Lesson plan of Unit 9
When was he born?
(第4课时)
一、教材内容分析
新课改要求英语课教学应以学生为主体,以训练为主线,以能力培养为宗旨.学生是学习活动的主人,教师是学习活动的组织者和引导者.教师要努力创设多种多样的方式和机会让学生通过自主合作,探究等学习方式进行学习,注重教与学的互动性和生生互动.
1、教材分析
本节课的教学内容是Go for it八年级上册Unit9 When was he born? 本单元.主要语言功能项目是谈论自己崇拜的名人以及名人的职业生涯.以人物简历为线索展开语言交际和语言实践活动。Section B的第一课时，在掌握Section A部分内容的基础上学会使用描述性形容词 talented, outstanding , unusual, creative…etc来描述自己崇拜的人以及名人。并通过听力练习的训练,学生可以了解成功人士的生活及成长经历,并且能够熟练的使用英文介绍名人及成功人士的职业生涯。
2、学情分析
通过对本单元Section A的学习,同学们对学习本节课的新知识奠定了认知基础.他们热爱并崇拜乔丹,邓亚萍,贝克汉姆，姚明等名人。对他们的人生历程充满好奇.因此在教学中,教师可充分利用学生这一心理特点,利用他们已有的知识，引导学生深入探究,自主地解决问题。
二、教学目标
1. 语言技能目标
(1) 能对别人的身份进行问答：Who’s this/that? She is Den Ya ping. She is a great Chinese ping-pong player. Who do you admire? I admire Michael Jordan.
Why do you admire him/her？ Because he/she is a famous/ an outstanding basketball player.
(2) 能对别人的出生年月进行问答,如:When was he/she born?
He/She was born in/on…
(3) 能对别人的经历进行询问,如:When did he/she start playing ping-pong/basketball?
How long did he/she play ping-pong/basketball?
2. 语言知识目标
(1) 词汇:
(2) 句型Who do you admire?
I admire Den Yaping/....
Why do you admire her/him?
Because she/he is a famous/an outstanding …player.
Who is that?
That’s Zhang Yiling. She is a great ping-pong player.
When was she born?
When did she start/stop…?
How long did she start…?
(3) 掌握由Who/ Why /when 引导的状语从句和由how long/when 引导的特殊疑问句.
3、教学重难点
根据本节课的教学内容和学生对知识的理解程度,结合教学目标,确定重点:
1、Who’s this/that? Who do you admire？Why do you admire him/her? When was he/she born? When did he/she start…? How long did he/she…? 难点为重点句型的实际运用及when引导的状语从句和特殊疑问句.
2.能听懂录音中的语言材料并利用录音材料讲述名人故事。
三、教学过程
按照上面的教学思路,结合中学英语的教学特点,我们倡导构建任务式的学习,努力运用学生的主动参与,感知体验,探究发现,交流合作的学习方式,让学生在语言实际运用中感受成功的喜悦,使课堂真正形成“乐说、会说、能交际”的氛围。本节课教学设计分以下五个环节：
Step 1：Preparation : (Warming-up and revision) （8 minutes）
1. Greetings and sing an English song.
2. A guessing game (Get the students to review how to describe some famous people )
T: The whole class , please. She is Chinese .She plays table tennis very well. She is short .She was born in 1973.She is very great and famous . Do you know who she is？
S：Is she Den Ya ping ?
T: Yes, you are right. When did Deng Yaping start playing ping-pong?
S: She started playing ping-pong in 1978.
T:When did she stop playing ping-pong?
S:She stopped in 1997.
T:How long did she play ping-pong?
S:She played for 19 years.
T: Yes, great. Now please try to describe the famous persons .
3. Teacher can have a few Ss describe some famous persons and let other Ss guess who he/she is .
. 【设计说明：课前教师简单的问候能拉进师生之间的距离，歌曲热身将学生的心收之于课堂。利用猜一猜这一游戏环节，使学生在轻松的交流中复习学过的句型： Who...? When did ...? How long...? When was she /he born? 再现SectionA 中有关名人的生平简历 ， 为教学新课做好铺垫，通过多媒体呈现人物进行操练，形象生动，激发学生兴趣。】
Step 2 Presentation （10 minutes）
This activity introduces the difficult points. Teacher can Use flashcards to present the next:
1. A: Who’s that?
B: that’s Zhang Yining .
A: When did Zhang Yining start playing ping-pong?
B:She started playing ping-pong in 1986.
A:When did she stop playing ping-pong?
B:She stopped in 2009.
A:How long did she play ping-pong?
B:She played for 23 years.
1)Ask the students to practice the sample conversation, then make up similar conversations.
2) Ask several pairs of students to perform their conversations.
【设计说明：此环节也通过多媒体的辅助，呈现给学生更多的语言练习素材，突出本节课的教学目标，并设定一个情景进行对话，使学生融于真实的交际环境中，给学生利用目标语言表达交流的机会，在学中用，在用中学。复习、巩固、加深SectionA中所学知识，达到学以致用之目的。】
3. Teacher continue talking about Zhang Yining and ask:
(1) A: Do you admire Zhang Yining?
B: Yes, I do.
A: Why do you admire her?
B: Because she is a great and famous Chinese ping-pong player .She is also a talented player. So I admire her.
A：And except Zhang Yining who else you admire
B: Michael Jordan.
A: Why?
B：Because he is an outgoing and talented basketball player. He is very famous in the world. He is talented in basketball.
A: What else do you know about him?
B:I know he was born in America in 1963.
(2) Get the Ss to talk about other famous persons in pairs and then have some pairs perform their conversations.
(3)Then choose some individuals to introduce some famous persons he/she knows.
【设计说明：通过师生问答式的交流，既能对SectionA 中内容进行复习与巩固。锻炼语言思维，提高语言表达流畅度。实际上SectionB中的内容就是对SectionA中知识的延伸于拓展，让学生在实际的语言操练中，不仅学会使用描述性的形容词，而且会把描述性的形容词放到一段话中去描述名人或成功人士。让语言与实际生活紧密的联系在一起，这样语言才真实，才具有实际魅力。】
Step 3 Practice （10 minutes）
1.Now we are going to talk about some unusual people.
Look at these pictures in 1a and talk about these persons
T: Look these persons. Are they usual?
Ss: No, they are unusual.
T: Why? Now please write one or two words to describe the persons with the words given in 1a. (1 minute)
T: Who’s this/that?
S1: This is Arthur.
T: Do you admire him?
S1: Yes.
T: Why?
S1: I admire him because he is loving and kind. He is a loving grandfather. He always spends all his free time with his grandson. He is kind and he loves his grandson very much. So He is loving. ( help the student answer)
2. Repeat with other persons in the same way.
3. Imagine you know the persons in the pictures in 1a. Tell your partner about each person like this: (1b)
A: Sarah is a beautiful girl. She is a famous tennis player. She plays tennis very well. She is outstanding in tennis.
4. Get some individuals to report their answers to the class.
【设计说明：本环节通过小组合作交流的方式，培养学生的合作精神和探究意识。在合作与沟通中让学生学会使用这些描述性的形容词，并能理解这些词的真正含义。把词放到句子中记忆，做到词不离句。实现对词的真正意义上的理解和把握。同时，也为后面教学作好了铺垫。】
Step 4 Production (12 minutes)
1. In our daily life ,there are lots of people that we admire .Next, We will hear a conversation .There are two people talking about people they admire, Please listen and circle the words in the list in 1a that you hear. Then answer the question “ Who are the two people the two persons are talking about?”
2. Check the answers with the class.
3. Listen the recording again and write “M” or “L” on the lines in 2b
4. Check the answers. Then listen again and let two students talk about Midori and Laura like this: Midori is a famous violinist. She was born in 1971. I saw her play when I was eight. She toured the U.S. when she was fourteen years old.
【设计说明：通过反复的听力练习，提高学生的听力水平，注重跟读模仿语音语调。同时通过反复听，让学生扑捉录音稿中的语言信息。让学生带着思考、带着问题听，然后把扑捉的信息合理的组合成一段文字。为落实写的教学打下基础。】
Step 5 Progress（5 minutes）
1.Ask the students to take out the photos about the famous people they have prepared and introduce them
2. Ask some students to report their answers to the class.
3. Sum-up : Think about what we have learned today
4. Write down a list of famous TV/ movie/... stars about their ages、 birthdays、,hobbies and achievements an4d then write a short passage about them.
5. Make a survey about famous people around you and learn more about them.
【设计说明：这个环节检查了学生对课堂任务掌握的情况，让学生用自己准备的资料来介绍名人的职业生涯，增进生生互动，用所学的语言去解决实际问题，促进了学生的自主学习，达到语言教学的真正目的。作业是课堂的巩固与延伸，课堂所涉及的东西是有限的，学生课后可以做适当的拓展。学生通过查阅资料对优秀人物有所了解，同时增长他们的课后知识，使所学知识不断地延伸。】
四、教后反思
本节课在多媒体的辅助下，直观生动地呈现给学生学习语言需要的材料，为学生搭建了一个很好的语言练习平台。在导入环节中，通过唱英语歌曲和猜一猜，营造了轻松愉快的氛围，学生积极参与，作为教学前奏，为后面的学习作了很好的铺垫。我们不难看出，在课堂教学中，如果教师设计了一个轻松愉快的接近生活的语言环境，创造一个学生没有心理压力，不受任何约束，又能充分展现自我的课堂氛围，这就自然地使他们放松，激起他们开口说英语的欲望。通过多种形式的听、说、读、写语言实践活动 让学生体味到了英语语言的真正魅力所在。因此，有目的，有乐趣的课堂活动不失为一种鼓励学生大胆说英语的好方法。施之以教，贵在引导”。教师通过自己的主导作用发挥学生的主体作用通过丰富多彩的任务情境调动学生的学习积极性，主动地投入学习。