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1、Book2 Unit 8 If you want to talk, you can go online.（第一课时教学设计）一、学情分析本教案的授课对象为高二年级金融专业学生。该班共有50名学生，其中女生34名， 男生16名。相对来说，该班学生学习习惯较好，班级的学习气氛浓厚。但是由于专业要求和英语的 联系不密切，学生对于英语课程的学习相对来说不够重视。在英语学习方面主要存在以下问 题：同学之间英语基础差异大，英语学习动力缺乏，掌握的词汇量和句型结构少、听力和口 语表达能力弱，害羞、课堂参与积极性不强。针对以上问题，本教案力求降低教学内容的难 度、通过小组合作学习、同伴互助的方式引发更多学生自
2、主学习，通过形象化的图片教学和 有适当紧张度的游戏和表演使更多学生愿意接受挑战，尽力完成各项语言任务。本单元设计分为4个课时：第一课时 lead-in + listening and speaking第二课时 reading and writing第三课时 language in use + vocabulary practice + fun time第四课时 unit task + life and culture第一课时 Lead-in + Listening & Speaking二、教材分析.教学内容本课时系教材英语2（基础模块 高教版）第八单元的第一课时，包括Lead-in & Lis
3、tening and speaking两局部，具体内容为：有关网络话题的词汇和句型，能灵活使用询问活动有 关网络话题的句型。1 .教学重点、难点教学重点听懂并掌握有关网络话题的词汇、句型教学难点合理运用有关网络话题的词汇、句型三、教学目标1 .知识目标掌握与网络话题相关的词汇,register, website, chat, send, receive, download, search, information.掌握询问或回答有关网络话题时所使用的句型，如：May I ask you a few questions? Sure.Do you often go online? Yes, I d
4、o.How long do you spend online every day? About 1 hour every day.What do you usually do online? I send emails and read the news.Do you use the Internet to learn English? Yes, sometimes.2,能力目标学生能听懂关于询问和回答有关网络话题的对话。学生能编写关于询问和回答有关网络话题的对话。(3)在日常生活中灵活应用询问、回答相关信息时所用到的关键句型.3 .情感目标在真实情景交流中，师生间、生生间建立融洽的关系，主动
5、参与、相互赏识。四、教学步骤Step One Lead-in (2min)Teacher shows the website on the screen, then asks, Whats it?“Have you / your friends got any experience on qq ?Students answer the questions together or individually.(设计意图:用腾讯网导入课堂教学，既有趣又贴近学生的生活，这将有助于教师从一开始 就抓住学生的兴趣并引出本单元主题。)Step Two Vocabulary Teaching (10 min)
6、1. What can we do on ? (3 min)Teacher says, Im a registered user of qq , because I can do many things on the website.Then teacher shows the pictures of the following expressions on the screen, with the English word beside each picture: a registered user, chat with friends, send and receive emails, d
7、ownload music, listen to music, play computer games, search for information, buy things, read news.Students speak out the expressions according to the pictures, and teacher writes down all the words on the blackboard under the column of the things you do on the Internet.(设计意图:该步骤有助于清除学生在Activity One
8、中可能碰到的词汇障碍。假如学生 对黑板上呈现的词汇不够熟悉，教师可以标出音标并领读三遍或更多的次数。)Brainstorming: Could you tell me some useful websites? (5 min)Teacher says, “We can do many things on the Internet besides qq , Could you tell me some useful websites? Students give different answers first. Teacher introduces different websites with
9、 the help of pictures. Then teacher can discuss with the students why people go online.(设计意图:该步骤有助于学生通过图片形象的提示，掌握关于不同上网活动的新词 汇，并了解一些对学习生活有用的网址。在回答教师提出的问题Could you tell me some useful websites?时，学生会有困难。因此，教师可以允许他们先用中文表达，然后借助图 片，引导出新词汇。)Words are listed on the blackboard under the columns of the thing
10、s you do on the Internet and websites. Then students read the words after the teacher three or more times. If they cannot remember the new words well, teacher can use different ways to help them. Here are some suggestions.1) Teacher tells the words in Chinese, and students tell the English edition t
11、ogether.2) Teacher tells the words in Chinese, and students tell the English edition individually.3) Teacher tells the words in English and students tell the Chinese edition individually.(设计意图:黑板上词汇的呈现方式一一分网上活动和网页两类呈现，以及以上三个活 动都有助于学生获得词汇记忆的策略之分类记忆法。)Game: Have you got a good memory? (2 min)There are
12、 12 expressions about the things with the Internet on the blackboard. Teacher designs a game with the help of PowerPoint like this: Teacher shows some expressions with related pictures on the screen for only three seconds. Then students speak out what the expressions are. The number of the words on
13、the screen is different each time, from 4 to 6. The class is divided into four groups, and there is a competition among them. Each group will be given 10 scores at first, then a right answer brings one more score, and a wrong answer will make them lose one score. The student who hands up first answe
14、rs the question for his group.(设计意图:该步骤的游戏能帮助学生深入领会和掌握本课的新词汇。因为词汇和图片 记忆的时间只有三秒钟，学生不得不聚精会神地投入其中，这使得活动更具效果。各组之 间的竞赛将使活动更加刺激。)Step Three Listening ( Activity 3, 4 ) (7 min)1. Activity 3. Listen and answer the question. (2 min)Students listen to the tape and answer two questions. If they cannot catch th
15、e answer in the first listening, repeat the dialogue again.(设计意图：由于有以上环节的铺垫，Activity 3非常简单，学生在完成过程中不会碰到 什么困难。)Activity 4. Bingo! (5min)Teacher explains the rules: A student is making a survey for Wang Yang. What are the studenfs questions? What are Wang Yangs answers? First look at the table in Acti
16、vity 4 and guess the answers that you think Wang Yang will give. Then we listen to the dialogue and write the right answer with a pen. Second look at the dialogue with some missing words on PPT, guess the missing words and listen and write out the words. If you get right guess, you say Bingo. Lefs s
17、ee which group gets the most Bingo. I wish you good luck!Then students listen to the dialogue and give answers.(设计意图:该步骤使得听力活动更加有趣和有针对性，因为学生会更加仔细地听对话, 以核对自己是否Bingo。教师通过这项活动让学生关注关于上网的重点词汇和语句，这一指 令能让学生意识到对话中存在的关键句型，为后续的口语教学做准备。)Step Four Speaking (Activity 5,6, 7 ) (20 min)1. Read and underline. (2 mi
18、n)Students read the dialogue in Activity 5 individually, then they underline the sentence about how to make a survey about the Internet. Then teacher asks 2 or 3 students to tell others their opinions. Teacher writes down the 5 useful sentences on the blackboard:(设计意图:学生通过阅读，独立找出Activity 5中有关上网的调查的关
19、键句型并不难。 教师可以请两三名学生给出答案，进行核比照拟，这能让学生对关键句型的印象更加深刻。)Read the dialogue together. (2 min)Students read the dialogue twice together. The first time is between two groups, and the second is between boys and girls.(设计意图:该步骤能帮助学生记忆有关上网的调查的关键句型，并就相关问题做出恰 当反响。为了保证学生朗读时语调正确，教师可以和他们一起大声朗读作为引导和示范。)Performance: CC
20、TV Today/s Focus (16 min)Teacher explains the rule: Students are divided into groups of 4. Suppose you are a reporter from CCTV. The topic of Today9s Focus is about the Internet. You are going to making a survey about the students using the Internet. Please make an outline for the interview first. T
21、hen ask your partners to make a survey with you. The words and sentences on the blackboard are for your help. You may change the role as the reporter and the interviewee in turn. You are given 5 minutes to prepare, then Id like to invite some groups to perform it on the stage. Of course, you may dis
22、cuss it with other groups. Lefs see which group will bring us the most wonderful performance,Students get ready in 5 minutes, then 3 or 4 groups show the play on the stage.（设计意图:该步骤有助于学生将本堂课所学知识运用于生活实践。可能出现的问题是 学生不愿意上台表演。教师可以提供记者证和话筒作为道具，增加学生的新奇感。另外， 教师鼓励性的话语和同学们的掌声都能增加学生的自信和勇气。）Step Five Homework （
23、1 min）Please prepare a 1-minute oral speech about with the following beginning:I think the Internet is good/bad for our students, because .The rule: 3 or 4 students can work together. You must write down the article first, then the representatives of some groups will be requested to make a speech in
24、 the next class. We will find out who is the best speaker in our class. You can get more help from me and hand in your homework by QQ. My QQ number is 576587194.（设计意图:该步骤有助于训练学生的书面和口头表达能力。小组合作完成作业，以及 通过网络向教师请教的方式，都降低了作业的难度。通过QQ提交作业一方面与本课主题 呼应，另一方面也是向学生倡导节能环保低碳生活的一种方式。）五、板书设计Things You Do On the Inte
25、rnetthe WebsitesUseful Sentenceschat with friendsMay 1 ask you a few questions?download music and filmsDo you often go online?watch filmsHow long do you spend online every day?play computer gamesWhat do you usually do online?search for informationDo you use the Internet to learn English?read novelssend and receive emailslearn Englishlisten to musicbuy thingslearn hoe to use softwareread news