We’ve got lots of apples（拓展）（教学设计）-2023-2024学年牛津译林版英语八年级下册

We’ve got lots of apples.教学设计 一、课型：Listening and speaking 二、教学设计的指导思想： 修订后的 《英语课程标准》中三级听说技能是这样要求的：“能识别不同句式的语调，如疑问句；能听懂有关熟悉话题的语段；能就熟悉的话题进行简单的交流。” 根据课程标准的要求，本课的教学设计注重指导学生通过归纳法，掌握可数名词复数尾音的发音规律；通过表格制作的方式获取关键信息；进而通过小组合作的方式整合信息；最后，通过小组合作的方式进行头脑风暴，完成词汇归类，最终运用“have/has got”句型进行实际应用。 三、教学内容分析： 根据自身实际以及对学生情况的了解，学生早上不吃早餐的现象非常普遍，以“健康食品”作为模块主题，不仅与学生的生活实际相关，而且增强学生对健康食品的了解，养成吃早餐的好习惯。 本次授课内容为本模块的第一单元，教材以“贝蒂与妈妈罗列购物清单”为契机而展开的，要求学生能够听懂有关食物和饮料的对话；能够通过人物语调识别句式；最终能够谈论自己的购物清单。 本课重点要求学生掌握“have/has got”句式的用法，能够区分some和any的用法；能够区分可数名词及不可数名词；并掌握可数名词复数的尾音。 本课难点则是如何通过多种活动和练习，帮助学生突破和掌握重点。 四、学情分析： 通过上述教学内容分析，我们可知，本节的重点对于大部分学生来说，都是全新的，但由于听说课之前有语法课，语法部分的内容学生已经掌握，本节教师则需要对知识进行回顾，并对相关知识进行拓展，比如可数名词复数尾音的发音；学生在小学时也学过大量与“食品”相关的词汇，这为本课的学习做了一个较好的铺垫；灵活运用本节新句型“have/has got”。因此，根据学生此阶段的认知特点，课上首先进行大量词汇和句型铺垫之后，再进行对话听说，效果也许会更好。 五、教学目标： 1.知识目标： （1）功能：谈论健康食品。 （2）语音：a.可数名词复数尾音发音规律； b.能够通过语调识别句式。 （3）词汇：重点熟练掌握以下词汇 food：candy, fruit, meat, vegetable, apple, bean, beef, carrot, chicken, chocolate, potato, tomato; a. 名词 drink：coffee, cola, juice, milk, tea, water; 其他：shop, kind; b. 词组：go shopping, have/has got, too much, lots of, how about c. 形容词：some, much, bad d. 动词：get e. 代词：some, f. 连词：so （4）语法：熟练运用“have/has got”句型的肯定句、否定句、一般疑问句及其回答； 能在句子中正确使用“some”和“any”； 掌握可数名词的复数形式及尾音读音。 2.技能目标： （1）听：能听懂关于食物和饮料的对话； 能通过语调识别句式； （2）说：能利用“have/has got”句式谈论购物清单。 3.情感态度价值观：让学生对健康食品有更为全面的了解，让学生提高摄入健康饮食的意识。 六、教学重难点： 教学重点：掌握“have/has got”句式的用法，能够区分some和any的用法；能够区分可数名词及不可数名词；并掌握可数名词复数的尾音 教学难点：通过归纳法以及对话感知的方式，让学生正确区分可数名词和不可数名词，达到熟练运用“have/has got”句型的目的。 七、教学过程： Ⅰ.Expect (10’) Step 1 [操作方式]以谈论教师早餐情况导入本模块话题。 T: Now class begins. (All the students will stand up.) Good morning, class. I’m Miss Sun. Ss: Good morning, Miss Sun. T: Okay, sit down, please. I got up at 6 o’clock this morning. In order not to be late for school, I only ate a piece of bread. (Point at one student and say) Did you have breakfast this morning? ONE POSSIBLE ANSWER: THE OTHER POSSIBLE ANSWER: S1: Yes, I did. T: What did you have for the breakfast? S1: I had milk, bread and egg. S1: No, I didn’t. T: Remember to have breakfast. It is bad for your health not to have breakfast. T: How about you? S2: I had a hamburger and some cola. T: Do you think who had healthy food? S3: I think S1 had healthy food. T: Yes, hamburgers and cola are junk food and too much junk food is bad for you, so remember to have healthy breakfast, such as eggs, break and milk. They are good for your health. [设计意图] 学生早上不吃早餐或只吃一点儿这种现象非常普遍，教师以自身早餐情况导入本课，一下子拉近与学生的距离，并引入本节的部分重要词汇，如hamburger, cola, egg…. Step 2 [操作方式]借话题导入的机会，展示更多的食物和饮料词汇，有利于学生进行词汇分类记忆。 T: So we are going to learn “M 4 Healthy food Unit 1 We’ve got lots of apples” today. Now let me check how many words related to food and drink you know. (The teacher will show some pictures to check whether students have known the words in Activity 3.) … T: Good. Now work in pairs to talk about whether you know other names of healthy or unhealthy food and drink. (Students will talk in pairs to fill information gap and prepare for the future learning.) T: Okay, who can report the result of your group? S4: Water and milk are healthy drink, but hamburgers are unhealthy food. T: Good. Who else? S5:… [设计意图]：展示词汇，进行概念范畴化，向学生渗透词汇分类记忆词汇的学习策略，与此同时，激活学生已有背景知识，并进行词汇拓展，为下面学习做准备。 Ⅱ.Experience (10’) Step 3 [操作方式]教师说明互动要求，学生听录音，回答问题。 T: Now listen to a dialogue of Betty and her mum and tell me what has Betty got and what does Betty need? And then help Betty make a shopping list. (Students will listen to the activity and check the questions above.) [设计意图]首先，帮助学生进一步熟悉前面所练词汇，尤其是他们的读音；其次，这部分是为接下来的听力活动提供词汇和话题上的准备；最后，训练学生从听力材料中获取细节信息的能力。 Step 4 1. [操作方式]听录音完成表格。 T: Now listen and make notes about Tony and Tony’ dad according to the dialogue. Food Drink Go shopping for food and drink. Have got Chocolate and____1______ \ Haven’t got ____2____and orange Coffee Buy Chicken and_____3_____ ____4____and coffee [设计意图]图表形式更有助于学生理解对话，获取细节信息，为下一步的对话整合做准备。 2.[操作方式]练习其中含有some和any的句子；通过个别语调来帮助学生识别句式 · Have we got _____（一些）chocolate？ · How about_____（一些）orange juice？ · We haven’t got_____（一些）meat. · Cola is bad for you！ · Good idea！ [设计意图]帮助学生区分some和any的用法；通过语调来识别句式。 Ⅲ.Express (10’) Step 5 [操作方式] 练读环节：学生先是跟读，齐读，两人一组练习对话，最后要求学生到前面进行展示。但是练习之后，教师要讲清读的规则：最终评选读得最流利的学生、模仿最到位的学生、发音最标准的学生，以此鼓励学生积极参与课堂活动。 T: At first, follow the pen to read. … T: Now all of you read with the pen. … T:All of you read together without the pen. … T: Group one is Tony and group two is Tony’s dad. … T: Now practice reading in group of two and then will come to the front and show it. And we will select the students who read the most fluently, imitate the most like, pronounce the most standard, and group which cooperates the best. (Then the students will come to the front and show the dialogue.) … [设计意图]通过大量口头练习，让学生感知本节重要句型“have/has got”以及“some”和“any”的区别，与此同时，让学生通过听读说话者语调，识别出句式；教师通过评选“3most”学生的活动，鼓励学生积极参与课堂活动。 Step 6 [操作方式]通过上述表格的辅助作用，让学生将整段对话内容进行整合。 T: Now you are Tony. Please give your report about the food and drink with the help of the information in the above table. [设计意图]对话整合，是学生听力练习后的一个较为复杂的输出活动，在整合的同时，更是反复巩固“have/has got”句型，为后续口头输出活动做准备。 Ⅳ.Evaluate (10’) Step 7 1. [操作方式]班级学生共分为六组，由教师给定六个范畴（给定六个范畴教师可以写在6张小纸条上，由各组组员抽选，上面会标注详细指导信息，同时，各个小组纸条信息会被展示在PPT上，让其他学生和评委知晓。），小组自由选择；小组内学生分工，列出清单；然后两人一组，组员之间进行问答，为了让学生练得更全面，学生互换角色；然后教师让不同小组在全班展示，并评选出“配合最默契小组”。 T: Now this group is group a, and this group is group b, and ……two students in group a make a list of things in the schoolbag you have got and the other two make a list of things in the schoolbag you need. Two students in group a make a list of things in the pencil-box you have got and the other two make a list of things in the pencil-box you need. Two students in group a make a list of things in the classroom you have got and the other two make a list of things in the classroom you need. Two students in group a make a list of things in the fruit shop you have got and the other two make a list of things in the fruit shop you need. Two students in group a make a list of things in the fast food restaurant you have got and the other two make a list of things in the fast food restaurant you need. 对话范例： A: B, let’s make a list of vegetables we have got and we need. Then we can go to buy some. B: Good idea! A: Have we got any carrots? B: Yes, we have. A: Have we got any tomatoes? I want to eat tomatoes. B: No, we haven’t. A: Then let’s buy some. [设计意图]本活动是以口头输出的形式练习本单元的重点内容“have/has got”句式，并学会概念范畴化，通过词汇分类的方式记忆词汇。活动本身为学生提供了真实的语境，使学生能够在真实的语境中进一步理解语言和运用语言。 2. [操作方式]总结本课所学的知识。 T: What have you studied today? S1: I have studied some words, like… S2: I have studied how to make a list… 3.[操作方式]布置作业 Task one: Go home to make a list of things your family need with your mother and father. Task two: To find at least ten kitchen words and traffic words. [设计意图]通过布置作业，强化本节重难点，以了解学生是否实现了本课的学习目标，借此契机，利用词汇归类的方法拓展词汇，进一步达成本课的学习目标。 本节课，我主要想通过罗列大量的词汇，让学生掌握词汇归类记忆词汇的学习策略；同时，让学生通过大量活动（如个体、小组活动）感知 “have/has got”句型的用法；也希望学生通过制表格的方式，获取对话的细节信息；课程最后，通过为学生搭建一个“列清单”这样的支架，既可以帮助学生复习巩固“have/has got”句型，又可以促进学生主动拓展词汇，有利于知识的正迁移，提高学生学习英语的积极性。 需要特别指出的是，课程的所有环节设计都是在努力围绕教学环节而展开。教师努力成为学生的引导者，让学生成为课堂的主体，同时，教师自身也积极参与到学生活动中去，为学生提供相应的建议和帮助。 板书设计： We have got lots of apples. ( grapes ) Key sentences: Let’s go shopping for food and drink. ( apples ) ( fruit ) ( plums ) We haven’t got any apples. … 学科网（北京）股份有限公司 $$