八年级下册Unit 4Go for it

八年级下册Unit 4Go  for  it
八年级下册Unit 4Go  for  it

八年级下册Unit 4Go for it

Period1

Warming-up:

T: What’s your name? How are you? Do you like basketball?

Do you like hamburgers?

S: I am Garfield.

T: What did he say?

Direct speech: He said,“I am Garfield.”

Indirect speech: He said he was Garfield.

教师板书:人称变化

呈现图片,上面有个卡通人物,卡通人物说:I don’t like cleaning the room. T: What’s did he say?

S: He said he didn’t like cleaning the room.

Direct speech: He said,“I don’t like cleaning the room.

Indirect speech: He said he didn’t like cleaning the room.

教师板书:时态变化

每次呈现图片,上面有一台电脑和一个人。那个人说:This is my computer. T: What did the man say?

Direct speech: He said,“This is my computer.”

Indirect speech: He said this was his computer.

教师板书:所有格变化

教师进行归纳总结:

直接引语变为间接引语时注意:人称变化、时态变化、所有格变化

再对时间进行归纳:

直接引语间接引语

am/is was

are were

Have/has had

will would

can could

do did

接着,让学生操练:直接引语和间接引语的相互转换。

1、Tony said he could play the violin.

2、Mary said she was studying Japanese.

3、Susan said she went shopping every Sunday.

4、Tom said his favorite sport was football.

5、Mary said she would go on Friday.

6、Linda said she went camping every week.

7、She said this was her computer.

8、They said they were having a surprise party.

9、They said they were going to watch TV.

导入课文内容。

What is a soap opera?

Do you ever watch soap opera?

What are some things that happen on soap operas?

What are some soap operas you know?

让学生根据课文填表:

Friend What did he/she do last weekend

A Jack said he loved Rose

B

C

最后,学生在教师指导下进行小组活动。

A: What kind of soap operas do you ever watch?

B: I watched Titanic.

A: What are some things that happen on Titanic?

B: Jack said he love Rose.

这是我在合肥庐阳中学观摩的一节课。这一课例中教师先抛出一个看似很自然的问题“What’s your name?”让学生去回答。学生回答完,再转述,很自然地引出了间接引语这一新的语法现象。在这一节课中教师通过以下一些方法很好地解决了直接引语和间接引语这一学习难点。

首先,教师有效地运用了归纳法来帮助学生学习语法、化解难点。总起来说,初中英语语法教学方法很多,有直观法、间接法等,这是因为英语语法与英语语音、词汇比较起来,其条理性、逻辑性更强,适宜于用多种方法讲解。归纳法是由个别到一般、由具体到抽象的推理教学方法。本课例是归纳法教学语法的一个典型案例。教师先从三个简单的句子入手,分别代表人称、时态和所有格的变化三个方面。运用归纳法教语法时,应该先让学生逐步接触、感知包含该语法内容的实例和句子,积累了一定的句子后,再将这些实例和句子集中起来,进行观察和分析,归纳出共同的特征,再抽象为语法规则。正如本课例中所用的方法,先让学生会说,再进行一定的总结。归纳法的优点是能充分利用学生已有的经验知识、能力,由具体到抽象,有个别到一般,由旧到新,学生容易接受和巩固,而且能保证英语教学的实践性,便于培养学生的语言能力。一般可分为四步:①观察,从He said, “I am Garfield.”到He said he was Garfield . 有哪些变化?在教师的启发下,引导学生注意除了引号之外还有哪些变化,学生能够自己总结出来。②归纳,教师在学生总结、概括的基础上,简明扼要地归纳出语法规则。本课例中,教师在黑板上的板书不可忽视,能起到画龙点睛的作用。

③操练,组织学生利用语法规则进行口头操练。本课例中,要求学生把直接引语改为间接引语。④实践,即组织学生灵活运用所学过的语法规则进行创造性的语言交际实践。这种实践运用要求具有情景性、创造性、交际性,即能够在有情景的上下文语境中表达思想、交流信息。本课例中最后一个环节就是一个实践环节,设计得很到位。

其次,任务型教学在这一课例中得到很好的运用和体现。任务型语言教学就是让学生在完成一定任务的过程中学习语言和使用语言。“在做中学,在用中学。”从表面上看,任务型教学和情境语言教学没有太大的区别,其实不然。在传统的情境教学中,情景对话中的角色扮演往往先教给学生一段对话,然后让学生读对话或模拟对话,再根据假想编一段对话。多数情况下,这些对话缺乏真实性,学生没有兴趣和自我发挥的空间。而任务型教学不同,任务型语言教学就把语言学习和语言运用有机结合起来。在任务型语言教学中,学生所以进行

对话是为了完成某项任务。也就是说,进行对话本身不是目的,而是过程和手段。另外,在对话过程中,学生关注的重点不是所使用的语言项目,而是相互之间传达的意义,也就是语言的表意功能。对话双方为了一个共同的目标进行协商、沟通、和讨论。在本课例的最后一个环节,也就是最后一个任务的目的是让学生参与完成对话的过程,在对话过程中去体会直接引语和间接引语的区别和联系。

最后,整节课突出了以人为本的理念,以学生为本,让学生成为学习的主人,突破了以往语法课“教师一言堂”的格局,不是教师从头讲到尾,满堂灌,而是安排了更多的师生互动、生生互动的情景对话,在课堂中进行大量的语言操练,让学生在自信中不断取得成功,又为下面的继续学习打下基础,学生的信心不断地被鼓励出来,疑难也就很容易被消解了。

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