英语人教版八年级下册u8A.docx

八年级下册Unit 8 Have you read Treasure Island yet? Period1A(1a-1c)一、教学目标 （一）知识与能力1. 学习并掌握1a-1c的单词和短语(1) treasure, island, classic, yet, already；(2) hear of, Alice in Wonderland, Little Women, Treasure Island, Oliver Twist, Robinson Crusoe, Tom Sawyer2. 掌握并运用句型(1) -Have you read Little Women yet? -No, I havent. / Yes, I have already read it.(2) The book Tom Sawyer is about a boy who is fond of adventure. 3. 能够掌握含有yet , already的现在完成时的结构和用法。（二）过程与方法1.通过课件呈现外国名著的名称，让学生掌握单词。2.采取Pair work问答式的口语交际活动，让学生运用“Have you read.”句型互相操练“现在完成时态”；3. 采取表格填空、表格复述的方式帮助学生掌握听力技能和说的技巧；4. 采取奇特联想记忆的方法识记already与yet的用法区别。（三）情感态度与价值观 通过谈论名著，使学生爱上读书。二、教学重难点（一）教学重点1. 学会用现在完成时表达发生的事件；2. 正确使用yet和already；（二）教学难点1. 学会现在完成时的结构和用法；2. 理解yet和already的含义；三、教学策略 通过对外国名著的学习，掌握新的词汇；通过对外国名著的了解，捕捉听力信息；通过对外国名著的谈论，操练句型及运用时态；四、教学过程Step 1 Lead-in1. 课前，播放歌曲。听之前，要求学生试图猜测歌曲名称。T: Before class, lets enjoy a song. After listening, you can guess the name of the song. The name is in the lyrics(歌词). Have you heard of the song yet? S: (师引导)Yes, I have./ No, I havent. T: It doesnt matter. What do you think of the song?/Whats it like? S: Its T: The name of the song is Have You Ever. It is sung by Westlife. Westlife was a band which had 5 handsome boys. If you want to know more about Westlife, You can look it up on the Internet. Now lets have our new lesson. Unit 8 Have you read Treasure Island yet?(板书题目)Step 2 Have a free talk1. Show the six pictures in 1a. Ask the questions: 1) Do you know the people in the pictures? Who are they?2) Which book are they from? 2. Present the book titles for the first time. Ask the Ss to read after the teacher. Make sure they know the Chinese meanings.Step 3 Present1.T: Now lets talk about the books. Have you read Alice in Wonderland yet？ S: Yes, I have. T: Whats it like? S: Its interesting. (T: Now lets talk about the books. Have you read Alice in Wonderland yet？ S: No, I havent. T: It doesnt matter. Its about a girl who comes into a wonderland and meets a lots of magical things. You can also say:Its about a girl. The girl comes into a wonderland and meets a lots of magical things.)2. Present the other books like the above.Step 4 PracticeWork in pairs. Divide the class into 6 lines. Ask them to practice it one by one to talk about the six books using the following as a model.A: Have you read Alice in Wonderland yet？B: Yes, I have. I have already read it. Have you read Alice in Wonderland yet？C: No, I havent. I havent read it yet. Have you read Alice in Wonderland yet？D: No, I havent. I havent read it yet. Have you read Alice in Wonderland yet？E: .Step 5 Present1. Do 1a. Have you heard of these books? Check the ones you know.2. Ask 2-3 Ss to report like this:I have heard of Alice in Wonderland, Tom Sawyer and Robinson Crusoe. I havent heard of Little Women, Oliver Twist or Treasure Island .Step 6 Do the listening1. T:You will listen two or three times. For the first time, you can just listen to the three book titles. Then check the answers. T:Now lets listen the second time. You should try to finish the second column and the third column. If its necessary, I will play for the third time.2. After finishing the chart, ask 2-3 Ss to report like this: Nick hasnt read Treasure Island yet. But Judy has already read it. He thinks its really exciting.Step 7 Explain1. Present 4 sentences. Ask the Ss to find out the differences between “yet” and “already”.2. Sum up the rules. Think out a special way to tell the differences between “yet” and “already”. 奇特记忆：噎他（yet）姨（疑问句）父（否定句）3. Do some exercises about “already” and “yet”.Step 8 ExercisesStep 9 Sum up (What have we learned?)Step 10 learn some proverbs about reading booksStep 11 Homework1. Remember the six book titles in English.2. Make 5 pairs of conversations in 1c. You can do it like 1c.A: Have you read Alice in Wonderland yet？B:No, I havent. Have you?/ What about you?A:Yes, Ive already read it.B:Whats it like? A: Its interesting.老师用英语要求一个学生上来为大家唱一首歌.T: Could you read an article for us?在他读书之前,老师问,T: Has he read an article yet?并把此句呈现在屏幕或黑板上,yet用红色来突出.同时,引导学生回答,S: No, he hasnt read yet.同样把词句呈现在黑板或屏幕上,yet用红色来突出.在学生唱完歌后,老师重复上一个问题,T: Has he read yet?引导学生回答,S: Yes, he has already read,并把词句呈现在屏幕或黑板上,already用红色字来突出.2. 老师要求几个活泼的学生继续来表演几个动作.如:playing basketball, cleaning the blackboard, standing up, singing a song, dancing , closing the door.用同样的方式来强化目标句型和already及yet的用法. Has he done sth. yet? Yes, he has already done it . No , he hasnt done it yet.3. 口头练习后,让学生自己来总结already和yet的区别和用法.4. 老师归纳,补充. Already 用于现在完成时的肯定句中,一般放在句子的中间;yet用于否定句和疑问句中,放在句子末尾. 借助于活动教学法,让学生自己做一些生动有趣的动作,既激发了学生的学习积极性,也很自然地引出了本课的目标句型,自然生动,给学生留下深刻的印象.Step Warming-up1. 使用课件呈现课本中出现的六部外国名著的图片及名称，并且简要的向学生们讲解名著的内容及作者。2. 让学生观看几个名著的视频片段，看之前，抛出问题“Which book have you read ?”要求学生完成1a。3. 回答问题。 Alice in Wonderland.Treasure Island.I have already read Robinson Crusoe.Little Woman.Oliver Twist.Tom Sawyer. 课文中出现的英美名著很出名，可是对于中国的初中学生也许并不了解。通过视频的观看，可以让学生们更多的了解这些名著。此外，通过问题的设置，让学生有意识的观看视频，并做笔记；通过回答，让学生运用现在完成时，为时态的学习奠定基础。Step Listening1.让学生预测谁读了那本书？然后用What do you think of it ?与不同学生进行交流。2.播放听力录音，学生听听力，并校对自己的预测，完成1b的表格信息。BookTitleNameHave theyread it?What do they think of it?Treasure IslandNickJudyexcitingRobinson CrusoeSandyAlanwonderfulLittle womenKatefantasticHarry 用预测的方式，调动学生的兴趣，通过全班大猜想活动，一步一步引导学生说出本单元的关键句型，并在句型中穿插yet与already，用红色笔凸显，加深学生的印象，让学生正确使用。Step Pair work1. 挑战录音机先要求学生跟读听力材料，模仿语音语调，再进行挑战。2. 让学生就1a中出现的名著进行简单对话，然后两两结对展示对话。初步体现现在完成时的用法。 通过挑战录音机，增加学生参与的动力，同时，训练出更原汁原味的口语。Step Listening1. 引导学生注意捕捉书名、答语、看法类信息，并做好记录。2. 听2a，并核对答案1. Tina 2. Mark Tina 3. Mark Tina 4. Tina。3. 在2b中，先要求学生浏览句子，了解句子的大意；再让学生听听力，判断正误并核对答案: FTTF。 由于该部分听力内容较多，同时语速较快，可能会对学生形成困扰，加大了听力理解的难度。因此，在听听力之前让学生充分理解句子大意，让学生做到心中有数。Step Practice1. 复述听力内容，完成2c。2. 加深学生对听力的印象，并直接转化为自己的语言输出，进一步感知现在完成时的问答语。Step Role-play1. 引导学生先阅读2d对话，并能回答问题。2.细读对话，挑选出现在完成时结构及重点短语。3.分角色诵读和表演对话，并编制个性对话，进行课堂展示。4. 讲解语言知识点：（1）Have you at least read the back of the book to see what its about?至少你已经读过书的背面，了解了它的大致内容吧？此句中的动词see表示“(通过查看、打听等)弄清、了解；查看、发现(信息或事实)”。作这种用法时，see常接how, what, when等引导的宾语从句。e.g. He agreed to go with me to see what was wrong.他同意跟我去了解一下毛病出在哪里。First of all, we need to take some time to see how it works.首先，我们需要花些时间了解一下它是如何运作的。（2）You should hurry up.你需要加快速度。hurry up赶快；(急忙)做某事e.g. Hurry up, or we cannot get to the railway station on time.快些，否则我们不能按时赶到火车站了。（3）Steve: The book report is due in two weeks. 读书报告两周后必须交。Amy: Yes, I know 是的，我知道1) due adj. 预定；预期；预计后边引出预期的时间、地点等，还常常构成短语be due (to do something)或be due (for something)。e.g. Our plane is due at Shanghai Hongqiao International Airport at 12:30.我们的飞机预计于12：30降落在上海虹桥国际机场。Rose is due to start school in January.罗丝一月份就要开始上学了。You are due for a medical examination next month.你的身体检查预定在下个月。2) I know表示说话人对所谈的观点、内容已了解，无需多说，相当于汉语中“我早知道了；我全都了解”这样的意思，区别于许多日常交际场合中表示“我明白了；我知道了；我懂了”的用法。e.g. A: Its already very late. You should get some rest.已经很晚了，你应该休息了。B: Well, I know. Thanks.对，我是知道的。谢谢。注意，当我们获知对方提供的信息后，常用I see. 表示“我知道了；我明白了；我懂了”。e.g. A: He lives in the countryside but works in the city during the week.他住在乡下，但工作日在城里上班。B: Oh, I see.哦，我知道了。 分角色朗读和表演对话，可以调动学生的积极性，提高表达能力。而且，各小组编制个性对话还能营造出积极、活跃的课堂气氛。Step Exercises根据要求转换句型：1）She has already gone to England.（改为否定句）Sheto England .2）They have left there already.（改为一般疑问句）they there?3）I bought a new bike last week .（用already改写句子）I alreadya new bike.4）Her