八年级下册Unit 10.docx

人教版八年级上册Unit 10 Ive had this bike for three years.Section A （1a-2d ）(Period two)Teaching and learning Goals:一、功能：Talk about possessions and things around you.二、词汇和常用表达：yard, sweet, memory, cent, toy, bear, maker, scarf, check, board, yard sale, bread maker, soft toy, check out, board game Jeff has had his bike for more than 10 years. Amy has had the toy bear since she was a baby. Shes had this magazine for a couple of months. 三、学习策略1.听力活动中，呈现听力的语境以及进行听力预测，降低听力难度。注重树立学生的听力信心。2.听后活动中，通过让学生读听力原文，表演对话、改写对话、复述对话等活动来培养学生的口头表达能力，注重内化和输出相结合。四、情感态度:学会处理自己旧的东西，显出爱心捐给他人五、文化知识: 国外的庭院售卖，慈善捐赠活动。PreviewHow long has Jeff had this bike? He has had this bikefor 3 years. He has had this bike since 3 years ago. He has had this bike since 2013. He bought this bike 3 years ago.It is 3 years since he bought this bike.时间状语: 1. for +一段时间 e.g: for 8 years 2. since +过去的时间点 e.g: since 1999 last spring 3. since + 一段时间+ ago e.g: since 23 years ago 4. since + 从句（一般过去时态） Since I came here four weeks ago.1. Put the phrases into English.(1) 进行庭院拍卖会_(2) 面包机_(3) 查看_(4) 棋类游戏_10年多了_ (6)不再_(7) 几个月_ 2. Put the sentences into English.(1) 杰夫有他的自行车十年了。_(2) 那边的自行车你拥有多长时间了？_(3) 艾米自从小时就拥有这个狗熊玩具了。_(4) 这本杂志我买好几个月了。_(5) 我妈妈有他很长时间了。_二. Check the preview.T: Boys and girls! Let me check your preview. If you know the answers to the phrases and sentences, you can translate them. Please stand up without putting up your hands. Then Ill give you one mark. Lets see which group is the best.（设计意图：教师可以有针对性地教，学生可以更有针对性的学。）Warm up and lead inT: Boys and girls! There are different kinds of toys and other things in our home, because my daughter loves them. Did you have any?S1: I have a bike.S2: I have a bear toy and I have a -T: Well, look at the things at the yard sale. Do you have any of these things at home ?How long have you had them? Discuss with your partner. Do 1a.Circle the things you have in the picture.（设计意图：引导学生先说出课本插图中的东西，再完成1a 。1a主要讨论学生拥有的东西以及拥有的时间。引入本单元的话题，并且为过渡到听力做铺垫。）Listening Practice IWhile-listening activities1. Listen for the general idea of 1b.T: Boys and girls! There are two girls talking! Lets listen for the general idea of 1b.Check the answer: A2. Listening for the specific ideas of 1b.T: Class, we all know the conversation is about Jeffs some old things .Lets finish 1b. Listen and circle the facts you hear in 1a.（设计意图：通过先听大意，再听细节呈现了本单元的话题，并输入单元目标语言为下面的操练，语言输出打下基础。）注：在听之前，一定让学生熟读句子，并且给予听力策略的指导即注意听力中表示问题的关键性词汇。Post-listening activities1. Listen to the tape and repeat. Then read the conversations individually.2. Ask some students to finish 1c. Make conversations about other things in the picture above. A: This is a really old book.B: Yes, I have had it fir seven years. I ve read it three times.A: Why are you selling it ?A: Because I dont read it anymore.A: How much is it ?B: You can have it for 75 cents.3. Ask students to make new conversations about old things.For example:A: This is a really old bike.B: Yes, I have had it for three years. I learned how to ride a bike on it.A: Why are you selling it?A: Because I dont use it anymore.A: How much is it ?B: You can have it for 788 cents. （设计意图：本部分的内容重在培养学生们口头表达的能力，同时通过仿读、朗诵、表演、改写对话，引导学生更好地内化语言知识并且完成最基本的语言输出。）Listening Practice IIWhile-listening activities1. Listening for the general idea of 2a.T: There are two boys talking. What are they talking? Lets come to 2a. First lets listen to the main idea.The maid idea of the conversation is about A. AmyB. Amys familyC. Peters friends adviceD. How Amys family do with the old things.Check the answers: C T: Class, we all know the conversation is about Amys old things. Now lets listen to the specific ideas. Lets come to 2a.2. Listening for the specific idea of 2a.T: Class, lets finish 2a. Listen and check () the things Amys family are giving away and circle the things they are keeping. （设计意图：先让学生熟悉单词抓住听力重点进行听，既可以使学生有针对性地听又可培养他们的推断能力。）3. Listening for the specific ideas of 2b.T: Class, we all know Amys old things. Lets come to 2b. Listen again and fill in the blanks .（设计意图：让学生理解听力要求，理解五个句子，然后再听不仅能考察学生的记忆力和逻辑思维能力而且帮助学生梳理思路勾勒出完整的对话情景，为下面的对话作铺垫。）Post-listening activities1. Listen to the tape and repeat. Then read the conversations individually.2. Ask some students to role-play the conversations between Amy and her mom in front of the class.A: Amy, can we give away these soft toys?B: Mom, I want to keep the bear.A: Why? Its so old.B: Because Ive had it since I was a baby.（设计意图：本部分的内容重在培养学生们口头表达的能力，同时通过仿读、朗读、表演对话，引导学生更好地内化语言知识。）3. Complete 2d.(1) Ask students to read the conversation in 2d in silence. Then ask them to put the conversation into Chinese. (2) Let students answer the questions. Then let Ss read them loudly in pairs. Last let Ss ask and answer in pairs in front of the class.Where are the two people talking?_What does Amy want to do there?_What did Amy take there?_（设计意图：回答完问题后，让学生两人一组大声朗读、互相问答，目的是让学生在读的过程中深刻理解对话内容，提高了他们口语表达能力，为下面的角色扮演和对话填空做准备。）(3) Play the recording for students to listen and imitate. Then ask students to practice the conversation for some minutes. Last ask some pairs to role-play the conversation, see which pair is the best. （设计意图：让学生以小组竞赛是方式分角色表演对话，使所学的语言知识得以有效输出。）(4) Fill in the blanks.（设计意图：让学生进一步理解对话内容，对对话的细节和主旨大意都有一个清晰的了解。）SummaryT: Boys and girls! What words, phrases and sentences did you learn today? Please write them out. (Ask two students write them on the blackboard.)Words and phrases: _Sentences: _（设计意图：让学生学会自己总结本节课所学的目标词汇和目标语言，对所学内容进一步强化巩固。）Teachers wordsT: Boys and girls! In this class, you are all wonderful! In our family, we all have some old or disused things. We should deal with them right .We can give them away to others and show our loves. Or we have a yard sale. OK?Ss: OK.（设计意图：此环节为情感教育，让学生学会处理自己旧的东西，显出爱心捐给他人。）Inquiry into knowledge by translationAsk students to look at the following sentences and try to summarize the language rules and fill in the blanks. The students can help each other and have a discussion after doing the following by themselves.一、I learned how to ride a bike on it. _ 疑问词how + 动词_”结构作宾语，该结构中的疑问词还可以用when、what、which等.如：我不知道说什么。_二、Because I dont read it anymore._副词anymore = any more，常用于_的末尾， “_” not anymore =_如:我们不再住在这里了。_ =_三，Because Ive had it since I was a baby. _Since_常常引导短语或从句，用于现在完成时的句子中。 since引出从句时，从句_自从我住在这里，这个村子变了很多。_ 自从我上次见到你以来, 你改变了很多。_四, 4. Ive had this magazine for a couple of months._介词for:常用在_的句子中,后面引出表示时间的词或短语。说明某种情况已经持续了一段时间如：艾米已经拥有这本书3年了。_她已经拥有这个旧的面包机超过10年了。_ （设计意图：本节课的翻译探究先让学生自己自己做，然后在组内讨论。组内学生如果能把答案都讨论出来并展示，教师用语言给予鼓励表扬，若解决不出，看其他组能有解决的吗，最后老师再点拨。而且配有句子可以更好帮助学生理解知识点。）The end-of class test一、根据提示完成句子。 1. The house has a small _ (院子). 2. The pineapple was _ (甜的).3. All these facts were stored (储存) in his _ (记忆).4. Put your _ (玩具) away now its time for bed.5. I like chocolates with _ (not hard) centers.6. You should always _ (检查) your oil before taking your car on a long trip二、翻译下列句子。1. 他不知道如何去那儿。 He doesnt know _.2. 这些照片唤起了我的甜蜜回忆。These photos _.3. 我妈妈经常让我帮助那些需要帮助的人。 My mother often told me _. 4. 我已经长大了，所以我不再需要它了。 Ive grown up, so _.5. 我早/晚到了两三分钟。 I arrived _ early/late. 6. 看一看我们新商店的价格吧！ _ the prices at our new store!7. 好长时间没见到你了。 I havent seen you _. （设计意图：让学生先自己做，发现不会的地方，然后分组讨论解决疑难问题。根据学生反馈的结果，以学评教。）AssessmentT: Boys and girls, please assess your partner and yourself.本课亮点：1. 在导入时，引导学生谈论自己的旧的东西并给出处理建议激活了学生的思维，紧扣本课话题。接着引导学生说出课本插图中的活动，完成1a，最后进行听力1b。这种先说后听的过程可以给基础较差的学生铺垫更多的材料，使他们搞懂听力。2. 通过听力呈现目标语言时，并根据现实生活中的真实情况与学生进行对话，从而引出目标语言Jeff has had his bike for more than 10 years. Amy has had the toy bear since she was a baby. Shes had this magazine for a couple of months. 学生易于理解接受。在听力练习前，让学生能够熟读句子，为顺利完成下面的听力练习降低了难度。而且，给予一定的听力策略指导即注意听力材料中关键词，以帮助学生有针对性的去听，这样可以提高做题的准确率，消除学生对听力的恐惧心理。3. 听力训练的每个环节之间都有过渡语，并且注意语言的抑扬顿挫，充分调动学生积极性。同时注重对学生的鼓励性的评价：“Great! Well done! Excellent!”4. 在听后活动中，通过让学生仿读、背诵、表演、改写对话等活动来培养学生的口头表达内力，注重内化和输出相结合。不足之处：改写对话对部分后进生来说难度较大，可以让他们根据译文改写。使用建议：本节课内容比较多，所以在时间安排上还需再注意，哪些环节需要压缩或删除还需再考虑。答案：预习检测：1. have a yard salebread makercheck outboard games more than 10 yearsnotanymorea couple of months2. (1) Jeff has had his bike for more t