect the vocabulary with the exam exercise. A way to practice their listening skills and enhance their speed and accuracy. To understand the different categories /sub-titles. |
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Review sub-title “ People & Places” “Schoolwork &Subjects” |
Q: Linda mentions teaching building and library. What can you do in the library? Where is our school library? How often do you go there? Show pictures about different places of the school. Q: What can you do there ? Q: Miss Chen is Linda’s ________. Who’s your favorite teacher? Use “because” in your sentence. |
Answer the questions accordingly with prepositions and adverb of frequency. Say the names aloud, like dining hall, art classroom, playground, lab, music hall... Answer the question with “ I can ...in...”. Say the answer. Pass a toy to a random student and he\she will answer the question fast , then the next student. |
To stimulate their brain and think more about the related information. “Ask and answer in English” is a good way to prepare for the “ dialogue” in the exam. Review “school life”, and related information. Practice the sentence pattern with oral English in the form of games. Ss will all think actively and get prepared because the toy is passed randomly. |
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| “School Rules” |
Q: What else should Linda do at school? What rules do you have at school ? Present more sentence patterns and ask Ss to paraphrase the rules mentioned just now. Find out how many sentences Ss can say in one minute. Q:Do you think we have so many strict school rules? Analyze and help Ss understand that “wearing school uniform” is not only a symbol of being a student but also a way to protect their safety. |
Say a few school rules or read from the screen. Take turns to list more. Think for ten seconds. Take turns to introduce school rules with “ We should (not)/We must (not)/ We are (not) supposed to...” Ss will express their ideas. They may have different opinions and they need to list their reasons. Talk more about “ We have to wear school uniform every day.” |
To help Ss recall what they’ve learned about rules. Review the use of “imperative sentences”. To change rules (imperative sentences)into requirements (declarative sentences). To develop students’ critical thinking ability by urging them to think more or by asking more questions. Always be open to ideas and keep thinking independently. |
| School Activities |
Offer tons of pictures to remind Ss of the past event, colorful activities in junior high. Encourage Ss to say more about the school trip. Assign another exercise. |
Admire the pictures and think back to what happened at that time. Talk about their own memory of that school trip, like what they did there, how was the weather, how they felt that day. Fill in the blanks based on the context and given words. |
To encourage Ss to think about the past, especially some special moments or specific details. Be brave to share their real feelings and talk more. |
| Summary |
Ask Ss to summarize what they’ve reviewed in this class. Q: You’ll graduate soon! Looking back at the past three years, do you have anything special to say? End the class with a saying “ Youth is a golden age for developing great skills through hard work.” |
Work in groups and try to write down as many words,phrases and sentences as possible. Cooperate with each other and then check the spelling. Ss will share their feelings, thoughts, achievement, thanks and wishes for the future. |
To rethink the content of this class and classify them. This part is more about spelling, to check if they have a great memory. To help Ss get to know the importance of hard work, friendship and also hope. |
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