2．学习活动贴近学生的生活。在整节课的学习活动中，学生都是在谈论身边的人和事，他们所接触的、运用的语言都和他们的日常生活紧密相关。与其说是在上一节语法课，还不如说在做一次交流，在聊愉快的周末。因此，我们就觉得有话可说，有话要说，尤其在四人小组交流这一环节，他们更是兴趣高涨，就想知道其他人做了什么，感觉怎么样，同时也乐于向同伴表达自己的活动和其中的快乐。而且，他们想要说的东西就能说得出，因为，这一切都是落在了他们学习的最近发展区里。由此可见，让课堂回归生活，让英语教学贴近学生的生活，让学生在真实的语言情境中习得并运用英语是多么的重要！

(开展四人小组学习活动，培养学生搜集和处理信息、自由表达的能力)

T：Boys and girls, you did a very good job just now. What did you do over the weekend? Did you enjoy your weekend? Would you like to share your happiness with your partners? Now, let’s begin.

(学生们兴趣盎然地拿出自己准备的图片、照片与小组成员进行交流，遇到生词或请教于同伴，或在电子词典、英语字典中查找，或举手向老师询问，记录员在认真地作记录，我在全班巡视，给学生提供指导、帮助)

(3分钟后，学生基本安静下来)

T：Boys and girls, are you ready to share your ideas in class? I’m sure you can give us great happiness. Which group would like to try first?

(教师以期盼的眼神注视全班)

Li Bing(学优生)from Group 1：(拿着一张在幻灯纸上填好的表格走上来，在幻灯机上展示出来，并自信地介绍起来)

Li Bing: There are four students in our group. We all did something interesting over the weekend. Wang Wei went to the zoo, he saw many interesting animals on Saturday morning. Jing Hanli played football with his good friends on Saturday afternoon, and he got two goals. He was the best players. Wu Being worked on the farm and helped the farmers pick the vegetables on Sunday morning. He thought it was better working on the farm than having class. What did I do? I had to do my homework at home on Sunday evening, because my parents are very(对我很凶，老师翻译成strict to me). I’m bored.

T：Oh, well done. Thank you very much. But do you really think it was terrible to do your homework at home?

Li Bing：No, I don’t think so.

T：Why did you say so just now?

Li Bing：I said like that just for fun.

T：I’m very happy to hear that.(针对学生思想上的问题，我启发学生自我认识，自我反思和自我调整，实现自我教育的目的)

T：Just now, Li Bing said something interesting; any other group would like to try?

Zhang Liheng(学困生)：Let me try. Li Xiang went to the 电影院, and saw a 很刺激的电影 on Saturday evening. Li Zhiyuan went to see his grandparents. They 住在农村. I did some reading and watched some 恐怖片 at home.

T：I’m glad to hear that you did some reading at home. You are better at English than before.(对学困生的点滴进步都应予以表扬)Li Zhiyuan to see his grandpa? Did you go?

Zhang：Oh, I didn’t go. I will go later.

T：What a kind boy! I agree with you. We must be kind to the old.(抓住契机，给学生进行尊老爱幼的传统美德教育)

(十多分钟内，9组学生先后在全班发了言，进行了充分的交流)

T：Boys and girls, you are all excellent. I really enjoy what you did. But I’m very sorry to say time is up. If you want to tell me what you did over the weekend, and want to let me share your happiness, you can tell me after class. I think I will surely like it very much. Thank you all!

课后反思

这一节课中动词的过去式，对学生来说是一个难点，我并没因此独占课堂，而是穿针引钱，适时点拨，所占的时间不过8分钟，我把大约32分钟的时间交给学生，让学生自己去听、说、读、写；自己去交流、感悟；去发现、探究和解决问题。结果，课堂气氛很活跃，教学效果很好，学生基本上能读准、说对、听懂和写出目标语言，并进行得体的合作交流。我想这节课成功的主要原因可以归纳为以下三点：

1．课前准备充分。我认为这节课就是学生学习的难点、疑点，必须加以突破，于是事先从网上下载了14张相关图片资料、刻录了5组人们经常进行的户外活动光盘资料，要求学生从家里带来图片、照片。学生热情很高，有的还主动为我提供了一些图片资料，遇到生词，在课前就有所准备。这一切都充分体现了师生都是课程资源的建设者和开发者这一新课程改革理念。此外，我对学生原有的时态掌握的程度进行了认真分析，找准新知识的切入点，设计出学生感兴趣的活动或抛出学生感兴趣的话题，让学生自然进入新课的学习活动。由于准备充分，我上起课来感到很轻松，游刃有余。

(在学生原有的知识与经验上生成新的知识并进行巩固训练)

我出示几幅图或播放几组VCD画面，大声地自问自答，让学生听清楚。

T：What did I do over the weekend? I played soccer.

T：What did I do on Friday morning? I cleaned my room.

T：…

然后鼓励学生复述句子，并巧妙引导学生自我发现句子中的变化，引起学生的认知冲突，观察学习状态，掌握火候，抓住时机，转变人称，开展师生随机互动性问答训练。

T：What did you do over the weekend?

S3：I played soccer.(学生脱口而出)

S4：I watched TV…(流利自然)

…

这时，我趁热打铁，在黑板上板书以上几组含有一般过去时的具有代表意义的问句和答语，并用彩色粉笔标记动词的过去式，以唤起学生的有意注意，再领学生齐声朗读，加深印象。然后，我出示不同的图片与学生交流，或帮助学生回答，在黑板上板书其他生词的原型和过去式，加以对比，如visit-visited，study-studied，stay-stayed等。

在学生对单向的动词过去式的问答几乎可以脱口而出的时候，我改变方式，让学生进行听力理解，综合理解。先出示几组图片，再播放录音磁带，让学生听录音，并把录音材料与图片和VCD光盘图像配对，然后根据图片意思和听力材料进行创造性的复述。

T：What did Mary do over the weekend?

S5：She went to the park with her mother.(抢着发言)

S6：No, I don’t think so. I think she went to the beach with her sister.(急不可待地表明自己的观点)

T：I think you are all right. You all give us excellent sentences. I’m proud of you all.

我对学生发言都给以高度评价，尊重他们的独特理解和感受，让学生在个性化学习的基础上进行交流，大大地激发了学生主动参与学习的热情。

(激活学生原有的知识与经验，为引出新知做好铺垫)

T：(出示挂历，展开日期和星期的问答训练)What’s the date?

Ss：It’s March 2nd.

T：What day is it today?

Ss：It’s Friday.

T：How many days are there in a week?

Ss：There are seven days in a week.

T：Is it morning or afternoon now?

Ss：It’s Friday morning now.

　　 We’re on Friday morning.

重温on Sunday morning, on Saturday afternoon, over the weekend等表示时间的短语，为下一步的学习打好基础。接着，我出示图片，引导学生对已学过的时态进行复习，准备在此基础上学习新的语言点。

T：What is he /she doing?

Ss：He /She is playing soccer.

T：What are they doing?

Ss：They are playing soccer.

T：What do you do on Saturday morning / at the weekends?

S1：We play soccer.

S2：I wash my clothes.

Try to know more about your friend.

　 What kind of movies/stars/sports/food/fruit… do you and your friends

like?

　 I like______________________. I don’t like _____________________.

My friend ________________ likes ____________________. He /She doesn’t like _______________. 　

　 Does Dick like comedies? Yes, he does. / No, he doesn’t.

	comedies	action movies	documentaries	thrillers
Dick
Shelia	?			?

Try to know more about your friend.

　 What kind of movies/stars/sports/food/fruit… do you and your friends

like?

　 　I like______________________. I don’t like _____________________.

My friend ________________ likes ____________________. He /She doesn’t like _______________. 　

Unit 9 　Do you want to go to a movie?

B

　 Does Shelia like comedies? Yes, she does. / No, she doesn’t.

	comedies	action movies	documentaries	thrillers
Dick		?
Shelia

　 Do you want to go to …?　 Yes, I do. / No, I don’t.

4、教学观念：

(1)采用多媒体进行直观教学，在不同类型的电影片段的展示中进行名词与形容

词的教学；

　 (2)通过问卷调查，让学生在采访的过程中练习本单元的主要句型；

　 (3)学生在课堂过程中口头练习应成为本单元教学的重要内容。

Period One (pp53-54)

Step I. Section A Use vocabulary from earlier lessons to introduce the idea of using want to express preferences and make plans.

　 1a This activity introduces some key vocabulary words.

ask, what movies have you seen lately?

　　 Call attention to the conversation in the speech bubbles.

　　 Explain the meaning of the four words using simple explanations and gestures.

　Step II. 1b This activity gives students practice in recognizing the target language in spoken conversation.

　　　 Listen to the tape carefully.

　　　 Play the recording a second time.

　Step III. 1c This activity provides guided oral practice using the target language.

　 　　Call attention to the conversation.

　　　 Ask two students to demonstrate a conversation using one of the words from 1a.

Step IV. 2a This activity gives students practice in recognizing the target language in spoken conversation.

　　 You will hear a recording of a conversation.

　　　 Play the recording the first time. Students only listen.

　　　 Play the recording the second time.

Step V. 2b This activity provides listening practice using the target language.

　　　 Point to the headings on the chart and ask a student to read them to the class.

　　　 Point to the names at the left and read them aloud.

　　　 Play the first two lines of the conversation.

　　　 Play the whole recording and ask students to complete the task individually.

Step VI. Grammar focus

Point out the question, what kind of movies do you like? Ask students to think of other what kind of …questions they might be able to ask.

Period Two (pp55-56)

Step I. 3a This activity provides guided reading and oral practice using the words and and but.

Call attention to the two conversations: Brad and Maria’s and Hidecki and Michele’s.

Write the sentences from this conversation on the board.

Point to the and and say, we use “and” when both ideas in the sentence are the same. We use “but” when the two ideas in the sentences are different.

Call attention to the second conversation.

Step II. 3b This activity provides guided oral practice using the target language.

　　 Point out the sample conversation and ask two students to read it.

　　 Ask several students to say sentences to the class.

Step III. 4 This activity provides guided reading and oral practice using the target language.

Call attention to the chart and the list of movie types students are going to ask about.

Ask the students to get into groups of four. Tell them to ask each other questions about the types of movies listed in the chart.

Step IV. Section B

1a This activity introduces key vocabulary words used to describe movies.

Point out the four illustrations with description words.

Ask students to complete the chart individually.

Step V. 2a This activity gives students practice in recognizing the target language in spoken conversation.

　　 Listen to the tape the first time. Students only listen.

　　 Play the recording the second time.

Step VI. 2b This activity provides listening and writing practice using the target language.

　　 Play the recording.

　 Period Three (pp56-57)

Step I. 2c This activity provides guided oral practice using the target language.

　　 Listen to the tape and repeat the passage.

　　 Ask students to translate them into Chinese.

　　 Ask students to talk about it like that.

Step II. 3a This activity provides reading practice using the target language.

　　 Call attention to the two pictures of Charlie Wayne

　　 Ask students to read the review to themselves.

　　 Ask students to repeat the review.

Step III. 3b This activity provides guided reading and writing practice with the target language.

　　 Call attention to the four words in the box.

Read the completed review aloud or ask a student to do this.

Ask students to read again.

Step IV. 3c This activity provides open-ended writing practice using the target language.

Read the two reviews to the class.

Ask several students to read their review to the class.

Step V. 4 This activity provides guided oral practice using the target language.

　　 Ask students to work in groups

　 Period Four (pp58)

Step I. 1 This activity provides a comprehensive review of all key vocabulary presented in this unit.

Ask students to read the words.

　　　 Speak Chinese about words

Step II. 3 This activity provides written practice with the target language.

　　　 Ask students to fill in the blanks individually.

Step III. Just for fun This activity provides guided reading practice with the target language.

　　　 Ask students to read the conversation.

　　　 Ask students if they know anyone who doesn’t like movies.