八年级上册unit7sectionb1a-1e教学设计与反思

1 / 5 八年级上册 Unit7SectionB1a-1e教学设计与反思 八年级上册 Unit7SectionB1a-1e 教学设计与反思 聂健如 Step 1 lead in T: Hello! Boys and girls. Look at this girl! Who is it? S1: Is it your daughter? T: Yes, you are so clever. She studies in Nanchang. What does she want to be? Guess! S2: Does she want to be a teacher? T: No, she doesn t. S3: Does she want to be a doctor? T: No, she doesn t. Look! She wants to be an astronaut. （板书新单词） 【设计意图与反思】利用女儿的图片，让学生猜测她未来职业，打开了学生思维闸门，很自然地复习了上一单元有关职业的单词，又引出了新课要学的单词 astronaut,为后面进一步导入单词和话题做好准备。同时，谈论教师女儿的未来职业，更能调动学生学习兴趣，拉近师生距离。 Step 2 Presentation 2 / 5 T: Where will she live? She will live in a space station. （出示图片，板书新单词） How will she get to the space? She will take a rocket.（出示图片，板书新单词） Where will she live? She will live in an apartment.（出示图片，板书新单词） T: Can you name more words of jobs, transportation, and places to live? Work in groups,write as many words as you can. I ll give only one minute. （ 1 分钟后，展示两组学生写的单词，学生完成 1a and 1b） T: Now I d like you to predict your life in the future. You may predict like this: I will be a（ n） I will go to work by I will live in/ at First please think about it for one minute. S4: I will be a scientist. I will go to work by car. I will live in Beijing. S5: I will be a pilot. I will go to work by plane. I will live in Shanghai. S6: 【设计意图与反思】此环节借助图片，导入了本节课的新单词 space station,rocket 和 apartment,又导入了目3 / 5 标语言和话题，然后学生头脑风暴说出职业、交通和居住地点的单词，接下来用这些单词和导入的句型预测自己的未来生活，也为听力做好铺垫。 各环节层层递进，衔接紧密，过渡自然。 Step 3 Listening T: Very good. Now Alexis is interviewing Joe about his life now , ten years ago and in ten years. Let s listen and know about it. Before listening, you can guess the answer first. （播放两遍录音，核对答案） T: Now Listen each conversation again, and choose the correct answers. （每听一段，设计两个单选题，教学生学会听前预测，录音放一遍， 核对答案） T: OK! Please look at 1d. Now please read the sentences and the words in the chart. You can fill in the blanks with the correct words in the box first. Then I ll play the tape again to check your answers.（ 录音放一遍， 核对 答案） T:Now please read the conversation after the tape. （教师播放录音，学生跟读） T: Please retell Joe s life.（ 叫三个学生分别复述 Joe 现在、十年前和十年后的生活，然后全班同学连起来一起复述） 4 / 5 【设计意图与反思】听力环节教师注意听力策略指导 听前预测，另外增加了选择题听力练习，更好地训练了学生听力。复述对话环节能较好的训练学生的口语，同时我将要学生作为课后作业写在书面表达本上，也提高了学生的书面表达能力， 有巩固了听力内容，学生背诵对话将更容易。 Step 4 Pair-work T: Now work in pairs and talk about Joe s life now, 10 years ago and 10 years from now. I ll ask some pairs to act them out. Step 5 Interview T: Now I d like you to interview one of your friends about his or her life now, 10 years ago and in 10 years. Then I ll ask some students to report in front of the class. I ll give you 5 minutes. You can use these sentences to interview your friends. What did you do 10 years ago? How did you go ？ Where did you live? What do you do now? How do you go to school? Where do you live? What will you do in 10 years? 5 / 5 How will you go to work? Where will you live? 【设计意图与反思】通过 Pair-work 和 Interview 两个环节学生再次巩固了本课学的句型，提高学生英语口头表达能力，而且这两个环节也衔接紧密，学生学以致用。 Step 6 Summary 从单词、句型上小结本节课内容，并对学生进行思想教育 Yesterday is a history. Tomorrow is a mystery. Today is a gift, so we call it present. 回首过去，珍惜今天，