新科普版八年级英语上册《Topic3TheschoolsportsmeetiscomingSectionA》课教案4

1、评课记录时间地址五楼多媒体学科英语出课教师课题评课教师评课内容:于士杰：波及广。1单词放在课文中学，学生简单接受。2课容量大，面3假如替代部分划上线，就能让学生目标重点更明确。郑珊：1用学生自己引课，吸引学生注意力。2词，学生简单接受。3对话频频演练，让学生多说实到笔头上，达到四会听闻读写。在文章中间学单4说完以后落吴春娟：1全程英语讲课，教材整合到位。好像时给出更好。2板书begood/badfor任桂华：1注意培育学生的语音语调21b顺成小短文，而后达成1c.张金香：1重点突出2重点部分挖空，降低难度，掌握坚固。3听闻读写都含在内。崔凯琪：1用学生的生活照引课，吸引学生。听粗心，而后以小组

2、合作的形式达成会更好一些。2听力部分第一遍秦丽：语言清楚，环环相扣樊景霞：放在语境中间学习单词，音标有助于夯实基础。海拉尔区第七中学讲课记录时间2017918地址五楼多媒体学科英语出课教师杜彦婷课题Unit2Topic2Imustaskhimtogiveupsmoking.讲课内容：本课是为博爱英语八年级上学期Unit2Topic2SectionA的内容。这是第二单元第二课题的第一课时，在复习了描绘身体情况的基础上，进一步学习养成优秀的生活习惯。本课的设计表现任务型教课而且交融知识的复习、表现、练习和稳固为一体。本课从学生实质出发，对教材进行了必需的调整。为了在45分钟内更好更有效地实现教学目

3、标，设计了直观生动的教课课件，把教课次序安排为：导入依据图片，问答并学习新单词，为下边学习短文扫清词汇阻碍。表现看图片，猜想康康疲惫的原由，引出对话。听录音1a,回答下列问题，认识康康疲惫的前因结果，并给出适合的建议。观看视频1a，填写空格。朗诵课文，注意语音语调。依据提示语，复述对话。稳固填写表格，写出一些感觉形成的原由，并给出适合的建议，依据建议，学生间做对话，并进行表演。把情形表达和适合的图片配对。配对连线。拓展议论好习惯和坏习惯并用should,hadbetterormust来改写句子。依据3a，列举更多的生活习惯，并议论利害。小组比赛，列举生活习惯，并把它们归类。小结总结本课重点语言

4、点：学习了把生活习惯归类和用神态动词表达建议。课后反省：在新课程标准的指导之下，要修业生养成优秀的听英语的习惯，经过听力对话实时的稳固并记忆本节知识，以后在进行对话的产出，检查学生对本节知识的掌握获得很好的反应。在此之上，给学生展现一些相关生活习惯的图片，让学生在过程中进行感情培育和策略调整，以形成踊跃的学习态度，促使自己语言实质的运用能力。踊跃仔细的投入到语言实践中去听、说、读、写，学会听去重点，能用将实质生活和课本知识很好的连结起来运用。因此在教课中，我采纳了不一样的教课方法和方式，让学生更好的认识社会，以致于很好的掌握本节知识海拉尔区第七中学教课方案课题Unit2Topic2Imusta

5、skhim出课时间2017918togiveupsmoking.出课教师杜彦婷学科英语教1.Learnsomenewwords:cause,health,tonight,sleepy,medicine,meal,without2.Learnsomeknowledgeofhealthyhabitsandunhealth材yhabits:分(1)Stayinguplateisbadforyourhealth.(2)Isgoingtobedearlygoodorbadforourhealth?Itsgood.析学初二学生是两极分化的分水岭，也是性格变化阶段。知识的浸透分层情教课，着重学困生的学习方法

6、的培育。经过语言学习，影响学生的自身品行，要学会鉴别好习惯与坏习惯，养成好习惯，戒掉坏习惯，保分持健康。析1.能正确运用动名词短语做主语进行书面表达：Stayinguplateisbadforyourhealth.教课目的教课重点教课难点教法学法设计思路2.能正确地运用must,mustnt提建议:Youmusthaveagoodrest.Youmustntthrowlitteraround.Gettoknowthatitsnecessaryforustohavehealthyhabits.Themainactivitiesare1aand3a.Five-fingerTeachingPlan第

7、二单元讨论怎样保持健康，第二话题讨论了影响健康的好习惯和坏习惯，引出了本课的语法重点：神态动词must+动词原形，表示建议、劝说。同时引出了动名词做主语的常用句式：Stayinguplateisbadforyourhealth.经过学习SectionA,让学生可以鉴别好习惯与坏习惯，进而帮助他们养成好习惯，戒掉坏习惯。课后要修业生会用动名词做主语造句，能用must提建议。Teachingaids教具多媒体课件/小黑板/录音机/幻灯片教课准备教课过程Focustheirattentionontheteacher.Readthesayingaloud.StudentsreadthechantonP

8、38andtrytoimitatetherecording,atleastforthreetimes.Volunteersmayanswer:smokingnotsmokingStudentsunderstand:“giveupsmoking”means“stopsmoking”.设计企图Getstudentsreadyforlearning.Showeverydaysayingforthestudents.(onesayingaweek)PlaythechantonP38.ThenguidestudentstorepeatthechantonP38afterlisteningtotherec

9、ording.Teacherasksthestudentstolookatthetopic“Imustaskhimtogiveupsmoking”andguessthemeaningof“giveupsmoking”,thenasksaquestion:“Smokingornotsmoking?”5.Teacherintroducesthesynonymousword“stop”,whichmeans“giveup”.6.Studentslistengenerally6.Teachertellstheandfindout“Stayingstudents,uplateisbadforyourhe

10、alth”.Studentsmakesurewhattheyshoulddowhilelistening.Studentslistenandfinish1b.Studentslookthrough1a,focusingonthekeysto1b,andthendiscussingroups.Studentsmaydiscusshowtowriteingroups.Thentheywriteitdown.Eachgroupwillshowoneforthewholeclass.Asample:Kangkanglookstired.BecausehewatchedasoccergameonTVla

11、stnight.Hewenttobedverylate.Heshouldgotobedearlytonight,andhellfeelbettertomorrow.Studentsreadwiththerecording,imitatingthepronunciationandintonation.Studentsunderlinethelanguagepointsintheirtextbooks:sb.betired/interested/excited“Inourlife,therearemanybadhabits.Letslistento1aandfindoutthebadhabitin

12、1a.”Teacherasksthestudentstolookthrough1b.Teacherplaystherecording.Teacherasksthestudentstolookthrough1aandchecktheiranswers.Teacherasksthestudentstofinish1c.Thenleteachgroupshowonepassageandarepresentativereadthepassagealoud.Teacherplays1aforthestudentstoreadwith.TeintobeingwatchedpasttenseDoingsth

13、.isbad/goodformustdosth.Studentsaskandanswerinpairs.Studentsmayfind“litter”and“dustbin”strange,buttheycanguessthemeaningsbyconnectingthephraseswiththecorrespondingpictures.Studentschoose“should,shouldnt,must,mustnt,dont”foreachpicture.1.Studentsmayasktheteacherwhattheydontunderstand.2.Studentsunders

14、tand“keepingfingernailslong”withthehelpofthepicturesandtheteachersunderstand.Youlooktired.Whatcausedit?IwatchedasoccergameonTVlastnight.Stayinguplateisbadforyourhealth.Imusthaveagoodrest.Teacherasksthestudentstopractice1ainpairs.Teacherasksthestudentstolookthrough2tofindsomethingtheydontunderstand.T

15、eachershowspicturesof“litter”and“dustbin”onthescreen.Teacherplaystherecording.explanation.3.Studentsunderstand“withoutbreakfast”withthehelpoftheteachersexplanation.Studentsmarkeachphrase.Studentsmakesentenceslikethis:Goingtobedearlyisgoodforyourhealth.Gettinguplateisbadforyourhealth.Youshouldgetupea

16、rly.Eachgroupmakethenewsentencesintheirowngroups,andeachonemustsayonesentence.Studentsmakedialoguesbyimitatingtheexample,andtheymaytrytouse“Wow!”,“Mygod”toshowtheirattitude.Theymaypracticeinpairs.Tworepresentativesfromeachgroupreadtheirnewconversationsabout3baloud.Teacherasksthestudenttolookthrough3

17、a,makingsuretheyunderstand3a.Teachershowspictureso“longfingernails”onthescreen.Teacherexplainsthat“withoutbreakfast”mean“noteatbreakfast”.Teacherasksthestudenttochoose“good”or“bad”andmarkeachphrase.Teacherasksthestudenttomakenewsentenceslike:Doingsth.isgood/badforTeacherwalkstoseewhoisnottakingpartintheactivity.Teacherletsstudentsfin