译林版英语八年级上册教案Unit4

1、课堂教学设计课题Unit 4 Do it yourselfTask集体备课和 个人修改意见教时1课型新授 主备人备课时间20210918教 学维 目 标语 言 知 识了解故事的要素：who, when, how etc 掌握制作卡片的过程以及方式语 言 技 能运用基本句型表达制作卡片的基本过程 读懂课文，找出自己不懂得地方向老师质疑 写出重点句型以及制作卡片的过程情 感 态 度学完课文以后，与同学合作制作卡片 享受与别人合作完成任务教学 四点 纲要教学 重点掌握制作卡片的过程教学 难点运用重点句型，表达卡片制作的过程课标点以时间或者逻辑为序，写出卡片制作的过程中 考 点根据课文提供的信息，续写

2、短文 运用句型表达建议教学 五点 设想1复习对话设计说明：通过师生间的问候，拉近彼此的距离，使学 生快速融入英语课堂。要求学生谈论朋友的爱好及未来计划，从而 激发学生的背景知识，并为之后的知识输入做好铺垫。2教师板书这些描述人物外貌的形容词可以加强同学们对这些词的 深刻了解。3通过教材中的图片复习目标语言。另外，通过让学生自由讨论， 这样使英语对话更加完整，更加贴近实际，也为下一步骤的角色扮 演活动降低了难点，做了充分的铺垫，使学生感到有话可说。4通过画词汇树，可以有效的提高学生对英语词汇记忆的兴趣。另 外，这也是老师对学生本节课所学知识的一种检测。5展示优秀作品这个环节，可以激励同学们的兴趣

3、，使语言学习过 程成为学生积极的情感体验，主动思维和大胆实践，形成自主学运用祈使句表达建议，运用恰当的方式回应表达不同语气的建议的方式选择教学过程及内容教师活动学生活动集体备课和个人 修改意见Stepl presentationDo you like to do DIY in your spare time?I think doing DIY is good for us.Can you give me some advice on how to improve my DIY skills?Sure. You can improve your skills through reading so

4、me books about DIY.Thats true. And the more you practice, the better your DIY skills will be.Step 2 Practice1教师用课件呈现第4 7页制作卡片 的图片：Please look at these four pictures.Whafs Millie doing?引导学生回答: Shes making cards.教师接着说： Do you know how to make cards? What should we do first?3 教师说：Lets read the sentence

5、s together.让学生集体朗读句子并核 对答案。Step3 Activities1 教师说：Now lets play a game. Ill tell you what to do and please follow my instructions.Step 4Presentation1教师通过复习Reading局部的内 容来引出用should等方法提出建 议。2教师用课件呈现更多句子，启发 学生思考should和had better的使用 规律。老师说：Please open your books and教师说：Now open your books and turn to page

6、 47, Lets read the sentences together.教师用课件 呈现第47页 制作卡片的 图片。教师说表示 指令的祈使 句，让学生做 与之相符的 动作。组织学生一 起玩名为 “Eddie says.”的游 戏。要求学生学生翻到课本 第47页，朗读 A局部的例句学生根据图片 猜想生词cut 的含义，教师 领读并解释。学生学生观察课本 第47页图片， 并完成填空练 习。要求学生快速 反响并做出与 之相符的动 作。动作不相 符或反响明显 慢于其他人的 学生即遭淘汰并 坐下，小组所 剩人数最多的 为优胜小组turn to page 48. Lets read the sente

7、nces together。请学生翻到课本 第48页，集体朗读B局部的例句， 体会表达建议的不同语气。Step 11 操练1 教师说：Suzy is giving DIY advice to her classmates. Can you help her makesentences with should (not)/had better (not)?2 教师说：You*re giving advice to your friends. Rewrite the following sentencesusing should (not) and had better (not).让用课件呈现以

8、下句 子：(1) Its time for class. Put your comic books away.(You should/had better put your comic books away.)Your English is not good enough. Read more to improve it.(You should/had better read more to improve it.)Turn your mobile phone off in class.(You should/had better turn your mobile phone off in c

9、lass.)Dont make the same mistake again.(You should not/had better not make the same mistake again.)老师说： Boys and girls, you have learnt how to give advice. I have a problem andl need your help. I cant sleep well at night and I feel tired during the day. Can you give me some advice?Work in pairs. Tal

10、k about your problems and try to give useful advice.Step 5 Homework1复习语法局部内容，掌握其中出 现的语法知识及词汇、词组和句型。全体起立，教 师担当发 令员和裁判 的角色。游戏 开始，教师发 出指令让学生完成 课本第48页 的练习，让学 生朗读句子鼓励学生给 出自己的建 议： You should drink a glass of milk before going to bed./You should not watch TV just before going to sleep./You had better do so

11、me reading before you go to sleep./.并 核对答案。（或可要隶学 生做出与指令 相反的动作学生分别用 should Uhad better 改 写句子。Ss repeat after the teacher first, and then practiseinhalves.学生两人一组 展开对话，提 出问题并给出 建议：2补充练习，翻译以下句子。(1)她不应该把幼儿单独留在家 里。(She should not leave the baby alone at home.) 7(2)我们最好赶快，否那么就会误了 火车。(We had better hurry,

12、or well miss the train.)(3)你应该饭前洗手o(You should wash your hands before meals.)(4)服药前先将药瓶摇一摇 o(Shake the bottle before taking the medicine.)(5)在卡片的另一面不要写任何 东西。(Dont write anything on the other side of the card.)3 预习 Integrated skillssentences using as as and not asas.板 书 设 计作 业 设 计Unit 4 Grammarl.Givi

13、ng instructions:Put up a picture on the wall.2. Should/ had better反思课堂教学设计课题8A Unit 4 Do it yourself Integrated skills集体备课和 个人修改意见教 时1课TOI 新授主备人备课时间2021. 9. 30型教学三维目标语言知识1能通过听录音获取相关信息。2提高学生听、，说、读、写的语言综合运用能力。语 能位5匚：grape strawberry salad mix tip example correct finished词组: mix them together for examp

14、le情感态度学会用英语交流DIY话题教学四点纲要教 学 重 点能通过听录音获取相关信息。教学难点学生在谈论体育比赛时，描述活动词汇量缺乏准确性课标点能读懂宣传海报和活动计划表中考点学会向他人提建议的表达法教学五点设. 1. To listen to the recording, tick the right things and put the notes in the right order.To select specific and relevant details to complete Kittys conversation.To make up dialogues, using t

15、he sentences that give instructions andadvice.To listen to the listening materialspractice speaking.教学过程及内容教师活动学生活动集体备课和个人 修改意见Step 1. Talk1 What did you have for breakfast/lunch today?What food do you like best? Do you have a healthy diet? Can you cook dinner on your own?2教师用课件呈现沙拉图片，问学 生:Look at t

16、he picture. Thist is my favourite food. What is it? Yes, its a salad.教师板书salad并领读。接着 问：Salad is healthy.Do you like it? Do you think its easy to make a salad? Can you make a salad?3教师接着问：What do you need when making a salad?引导学生回 答:We need some vegetables or fruit,a bowl a spoon and some salad cream

17、. 教 师板书 spoon *口 cream, 领读并解释词义。Step 2听力教师与学生 交流，导入本 课主题通过学生感 兴趣的话题， 从而激发他 们的学习欲 望，同时教学 生词播放录音，基 础较弱的班 级可以播放 两遍。学生联系实际 作答。学生根据图片 复习有关水果 的单词。让学生将课本 翻到第49页， 看A1局部的 图片学生和同伴交 流.O1) What are1让学生将课本翻到第4 9页，看 A1局部的图片，教师说：Open your books and turn to page 49. Look at the pictures in Part Alo 学生复习已 学过的有关食物和食物

18、制作工具的 单词，教师继续说：When we make a salad, we need *some tools and we can add anything we like. Can you name the things jn the pictures?教师板书grape和strawberry,让学生根 据图片复习有关水果的单词。2 老师说：Amy and Suzy are making a fruit salad. Theyre talking about what they need. Listen to their conversation and tick the things

19、they need.3请一位学生回答，集体核对答案： 教师继续说：What food do your parents usually make? Do you know how to make it?鼓励Step II活动1 教师说：Lots of people make their food at home. Now Sandy and her mum aretalking about what to eat for lunch. Listen to them and answer the following questionso 播放录音，让 学生根据录音回答以下问题：引导学生完 成海报中

20、的 相关信息填 写教师说：Well done. Many of you are good at making food. Who often cooks in your family?they going to make for lunch? (Some sandwiches.)Are they quick and easy to make? (Yes, they are.)How does Sandys mum make a sandwich?(First,shepicks a piece of bread.鼓励学生联系 实际回答。播放录音学生翻开课 本,翻到第50 页B局部，可以让学生 选

21、出一位 group leader”来主作业设计持讨论跟随录音朗 读，要求学生 注意模仿正确 的语音语调。Then she puts some tomato sauce on it. Next, she puts some ham and vegetables on it. At last, she puts another piece of bread on the top of it. 4学生分成两人小组操练相关话题 的对话： Work in pairs. Its your turn to make similar dialogues. Talk about what you can mak

22、e for lunch. You can use Sandy and her mothers conversation as a model-提醒学生可 以使用前面讨论过的食物。挑选几组学生在全班面前表演改编 过的对话板书设计Unit 4 Integrated skillstake place cheer for get on make a fruit salad strawberries and grapes, add some bananas add your favorite fruit, watermelons Watermelons have too much water. Wed

23、better not use them to make a salad.make fried eggs.课堂教学设计课题Unit 4 Study skills集体备课和 个人修改意见教时1课型 新授主备人备课时间教 学维 目 标语 言 知 识1学习用否认前缀un. in.和im.构成反义形容词的方法。2学会使用含否认前缀un 、in 一和im.的形容词表达否认含义。语 言 技 能1正确读出带有否认前缀un. in.和im的形容词。2读懂含有否认前缀un. in.和im的形容词的句子。3运用un. in.和im构成形容词的反义词。情 感态 度通过练习，对形容词的反义词的前缀有自然的认知。教 学

24、四 点 纲 要教 学 重 点形容词前缀的构成。教 学 难 点形容词前缀（加im）的构成。课 标点形容词前缀的构成。中 考 点词汇题中形容词以及反义词的选择。 如何加前缀构成形容词的反义词。教学五点设想1复习对话设计说明：通过师生间的问候，拉近彼此的距离，使学生快 速融入英语课堂。要求学生谈论朋友的爱好及未来计划，从而激发学生 的背景知识，并为之后的知识输入做好铺垫。2教师板书这些描述人物外貌的形容词可以加强同学们对这些词的深 刻了解。3通过教材中的图片复习目标语言。另外，通过让学生自由讨论，这样 使英语对话更加完整，更加贴近实际，也为下一步骤的角色扮演活动降 低了难点，做了充分的铺垫，使学生感

25、到有话可说。4通过画词汇树，可以有效的提高学生对英语词汇记忆的兴趣。另外， 这也是老师对学生本节课所学知识的一种检测。5展示优秀作品这个环节，可以激励同学们的兴趣，使语言学习过程成 为学生积极的情感体验，主动思维和大胆实践，形成自主学习。教学过程及内容教师活动学生活动集体备课和个人 修改意见Step I呈现教师提问1 教师说：We know salad is good for us. You can add anything you like to a salad.教师利用多 媒体出示图Is it healthy to add much sugar? No,片its not healthy.

26、Itfs unhealthy.板书 healthy 和 unhealthyoBy adding a group of letters to the front of an adjective, we can change its meaning. One of r:he most common prefixes for adjectives is un-. It means not”. We add it to some带着学生朗 读，向学生讲 解否认前缀adjectivs to give them theopposite meaning.接着介绍其他否认前缀inun.的作用如：一个学生 说

27、correct,另一和 im-： We can also use some other prefixes, such as in- and im to form new words with opposite meaning.4教师引导学生归纳：在本课学习的指导学生用 “头脑风暴一学生快速说 出反义词 incorrect否认前缀中，in.从来都不会用在以 字母1、r开头的单词之前；im.一 般用在以字母b、m或p开头的单调 前，4口: imperfect impossible o 在 基础较强的班级，教师可补充否认 前缀什一，并归纳其一般用在以字 用r开头的单词前，如：irregular在 基

28、础较弱的班级，教师只需介绍否 定前缀un.、in.、im.的用法即可。Step II活动1要求学生以自然组为单位，每组推 选一名代表站到讲台前。教师给每 位代表发一套写有不同否认前缀的 小卡片，然后从余下的学生中挑选 一位发令员，其余学生做裁判。比 赛开始，发令员大声读出形容词， 要求学生快速反响并举起写有正确 否认前缀的卡片。举错卡片或反响 明显慢于其他人的选手即遭淘汰， 直至淘汰到最后一人即为优胜者，其所在小组 为优胜小组。2可以按此方法做几轮游戏，各组累 计总分。Step 111 操练1学生翻开课本，翻到第5 1页，先 读短对话，然后完成相关练习。2分别让四组学生朗读改正后的短法”巩固单

29、 词。具体方法是： 把学生分成 两人一卜组， 其中一人读 出课本上任 意形容词，要 求另一人快 速说出其反 义词并拼写， 稍后交换角 色操练。让学生集体 朗读所有对 话：Read the correct conversations together.He is unable to send emails.) 教师要允许学生根据提示 用带否认前缀 的形容词造 句。教学过程及内容教师活动学生活动集体备课和个人修改意 见Step I导入Weve learnt a lot about Suzy*s cousin. He loves DIY very much. What happens every t

30、ime he does DIY?驯导 学生 回答：Something terrible happens.2教师用课件呈现更多问题，通过复 习Reading内容，引入本课主题：What happened to the cat when Suzys cousin finished painting the whole living room blue?(It was also painted blue.)Could Suzy put the books on the shelf made by her cousin? (No. The books couldn*t stay there becau

31、se one end was much higher than the other.)Why did Suzys cousin feel unhappy when Suzy advised him to take a course in DIY? (Because he thought he knew everything about DIY.)Is Suzy also weak at DIY?(No. She knows much more about DIY than her cousin.)Step n阅读1教师播放录音，让学生回答以下问题：Suzy made a birthday ca

32、rd at the weekend. Listen to her diary entry carefully and find the answers to these questions o教师用课件呈现以下问题，教师提问教师利用多媒 体出示引导学生探索、交流教师说：We know Suzy is good at DIY.学生结合所学 知识进行回答学生各抒己见听完后让学 生两人一且 问答小组探究并鼓励学生 用不同思路 造句.对话，其他学生核对答案：Read the short conversations to the class.Other students, please check yo

33、ur answers.3用课件显示一些句子，要求学生根 据提示用带否认前缀的形容词造 句。This chair is too small. (It is veryThe boy is not very strong.对有创意的 句子要给予 表扬(He is always inactive in sports.)You cannot fly to the island directly.(There are some indirect flights.)I do not like him.The snow is so heavy. It is unusual to see such heavy

34、snow here.)Water is very important to us. (It ispossible for us to livewithout water.)My grandfather knows nothing about computers.作业设计板Unit3 Study skillsNounsAdj (with-ful)Adj. (with -less)carecarefulcareless教 学 反 思helphelpfulhelplessuseusefuluseless听完后让学生两人一组问答：(1) Why didnt Suzy make the card at

35、home?(Because she wanted to keep it secret.) (2) Did Sandy help? (Yes. Sandy helped her with the drawing.)How long did Suzy and Sandy spend making it?(They spent two hours making it.)What mistakes did Suzy keep making when working on it?(She kept spelling the words wrong because she was too excited.

36、)What colour did she use for the roses?(She coloured them red, blue and pink.)Did they make a mess in the house? (Yes. There was paint on everything.) 2让学生翻到课本第52页，教师播放 A局部录音，学生跟读：Open your books and turn to page 52, please. Lets repeat after the tape sentence by sentence.4最后教师用课件呈现自己的观点， 让学生明确在写日记时

37、每段应包含 哪些内容。Paragraph l:The reason why Suzy made a birthday card.Paragraph 2:How she made the card.Her mothersbirthday coming, you what decided give mother?is Do know sheto her Didshe do some DIY? 鼓励 学生联系实 际，大胆猜想 各种可能性：Please answer thesequestions pairs.in组织学生完成几位学生朗 读短文，每 个学生朗读 一段。每段结束后 请学生思考 这一段主要

38、包含哪些信 息:I need four of youto Suzys entry, student readread diary Eachwill oneparagraph.Please tell us what each paragraph is about after reading. Who would like to read Suzys diary entry?Paragraph 3: What happened in the end.Paragraph 4:Suzys hope.Step 111 写作1让学生翻到课本第5 3页B局部， 模仿Suzy的文章写一篇日记：2教 师检查学生

39、写作的完成情况，展示两 位学生的习作，鼓励点评。3让学生朗读范文。练习：教师归纳总结Paragraph l:The reason why Suzy made a birthday card.Paragraph 2:How she made the card.Paragraph 3: What happened in the end.Paragraph 4:Suzys hope.教学随笔课堂教学设计课题Unit 4 Do it yourself Reading集体备课和 个人修改意见教时2课:新课主备人备课时间2021/9/30型教 学维 目 标语 言 知 识To skim text for o

40、verall meaning and skim for details. 学会DIY的相关词汇语 言 技 能听懂这篇文章并且能够流利阅读文章。能够流利地阅读课文能用关键词和句子完成练习。情感 态度引导学生的DIY的意识。教 学 四 点 纲 要教学重点听懂这篇文章并且能够流利阅读文章教 学 难 点学会DIY的相关词汇并且使用。课 标点crazy, terrible, once, course, instead, attend,中 考 点Read the passages with different reading measures教 学 五 点 设 想.教师用课件呈现所有重要词汇、词组，要求学

41、生合上课本，根据这 些重要提示分段复述课文内容。.引导学生回顾文章各段容并简要复述故事。组织学生分成四人小组， 联系自己的实际展开讨论，编写一段对话，引导学生增强DIY的意识。.采用不同的阅读技巧来阅读课文。4.自己带一些工具来认识。5.教师可以用课件提供以下问题，帮助学生展开思路。教学过程及内容教师活动学生活动集体备课和个人 修改意见Step I呈现1 教师说：Suzys cousin Andrew likes DIY a lot. Hes crazy abor8c DIY.教 师板书 be crazy about,2教师呈现课文中Andrew的图片， 问 学生：Look at this p

42、icture.What happened to Andrew? pipe and filled the room with water. 让学 生猜想词义，教师领读。3教师板书ceiling,让学生抬头看天 花板：Look at the ceiling. There are some lights hanging from it. 让学生 猜想其含义。教师板书shelf,指着 教室里的书架，对某一位学生说： Please get the books on the shelf for me.让学生猜想其含义。Now open your books and turn to page 45, ple

43、ase. Here are some newwords and their meanings. Can you match them?教师接着说：Do you think Suzys cousin is good at DIY? No, he isnt. He caused a lot of problems when he did thing himself.Step II操练1 老师说： Millie wants to retell Suzy!s story about DIY. Listen to Suzys article carefully and read the sentence

44、s in Part B3 On page 46. Write a T if the sentence is true or an F if it is false.教师播放第44页课文 录音，让学生看第46页B3局部的 练习，边听边判断正误。2让学生朗读句子，并核对答案，遇 到不正确的句子要求学生改正： Read the sentences and correct those with wrong information.出口:(3) Suzy*s cousin wanted to put up a picture on the wall.教师利用多 媒体出示，让 学生猜想词 鼓励学生回 答：

45、He tried to hit the nail with a hammer, but he hit教师领读这 两个单词出练习，让学 生加深对生 词的理解。 鼓励学生根 据图片两提 供的信息猜 测：让学生完成 课本第45页 B2局部的练 习，同时也检 查学生对本 课内容的预 习情况：Match the jobs he did withtheproblems he自主学习 阅读、思考， 查字典和相关 资料，组长组 织学生汇报，让学生完成课 本第45页B1 部匀学生预习后各 抒己见，小组 汇报后给出答 案小组讨论判断 正误并且回答以下问题caused.Suzys cousin thought the living room was boring, so he painted it blue.3请学生集体 朗读改正后 的句子：Lets read the corrected sentences together.It took Suzys cousin five hours to put up the shelf on the wall.Suzys cousin thinks he already knows everything about DIY.Step III 阅读1 教师说： Listen to the article again and make