英语人教版八年级下册Unit 7 What’s the highest moun.doc

Unit 4 I want to be an actor.高安市第四中学 刘萍一 . 教学目标, 1. 知识目标1) 词汇：doctor, reporter, police officer, waiter, bank clerk, sales assistant, dangerous2) 句型： What does he do?He is a waiter.What do you want to be?I want to be an actor.Where does he work?He works at a bank.2. 能力目标谈论有关职业的话题. 为将来踏入社会求职打下基础.3. 策略目标1) 个性化.2) 根据上下文推断单词的意思.4. 情感目标热爱学习, 以便将来在各自不同的岗位上为建设祖国做出贡献。二.教学重点,难点1. 教学重点1) What do you do?I am a reporter.2) What does he do?He is a student.3) What do you want to be?I want to be an actor.4) What does he want to be?He wants to be a bank clerk.2. 教学难点一般现在时态的概念和用法.当主语用第三人称单数时, 谓语动词的相应变化。三.难点注释1. in the day在白天例句: A teacher usually works in the day, but a doctor often works at night.2. kind of 有点儿例句: English is hard, but kind of interesting.3. We have a job for you as a waiter. 我们有一份服务员的工作给你.4. We are an international school for children of 5-12.我们这里是一所为5-12岁的孩子开办的国际学校.四. 教学建议1. 课时及内容建议第一课时 Section A 1a, 1b, 1c, 2a, 2b, 2c第二课时 Section A Grammar Focus 3a, 3b, 4 Game- Guess the Job第三课时 Section B 1a, 1b, 1c, 2a, 2b, 2c第四课时 Section B 3a, 3b, 3c,4 , Self-Check 1, 2, 3, Just for Fun2. 教学设计建议The first period Section A (1a2c) Teaching aims(教学目标):知识与能力:1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student2. Master and use: What do you do? What does he do? What does she want to be?教学重、难点:重点:1. The vocabulary2. language: What does she do? She is a doctor. What does she want to be? She wants to be a policeman.难点:Use the language to ask for the jobsTeaching steps and design purpose(教学步骤及设计意图)：教学过程设计意图Step 1 Warming-up1.Duty reportAsk a student to say something about a kind of animal.2.PresentationAsk some questions about the report “Do you like (the name of the animal)?Do you like to go to the zoo? Show a picture of the zoo with a zoo keeper and a reporter.Say “This is a zoo keeper and this is a reporter. He wants to know something about the animals in the zoo.” Write down the word “reporter” on the blackboard and teach the word.3.Show other pictures to teach the new words : bank clerk, doctor, policeman, waiter etc. .要求学生做值日报告有利于学生口语运用能力的提高。在这一环节中学生所谈论的内容是对前一单元知识的巩固。因为动物这一话题学生较感兴趣，所以通过对学生值日报告的内容进行提问很自然地导入新课，引出本单元的新词。采用多媒体教学给学生呈现关于新单词的图片，给学生以直观的感受，加深记忆为完成后续任务做铺垫。Step 2 Deal with 1a Ask students to match the words with the people in the picture.通过完成单词与图片搭配的这一活动，有利于加深学生对单词的理解和掌握。Step 3 Listen and number (1b)1.Play the recording the first time. Students only listen.2. Play the recording a second time. Ask students to write a number(1/2/3) next to the relevant people they hear.用听力的形式巩固目标词汇，并引出目标语言：What does he/she do? 要求学生掌握正确的听力方法，提高听的能力。Step 4 Presentation1.Show students some pictures. Point to a people , ask “ What does he/she do?” Help students answer.2. Then ask students individually.通过前面的听力训练，学生对目标语言：What does he/she do? 已有所了解，只要稍加引导，学生就能较快地掌握该句型。Step 5 Pairwork (1c)Have students work in pairs, practice the dialogue, they can make their own dialogues.通过小组练习,快速问答， 激发学生兴趣，活跃了课堂气氛，巩固本课重点句型为学生后面的学习活动做准备。Step 6 Presentation1.Show students a picture of 2a. Point to a woman , ask “ What does she do ?” Students answer : She is a bank clerk .2.Say “ Yes , she is a bank clerk. But she wants to be a policeman.” Write down the phrase “want to be” on the blackboard.3.Ask “ What do you want to be ?” Have two or three students answer individually.4.Show students another two pictures. Get them to listen carefully and find out what the people do.通过提问的形式对上面的对话加以回顾和巩固，并从中引出新的语言点：She/He wants to be由短语再引出问题能让学生有一个思维的空间；让个别学生回答是为了让整体对这个新的语言点有个初步的认识。Step 7 Deal with 2a and 2b1.Play the recording the first time, let them number the pictures.(2a)2.Play the recording again and let the students fill in the chart.这两部分的听力训练由浅入深, 体现了循序渐进的规律, 学生易于接受.Step8 Practice（2c）1.First have students ask and answer questions about the pictures in activity 2a.2.Let students make their own dialogues.What do you do? What do you want to be?在听力能力训练的基础之上继续让学生以小组对话的方式进行操练,可以很好地调动学生的积极性, 巩固该知识点.Step 9 Homework1.Copy new words.2.Ask students to make a survey about their family members, then make a dialogue according to the survey.What does your mother/fatherdo?What does she/he want to be?把句型带到生活中去，能进一步激发学生的参与热情，并能让学生将英语学习与自己的生活紧密结合，真正达到学以致用的目的。并交流了思想感情，激发了学生表达的欲望。拓宽学生对句型的运用。 The second period Section A (Grammar Focus4 Game)Teaching aims(教学目标):知识与能力:1.Vocabulary: nurse, money, give , get , wear, uniform, sometimes, dangerous, thief, late, out , talk , station, police, 2.Master and use: Where does she work? Know the feature of the job.教学重、难点：重点：the vocabulary; the target language: Where does she work?难点：How to describe the feature of jobsTeaching steps and design purpose(教学步骤及设计意图)：教学过程设计意图Step 1Warming up 1.Yes or No GameInvite a student come to the front, let him or her do an action, ask other students to guess : Are you a / an waiter/actor/?Divide students into four groups, let them have a competition.以游戏的形式展开，激发了学生的学习兴趣，调动了学生的积极性，大大活跃了课堂气氛。设置这个游戏的目的旨在复习上节课所学的关于职业的词汇。Step 2 RevisionAsk students randomly: What do you do? What do you want to be ? What does your mother/fatherdo? What does your mother/father want to be?这一块内容复习了目标语言，体现了Grammar Focus 的语言点，关键是很自然地了解了学生的课后调查情况，能让学生感到自己做的有所收获。Step 3 Presentation1.First show a picture of a person. Then show some sentences about the person. For example: bank clerk; I work with people and money. People give me their money or get their money from me. Then ask students to guess: What does she do ?2.Show a picture of bank to the students, say “Where does she work? She works in a bank.” Write down the sentences on the blackboard.3.Use the same way to go through other four pictures.3a的内容搭配较简单，但让学生短时间内掌握这些职业的特点有些困难。先出示句子让学生猜职业，让学生对该职业的特点有个大概的了解。然后再出示工作地点，引出新的语言点：Where does he /she work?为下面的操练作铺垫。Step 4 PracticeHave students work in pairs, practice the conversation: A: Where does she/he/your sister work?B: She/He works inA: What does she/he do?B: She is a / an小范围的操练可以让学生更有效地掌握该语言点，并且为学生之间的 交流提供了一个平台，尤其是对于那些开口难的学生。Step 5 Introduction1.Tell students that they can choose a job,introduce themselves, it contains job, place, feature.设定一个假设的情境，让学生自己挑选一份工作并对其做一番介绍，可以从中看出学生的理想，适时作总结与引导，以期达到情感教育的目标。同时这一活动可以锻炼学生的胆量与训练学生的口语能力。Step 6 Game1.Ask students to draw a picture of someone at work on a piece of paper, and then let his /her partner guess the job by asking two questions.本节课的开头也有猜工作的游戏，但仅仅只为巩固词汇，而这个游戏在程度上有了很大的提高，目的是让学生能就工作的特点进行提问。学生画简笔画，体现了学科渗透的原则，培养学生多方面的能力。Step 7 HomeworkAsk partner to make a survey about their partners parents or their relatives. Fill in the chart.RelationJobPlacefatherteacherschool以两人为一组开展此项活动。通过此项活动，学生了解同伴及其家人的职业及工作地点，彼此增进了解。体现了任务性教学的特点。The third period Section B(1a2c)Teaching aims(教学目标):知识与能力:1. vocabulary: newspaper 2. Master and use: He is a policeman. Its an exciting job. I want to be a newspaper reporter, because its an interesting job.教学重、难点：重点：关于职业特点的词汇的运用难点：调查同学的理想及原因Teaching steps and design purpose(教学步骤及设计意图)：教学过程设计意图Step 1 Warming-upChoose a student to make a duty report. The content contains job, workplace, feature.让学生在课前做好准备。内容可以是自身真实的也可以是假设的。围绕工作这个话题展开。Step 2 Revision Ask students to practice the following dialogue:A: Where does your sister /brother work?B: She/ He works in A: What does she/he do ?B: She /He is a/an 两人小组自由操练对话，可以有效地复习巩固所要求的目标语言。Step 3 Report1.Have two or three students make a short report. They can say like this:As father is a teacher. He works in a school.2.Then ask some questions about the report.由简单的单句练习到短篇，让学生有一个适应的过程，不会显得太突兀。围绕学生的报告作相应的提问可以让学生集中精神听，不会产生与己无关的感觉。Step 4 Lead in 1.Say “ I am a teacher. It s a tired but interesting job.”2.Then show several other pictures, ask “What about reporter/actor?” Help students answer. Write down the description words on the blackboard.由职业引出其特点，首先让学生初步接触，有所了解。经过教师的示范学生会比较快地领悟。Step 5 MatchShow the words of jobs and the description words. Have students match the words.把工作与形容词相搭配，让学生对各项工作的特点有进一步的了解。Step 6 Pairwork1. Have students talk about the jobs in the pictures.2. After that they can talk about any job they know.谈论工作以便能正确使用形容词。另外谈论一些他们所知道的工作，可以拓宽学生的知识面，是对课堂知识的延伸。Step 7 Listening1. Play the recording the first time, let students write down what jobs they want.2.Play the recording a second time, students write down the reasons: Why are they interested in these jobs? 在巩固知识点的同时很好地训练了听力能力。Step 8 GroupworkDivide students into groups of four, talk about what they want to be and the reason.把所学知识溶入到实际当中，学生会有较浓厚的兴趣。Step 9 HomeworkFinish a task: Occupation DreamMake a survey among the classmates, list top ten.NameWants to beWhy请同学们汇总他们的职业梦想，列出班里的top ten.在完成任务的同时增进了同学之间的情感交流，培养了学生运用语言的能力。The fourth period (3aJust for fun)Teaching aims(教学目标):知识与能力:1. Vocabulary: hard , as, at , summer, story, magazine, young , play, news2. Master and use: can read and write the newspaper want ads.教学重,难点:重点:招聘应聘广告的书写难点:如何书写求职信教学过程设计意图Step 1 Warming-up1.Students talk about their classmates occupation dream.A wants to be, because its a/anjob.在调查的基础上谈论同学的职业梦想，复习巩固所学的形容词：exciting, difficult, busy, fun, dangerous ,boring .Step 2 Presentation1.After listening to the students report, ask one student they have mentioned just now: You want to be a reporter , right? Do you like to talk with people? Do you like to write stories?由学生报告中的部分内容引出工作特点的提问，与3a中由工作特点再猜测工作形成呼应，目的是让学生知道每份工作都有其特定的要求。为下面的招聘广告作好铺垫。Step 3 Deal with 3aShow students some newspaper want ads, have students read them and then choose the correct jobs.这一部分当中主要还是一般疑问句的使用，但有较多的生词应给学生充分的时间。Step 4 Pra