一、教學目標
1.語言知識和語言能力
掌握一些學校生活的英語詞彙：life, term,start, finish, twice,win,social, shop, myself
掌握並會運用本課的重點短語和句型：Howis … going？alittle busy，begood at, have a big sports meet，twice a year, begood at, the long jump, last term, win first place,all by myself.
2.思維品質
通過挖掘對話當中的句型概念、重點短語、重要知識點等英語思維體現,讓學生的思維方法多元化。引導學生通過編寫對話和合作探討等方式鍛鍊學生的問題分析能力,以及語言實踐能力,將學生帶入到英語語境當中,讓學生習慣英語對話和意識表達的邏輯以及特點,幫助學生形成良好的思維品質。
3.文化意識
通過讓學生對比中西方國家學生在校不同的學習時間表,談論學校中的學習科目以及時間表安排,讓學生體會校園生活的豐富多彩。也讓學生通過對比了解中西方學校教育理念以及教育方式的異同,了解文化之間的差異,培養學生學會尊重本國文化並接納別國文化的意識。
4.學習能力
讓學生利用貼近生活和學習的日常對話,強化英語實踐能力以及學習能力的提升。讓學生積極主動去進行英語口語的練習,提升學生的英語表達能力,做到學以致用。鼓勵學生珍惜在學校的學習機會,引導學生刻苦努力,早日成為對社會和國家有用的人才。
二、教學重點：
1.Learn aboutsome important phrases.
2.Learn todescribe your school life by answering the questions.
三、難點：靈活運用所學短語和句型，向別人講述自己理想的學校生活。
四、學法指導：
1.自主學習對話，培養與他人用英語交流的意願。
2.課堂探究，對自主學習遇到疑難大膽提問，教師點撥，學生掌握基本語言點。能力提示與知識拓展，完成相應的練習。
五、教學流程：
Step1.知識導航：
理解概念：How is … going? 「……怎麼樣？」用來詢問對方最近學習、工作、生活等狀況。
How is your study going? How was your last weekend going?
(Usemultimedia courseware to present the key sentence pattern concepts of thislesson, guide students to understand the structure of sentence patterns in theway of reading and speaking, and achieve flexible use through sentenceconstruction, cultivate and exercise students' thinking quality.)
Step2.預習指導
Timetable(時間表)
星期一
星期二
星期三
星期四
星期五
8:30-9:10
語文
數學
語文
數學
語文
9:40-10:20
數學
英語
數學
英語
數學
10:30-11:10
政治
體育
美術
政治
歷史
11:20-12:00
英語
語文
英語
體育
英語
14:20-15:00
歷史
生物
地理
校本
生物
15:10-15:50
地理
英語
數學
作文
地理
16:05-16:45
數學
音樂
自習
作文
自習
Jenny’s Timetable
Time
Monday
Tuesday
Wednesday
Thursday
Friday
8:30-
9:20
English
Social
Studies
English
Social
Studies
English
9:30-
10:20
English
Social
Studies
English
Social
Studies
English
10:45-11:35
PE
Math
PE
Math
PE
12:30-
13:20
Math
Shop
Math
Science
Math
13:30-
14:20
Science
Shop
Science
Music/
Art
Science
14:30-
15:20
Compu
-ters
French
Computers
Music/
Art
French
15:30-
16:30
After
school
clubs
After school
clubs
After school
clubs
After school
clubs
After school
clubs
Step3.Listenand answer the questions:
1) How is Jenny’s school life going？
2) How many classes does Wang Mei have every day?
3) What is Wang Mei’s favourite subject?
4) What is Jenny’s favourite subject?
5) What did Jenny make in shop class last week?
(Use multimedia format to presentlistening materials, guide students to listen first and then speak, and mastersentence questions and answers. At the same time, improve students' listeningand speaking ability, cultivate and exercise students' comprehensive languageability.)
Step4.Read this dialogue in different roles,then find out some importantphrases.
Howis … going？a little busy，be good at, have a big sportsmeet，twice a year,
begood at, the long jump, last term, win first place,all by myself.
(Throughrole-based reading aloud dialogue, correct students' pronunciation, effectivelytrain students' reading fluency, and then by identifying key phrases from thetext, understanding memorization and application, cultivate students' abilityto extract key information from the text.)
Step5.知識探究
1)How is ... going?
--Great. Just so-so.
2)a little+adj/adv；a little/bit of+不n
3)finish doing sth. 完成做某事
4)be good at/do well in+n./doing sth.
5)win first place/the match
(To break through the important anddifficult points of teaching, students master the important and difficultknowledge points in this course through analysis and comparison,sentence-making and other forms, and use the knowledge they have learnedflexibly. Cultivate students' thinking ability to analyze and solve problems.)
6.習題鞏固
1）Single choice:
2）Fill in the blanks with the correct forms of the words or phrases in thebox.
(Through consolidation exercises, students' understanding andmastery of knowledge are strengthened, while at the same time affectingstudents' learning attitudes, concepts and behaviors, cognition and actions, sothat students can form correct values. Consolidation exercises are a kind oftesting and evaluation of learned knowledge, which can effectively improvestudents' learning ability.)
7.學以致用，拓展提升
Pair-work: Make a dialogue(對話) with your partner.
(Two people cooperate to write a dialogue, which effectivelyimproves the students' listening and speaking ability and the spirit ofcollaboration. Cultivate and enhance students' interest and enthusiasm fordaily conversations in English, and exercise their oral communication skills.At the same time, it cultivates students' association and divergent thinkingability.)
8.寫作小練筆
Write a passage(文章) about your school life.
◆How many classes do youhave every day?
◆When does thefirst/second/… class start?
◆What subjects do youhave?
◆What is your favouritesubject? Why?
◆What else do you do/learnat school?
(Through comprehensive practice andapplication, students' English writing ability is strengthened, and studentscan adjust their learning methods by organizing their study life at school,focusing on cultivating students' independent learning ability.)
9.合作探討
Discussion:What is your ideal(理想的) school life?
(Through collaborative exploration, sharing and oral communication,it reflects the practical tools of English teaching. Let students adapt to theEnglish dialogue environment and logical thinking, broaden their horizons, andcultivate their creative thinking.)
10.Homework.
Send an E-mail to Jenny to tell her your idealschool life.
Post-teachingreflection
仔細研讀《核心素養下的英語教學理念與實踐》和《英語課程標準（2011年版）》對聽說技能的要求以及聽說教學目標的設計原則，正確理解並把握聽說教學目標的內涵，這樣才能最大化地幫助學生有效地使用聽說策略，激發學生的學習熱情，讓學生在課堂教學中感受學習語言、運用語言的快樂，最終達到提高學生綜合語言運用能力的目的。