英语人教版八年级上册Review of Unit 10.doc

教学设计基本信息名称Unit10 If you go to the party, youll have a great time!-Revision 执教者姚 霏课时Period 5所属教材目录人教版Go for it 8(A)教材分析This lesson is chosen from Go for it, the first semester of Grade8, Unit 10. The main grammar of this unit is simply future tense “if ”Conditional Sentence. After students finished this lesson, they could understand the usages of “if” Conditional Sentence, judge in the case of hypothesis, predict the outcome of things.学情分析Students in the eighth grade have studied English more than a year, according to the teaching requirements，students observe some objects and phenomena, and can steadily learn the targeted content over a long period of time. In general learning activities, the focus of the observation time has a tendency to extend along with the rise of grade. As improving the abilities of accuracy observation and generality, they can catch the main characteristics of things to analysis comprehensively and profoundly, and proper judgment, inductive and deductive.教学目标语言能力目标1)Grasp “if ”Conditional Sentences2) Know the function of “ifwill” for predicting the result of the things3) Master how to give advice by using should/shouldnt思维品质目标To be Dr. Know to help others学习能力目标Use “if ” Conditional Sentences and “should /shouldnt” to improve abilities of listening, speaking, writing for communication.文化意识目标Students get rich imaginations, give advice for others.教学重难点重点1)“If ”Conditional Sentences2)Use “I think you should/ shouldnt” to solve the problems.3)Use “First, Second, Third, Next, Finally ”to give more pieces of advice.难点Use “If ”Conditional Sentences and “should/shouldnt ; youd better; can/cant ”to give advice correctly 教学策略与设计说明According to the New Curriculum Standard of English, students should be the main body of instruction activity, so Ill mainly use “Task-based teaching method” to embody the main body of students; besides, I will also use “situational method”, it establishes a real scene and the interaction between the teacher and the students.教学过程教学环节（注明每个环节预设的时间）教师活动学生活动设计意图Step1. Lead-in(Growing Pains)After greeting, show two pictures and play a guessing game. Lead students to say out more sentences about worries that they have learnt in Unit10.Students guess why these two students are worried.设计说明: 通过Guessing game可以起到四个作用-复习并运用已学句型来讲述学生烦恼的原因，拉近师生关系，促使学生更快进入英语学习的氛围，导入本节课的主题内容。Step2. Presentation&Practice(Chain Story)1.Tell students the teachers worry and “what I will do if I want to be an excellent teacher”.2. Ask students to show their ideas with “S1: If I want to be a good student, I think I should .S2: If I ., Ill .S3: If I ,I can .S4: If I , .”.Make the chain story one by one in groups. 设计说明: 通过设置贴近学生生活的场景，引导学生用“if”条件状语从句表达自己。训练学生说的能力。在课堂上学生与我之间的对话，学生与学生之间的小组合作充分证明了这一点。听力的能力也通过练习得到了一定的锻炼。通过句子接龙，锻炼了学生的写作和合作能力。学生在教师指导下复习并灵活运用“If,will”条件状语从句。自然引导学生复习本节课的目标语言。让学生进行机械性练习。Step3. Listening 1.Let students listen to a material.2.Report according to listening informationReport like this: My friend _has a problem. She_ because her favorite teacher will_. I think she should _for her. If she _,she will_. 1.Listen and fill in the blanks2.Report设计说明:使用课外听力的目的，学生更关注的是交际功能，是交际的结果。这样更有利于学生把听力作为交际用语的模板使用。Step4.Reading1. Let students read Problem 1 with the teacher. And find out “1.What is Wang Hais problem? 2.What are Mrs. Yaos solutions?”2. Ask students to read Problem2by themselves. Read and answer 设计说明:这个环节让学生自己阅读关于给出建议的文章。呈现给学生提建议的句型，让学生有初步的了解。Step 5. SummaryLet students to read the solutions on the screen again , and help students get a summary about how to give others solutions.Write down the sentence structures about how to give others solutions.设计说明:帮助学生对本课的教学内容作系统化复习和回顾。帮助学生掌握提建议的句型,并从整体上把握本课的重点。Step6. Product(Writing)Play a game: To be Dr. KnowAsk students to act as Dr. Know to solve problems for students in class. Let each group takes out a piece of paper. Ask each student in groups gives at least one solution to the problem.Take out a piece of paper and give advice in groups.设计说明: 能够综合运用所学的知识来描述他人的问题及提出解决办法的小短文。让学生在情境中逐步学会使用语言并运用语言。开放性的话题也有助于学生发挥想象力和创新意识，在展现的时候可以比试各方面的实力。 真正实现了义务教育阶段的英语课程应面向全体学生，以学生为主体的教学理念，进而避免了班内两极分化现象。Step7.Homework There is a foreign student Bob. He likes Chinese. But he finds it difficult to learn it well. Can you give him some advice?Dear Bob, Im glad to hear from you. Here is my advice about how to learn Chinese well. First,_ I hope your Chinese will be better and better. Yours, _板书设计Unit 10 If you go to the party, youll have a great time!-Revision How to give others solutionsFirst, I think you should/ shouldntSecond, I think you can/cantThird, if you do/ dont, you will/ wontNext, why not?/ why dont you?And, youd better (not)Finally, the best way is教学设计流程图成长的烦恼教师活动 学生活动思考:Why is Tom/Lucy worried?导入：Guessing Game Game 复习已学游戏：Chain Story掌握:If., will. 内化知识探究:Ginas problem听力： Ginas problem 提炼转化呈现:How to give others advice阅读： Wang Hais and Tinas problem 句型感知归纳：Sentence patterns aboutGiving advice.总结： How to give others advice 强化认知应用：If, will.I think I should/ shouldnt游戏：To be Dr. Know 解决问题作业：综合运用、情感升华、深化拓展附：课后反思Unit 10 If you go to the party, youll have a great time! -Revision 课 后 教 学 反 思 石家庄市第十六中学 姚霏针对当前初中英语复习教学中存在的知识零散、方法单一、费时低效等问题，提出了“话题式”复习课教学模式。该模式就是以话题为载体，结合词汇、语法，贯穿听、说、读、写、等能力进行操练，具有便于分类记忆词汇、积累典型句式、系统复习语法、训练话题写作等特点。这样可以较好地解决当前初中英语复习教学中的弊端，有效提高初中英语复习的质量和效果。英语复习课是巩固、发展知识和技能的重要课型，其作用是“温故而知新”不仅要复习已学过的知识内容,还要在复习的过程中将已有的知识汇总、整理、归纳、概括,使知识系统化，进而提高学生的综合语言运用能力,形成良好的语言技能。 我尝试将“话题式”复习和新课标理念所提倡的“全员关注”的教学方式在教学过程中进行结合并进行实践。结合本单元话题设计出以成长中的烦恼的话题式复习,并通过任务的设计来避免学生两极分化现象。课堂上，以任务型教学来复习“if” 所引导的条件状语从句，并由“will”来谈论结果及引导学生正确的处理生活中所遇到的人和事，让学生说出自己的观点并提出合理的建议，并使用“should / shouldnt”为他人提出建议。在活动的选取方面，我注重结合目标语言的机械操练及任务型的情景练习，让学生使用所学过的句型进行输出。在