中学八年级英语下unit8第一课时.doc

初中英语教案学校班级Class_Grade_8_日期2011-5-6授课教师课题Unit8 Why dont you get her a scarf? Period 1 (Page 60, 1a-Page 61 Grammar focus)复备区域备课标与教材知识点（语音、词汇、语法等方面）1.语音与词汇：comment kment, album lbm, personal p:snl, specialspel, receiverisi:v, gavegeiv, guygai2. Sructures:1. What should I get my sister?2. Why dont you get a camera? Its too expensive.3. How about some tennis balls? They are too cheap.4. What about a watch? Thats too personal.5. Whats the best present you have ever received? A bike.生词的学习可以结合音标进行，力求音形意三者有机的结合，有利于学生理解记忆，同时可以利用刚学的生词造句，进一步熟悉所学单词以及语法的运用重点、难点（知识、技能两个方面）Important points :1. What should I get sb ?2. Why dont you get/buy sb sth ?3. What about /How about sth ?4. Its/They are too + adj .5. Present perfect tense .Difficult points :1. too + adj : 太 2. adj + enough :足够分析知识点与知识系统的关系Why not/Why dont you do sth.? How about/What about doing sth.?提建议在8上第11单元接触过,本单元进一步讲述提建议的举行，这对学生掌握如何建议别人买礼物的表达法，掌握如何比较物品的品质很重要。分析确立重难点的依据对教材的分析和对课程标准的分析，确定了本课的重难点。备学情学生已具备的知识与技能学生已经学习了部分如何给别人提出建议和意见。学生的学习兴趣（对教师、教学法的兴趣）操练中注重生活化情景化，教学活动中尽量让所有学生参与进来，特别使学困生在同学帮助下能开口说英语，减少他们的恐惧感，采取议论讨论和编对话的的方法。通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时增加书面表达，并分层完成，以提高他们综合运用语言的能力，使各层次的学生都有所收获。学生的差异性根据自己的学生分析差异性，分出层次进行不同的目标教学。在学习现在完成时时可能会有大多数学生能够理解，但实际练习中因动词的变化不熟而会出现一些用法的错误。以中下等学生为主多进行操练巩固，随堂检验掌握情况。备教学目标知识与技能目标（分层）1、2组学生能够听说读写本课时的单词和短语；熟练使用提建议的句型结构；并用这些句型用于交际中。3组学生可适当掌握里面的黑题词及词组，会用基本结构和句型。过程与方法目标引导学生进行口笔头训练,为其创造轻松愉快的学习交流环境，通过听说读写来培养学生综合运用这些知识的能力，并通过有限的课堂实践活动，注意观察别人的行动，能准确的用英语来表达。情感态度目标在进行口笔头训练活动过程中，加深师生的情感.培养学生的观察能力语言交际，并提高学生的英语学习兴趣创新支点用提问提建议的方式引出话题创设生活化的真实情境(如可以小组合作做采访),围绕其感兴趣的话题展开问答交流, 使其在学习语言中充分运用语言。备教学方法与媒体1.教学方法：开展多种类型的任务型活动，拼单词比赛，表演对话等。提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。2.多媒体教具：黑板 大屏幕 ppt教学流程Step 1 Learning new words Show some words in this period on the screen. See if the students can read them. Then read them to students and ask students to pare v.比较；相比gift n.礼物scarf n.围巾CD n.激光唱片bicycle n.自行车birthday n.生日Step 2 SB Page 60, 1a.1. Ask Ss to read the list of gifts and any words they dont understand .Use simple drawings or use the words in other sentences to explain their meaning.2. Point to the column heads and ask Ss to write the name of each gift under one or more other gifts you can think of? Add them to the chart.3. Discuss the answers.SB Page 60, 1b.1. Point out the picture and the gifts in the second boys thought bubbles.Ask Ss to say the name of each gift.2. Then ask a pair of students to read the conversation3. Play the recording a second time.Number the sentences from 1 to 4.4. Check the answers.SB Page 60, 1c.1. Read the instructions and then have Ss work in pairs.2. Check the answers by calling on several different pair of students to act out their conversations.SB Page 61, 2a.1. Point out the chart and read the instructions.2. Play the recording and ask Ss to make checkmarks in the chart.3. Check the answer.SB Page 61, 2b.1. Point out the suggestions and Comments.Review the meaning of any terms students are not sure of.2. Point out the sample answers.3. Play the recording several times .Fill in the suggestions and comments on this chart.4. Correct the answers.SB Page 61, 2c.1. Ask two students to read the sample dialogue in activity 2c.2. Ask one or tow pairs of students to say their answers to the class.Step 3 Grammar