八年级下unit4 Section B 1 1a-2e .doc

人教版八年级英语教案上册Unit 5 教学设计一、教学目标(一)知识1. (1) 让学生掌握词汇：whom calendar invitationweekday (2)让学生掌握如何礼貌地发出、接受、拒绝邀请：canyoucometomyparty?yes,idloveto./sorry,icant.,invitation2.教会学生掌握如何谈论自己或别人必须做的事情：ihaveto.(二)能力使学生学会能够根据日程表中的计划安排自己的活动。(三)情感教会学生礼貌地与人交流，珍惜友谊，热爱生活，有责任感。二、教学重点让学生礼貌地发出、接受、拒绝邀请。canyoucometomyparty?yes,idloveto./sorry,icant.三、教学难点使学生能够根据日程表中的计划安排自己的活动并对邀请做出适当回答。四、教学过程1.音乐导入，激发学生的学习兴趣：教师可先播放一段有关“聚会”的音乐，激发学生的学习兴趣并导入新知。2.完成任务，合作学习：教师可以给学生布置以下任务，让学生在完成任务的过程中掌握所学的知识。任务一：planningabirthdayparty.让学生以小组为单位为某位同学筹备一个集体生日聚会，讨论在生日聚会上大家可以做哪些活动并列出清单。任务二：writinganinvitationcard.学生以小组为单位展开活动，制作邀请卡向其他组的同学发出邀请，请他们来参加本组的集体生日聚会。注意邀请卡的用词和基本格式。任务三：统计聚会人数。学生以小组为单位开展活动。假设班上要组织一次野餐活动，一个学生为组织者，询问组员并统计本组参加的人数及不参加的原因，并做好记录。groupmemberyes/no reasons完成任务可能要用到的语言结构：wearegoingtohaveapicnic.canyoucome?whenisitgoingtostart?imsorry.ihaveto.3.拓展学习：学生设计假期某一周的日程安排。在设计的过程中，要尽可能合理安排好学习、休闲娱乐等各项活动，并留出一些空余时间。要注意有自己的特色，能联系拓展所学的知识。五、评价方法可从以下三个方面来考查学生的学习情况，并将学生学习的评价融入到教学过程中。课堂参与情况：积极主动，声音响亮，较流畅地用英语表达自己要说的话。合作学习情况：与小组成员共同努力，很好地完成学习任务。知识掌握情况：是否已经掌握了所学的知识，并能很好地运用。六、板书设计（略）八年级英语Unit 6Section A the first period. Teaching targets:. Talk about personal traits and compare people1). Target language: Is that Sam? No, thats Tom.He has shorter hair than Sam.Hes calmer than Sam.2). Key vocabulary:2. Learn to listen to the key words （学会听关键词）3. Learn to make the description. （学会作描述）4. Lead the students to cultivate the good personal traits and the spirit of loving motherland(引导学生培养良好的性格和爱国情操。)II. The focus and difficult points :1. the focus : the target languageIs that Sam? No, thats Tom. He has shorter hair than Sam.Hes calmer than Sam.主语（sb / sth）+ be +形容词比较级 + than +2. the difficult points: the comparatives with er/ier and moreIII. Teaching methods:1. Apply different kinds of teaching methods1.) task-based teaching approach2.) The cognitive approach3.) The oral approach4.) The natural approach2. Learning method guidance （学法指导）1.) Autonomous learning and cooperative investigation自主学习，合作探索2.) Let the students work in pairs to learn the cooperative learning3.) Students learn to describe each other and respect others4.) Ask students to learn by doing.3.The teaching means (教学手段)Multi-media, computer, projector, courseware , Flash pictures, body language, listening, practice, chart, photos, record,pattern-drills, question-answer drills. Teaching steps:Step 1. Revision1. Greetings.2. Review the description words of personalities and appearance.（cultivate the students multiple intelligences培养学生的多元智能。）（让学生展示自己小时候与现在的照片，用所学过的形容词分别形容每张照片，然后进行比较，引出本节课所要学的内容形容词的比较级）Step 2. Presentation:Say , Today were going to learn a new unit . In this unit we will learn to talk about personal traits and compare people. Now Ill ask two students to come to the front.1. Ask two students to stand in the front of classroom the other students tell the differences between them.（培养学生的直观思维。）2. Using the flash pictures to share the comparatives and help students cultivate the spirit of loving motherland.(情感教学)3. Show the pictures of 1a ask students to tell what they see.(Intuitive Teaching -直观教学)T: What can you see in the picture?S: Two boys.T: Thats right . This is Pedro and this is Paul. Theyre brothers.Who is taller, Pedro or Paul ?S: Pedro.T: Thats right. Pedro is taller. (show the sentence and class repeat)S: Pedro is taller.T: Pedro is heavier than Paul . Paul is thinner than Pedro.(show the sentences and class repeat)S: Pedro is heavier than Paul . Paul is thinner than Pedro.In the same way , teach the sentences of the other two pictures.Tina is wilder than Tara.Tara is calmer than Tina.Sam is wilder than Tom.Sam has longer hair than Tom.Tom is calmer than Sam . Tom has short hair than Sam.Step3. Practice1. Ask students to read these sentences again.Pedro is taller. Pedro is heavier than Paul .Paul is thinner than Pedro.Tina is wilder than Tara.Tara is calmer than Tina.Sam is wilder than Tom.Sam has longer hair than Tom.Tom is calmer than Sam . Tom has short hair than Sam.2. Ask students to match each word with the opposite in activity 1a.3.Ask students to describe each picture in activity 1a.(Appliance Teaching-应用教学)4. Task 1. Whats change in your life? (use the photos )Step4.Practice1. Ask students to listen to the conversations and number the twins.2. Play the tape.3.Check the answers.Step5. Pair work （cultivate the cooperative learning）1. Point out the sample conversation in activity 1c.2. Say the sample conversation again with a student.3.Ask students to work in pairs like this and make their own conversations about the people in the picture .4.Ask several pairs to say one or more of their conversations to the class.Step6. Listen and write（cultivate the autonomous learning）1. Point out the two columns and read the headings: -er, -ier and more2. Tell the students what to do in this activity. Play the recording the first time. Students only listen.3. Ask them to listen carefully and write the er and ier words from the box on the left in the first column and the words that use more in the second column.4. Play the recording the second time .5. Check the answers.Step7. Grammar Focus:1. 形容词比较级的用法。规则变化2. 形容词比较级的构成。 （出示幻灯片）不规则变化3. 句型：主语+动词+比较级+thanStep8. Summary and taskTask 2. What are the differences between you and your sister or brother?Step9. HomeworkWrite out the comparative degrees of the following words.short shy serious thintall funny outgoinglong moody generousstraight heavy easygoingsmart curly unfriendly/ friendlyquiet interesting板书：1. wild calm athletic2. Is that Sam? No, thats Tom. He has shorter hair than Sam.Hes calmer than Sam.一、教学课题：unit2 what should I do? the first period二、教学设计思路：结合多媒体，利用图片、实物、简笔画等帮助学生记忆本节相关词汇；设置情境，帮助学生通过听说练习学会谈论日常问题及给出建议。三、教材分析：in this unit students learn to talk about problems at school and at home and how to give advice to solve them. the first period serves as an introduction and lead-in part. activity 1a introduces some key vocabulary. activity 1b gives students practice in understanding the target language in spoken conversation. activity 1c gives students an opportunity to practice their speaking skill using the target language. in this period students can learn to explain their problems in their daily life.四、教学目标：(一)知识目标1.key vocabulary： keep out; play; argue; wrong; whats wrong?; style; out of style2. key structures: whats wrong? my clothes are out of style. maybe you should buy some new clothes.(二)能力目标to train students ability of communication and listening skill.(三)情感目标1. to be interested in taking part in all kinds of activities in an english class. 培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。2. train students communicative conscious. to speak out their thinks and wills.五、教学重点：1.key vocabulary： keep out; play; argue; wrong; whats wrong?; style; out of style2. key structures: whats wrong? my clothes are out of style. maybe you should buy some new clothes.六、.教学难点：learn to give advice using “should”.七、.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。八、教学资源：多媒体；录音机；课件九、教学过程：step 1.greetings and revisiongreet the class and check the homework.step2.section a lead-inproblemi want to buy a new guitar but i dont have enough money advicet: look at the chart. i have a problem. i dont know what i should do. can you give some advice?s(1): wait until next year.s(2): borrow one.s(3): buy a used guitar.s(4): get a part-time job.(teacher show the advice on the screen one by one)t: thank you for your advice. do you have any problems?s: yes.t: i think you have different problems. in this unit we are going to talk about problems people have and learn to give these people advice, using the words “could” “should” and “shouldnt”.step3. new wordskeep out 留在外面；置身于外；不许进入play v.播放loud adj. 大声的；响亮的argue v. 争论，争吵style n. 款式；式样；时尚out of style 过时的；落伍的step 4 1at: now please open your books at page 10. look at activity 1a, please.(point to the problems and ask five students to read the problems to the class)s(1): my parents want me to stay at home every night.s(2): my brother plays his cds too loud.s(3): i dont have enough money.s(4): i argued with my best friend.s(5): my clothes are out of style.read each sentence again and ask students to repeat it. ask students to explain in their own words what each sentence means. they can point to parts of the picture, using actions, simple drawings on the board and simple sentences.t: you are right. you must pay attention to two phrases. “argue with sb.” means “disagree in words with sb.” “out of style” means “no fashion in clothes”.step 5.1bt: please look at the pictures. lets see: whats wrong with the girl, who can tell me?s(1): i think she argued with her mother about something.s(2): she thinks her clothes are out of style.s(3): her brother plays his cds too loud.t: now listen to a conversation to check what you guess and circle the problems you hear the girls talking about. play the recording for the first time. students only listen. and then play it a second time. this time students circle the problems they hear. correct the answers.answers:the following problems should be circled:my parents want me to stay at home every night.my brother plays his cds too loud.i dont have enough money.my clothes are out of style.step 6 pairworkfirst ask two students to read the sample dialogue.s(1): whats wrong?s(2); my clothes are out of style.s(1): maybe you should buy some new clothes.t: make conversations like this about the problems in activity 1a. after a while, ill ask several pairs of students to say their conversations to the class.step 7 summaryt: this class weve learned some key vocabulary. and weve learnt how to give somebody advice if he or she has some problems. if you are interested in joining all kinds of activities in class, youll make great progress.step 7.homeworktalk about ones problems and give advice in groups.step8 the design of the blackboardunit 2 what should i do?the first periodshould/could you should talk with her about your problemsshouldnt you shouldnt argue with her.keep out languages goals:play * talk about problemsargue * give advicewrong target language:whats wrong a: whats wrong?style b: my clothes are out of style.out of style a: maybe you should buy some new clothes.八年级下册第5单元What were you doing when the rainstorm came?教学设计(Period1)SectionA 1a-2d一、教学目标（一）知识与技能：1.学习并掌握1a-2d的单词和短语(1) rainstorm, alarm, begin ,heavily ,suddenly, strange；(2)go off, pick up, take a shower, make sure；2.掌握并运用句型(1)What were you doing yesterday at the time of the rainstorm?(2)When you called, I was having a shower.(3)So while you were sleeping, I called Jenny and she helped me.(4)What were you doing when the rainstorm came?3.掌握过去进行时态的结构和功能，学会使用when和while从句。（二）过程与方法：1.通过情景介绍的方式进行词汇或短语教学，让学生在情境中操练、理解并学会运用；2.采取Pair work或Group work问答式的口语交际活动，让学生运用表达方式和句型互相操练“过去某一时间正在做某事”；3.采取与图片配对、圈出正确答案的听力方式帮助学生掌握听力技能；4.采用Role-play的学习策略，利用课件引导学生自主学习，展开课堂教学。（三）情感态度与价值观：培养学生在交谈中表达过去的动作在某一时刻发生，使学生能够提高自己的语言表达能力，并促使学生养成勤于观察，勤于思考和勤于记录的好习惯。二、教学重难点（一）教学重点：1.过去进行时态的结构和用法；2.能够用英语谈论过去发生的难忘的事情，能用英语来讲述故事；（二）教学难点：1.能够用英语谈论过去发生的难忘的事情，能用英语来讲述故事；2.理解连词when和while的含义与使用。三、教学策略语音教学让学生进行模仿操练；词汇教学采取情景介绍的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学采取Pair work和Group work问答式的口语交际活动互相操练；听力教学采取与图片配对、圈出正确答案的听力方式。四、教学过程Step 1 Free talk1.要求学生试读课本单词表中的单词和短语，帮助学生解决语音问题。2.询问某个学生正在干什么并请求回答的句型，在黑板上板书。3.展示图片，向学生提问题。(1) What are you doing?(2) What is she/he doing?e.g. reading , writing, listening to the teacher carefully，playing basketball and so on.【设计意图】首先，读会单词、短语，帮助学生们解决语音问题，可以让接下来的课上得更顺利。其次，本单元的话题涉及谈论过去发生的难忘的事情。通过学生课前的预习，帮助学生回顾现在进行时的句型。既可以检测学生的预习的是否到位，同时可以为这堂课的句型学习做好铺垫。然后，设计的二个问题是关于现在进行时，通过二个问题的提问与回答，鼓励学生勇于开口，讲述自己身边发生的事情，促使学生积极参与，活跃了课堂氛围。Step2 Warming-up1.设置场景一：上星期天上午Lucy家发生的事情，如何用英语表达。- What was Lucy doing at this time last Sunday?- Lucy was doing her homework.2.设置场景二：昨天有一场暴风雨，暴风雨来临时，他们在哪儿？正在干什么？Where was the girl when the rainstorm came？And what was the girl doing at the time of the rainstorm ?【设计意图】通过对身边发生的事情的描述，引出本单元的中心话题和重点句型，为以后的学习打下基础。Step3 Listening1.引导学生观察单元主题图中的四幅，读1a，学习相关生词及表述，2.将1a的地点与图片配对。3.学生朗读1b的八组短语；学生听听力，核对答案；讲解句中出现的生词及短语等。【设计意图】通过课本四幅图片，生动具体地展现出当时的场景，进一步激发学生说的欲望。讲出本单元的关键句型，并在句型中穿插动词短语，用红色笔凸显，加深学生的印象，让学生注意。Step4 Pair work1.要求学生跟读听力材料，模仿语音语调。2.让学生结合1a活动中自己写出或摘抄的内容创编对话，对编排优秀或有创意的学生及时肯定、表扬。【设计意图】由于此前的1a，1b活动中已积累了一些句子，因此操练对话能帮助学生进一步掌握目标语言。同时，通过模仿语音语调，使学生的口语能力有更原汁原味的折射。Step5 Listening1.让学生观察五幅插图，并引导学生尝试用动词短语表述五幅图片的含义，带读短语2.听2a，并核对答案。3.在2b中，先要求学生浏览句子，了解句子的大意；其次让学生预测这些空可能缺少怎样的单词；最后给出五个短语，让学生听听力填空，核对答案。4.让学生将动词短语极其意思进行匹配；要求学生观察短语，并总结他们的共性。【设计意图】这部分听力要求学生听完男孩的独白后，根据故事发生的顺序排序，语段较长，语速较快，但根据插图学生还是能较快地排好序听完第二遍后要抓住细节填空，逐步加大难度，希望通过快速听力中捕捉具体的细节，这也是中考目标的要求。Step6 Group work1、让学生们以2a为基本话题，以对话的形式复述对话，要求学生分角色扮演男孩和电视记者，练习用目标语言谈论过去的事情，以2人为一小组，模仿2a,2b的内容编写对话，并表演出来。2、让学生们自己对自己的表现及语言表达能力进行了自我评价，迁出优秀的一组，给予鼓励表扬。【设计意图】模仿训练、巩固过去进行时态的相关知识，提高学生知识运用能力。通过运用和表演，既复习新知，同时以竞争机制评出“最佳表演组”，促使学生们积极参与，让学生感受成功的愉悦，也活跃课堂。Step7 Exercises要求学生将答案填在导学案上，一定时间之后核对答案并讲解。【设计意图】练习是学生心智技能和动作技能形成的基本途径，课堂练习的目的在于使学生理解、掌握知识，是学生学习活动的一个必不可少的组成部分。Step8 Role-play1.播放听力，让学生跟读磁带，了解对话大意。2.让学生齐声朗读对话，纠正读音，解答学生存在的语言障碍。3.要求学生用所学目标语言谈论Mary和Linda在过去事件所做的事情，以巩固练习目标语言。4.学生结对分角色朗读对话，给予适当评价。5.讲解语言知识点：1). My alarm didnt go off so I woke up late.alarm n.闹钟e.g. What time shall I set the alarm for?我该把闹钟拨到几点钟响？2). I was waiting for the bus when it began to rain heavily.begin v. (began)开始e.g. Ill begin whenever youre ready.你什么时候准备好我就开始。常用的句型：begintodo与begindoing一般来说，begin to do和begin doing可以互换，但在以下三种情况下，用to do。I.主语不是指人，而是it等。如：It began to rain.II. begin后接表示心理活动的词。如：begin to know还有believe, wonder, think等词。III. begin本身是ing形式，为避免重复后接to do。即：beginning to doheavily adv.在很大程度上；大量地e.g. moving heavily吃力地移动It was raining heavily.雨下得很大。3). So, when the rainstorm suddenly came, suddenly adv.突然；忽然e.g. I suddenly remembered that I hadnt locked the door.我忽然想起没有锁门。4). Thats strange.strange adj.奇特的，奇怪的；不可思议的e.g.a strange noise奇怪的声音Hes always here; its strange youve never met him.他经常在这，你却没有见过他，真是不可思议。5). I called at seven and you didnt pick up.pick up(=pick up the phone)接电话pick up还有以下含义：拾起；抱起e.g. Thechildrenpickedupmanyseashellsattheseashore.孩子们在海边捡到许多贝壳。Pickthatbookup.把那本书拣起来。 搭载e.g. Thecarstoppedtopickmeup.汽车停下来接我。【设计意图】分角色朗读课文，形象生动，如亲临其境，可以把注意力吸引到课文的内容中去，领略其中的含义，更能加深印象，不容易忘记。其次，分角色朗读对话可以调动学生的积极性，提高表达能力。而且，还能增加课堂气氛，营造出积极、活跃的课堂气氛。Step9 Summary1、重点词汇: rainstorm, alarm, begin ,heavily ,suddenly, strange, go off, pick up, take a shower, make sure2、重点句型:(1) What were you doing yesterday at the time of the rainstorm?(2)When you called, I was having a shower.(3)So while you were sleeping, I called Jenny and she helped me.(4)What were you doing when the rainstorm came?3、掌握过去进行时态的结构与用法Step10 Homework1、复习这课堂的词汇并造句2、描述你的某一天发生的事情，要求用过去进行时态学内容Section A1a-Grammar Focus课时Period 1教学对象八年级学生提供者一、教材内容分析本课时是第一节课，Section A1a呈现了几个有趣的地方，在帮助学生学习新词汇的同时，也激发他们的学习兴趣。1b是一个听力活动，初步呈现了本单元的目标语言，即现在完成时。要求学生听录音对话，判断Claudia和Sarah分别去过哪些地方。1c是一个口头练习，学生将结对用目标语言对图片中的几个地方进行会话练习。2a和2b是两个听力活动，学生将听到三个对话，要求学生能将听到的地名圈出来，并根据所听内容判断一些句子的正误。2c是会话活动，要求学生根据听力活动中的对话做角色扮演，谈论去过哪些地方，引出新句型，并且对次进行训练二、教学目标（知识，技能，情感态度与价值观）Teaching aims1.Knowledge and Ability Objects(1)Key vocabulary: amusement; neither have a great time (2)Listening practice.(3)Target language: Have you ever been to an amusement park? Yes, I have. I went toFunTimesAmusement Parklast year. Have you ever been to a water park? No, I havent. Me neither.Lets go toWaterCitytomorrow.Aims of abilitiesTo train students listening and speaking skills.Aims of emotion and evaluation1 To be interested in taking part in kinds of activities in an English class2 To raise ss interest of learning English三、重点难点(1)Key vocabulary: (2)Listening practice.(3)Target language:（4）listening and make a conversation freelyFunctions : Talk about past experiences .四、教法选择与学法指导本节课，以学生的个人亲身经历为话题，并运用远程教育资源和计算机网络资源中的图片、flash动画、声音媒体等手段进行教学，设置练习和实践所需的真实情景，营造良好的语言学习情景。实现远程教育资源与英语学科知识的整合；采用情景视听法，小组合作学习，任务型教学法，为学生设置真实的情景、语境，使学生在思考、交流、合作探究中学习和使用语言。五、资源准备 多媒体课件、教室及相关教学资源。六、教学过程教学过程教师活动学生活动设计意图Step 11.have students look at the pictures and learn the new words2.New languageHave you ever been toEurope?Yes ,I have . / No , Ive never been toEurope.3、have ss practice4 ask ss to show their sentenceslook at the pictures and learn the new wordslearn to talk about past experiencespractice