英语人教版八年级下册Unit8SectionA1a-2d.doc

教学课例教学设计模板教材版本人教版新目标章节下册第八单元学校昆明高新区达城中学年级八年级姓名张莎课题Have you read Treasure Island yet? Section A 1a-1c教学目标1. 知识和技能目标： 学生能掌握6本英美文学名著的英文名称；学生能够听懂谈论6本名著的听力语音材料；学生能够把握现在完成时态各个句式结构的构成，了解现在完成时态对现在产生的结果和影响；学生能以讨论名著为载体，利用现在完成时态先进行控制性，然后再模仿进行创造性的语言输出。2. 过程与方法： 3P教学法，互动式教学模式以及情景教学策略（1) .以race to answer 的形式呈现图片及相关视频，以此方法在热身的同时也初步了解了教材中所呈现的6本英文名著。为后面现在完成时态的语言练习和输出做好素材上的铺垫。（2) 以英文歌曲进行导入，初步认识现在完成时的结构，以实物图片及PPT图片为载体对现在完成时态的结构完成从练习，到控制性的语言输出，最后再到创造性的语言输出的过程。（3) 在presentation, practice, production 的过程中，创设语言情景，以Q&A, pair work,和group work的互动形式 实现教学目标。3.情感态度目标：学生以讨论名著为话题，练习使用现在完成时态，提高表达能力的同时也培养了文学鉴赏能力，热爱阅读的习惯，发扬了他们积极分享和交流的精神。教学重点难点以及措施重点：1. 初步学习现在完成时态的用法2. 听力材料中抓住目标语言，感知其用法。3. 用现在完成时态表述读书的经历难点：1. 现在完成时态各个句式结构的掌握，以及人称和数的一致性2. 现在完成时态：发生在过去的事件对现在产生的影响。措施：采用任务型教学法，情境教学法，和互动式教学模式。通过PPT图片，实物图片以及音频对重点句型由易到难，由机械操练到创造性地对目标语言进行输出。以此达到让学生熟练掌握现在完成时态进行简单语言交际的目的。学习者分析八年级学生已有一定的知识储备，且具备了一定的听说能力。本班的大部分学生都有比较浓厚的学习英语的兴趣。他们思维活跃，愿意接受挑战。但同时，这个具有独特性的群体身上也存在些许矛盾的现象。他们一方面有着强烈的表现欲，另一方面却仍存在着些许害怕犯错的心理尤其是在对独立完成的任务进行反馈时会表现出来。所以通过老师的鼓励和正面引导，适时提供给学生小组合作的学习机会，集思广益，互相协作在无形中增强了学生战胜困难的自信心，提升自我认同感。 就本节课的内容来看，这是一个全新的关于时态的知识点。衡量现在完成时态的难易程度以及在整个中学阶段英语知识体系中的作用，初步接触此时态的学生想要熟练把握现在完成时态的用法，并准确地运用，还需经过大量反复的练习和时间才能实现。教学环节教学内容活动设计活动目标媒体功能应用及分析Step1Step2 Step3 Step4 Step5 Step6 Step7 Step8 Warming up Present new words Lead-in: Present Perfect TensePresentation:Basic structures of Present perfect tense, as well as the rules of past participles. Lets describe the pictures.Structures practice Practice Q&AListening Pre-listening While-listening Post-listening Production Summary Present pictures and learn the book titles by asking questions about reading. Teach new words with the assistance if pictures. Meanwhile, lay emphasis on the phonics teaching methods.Listen to an English song named We are the champions and try to fill in the blanks with the correct forms of the given words.Ss try to summarize the rules (regular and irregular rules) of past participles in a spoken way.Make sentences by using the structures in the way of looking at the pictures and describing.Practice speaking when looking at pictures by using the structures in a fixed way.Controlled speaking in a simple-dialogue wayStudents try to match the book titles with the related pictures.Students need to fill the chart while listening. Students work in pairs to create a new dialogue according to the pictures and the conversation presented on the screen. Four students work in groups and interview 2 of their classmates about the books they have read or the movies they have watched. Ask how they like the books or the movies.The sentence structures againTwo sentences about reading Learn the expressions of the 6 classic book titles Consolidate what has been learnt about spelling techniques and help the Ss to get ready for the later practice and output. Ss get to know the brief knowledge about present perfect tense.The structures of the target language make it possible to practice and produce.Perceive the identification of the tense, on the purpose of using it accurately and rapidly.Get familiar with the structures and usages of the new tense.Posters of the latest movies and classic novel are chosen as carriers to practice target language.To get far more familiar with the book titles shown at the very beginning. And get ready for the reading task later.Listening with tasks bearing in mind helps to grasp key information.This is one of the ways to test how much the students have learned about and their proficiency in the target language.Students work in group, which can help develop their sense of cooperation and provide them with confidence to overcome difficulties in the process of fulfilling the tasks.Review and comprehend Help the students realize the importance of reading.The activity can speedily be done well in the way of multimedia-assisted teaching, accumulating language materials for the later learning of Present perfect tense. Words shown with the aid of Multimedia are vivid, clear and informative enough for the Ss to memorize and enrich their mind in a quite short period of time.Multimedia provides great convenience to play audio and video files. Ss are stimulated to think and try to find the common points of what they are going to fill in the blanks.Teaching with the assist of multimedia can be effective, procedure-clarified and well- summarized. Conceptive comprehension and usage of the present perfect tense are the key and difficult points of this period. Material pictures are used to slow down the pace and help the Ss comprehending while learning.Practice forms are shifted quickly and smoothly from affirmative to negative sentences only with the aid of Multimedia. Situational teaching approach enables the Ss to memorize and comprehend well.Consolidate the target language in an “asking and answering” way through pictures.Students have acquired abundant and various information in a limited time, including words, pictures, audios and videos, which is the premise that students can be guided and organize to have a production, like retelling, writing, reporting. In this way, students communication skills and abilities can be greatly improved and enhanced. The chart related to the out-put link can be directly and clearly presented. Reading brightens up our life like sunshine; Reading makes a full man.新媒体新技术应用的思考在课堂中应用新媒体新技术的突出事件（如教学重难点的突破、师生深层次教学互动等）及起止时间。 现在完成时态属于初中阶段英语教学的一个重点，难点。本节课是学生初步接触此时态，借助多媒体以呈现英文歌完成任务进行1分钟导入。以幻灯片呈现图片的形式设置基础情境，对此时态的结构展开形式多样的控制性练习。过去分词和现在完成时态的概念属于本节课的难点，对过去分词类型进行归纳便于学生识记。同时，以实物图片和多媒体交互呈现的方式，与学生展开互动，引导学生体会“过去发生的动作对现在造成的影响”这一概念。应用新媒体新技术课堂教学的改善，师生教与学的显著变化，应用前后教学效果的比较，教学创新、资源应用创新、交互过程和结果的思考等。多媒体辅助教学改变