人教版《新目标》八年级上第九单元
Unit 9 When was he born?
一、教学思路
本单元的主要内容是围绕名人这一话题而展开的，复习了过去时的用法并让学生学会如何描述人物及经历。谈论名人是学生乐于参与的话题，这些著名的成功人士或许就是他们的崇拜对象和人生榜样，那么适当的引导和恰如其分的课堂设计可以达到意想不到的教学效果，让学生的英语技能得以充分锻炼。整堂课的设计以听说为主，以学生的活动和练习为主，以师生互动、生生互动为重要形式，强调了新课标的重要理念。
首先本课从一曲钢琴交响乐入手，自然引入本课的主要话题人物――著名年轻钢琴家李云迪。在引入过程中适当穿插国外著名钢琴家的生平，让学生来给予简单介绍，这就能紧扣本课对生平简介的要求，练习过去时态。接下来通过略读和精读练习来了解李云迪的成功之路，在此基础上让学生联想到自我，总结自己的经历并通过所掌握的知识先互相描述然后在全班描述，可以扩展思维，锻炼口语，为下一步的课堂安排做好铺垫。
在紧接着的环节里，我首先以自己为例，通过录音方式把我所崇拜的名人表述出来，这样既能锻炼学生的听力，又能为下一步以学生为主的名人猜测活动做好准备。接下来让学生分组讨论，每组选出共同崇拜的名人，再由本组推举一名代表到台前用两句话进行描述，之后让全班学生通过提问题的方式来进行猜测。这种发动全班学生进行参与的活动很容易活跃气氛，引发他们积极地思考，培养思维及反应能力，同时为最后的讨论做进一步铺垫。
在课堂设计的最后一步，让学生探讨什么是一个人成名成功的重要因素，以及让学生对“机遇与辛勤的工作相比较，哪个更重要”这一话题展开充分的辩论，则紧扣话题并加以升华，让学生在激烈的讨论中不知不觉得到潜移默化的人文教育，而学生本身的英语技能也得到锻炼和提高。
二、教学准备
图片、磁带、录音机、电脑课件、幻灯
三、教学设计
ⅠGreeting
Hello, boys and girls!
How are you today?
Do you enjoy listening to music?
ⅡPresentation
1. Play a piece of music for students to enjoy.
T: Can you tell me what musical instrument it is?
Ss: Piano.
T: Who can play the piano in our class?
Ss: (Someone may answer “I can”.)
T: When did you begin to learn to play the piano?
Ss: When I was …… years old/ At the age of ……
T: Since you began to learn to play the piano at the very young age, do you want to be a pianist?
T: Do you know the meaning of “pianist”?
Ss: A person who can play the piano very well.
2. Show Ss some pictures of famous pianists and let them talk about
T: Do you know some great pianists in the world?
Ss: Beethoven/ Chopin/ List…
T: Here I’ve got some pictures of pianists. Can you recognize them?
NAME: Ludwig Van Beethoven
Date of Birth: Dec.16, 1770
Nationality:
1776: begins to play the piano at the stage
NAME: Frederic Chopin
Date of Birth: Feb.22, 1810
Nationality: Polish
1816: starts to learn the piano
Ⅲ Reading Practice
1. Read the article in the book, answer the questions and fill in the chart
T: Just now, we talked a lot about some very great pianists. But they’re all foreigners. I’ll show you a great Chinese pianist who is called “little Chopin”. Can you guess who he is?
Ss: Li Yundi.
T: That’s right. Although he is very young, he is really the pride of
2. Answer the questions
T: I have more questions for you. How long is the history of the competition?
Was there anyone else in
3. Li Yundi got great success. It’s sure that he’s got some special experience. Now read the passage again carefully and fill in the chart.
Ask one student to come to the front to type in the answers and then correct the answers.
Ⅳ Speaking Practice
1. Retell the experience of Li Yundi
2. Talk about your own experience
T: Li Yundi is a successful person. And actually, you’re also the successful persons, because it’s not easy for you to come to our school, the best middle school in
Would you like to talk to your desk mate about your experience and share with each other?
Ask Ss to tell their desk mate’s experience to the class.
Ⅴ Listening Practice
T: Since you are lucky enough to study at the best middle school, maybe several years later, you’ll be a really famous people, so that a lot of people will admire you.
Everyone has got a person that really admire, and so do I. So can you guess which I admire?
Ask Ss to listen to the a monologue, and guess who is the person that I admire.
Ⅵ Play a Guessing Game
Work in groups, choose a person that they all admire in a group. Later ask Ss in other groups to guess who he/she is with several questions.
T: Just now, I talked about my admired person, so what’s yours? Let’s play a guessing game.
Ⅶ Discussion
1. What is the main factor to be a famous or successful person?
T: After talking about a lot of famous people you admire and here I have got more.
Think about a question: What is the main factor to be a famous or successful person?
2. Debate:
Which is more important to be successful, opportunity or hard work?
Ⅷ Conclusion
天才＝1％灵感＋99％汗水
Genius is one percent inspiration and 99 percent perspiration.
机遇总是偏爱有准备的头脑。
四、课后反思
整堂课教学设计思路基本清晰流畅，在课堂活动安排中衔接比较自然，注重听说，学生配合很到位，在老师的引导下基本达到预期的教学目标，在听、说、读三方面得到了锻炼，尤其是最后一个环节的讨论起到了画龙点睛之效。
但，在各环节的细微之处还有待雕刻，如让学生复述李云迪的经历时，如果把单个人全部描述改为多个人分别描述可能效果更好，更多的学生可以得到锻炼；在听力环节上，由于问题设置较为简单，没有更进一步的探讨，所以略显单薄；在组织学生进行名人猜测环节时，课堂气氛没能充分的活跃起来；另外，在课堂教学中，尽管以学生的练为主，但并不是所有的学生都得到了充分的锻炼，回答问题时男生较女生活跃，一堂课中，有学生多次发言，也有学生一次也未能举手主动发言，所以如何调动所有学生的积极性是课后我最要关注的问题。