新目标英语八年级下unit8说课.doc

新目标英语八年级下Unit8 Why dont you get her a scarf? (Section A 1a-2c)说课稿王飞扬一、说教材1教材的地位和作用Unit 8是以“Why dont you get her a scarf?”展开“Gift giving”话题讨论。本课是第八单元的第一课，主要围绕如何给建议和给出评论懂得谈论和比较不同的东西和事物。本课通过对“Gift giving”让他们懂得：人要有爱心，要懂得去爱周围的亲人、朋友和同学,同时要怀着一颗感恩的心去对待周围的每一个人,而且要通过自己的不懈努力才能使自己的想法变为现实。2教学目的教学大纲指出要从英语的学科的特点出发，激发培养学生的兴趣，帮助学生树立学习英语的信心，克服学习中产生的畏惧心理和困难，建立语感，掌握语言基本知识和技能。 (1)知识目标： 基本词汇： scarf, album, receive, personal, special。Comment 基本句型： What should I get her/him for her/his birthday? Why dont you /not get .? or What about / How about .? Sounds great. / No, thats too .(2)能力目标a.学生能用本课的目标语给别人提出建议和意见，同时也能够对别人的建议给出恰当的评论。b.学生能根据教师设置的情境，学会积极思考，大胆使用语，用真实的会话场景训练孩子们的口语表达，活学活用，从而提高他们的英语听说等能力。（3）情感目标 本课涉及个人生日、母亲节、父亲节等等。以此为契机，让他们认识到每一位父母为孩子们所付出的一切，就是源自心中的“爱”。继而用故事激发他们心中的爱，懂得去关爱和回报。不仅要爱自己的父母，同时也要爱周围的每一个人。3. 教材的重点、难点、关键（1）重点：本课重点在其运用“Why dont you .?/ Why not .?; What about .?/ How about.?”的句子谈论“Gift giving”这一话题。（2）难点：对提建议的理解及灵活运用。（3）关键：在于是否能创设有效的情景，达到正确运用目标语言表达个人的建议和想法。二、说教法1.图片实物教学法,通过图片复习学习单词，利用实物（花、贺卡）作为礼物送给学生，创设真实语境。 2.情境教学法,通过设置教师为女儿儿童节、母亲生日的真实的语境训练学生提建议的句子并导入评论；通过班上学生的生日这一真实的语境，训练本节课的目标语；通过母亲节、父亲节这一语境，既训练了目标语，又对学生进行了思想教育。3.猜测法：通过头脑风暴，要学生猜测教师带来的礼物，复习导入有关礼物的单词，并激发学生兴趣。4.歌曲激趣法：通过歌曲，导入新课，创设语境，激发学生兴趣，把课堂推向高潮。 三、说学法 通过头脑风暴猜测和所创设的语境，学生积极思考，激发学生发散思维，学生有了更多的主动权。通过学生两两对话、小组活动，每个学生都有开口说英语的机会。 四、学情分析 初二下学期的学生已经学习了近两年的英语，对”Why dont you .?/ Why not .?; What about .?/ How about.?”等表建议的句型已经较熟悉，且学过很多形容词，因此学生学习本课没有很大的困难，加之本节课贴近学生生活实际，学生有兴趣学习。五.教学过程Step I: Greetings Listen to the song forever friends while the students are entering the classroom.After the class begins.The teacher says:”Hello !everyone, Nice to meet you! Do you know the name of the song you listened just now.Yes, Its forever friends. Taday I am very happy to know you. And I hope we can become forever friends. And I have brought a gift to you today. Guess what gift I have brought. And Ill give it to the who can guess right. You can only have five chances.设计意图：通过歌曲英语学习的氛围，导入本节课话题，拉近师生的距离，同时设置悬念，激发学生兴趣。Step 2. Brainstorm and lead in Ask the students guess what gift I have brought. Using “Have you brought a card/flowers. .?” If the students cant guess right, say,”No, its too/not “If a student answers “flowers”, Show the picture of flowers to them ,and send the present to him/her. Then ask the students “what do you think of the flowers?” Lead the students say some words about discripetion.Write the words about gifts and discripetion down on the blackboard. 设计意图：通过猜测教师带来的礼物，学生头脑风暴，回忆学生已学的可作为礼物的的名词，同时教师对学生的回答做出回应，引出一些描述礼物的形容词，可能导入新单词personal，special。这一环节中，学生的思维是主动的、开放的。而且学生不知不觉地进入了本节课内容，为后面的送礼物提建议和给出评论做了铺垫。Step 3: New words learning and Practice1. Let them look at a picture on the big screen and ask, What can you see in the picture? Ss. Answer, Its a scarf. Then teach them to read twice. Say, What do you think of it? Get them to answer in their own words. Using the same way, I will teach them to learn the new words by asking and answering.设计意图：利用图片，引入部分学生可能没有猜测的表礼物的单词，包括本节课的新单词album, 并问学生对这些礼物的看法，也可能导入新单词personal，special. 再次为后面做好铺垫。2. Consolidation through a chant. Practice the words in a fun way. (Powerpoint) A chant like this, Camera, camera, can be a gift. Can be a gift, an expensive gift ., ., can be a gift. Can be a gift, a/an.gift. First, Ill give them an example, then encourage them to create a new one. The more, the better.设计意图：利用lets chant, 既活跃了课堂气氛，又复习巩固有关礼物的单词和形容词，提高学生学习积极性。Step 3: Presentation The teacher say “In fact，Gift isnt everything, but everything can be a gift. When do people send gifts? “ “ Yes, when our friends or relatives have birthdays or holidays.” Now my cousins birthday is coming. I want to give him a gift. My family are giving me some suggestions. Look！ what are their suggestions？”Students read the passage and try to fill in the blanks with the correct words in groups. Then ask, Who can tell me how to make suggestions?(Powerpoint to show) The teacher writes the four sentences and the title of this unit on the blackboard.设计意图：利用一篇小短文，引出四句提建议的句子，为后面口语训练做铺垫, 是语言的输入。 Step 4: Conversation time1 show a picture of a little girl. “ Do you want to know her? Ok, ask me any questions you want. But I have a problem,Childrens Day is coming, I dont know what I should get on Childrens day? Please help me. Get them to give me some suggestions using Why dont you/Why not.? or What about/How about .? The teacher gives the comments. 2. show a picture of a an old lady. Do the same as the above.3. Summay: How to give suggestions and comments. 设计意图：设置情景，学生向老师提建议送礼物，教师或其他学生给出评论，很好的训练了本节课的重点，同时学生的思维也得到激发，学生有欲望说，也有话可说。既有语言的输出，又有语言的输入。Step 5: Pairwork1. Ask”Whats the date? It is a special day for one of the students in our class. Who?Look ! It is his/her birthday.Lets sing Happy birthday to him. I think we should give him some gifts.You can ask your partner for advice and give your comments.”2. How about your birthday? What did you receive/get? (Ss. answer) Did you get these things? Who gave you? How do you feel? How do you feel if you didnt get anything on your birthday? (Optional activity) 设计意图：设置情景，把所学英语和学生生活实际联系起来，活学活用，也很好的训练了本节课的目标语，鼓励学生动口说英语，是语言的输出。同时让学生明白同学之间要互相关心。Step 6: Listening1. Listen and finish 1b, Say” A boys mothers birthday is coming ,He is going to send her a gift, Lets listen to the dialogue between his friend and him.” Play the tape once.2. Listen and finish 2a,Say “Some students are going to get their friend ,teacher or family member some gifts.Lets listen to their ideas. Play the tape once to finish 2a. then play twice to finish 2b.设计意图：训练学生听力，巩固提建议的方法和给出合理的评论。Step7: practice1. Look at the big screen, What can you find from the calendar? Can you find anything special “Yes, the second Sunday in May is Mothers Day. Mothers Day has passed. What did you give to your mother on Mothers Day? Why dont you give her a computer?”2. Fathers Day is coming. What will you get your father On Fathers Day?Ask your partener for some suggestions. 设计意图：利用母亲节、父亲节这一情景，训练学生的口语，同时对学生进行了要感恩父母等方面的思想教育，也是语言的再一次输出。Step VI: Story time1. Tell them my story When I was just a little boy, I always asked my father for anything I want, such as toy cars, chocolates and he never complained. I was really happy. One day, I asked my father, What will I be? Will I be handsome? Will I be rich? Heres what he said to me, Whatever will be, youll always be my baby and Ill always love you. I cried. 2. Encourage them to read the story emotionally. Then ask, Which is the key word in my story? ( Good. Love is.) Say any sentence with the word Love . 3. What does FAMILY mean? 设计意图：让学生明白父母对自己的爱，从而产生一种发自内心的感恩，对学生进行思想教育。Step VII: The end of the less