英语人教版八年级下册unit4阶段复习教学设计.doc

教材版本人教版学段阶段复习学科英语课题名Revision of Unit4课时1教师单位赣州市南康区第六中学教师姓名谢 华设计思路 本课时是对Unit4单词、短语、句子、语法知识点的复习课。由于本课的知识点已经讲授过，为了避免“炒旧饭”式的复习，我这节课的设计分为四个主要环节，即words and phrases, sentences, grammar focus, test yourself, 主要是让学生在练习和总结中，自己去体验。我认为教会他学习的能力比教授知识更重要，在复习的条件下，自主思考和同伴帮助比老师教更重要。使复习课课堂不再沉闷，焕发出生命的力量，让学生成为课堂的主人，从“学会”过渡到“会学”，从而“会用”。教材分析 Why dont you talk to your parents?是人教版八年级下册第四单元。本单元涵盖了许多重点单词外，还包含了连词although, until, so that 以及表示提建议的句型等知识点。提建议的句型这一知识点也贯穿于初中整个阶段，从七年级到九年级，在许多单元都成为知识要点学习过。无论是在平时习题或是测试，牵涉到的试题很多，由此可见其重要性。学情分析 本课的知识点已经讲授过，如果一一带着学生从联系中，通过重复讲解的方式来学习，效果不会很好。从学生做题可以看出，学生对于提建议的句型容易混淆，做题也仅仅是凭感觉、印象。因此，教师要让学生在练习和总结中，自己去体验，从而更好的掌握这一知识点。教学目标1.知识目标：（1）words & phrases: allow, argue, instead, nervous, offer, proper, communicate, explain, clear, return, pressure, compete, opinion, skill, typical, continue,compare, push, development, cause, perhaps, look through, work out, get on with, cut out, comparewith, in ones opinion等。（2）sentences： Why dont you talk with your parents?Whats wrong (with)?Although shes wrong, its not a big deal.I found my sister looking through my things yesterday.The tired children dont get home until after 7:00p.m.You should talk to him so that you can say youre sorry.2.能力目标：学会谈论问题和给出建议。3.情感态度：遇到问题要主动地去和家人、朋友或亲近的人交流；如果遇到身边的人遇到问题，能主动提供帮助。教学重点1. although引导让步状语从句，so that引导结果状语从句及until引导时间状语从句。2. 学会用why dont you提建议。教学难点针对所遇到的困难或问题灵活给出建议。教具使用 PPT演示教学方法 要点展示知识点拨分析总结达标练习 归纳总结教学过程步骤教学活动设计意图Step 1Warming-up Letsreview Unit4.（2mins）Teacher has a daily talk with the Ss. Teacher leads the Ss to use “why dont you ”.T: I have some difficulties these days, What should I do?S1: Why dont you ask your friends for help?本环节让通过师生之间的日常对话引出本节课的复习内容，为下一步的教学作好铺垫。Step 2Words &phrases（15mins）Teacher shows the meanings of the key words and phrases on the screen, then leads the Ss to say the words as quickly as possible. At the some time, review the usage of some words or phrases.(on page5) 本环节通过“头脑风暴”的形式引导学生快速回忆复习本单元的重点单词及短语。 Step 3 Sentences（10 mins）Teacher shows some sentences on the screen (some are right, but some are wrong), then asks the Ss to find the mistakes and correct them, then discuss the problems.(on page5)本环节设计了一个“大家来找茬”的游戏，精选了本单元部分句子，让学生以改错的形式来巩固相关知识点，寓教于乐，给复习课堂添加乐趣。Step 4Grammar focus（7mins）Teacher asks the Ss to write down the sentence pattern about giving advice.(on page6)本环节设计让学生自主归纳表建议的句型，引导学生通过体验式的学习，巩固这部分知识点，让学生成为学习的主人。在核对答案的时候，教师可以适当强调重要知识点。 Step 5 Test yourself（8mins）Teacher shows some typical exercise on the screen, ask the Ss to answer. （on page 7-8)通过本节课的学习和归纳，学生对本单元知识点的认识更加深刻，因此，有必要对学生进行及时的小测，以达到巩固所学知识的目的。Step 6 Summary (2mins)Do you remember what we have learnt today? Do a summary with your partner.让学生及时总结本节课所复习的知识点，有助于学生进一步巩固所学知识的。Step 7 Homework (1min)1. Remember what we have learned today.2. Finish a paper exercise of Unit4. 学生课后及时地复习和巩固对于知识点的掌握非常重要，同时，通过习题可以更有针对性的帮学生查缺补漏。教学反思我把这节课分成四个部分，目的是让学生在练习和总结中，自己去体验。我认为教会他学习的能力比教授知识更重要，在复习的条件下，自主复习及同伴帮助比老师教更重要。使复习课课堂不再沉闷，焕发出生命的力量，让学生成为课堂的主人。学生在本节课还是通过几个任务体验了本单元重要知识点的复习过程，尤其是生生的相互学习，相互教授，比教师主讲这个知识点，取得的效果更为明显。让每个学生都积极在课堂思考，讨论，应该能很好地促进学习。在教学过程的调控上，应注意教学的有效性，设计得再好的，在实施过程中一定要考虑学生的实际情况，多了解学生掌握的现状，给与学生更明确的学习指导，那学生对这个知识点就会掌握得较好。板书设计Review of Unit4 Why dont you ask your parents?1、 Words & phrases2、 Sentences 3、 Grammar focus4、 Test yourself5、 Homework Part 1 Words and phrases1. 允许；准许 v. _2. 猜测；估计 v. _3. 协议；交易 n. _4. 争吵；争论 v. _ 5. 代替；反而；却 adv. _ 6. 交流；沟通 v._ 7. 浏览 _ 8. 关系好；和睦相处 _9. 删除_10. 主动提出；自愿给予 v. _ 11. 归还；返回 v. _12. 竞争；对抗 v. _13. 焦虑的；担忧的 adj. _14. 压力 n. _ 15. 持续；继续 v. _16. 推动；督促 v. _17. 典型的 adj. _18. 可能；大概 adv. _19. 比较 v. _20. 正确的；恰当的 adj. _21. 技艺；技能 n. _22. 发展 n. _ 23. 解释 v. _ 24. 依看 _Part 2 Sentences1. Too many pressure is not good for a childs development.2. Although shes wrong, but its not a big deal.3. I found my sister to look through my things yesterday.4. Instead of he watches what he wants until late at night.5. The tired children dont get home until after 7:00p.m.6. You should talk to him so that you can say youre sorry.Language points:1. too many 太多，修饰可数名词复数too much 太多，修饰不可数名词 2. but和although势不两立 3. find sb. doing sth. 发现某人正在做某事 4. instead是副词，常置于句首或句尾。 instead of 后接名词、代词、动名词等。 5. not until 直到才 6. so that “以便,为了”,引导目的从句，从句中常使用can /should 等情态动词或助动词。Part 3 Grammar focus提建议的表达方式 Why not.? / Why dont you.? 意为“为什么不？”，其后接动词原形。 What / How about .? 意为“怎么样？”，其后可接名词、代词或V-ing形式。 Lets . 表示“让我们”，其后接动词原形。 Shall we .? 意为“我们好吗？”。其肯定回答一般可用All right. / OK. / Good idea.等。 You had better (not) 意为“最好（不）”，常用于口语中，其后接动词原形。 Would you like .? 意为“你想/愿意吗？”，其后接名词或to do sth.。 Could you please .?其后接动词原形。 情态动词should可以表示提出建议，意为“应该”。Part 4 Test yourself1. A nice day today, isnt it? Yes. _ go for a picnic and relax ourselves?Would you like B. Why not C. What about D. Why dont2. Children today are under _pressure.A. too many B. too much C. much too D. so many3. His father doesnt allow him swimming alone. goes B. to go C. going D. go4. You should _your library book on time.Agive Bpass Cturn Dreturn5. Im going to take him to some famous hutongs_ he can learn more about China.A. becauseB. whenC. so thatD. if6. _I got up early this morning, I couldnt catch the train.A. When B. Although C. Because D. If7. Alex is ill，so I volunteer to water the trees_ him.Ainstead of Binstead Cbecause Dbecause of8. When I came into the classroom, I found the students_books.A. are reading B. read C. reading D. to read9. Do you min