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新目标英语八年级下unit4 Reading教学设计案例


新目标英语八年级下 unit4 Reading 教学设计 案例
西丰县第一中学 刘 艳 一.教学背景分析 【教学内容分析】 Do you remember what you were doing?是义务教育课程改革实验教材新目标八下第 四单元 Reading,学习掌握过去进行时与 when/while 引导的时间状语从句连用这一语 法现象。第一课时主要是通过阅读来了解故

事的第一部分,通过听力来获取信息,了 解故事的结尾。在读、听故事的过程中学习词汇;在理解故事的基础上,掌握词汇并 提炼出语法现象,总结出语法结构,进而在真实的语言环境中自然地运用所学新知, 进行真实交际。 【学生情况分析】 学生刚刚学过用过去进行时的简单句描述过去某一时刻正在进行的事情,本课又以故 事为载体, 呈现并学习过去进行时与 when/while 引导的时间状语从句连用这一语法结 构,将知识扩展。教师要紧紧抓住学生的年龄特征和喜爱读故事这一特点,利用图片, 将故事情节形象化、生动化,使学生在读故事中自然地接触语言现象,进行新知识的 输入,并且帮助他们有效地内化语言。根据初二学生的认知特点,将学生熟悉的教室 和办公室的片断录像在课堂上播放,为学生提供使用语言的情景,激发他们的表达欲 望,以达到最佳的教学效果。

二.教学设计理念 根据新课程理念,只有树立以学生发展为本的思想,全方位、多角度地设计阅读教学 过程,调动学生参与阅读教学的积极性,英语阅读课教学才能焕发生命的活力。本课 以学生感兴趣的故事为主要内容,为了能充分发挥故事吸引力的作用,我精心设计了 导入,利用课本中的图片资源,既学习了词汇,为下一步的阅读故事扫清了障碍,又 达到了介绍故事背景的目的,调动了学生读故事的欲望,从而积极主动地参与到阅读 学习中来。根据由易到难的认知规律和第二语言学习的渐进性规律,本节课课堂教学 设计由易到难,由浅入深,教学呈阶梯式层层推进,逐步加深学生对故事的第一部分 的理解。在此基础上,引导学生以听力的方式弄清故事的结尾。各个环节间的过渡自 然得体,学生深深被故事吸引,在读故事中自然地接触语言现象,进行新知识的输入。 这样设计符合学生的认知特点,有助于学生课堂上集中精力,积极思考,主动参与课 堂活动,培养学习策略,提高学习效率。在操练所学语法结构时,教师播放了学生熟 悉的教室和办公室的片断录像,为学生提供使用语言的情境,激发并强化学生的学习 动机,使他们主动思维,大胆实践,促进语言实际运用能力的提高。 三.教学目标及内容框架设计 【教学目标】 1.知识目标:学生能认读并理解本课词汇;能够正确理解并初步掌握用过去进行时态 描述过去正在发生的事情,并学会使用 when 引导的表示过去时间的状语从句。 2.能力目标:学生能够通过阅读故事,获取所需信息;能够初步使用过去进行时态描 述过去正在发生的事情,和正确使用 when 引导的表示过去时间的状语从句。

【教学过程与方法】 1.输入新知 (了解故事背景,学习词汇;阅读 1.2 故事的第一部分,以听的方式了解 故事的结尾,既读故事又在语境中自然地接触语言现象) 2.巩固词汇 (以图片和在语境中填词或词组的形式巩固词汇)

3.提炼语法结构 4.语言运用 (输出新知:描述录像中师生的活动)

【教学方式与教学手段】 以故事为载体,用电脑配以生动、形象的画面,将学生吸引到故事中,既欣赏了故事, 又学习新知、运用新知,充分发挥了多媒体的交互性、开放性、协作性和反馈及时的 优势。教学中把阅读、听力、口语三方面的活动相结合,并且设计了个人活动、两人 小组合作、四人小组讨论,观看录像等多种学生活动方式,以达到最佳的课堂学习效 果。 四.教学过程设计 教学步骤教师活动 学生活动 Step 1 Lead-in 教师用电脑出示图片, 并创设语境, 学生回答问题: you like reading stories? What Do is your favorite story?(语境:Look, lots of books. They are all about stories.) 看图,回答问题。

Step 2 Pre-reading 1. 教师展示故事背景图片, 介绍故事背景的同时, 在语境中引出生词: empty, look for, customer, streetlight, suitcase, wave. 故事背景:Last week I read a story. (出示图片)Jake, a taxi driver, was the main character of the story. Late one night, he was driving along. Nobody was in his car except him. So he was looking for customers. Suddenly a customer appeared. A woman was standing under a streetlight. There was a suitcase. She was waving to stop the taxi. 2. Ask Ss to read the words after the teacher. 3. Check the reading of the new words. 4. Get Ss to remember the new words in one minute. 5. Check the words. 学生了解故事背景,在语境中理解生词的含义。 Read the words after the teacher.Try to remember the words in one minute.Read and spell the new words. Step 3 Reading 1. Reading for the general idea 1) Ask Ss to read 1.2, and number the pictures in the right order. 2) Get one student to tell the order. 2. Reading for the details.

1) Ask Ss to read the first part of the story again, circle True or False. Check the answers, and correct the false statements. 2) Ask Ss to read this part paragraph by paragraph and answer the questions: ① What was the weather like?(Paragraph 1) ② What was Jake doing when a woman appeared? ③Where was the woman standing? (Paragraph 2)

④ What did the woman do when they arrived at the house?(Paragraph 3) Check the answers, and explain some new words and important points. Ss read 1.2, and number the pictures in the right order. Check the answers. Read the first part of the story again, circle True or False.Check the answers.Read paragraph by paragraph and answer the questions. Answer the questions and learn the new words. Step 4 Listening 1. Lead-in: We know the first part of the story well. What happened next? What was the ending of the story? Are you eager to know it? 2. Play the tape of the ending and show Ss the questions:

1) What did Jake find while he was cleaning his taxi? 2) Who called to him when he was waiting at the door? 3. Play the tape of the ending and show Ss the questions: 3) Were there any people in the house? 4)What happened five years ago? 4. Check the answers, show pictures to help Ss to understand the story. Answer questions and try to understand the story. Step 5 Learn the structure 1. Play the tape for Ss to listen and repeat the story. 2. Deal with the problems from Ss. 3. Check if the Ss understand the story well in details. 4. 提炼出 when 引导的过去进行时句型。 今天我们读了一个故事,想想整个故事用了什么事态?教师板书:过去进行时,一般 过去时) 5. 让学生学习 1.4 例句,独立完成 1.4 练习。 6. 播放 1.4 录音。

7. 总结出由 when 引导的状语从句, 主句用过去进行时句型的结构, 并板书。 Read the story after the tape. Ask questions if they have any.Review the vocabulary. 回顾故事情景,并回答:过去进行时,一般过去时。学习 1.4 例句,独立完成 1.4 练 习。听录音核对答案并朗读。 学习由 when 引导的状语从句,主句用过去进行时句型的结构。 Step 5 Use the language Task 1. 播放录像,让学生观看并描述昨天中午班主任老师走进教室的时候,班上同 学正在做的事情。 Task 2. 播放录像,说说录像中的教师在电话响的时候正在做的事。 观看录像,描述 昨天中午班主任老师走进教室的时候,班上同学正在做的事情。 观看录像,说说录像中的教师在电话响的时候正在做的事。 Homework 1.听磁带朗读故事(1.2, 1.3)。 2.读故事,讲故事中你最喜欢的几句话写在作业本上。 3.Make up another ending by yourselves if you like. 课后反思 本节课最大的特点是将词汇、阅读和语法教学融于一体,且环节紧凑。尤其是对词汇 的处理可谓是一大亮点:本节课词汇复现率高,巧妙地贯穿于整个阅读教学中,先是

在介绍故事背景时,利用图片自然地学习词汇;其次,在做理解故事情节的练习时, 复现词汇,加深印象;最后在检测学生是否很好的理解故事的第一部分时,以图片和 在语境中填词或词组的形式巩固词汇。 本节课充分发挥了多媒体的优势,利用图片和音效将故事情节生动化、形象化,课件 设计吸引人。 在操练所学语法结构时, 教师播放学生熟悉的教室和办公室的片断录像, 为学生提供使用语言的情景,激发并强化学生的学习动机,他们情绪高涨、积极参与、 主动思维、大胆实践,促进了语言实际运用能力的提高。不足之处是在输出新知阶段, 教师的设计只是停留在句子的层面上,未能抓住机会与写作练习有效的结合,为学有 余力的学生提供更广阔的拓展空间。

新目标八年级英语下册 Unit 4 教学设计
新目标八年级英语下册 Unit 4 教学设计
新目标英语八年级下册 Unit4 He said I was hard-working 教学设计

一、教学内容及分析 本单元的教材设置从谈论电视剧剧情开始,以对话的形式引出直接引语和间接引语 的应用及转换。通过谈论和学生年龄相仿的电视剧人物,把枯燥的语法知识学习融入情境对话之中,学习 如何用英语转述他人的话,学习内容贴近生活,学生学习兴趣高涨。教学内容安排采用听、说读写结合的 方法,让学生在听力、口语阅读、写作练习中,学习新的语法知识,形成正确的语言习惯,提高英语运用 能 力.

二、学习者特征分析: 学生已经学习了一般现在时,一般过去时,现在进行时,过去进行时等时态,能够 进行各种时态之间的转换,同时,学生对各种时态的陈述语气也知道怎么变化,因此在学习本单元就容易 的多了。 三、单元整体目标分 1.知识与能力(1)词汇:mad; anymore; direct speech; reported speech; first of all ;message ;in good health nervous;village and so on . (2) 语言结构 1.了解直接引语和间接引语,以及引语之间的转换。学习如何用英语转述他人的话。What did Marcia say? She said she was having a surprise party for Lana on Friday night. 在教学过程中 培养学生的英语应用能力,合作学习的能力。听力训练也是本课的重点。2.情态动词 can 表示能力 (3)目标语言 1.What did your math teacher say ? He said I was hard—working . 2. What did she say ? She said she could speak three languages . 2.过程与方法 采用“任务型”教学模式,引导学生参与课堂 Groupwork 活动,组织学生说话,再由其他 学生当堂转述来训练学生进行引语转换。第一教学环节是引语转换训练,第二教学环节是听力能力训练, 第三教学环节是教材语言操练,第四教学环节是课堂练习及分组活动。教学过程中应用讲授法、分组学习

法。 3.情感态度与价值观 引导学生参与课堂 Pairwork 和 Groupwork 教学活动,培养他们团结协作的品 质。通过礼貌地交流,养成文明用语的良好习惯。 四、重点、难点 本单元的教学重点是让学生学会何用英语转述他人的语,了解直接引语、间接引语,学 会直接引语转换为间接引语。本单元的教学难点是把直接引语转换间接引语的转换中,注意动词的时态变 化和人称代词的变化,并能口头、笔头上正确运用英语转述他人的观点。 五、教法选择与学法指导 1 任务型语言教学 2 多媒体 CAI 教学 3 多元智能理论 六、资源准备:1.CAI 课件 2.录音机 六、课时及教学内容安排
教学内容 Grammar(Direct speech and Indirect speech) 课时安排 Period 1 教法选择 TBL,Ex, Groupwork 资源准备 PPT 教学评价 通过让学生转述检 查是否掌握,注重 过程评价 SectionA(1a—3b) Period 2 TBL,MIT, PPT,tape recorder 通过转述电视剧的 情景和听力训练, 进行过程评价 SectionB(1a—2c) Period 3 TBL,Pairwork Stereo 通过转述成绩单正 确对待老师的评价 SectionB(3a—selfcheck) Period 4 TBL 通过写作训练学会 书面表达与同学互 通情感 Reading Period 5 Pre—reading While—reading Post--reading 教学内容 课时 Period 1 Unit 4 He said I was hard--working 教学对象 八年级学生 提供者 PPT 通过渗透阅读策略 和情感态度,进行 过程评价

一、教材内容分析

本节课选自人教版新目标八年级下册 Unit 4 He said I was hard—working. 本单元的中心话题是 Telling a story。主要语言功能项目是 Report what someone said。本节课是本单元的第一课时主要设计了一节 语法课,专项学习直接引语和间接引语,为后面的新科学习打下基础。由于不同的语言文化,转述时动词的 时态,发音,人称代词指示代词等形式变化是一个难点。 二、教学目标(知识,能力,情感态度、价值观) 知识目标 Vocabulary: said to—told ,ask/tell/order sb(not) to do sth tomorrow—the next day….. Target language (1).He said to meYou are hard-working. (2).He asked me,Are you from USA?(3).He said,Why are you so late? (4)’Don’t draw on the wall”He said.(5)The teacher told us,”The earth moves around the sun” 能力目标 能将直接引语是陈述句,一般疑问句,特殊疑问句和祈使句,正确的转述为间接引语,同时注意 直接引语是客观真理的情况,特别注意指示代词,人称代词等的变化。 情感目标 当你转述别人的话时,一定要转述清楚,以免引起误解。 三、重点难点 Vocabulary:1.said to—told ,ask/tell/order sb(not) to do sth tomorrow—the next day….. 2.Target language:(1).He said to meYou are hard-working. (2).He asked me,Are you from USA?(3).He said,Why are you so late? (4)’Don’t draw on the wall”He said.(5)The teacher told us,”The earth moves around the sun” 四、教法选择、学法指导 本节课,主要是一节语法课,又是第一课时,因此主要采用讲授法,练习法来讲解和巩固语法。采用多媒体 课件,用箭头标出各种变化,直观清楚易懂。 五 资源准备 多媒体课件 六、教学过程

教学任务 Task1 Organization Lead-in (3minutes) Task2 Presentation (8)

教师活动 1 Greet the students. 2 Ask Ss to report what teacher said.

学生活动 Try to report

设计意图及资源准备 通过让学生转述老师刚说 的话,引出什么是直接引 语和间接引语以及什么时 候用

1 Teacher say some

Try to report one by 老师说一些句子,让学生 转述,并且总结规律

sentences,and ask Ss to report. one ,and 2.Ask Ss to summary. summary.pay attention to the change of verb.

Task3

Ask three Ss to work in group,Sa Ss work in group say a sentence ,Sb ask what did and do it . Report he/she say?Sc report. Task4 Show some pictures and sentence,Ask Ss to report Teacher show some Report as soos as Report one by one

通过上一步的练习马上让 学生做一个 Groupwork 练习进一步检查掌握巩固 进一步检查掌握情况

Practice(5) Task5

通过做记忆力挑战游戏, 再巩固和掌握。

Memory challenge sentences,challenge Ss memory they can (5) Task6 Story time (2) Task6 Summary(5) Task 7Ex(5) Ask Ss to say out Grammar rules. Ask Ss to do some Ex Do Ex Ask Ss to report the sentences Look at the picture in :Snow White and report.

让目标语言更情景化。

Summary Grammar 从具体练习到语法总结, rules 符号学生的认知规律 最后再练习巩固,补充一 般疑问句和特殊疑问句,

祈使句的间接引语问题 Task 8 Ask Ss to do Ex Recite and do Ex 让学生背语法规则和做练 习巩固 Homework 七、板书设计 Unit 4 He said I was hard--working. (Period One) I. New words said to—told ,ask/tell/order sb(not) to do sth tomorrow—the next day….. II. Sentence patterns (1).He said to meYou are hard-working. (3).He said,Why are you so late?

(2).He asked me,Are you from USA?

(4)’Don’t draw on the wall”He said. (5)The teacher told us,”The earth moves around the sun”

教学内容 课时 Period 2

Unit 4 He said I was hard-working 教学对象 八年级学生 提供者

一、教材内容分析 本节课选自人教版新八年级下册 Unit 4 He said I was hard-working Section A. 本单元的中心话题是 telling a story。主要语言功能项目是 report what someone said。语法结构为 Report speech Simple past tense Can for ability 根据《英语课程标准》 、本单元教材内容和八年级学生的学习水平,我对教材进 行了合理的整合,将 SectionA1a.1b.1c 2a 2b 2c 3a 3b 整合成一个课时的教学内容,原因是经过第一课 时的学习学生已经对直接引语和间接引语的语法基本掌握,而上面这些内容都是围绕 Young Lives 这一肥 皂剧为话题,这样整合可以突出每节课一个中心话题的思想。 二、教学目标(知识,能力,情感态度、价值观) Knowledge Object Vocabulary: mad,anymore,first of all,message,pass on,suppose,be supposed to. Target language

(1). What did Marcia said? She said she was having a surprise party for Lana on Fridy night. 2.Lana said she would bring some drinks and snacks to Marcia’s. Ability Object 1 能正确转述别人的话,培养学生说的能力。2.提高听力技能和归纳的能力。 情感目标 在生活中学会认真倾听别人说话。并合理的转述给第三者,介绍传达错误信息。 三、重点难点 1.Vocabulary:mad,anymore,first of all,message,pass on,suppose,be supposed to. 2.Target language…1). What did Marcia said? She said she was having a surprise party for Lana on Fridy night. 2).Lana said she would bring some drinks and snacks to Marcia’s. 四、教法选择、学法指导 本节课,运用远教育资源和网络资源中的图片、动画、声音媒体等手段向学生呈现电视画面,清楚标出画面 中人物的名字以便于学生清楚弄清楚人物之间的关系,从而轻松地转述电视画面里人物的话,采用情景视听 法,任务型教学法,为学生设置真实的情景、语境,使学生在学中用在用中习得语言,帮助学生养成良好语 言学习习惯。 五 资源准备 多媒体课件、图片等相关教学资源。 六、教学过程 教学任务 Task1 Review (3minutes) Task2 Lead in (2) 教师活动 1 Greet the students. 2 Revise the Grammar we learned last period. 1 Show some slides by computer to ask students 1.Look at pictures and discuss the 对肥皂剧这一名称有一个 清楚地来源了解,给学生 输入一些必要的背景知 识。 2.Then answer the Soap Opera—Young Lives 学生活动 设计意图及资源准备

Look and follow the 通过复习教师完成本节课 teacher.. 的导入。

something about Soap operas. question. 2.Tell them today we will learn a

question. Task3 Show the pictures of 1a Ss look With the help of the 进一步掌握直接引语转换 at the picture and know who is teacher,Ss can Reportt Lanna,Ben and Marcia.Then change Direct speech into Reported Speech. Task4 Listening (5) Ask students to listen 1b,2a,2b,Explain how to do? 1.1b:Listen and number the statements. 2.2a:Listen and circle true or false. 3.2b:Listen and circle correct answers. Task5 Writing (5) 1.According to Listening 1. Work in 通过写的训练进一步掌握 此语法。 通过听的训练进一步检查 掌握此语法。 change correctly. 为间接引语。

1b,2a,2b,ask Ss to fill the blank. group and fill in the 2.Help Ss finish 3b blank.

2. Task6 Homework (2) 七、板书设计

write 3b 练习巩固,效果反馈。

1.Ask them to write new words. Finish the task. 2.Finish Ex-book.

Unit 4 He said I was hard--working. (Period One) I. New words & phrases mad,anymore,first of all,message,pass on,suppose,be supposed to. II. Sentence patterns(1). What did Marcia said? She said she was having a surprise party for Lana

on Fridy night. 2.Lana said she would bring some drinks and snacks to Marcia’s.

教学内容 课时 Period Three

Unit 4 I want to be an actor. 教学对象 一、教材内容分析 八年级学生 设计者

本课是本单元的第三课时,在继续巩固学习上节课所学转换肥皂剧年轻人所说的话,主要学习 SectionB、1a、 1b, 2a and 2b.本课依据《英语新课程标准》要求、针对教学内容及教学对象的特点,对部分内容进行了适当 的整合,确定本节课的主要教学目标为:1.学会用间接引语转述成绩单。2 进行合理的自我评价,同伴评价和 老师评价。 二、教学目标(知识与能力,情感态度与价值观) 1.Knowledge goals: Words:hard-working,do well in…

Target languages:What does math teacher say?He said I was hard-working. 2. Ability goals: Train ss’ listening skills and speaking skills. Train ss’oral skills and communicative.and give themselves correct assessment. 3.Moral goals:Work hard to get better grade. 三、重点、难点 1. 重点:1)the important words and the target language.

2)Sentences: What does math teacher say?He said I was hard-working. 2. 难点:Listening and Grammar. 四、教法选择与学法指导 Listening method. Speaking method.Pairwork and groupwork. 五、资源准备 多媒体课件、图片及相关教学资源。 六、教学过程 设计意图

教学任务

教师活动

学生活动

及资源准备 Task 1 Free talk (4) 1. Ask Ss to answer the following Self-assesment. 通过学生自我评 价提高口语能力

question :What do you think of yourself at study.

2. Task 2

Self-assesment. 在学生完成自我 评价后,学会转 化老师的评价, 为

Ask Ss to answer :What do the teachers Ss use their own words to change Direct speech into Reported Speech.

presentation think of you? (5)

Task 3

Explain and ask Ss to do.

1. blank.

listen and fill in the

听力前通过口头 转换训练,在过 渡到听力,学生

Listening 2. (20) Scott’s card? Task 4 Ask Ss to self-assessment,peer-assessment,and Assesssment 老师评价然后再 Teacher-assessment. and 汇报,进一步发 Teacher-assessment. Task 5 Summary Homework 七、板书设计 Words: hard-working,do well in… Sentence patterns: What does math teacher say?He said I was hard-working. 1.Summary 2.Homework Finish the Ex 展语用能力。 小结本课内容, 布置作业,课外 延伸。 Self-assesment. Peer-assessment 学生通过自我评 价,同伴评价, listen and which is 易于接受。

教学内容 课时 Period 4

Unit 4 I He said I was hard-woking 教学对象 八年级学生 提供者

一、教材内容分析 本节课是本单元的第四课时,在上节通过口头和听力转换成绩单后,本节主要是阅读和写作训练 二、教学目标(知识,能力,情感态度、价值观) Knowledge Object Vocabulary: in good health,report card,nervous,envelope,semester,true,dissaponting,lucky Target language How’s it going?,be in good health,get nervous,have a hard time with sth,have a hard time doing sth.My Spanish teacher said my listening was good. Ability Object Improve reading skills and writing skills. 情感目标 正确对待别人的评价,合理分析自己的成绩 三、重点难点 Vocabulary: in good health,report card,nervous,envelope,semester,true,dissaponting,lucky Target language: How’s it going?,be in good health,get nervous,have a hard time with sth,have a hard time doing sth.My Spanish teacher said my listening was good.. 四、教法选择、学法指导 本节课,运用任务型语言教学途径,通过分享学生的作文,课内完成写作任务 五 资源准备 多媒体课件、图片等相关教学资源。 六、教学过程 教学任务 Task1 Pre--reading (3minutes) Task2 Ask Ss to read the letter,then Read and judge 通过阅读进一步理解文 教师活动 1 Greet the students. 2.Ask Ss to read the question. 学生活动 follow the teacher..to do. 设计意图及资源准备 阅读前让学生带着问题去 读。

While--reading(8) Task3

judge true or false. Explain language points. Tell teacher what they don’t

章,然后做判断练习题。 更进一步让学生理解信中 的语言点

Post --reading understand. Task4 Control--Writing Ask Ss to copy 3a to write an article. Pretend to be Scott,write a letter to friend Task5 Open--Writing (5) 1.Ask Ss to write their own report card. Use their words to write their own report card. xkb1.com Task6 Self--check Task6 Homework 七、板书设计 Unit 4 He said I was hard--working. (Period Four) I. New words & phrases in good health,report card,nervous,envelope,semester,true,dissaponting,lucky II. Sentence patterns :How’s it going?,be in good health,get nervous,have a hard time with sth,have a hard time doing sth.My Spanish teacher said my listening was good. Ask Ss to change reported speech into direct speech. 1. Ask Ss to do Ex. follow the teacher..to do. 通过上一步的控制性写 作。在让学生完成开放性 写作,体现由易到难的原 则 处理 Self--check 让学生 把间接引语变成直接引语 在学生学完 3a 后, 做一个 控制性写作。

Recite 3a and finish 让学生背过 3a 作为一篇 Ex 范文

教学内容 课时 Period 5

Unit 4 He said I was hard--working 教学对象 八年级学生 提供者

一、教材内容分析

本课是新目标英语八年级下册第 4 单元阅读部分,本单元的语言目标是“Report what someone said”(引述 别人讲的话),学习直接引语和间接引语。长篇阅读丰富了本单元的课外知识扩展了学生的视野,是对本单元 语言知识和语言能力的再利用和升华。我采用阅读教学法,通过发现问题、分析问题、解决问题来获得知识, 强调自学与合作学习,在完成任务的同时学习语言。 在阅读文章, 理解文章, 分析文章之后做适当扩展和延伸。 本课以“志愿者支教”为主要内容,通过志愿者杨蕾的支教事迹和想法而引出助人为乐这一中心话题,培养学 生拥有热爱社会公益事业、扶危济困的优秀品质。虽然事情并不陌生,但距离学生的现实生活较远,学生理 解起来会有陌生感,所以教师要尽可能降低文章难度,将难点分散,引导学生逐步延伸话题,并为下一步的 进一层拓展做好准备 二、教学目标(知识,能力,情感态度、价值观) 知识目标 Vocabulary: 学习掌握词汇 village, area , thin, ate, decision, open up, start, influence, danger, as, finish ,make sb do She said helping others changed her life.” 能力目标 在语言输入的同时完成语言输出,在听说读写译中提高语言技能,提高综合运用语言的能力。着重培养学生 读的能力:速读,浏览,跳读,精读和任务型阅读能力,还包括分析概括能力,语言表达能力,书写能力, 合作能力,沟通能力。帮助学生在完成本课的三项任务中提高综合语言运用能力。 情感目标: 。通过学习志愿者杨蕾的支教事迹,培养学生热爱社会公益事业、扶危济困的优秀品质。 三、重点难点 教学重点 (1)重点词汇 village, area , thin, ate, decision, open up, start, after doing, influence, danger, as, finish ,make sb do (2)She said helping others changed her life.等间接引语等句型 (3) 语法:接引语中时态和人称的转换。 教学难点: (1)现在完成时态的理解和运用。 (2)总结文章大意。 (3)对支教活动的了解和讨论,对志愿者 组织名称和活动的学习。

四、教法选择、学法指导 本课采用任务型教学法,同时辅助多媒体教学。用音乐,图片使抽象的语言变得直观,为学生运用英语进行 交际创设情景,实现师生互动,生生互动的多向交流。 五 资源准备 多媒体课件 六、教学过程 教学任务 教师活动 学生活动 设计意图 及资源准备 Task1 Lead-in (3minutes) Task2 Pre--reading (8) Task3 While--reading Ask Ss to listen a song “Let the world be full of love” 1 Show some pictures about Yang Lei 2.Show some picture about volunteer organazaition. Ask Ss to find out topic sentences and write summary. Explain language points. Look at the picture and answer the question.. . find out topic Listen to the song 通过听歌曲活跃 气氛激发兴趣 通过看图片进行 阅读前的背景知 识介绍 主要对学生观进

sentences and write 行阅读策略的指 summary. 导渗透新课程理 念

Task4 Post--reading (5) Task5 Open--task(5)

Ask Ss to answer some questions retell the main idea

Answer and retell.

通过复述进一步 掌握课文内容

Ask Ss to write a poster

Work in group and write a poster,then share

通过设置挑战性 任务使得任务难 度增加。

Task6 Summary and homework(2)

Ask Ss what they learned and homework

Answer and do homework

七、板书设计 Unit 4 Reading--- She said helping others helped her a lot. Who is Yang Lei? Why did she do that? What did she do? How would it help?

SUMMARY: Paragraph1: Teaching high school students in a poor mountain village changed the life of Yang Lei from Peking University. Paragraph2: She said young people today needed to experience different things. Paragraph 3: The students love having the volunteer teachers there. Paragraph 4: Yang Lei said she could open up her students’ eyes to the outside world and give them a good start in life. Paragraph 5: She enjoyed her time as a volunteer very much.

文 章

Unit9 When was he born ? SectionA
上传: 邱小玲 更新时间:2012-5-12 19:25:01
when was he born ?,本课是八年级第九单元第一节课,本单元围绕个人的职业及实现理想的手段开展多种教学活动,学会 用这个 when 和 how long 引导的特殊疑问句句型来询问别人的经历。本节课是一堂新受课,通过多种活动形式让学生不仅掌 握知识,进一步加深对目标语言的理解和运用,提高学生阅读能力,和综合语言运用能力。还要提高听说 课题 unit9 when was he born ? sectiona 教材分析

when was he born ?, 本课是八年级第九单元第一节课, 本单元围绕个人的职业及实现理想的手段开展多种教 学活动,学会用这个 when 和 how long 引导的特殊疑问句句型来询问别人的经历。本节课是一堂新受课,通 过多种活动形式让学生不仅掌握知识,进一步加深对目标语言的理解和运用,提高学生阅读能力,和综合语 言运用能力。还要提高听说读写能力,重点是运用知识联系实际学会与他人交流的能力。

学情分析

本班学生学习基础较好,大部分学生对英语有较浓的兴趣,学习比较积极、主动。本节课的教学内容是在 学完了第八单元一般过去时的基础上进行的, 学生对一般过去时的用法从总体上来说已经掌握并能进行运用, 能够在老师的引导下完成学习任务。本堂课围绕职业出现许多名人以及一些生活经历,比如打嗝、打喷嚏, 所以这个话题学生会感兴趣,这种兴趣会推动学生更主动积极地学习,完成学习任务。 教学目标

1.知识目标: ⑴重点单词:achievement, record, skateer, violinist,pianist, start, stop ⑵重点句型:who’s that? that’s ……

when was she born ?she was born in 1973 .when did she become a basketball player ? she became a basketball player when she was 7years old ⑶能理解一般过去时在语片中的用法和相关句子的语义 2.能力目标: ⑴谈论自己崇拜的名人。 ⑵学习一些有关职业的英文表达方式。 ⑶谈论自己和别人的成就。 (4)能够写一篇短文介绍自己和周围同学的生活经历。 (5)学习写一篇人物传记。 3.情感目标: ⑴通过形象、生动的教学使学生掌握如何去谈论过去的经历,增强学生对美好事物的追求和向往。 ⑵培养学生学习英语的强烈兴趣,乐于参加各种活动的积极情感。 教学重点和难点 教学重点:学会用.when/how long 来描述过去的经历 教学难点:利用课文中的信息和同伴进行语言交流。

教学过程 教学环节 教师活动 预设学生行为 设计意图 激发学生的兴趣, 把学生的 1.与全班学生打招呼、问候。 2.给学生播放邓亚萍、michael step 1 warming-up jordan、martina hingis、david beckham 的一段英文视频录像 . 1.与老师打招呼问候。 2.观看英文视频。 注意力吸引到英语课堂上 来。

step 2 lead-in when is you birthday ?when was you born?how long does it take ask and think you to school ? 1.学生回答 2.自由讨论 激活学生原有的知识与经 验,

1.观察、思考、讨论、分析并回 the ss read the article and fill in the step 3 listening c ha the listening text of 3a play the recorder and guide(3a) listen and finish the activities the article of 3a let rt. 2.回答问题 3.跟读,朗读 答

通过思考、 讨论, 让学生探 究、发现新知识

通过朗读练习, 初步体验话 题简单句型

.the article of 3a let the ss read the step4 reading and practice article and fill in the chart. .the article of 3a get the ss to retell the article of 3a retell the article of 3a some information about how to write an article get the ss to write an step5 writing article about the people they admire share their articles with their classmates. 布置课外作业:(写在小黑板上) 1. 记熟本节课所学生词和句子。 2. 能按单元要求自己造句编对 step6 homework 话。 3.写一篇你最崇拜的名人的文章 介绍。 按要求完成作业。 学生在教师的指导下练习。 2.小组讨论,代表回答。 1.与同桌进行对话交流

1、回顾所学话题语言。 2、通过观察分析和句型转 换练习, 加深对话题语言结 构和含义的理解。 3、训练学生听说能力

1、回顾所学话题语言。 2、训练学生写作运用能力

1、记忆所学词汇和话题语 言, 初步应用话题语言, 为 下一节课的读说活动做准 备。

教学反思 本堂课是一节新授课,通过多项教学活动基本达到预期的教学目标。整堂课中学生表现主动活跃,兴趣浓, 教学效果好,大部分学生无论是听力还是学习能力都得到提高。但也有少数基础差的学生还是跟不上,处于 被动学习状态,教学方法有待进一步改善。如果下次再上这堂课,我将设法创设好课堂情景,调动每一个学 生的学习积极性,让所有学生的知识和能力得到提高。

读写能力,重点是运用知识联系实际学会与他人交流的能力。

Unit 9 When was he born?
教材依据 人民教育出版社义务教育课程标准实验教科书《英语(新目标)》八年级上册第九单元 sectionA 第一课 时。 教学内容 教学目标 1.语言知识与技能 学习谈论你仰慕的人 能够灵活运用一般过去时 使用 when,how,what 等引出的特殊疑问句询问相关信息 2.情感态度目标 激发学生学习英语的愿望和兴趣,使学生能够灵活地就所学的话题用英语交谈。 在小组活动中,让学生积极参与讨论,分享学习资源,共同完成学习任务。 在学习过程中感受自己仰慕对象的成功经验增加学习动力。 3.学习策略目标 小组协作 分享资源与信息 重点句式 who is that? That is Deng Yaping.She is . She was born in 1973. When did she become a great ping-pong player? When she was quite young. 重点词汇

achievement,skater,champion,great,born,star,musician,start,stop,talented,beautiful, loving,creative,outstanding,unusual,famous

教学重点和难点 时态的综合运用,谈论人物的相关信息。教学方法讨论式教学法,情景交际法,任务型教学法,交互 式教学法。 教学设计指导思想 1.《九年制义务教育全日制初级中学英语教学大纲(试用修订版)》规定的教学目的是:激发和培养学 生的学习兴趣,帮助学生树立自信心,养成良好的学习习惯,发展自主学习的能力,形成有效的学习策略, 使学生掌握一定的语言基本知识和基本技能,建立初步的语感,获得初步运用英语的能力,为真实交际打 下基础。开发智力,培养观察、记忆、思维、想象和创造能力。了解文化差异,培养爱国主义精神,增强 世界意识,使学生初步形成健全的人格,为学生的可持续发展打下良好的基础。 2.新一轮课程改革以“一个为本,四个调整”为核心,强调“以学生的发展为本”,“调整课堂教学目标, 突出创新精神和实践能力”,“调整课堂教学中的师生关系”,“调整教学方式和学习方式”,“调整课堂教学 内容的呈现方式”。这些基本理念是教师进行课堂教学设计的出发点和基本原则。 3.《英语课程标准》中明确提出“本课程标准倡导任务型的教学模式”,要求“教师应该避免单纯传授语 言知识的教学方法,尽量采用?任务型?的教学途径”。任务型教学具体的任务为学习动机,以完成任务的过 程为学习的过程,以展示任务成果的方式来体现教学的成就,形象地说,就是“为用而学,在用中学”。 4.采用以学生为主体的英语教学法,提倡参与决定教学内容,力图使学生自己的输入成为主要的教学 内容资源,并成为整个学习过程的中心。通过挖掘和利用学生自身的知识和经验,使教学内容更加切合实 际,也更容易被学生深切感知,从而提高学习效果。此外,教学中提倡重视学生的实际需要,摆脱对固定 教材的依赖。以学生为主体不是强调个人自学,而是群体学习过程中的学生自主性。 教学过程 活动类型:小组讨论,游戏。 活动目的:学会运用从课本学到的功能句进行交际。 理论支持:任务型教学模式。

Ⅰ.Lead in(Warming up Activity)教师提出问题:What would you like to know about the people you admire? 引导学生将所学的关于谈论人物的基本信息从大脑中提取出来,包括 birth place(nationality), birth year (age),hobby,appearance,personality,occupation 等。 Ⅱ.Pre-tasks: (Ⅰ)将学生说出的词汇分类展示在大屏幕上。如 appearance——good?looking,handsome,pretty / beautiful,tall/short,thin/ heavy,medium height,medium build,hair,glasses,mustache 等。 (Ⅱ)根据词汇信息提示,对图片上的人物加以描述。 (Ⅲ)总结询问人物有关信息的常用句式: Who is he? (name)What does he do ? (occupation) What does he look like? (appearance)What's he like? (personality) When was he born? (birth year)Where was he born? (birth place / nationality) How old was he when he first…What does he like doing in his free time? Ⅲ.Task-chains (Ⅰ)Task One:根据提示信息,利用所给句式,谈论图片上的杨利伟。 课堂实录 Teacher:Who is that man in the picture? Student:This is Yang Liwei.The first Chinese to go into space in a rocket called Shenzhou Five. Teacher:When and where was he born? Student:He was born inLiaoningin 1965. Teacher:What else do you know about him? Student:He is not very tall,but very handsome.He is outgoing with friends,and serious with his work. Teacher:Very good answers.Now,I?d like to give you some more time to do a pair work.Talk about this famous person with the given information.You can add more if possible. (三分钟之后,两组学生表演了他们的对话。其中一组以两名学生的身份谈论杨利伟,另外一组很有 创意,以记者采访杨利伟的形式完成了对话。) (Ⅱ)Task Two:听力训练,完成表格。

(Ⅲ)Task Three:小组活动,谈论一个大家比较熟识的人物,通过展示,请其他同学猜出谈论的是谁。

Teacher:So by now we have learned quite a lot of things to talk about the people you admire. Listen,everybody.It's your turn this time.I know every one of you has an idle in your mind,right? Here I?ll give you some time to prepare a short speech or a conversation with your partner.Then come to the front to present it and let the others guess who you are talking about.This is a game.The first one to get the answer will have a chance to give your presentation and also have a present from Shelley (teacher's name),understand? Are you ready? Go! Student (Group One): A:This is a famousSingaporesinger.She was born inSingaporein 1978.When she has free time,she likes swimming very much. B:And her favorite food is Japanese food. A:Yeah,because she's been inJapan,Hong Kong,New B:And don't forget she is a singer. A:Yeah,she is famous for a song called “天黑黑”. B:OK,class,can you guess who she is? Student (Group Two): A:This is a basketball player. B:When was he born? A:He was born in June,1969. B:Is he very tall? A:Of course. B:Does he play for the national team? A:Yes. B:When did he join the national team? A:In 1986. Zealandand some other countries.

B:What position does he play? A:He is a playmaker. B:And what's his number? A:That's 5. B:Oh,sorry.That's too difficult for me.Let me ask for help from my classmates. Teacher:Congratulations! You did such a good job that Shelley's really proud of you.Here are the presents for you and thank you for your cooperation.Now let's go on! (Ⅳ)Task Four:欣赏两段影音资料,归纳提取两位名人成功的“秘籍”。这是一个 open question。 (Ⅴ)Task Five:作业。这是一次任务型作业,要求学生查阅他们仰慕的人物的具体资料,用所学知识 组合成一篇短文,可能的话请附带图片。

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Lesson plan of Unit 9 When was he born? (第 4 课时) 一、教材内容分析 新课改要求英语课教学应以学生为主体,以训练为主线,以能力培养为宗旨.学生是学习活动的主 人,教师是学习活动的组织者和引导者.教师要努力创设多种多样的方式和机会让学生通过自主合 作,探究等学习方式进行学习,注重教与学的互动性和生生互动. 1、教材分析 本节课的教学内容是 Go for it 八年级上册 Unit9 When was he born? 本单元.主要语言功能项目 是谈论自己崇拜的名人以及名人的职业生涯.以人物简历为线索展开语言交际和语言实践活动。 Section B 的第一课时,在掌握 Section A 部分内容的基础上学会使用描述性形容词 talented, outstanding , unusual, creative?etc 来描述自己崇拜的人以及名人。并通过听力练习的训练, 学生可以了解成功人士的生活及成长经历,并且能够熟练的使用英文介绍名人及成功人士的职业 生涯。 2、学情分析 通过对本单元 Section A 的学习,同学们对学习本节课的新知识奠定了认知基础.他们热爱并崇拜 乔丹,邓亚萍,贝克汉姆,姚明等名人。对他们的人生历程充满好奇.因此在教学中,教师可充分利 用学生这一心理特点,利用他们已有的知识,引导学生深入探究,自主地解决问题。 二、教学目标 1. 语言技能目标 (1) 能对别人的身份进行问答:Who’s this/that? She is Den Ya ping. She is a great Chinese ping-pong player. Who do you admire? I admire Michael Jordan. Why do you admire him/her? Because he/she is a famous/ an outstanding basketball player. (2) 能对别人的出生年月进行问答,如:When was he/she born? He/She was born in/on? (3) 能对别人的经历进行询问,如:When did he/she start playing ping-pong/basketball?

How long did he/she play ping-pong/basketball? 2. 语言知识目标 (1) 词汇: (2) 句型 Who do you admire? I admire Den Yaping/.... Why do you admire her/him? Because she/he is a famous/an outstanding ?player. Who is that? That’s Zhang Yiling. She is a great ping-pong player. When was she born? When did she start/stop?? How long did she start?? (3) 掌握由 Who/ Why /when 引导的状语从句和由 how long/when 引导的特殊疑问句. 3、教学重难点 根据本节课的教学内容和学生对知识的理解程度,结合教学目标,确定重点: 1、Who’s this/that? Who do you admire?Why do you admire him/her? When was he/she born? When did he/she start?? How long did he/she?? 难点为重点句型的实际运用 及 when 引导的状语从句和特殊疑问句. 2.能听懂录音中的语言材料并利用录音材料讲述名人故事。 三、教学过程 按照上面的教学思路,结合中学英语的教学特点,我们倡导构建任务式的学习,努力运用学生的主 动参与,感知体验,探究发现,交流合作的学习方式,让学生在语言实际运用中感受成功的喜悦,使 课堂真正形成“乐说、会说、能交际”的氛围。本节课教学设计分以下五个环节: Step 1:Preparation : (Warming-up and revision) (8 minutes) 1. Greetings and sing an English song. 2. A guessing game (Get the students to review how to describe some famous people ) T: The whole class , please. She is Chinese .She plays table tennis very well. She is short .She was born in 1973.She is very great and famous . Do you know who she is? S:Is she Den Ya ping ? T: Yes, you are right. When did Deng Yaping start playing ping-pong? S: She started playing ping-pong in 1978. T:When did she stop playing ping-pong? S:She stopped in 1997. T:How long did she play ping-pong? S:She played for 19 years. T: Yes, great. Now please try to describe the famous persons . 3. Teacher can have a few Ss describe some famous persons and let other Ss guess who he/she is . . 【设计说明:课前教师简单的问候能拉进师生之间的距离,歌曲热身将学生的心收之于课堂。 利用猜一猜这一游戏环节,使学生在轻松的交流中复习学过的句型: Who...? When did ...? How long...? When was she /he born? 再现 SectionA 中有关名人的生平简历 , 为教学新课做好 铺垫,通过多媒体呈现人物进行操练,形象生动,激发学生兴趣。】 Step 2 Presentation (10 minutes) This activity introduces the difficult points. Teacher can Use flashcards to present the next: 1. A: Who’s that?

B: that’s Zhang Yining . A: When did Zhang Yining start playing ping-pong? B:She started playing ping-pong in 1986. A:When did she stop playing ping-pong? B:She stopped in 2009. A:How long did she play ping-pong? B:She played for 23 years. 1)Ask the students to practice the sample conversation, then make up similar conversations. 2) Ask several pairs of students to perform their conversations. 【设计说明:此环节也通过多媒体的辅助,呈现给学生更多的语言练习素材,突出本节课的教学 目标,并设定一个情景进行对话,使学生融于真实的交际环境中,给学生利用目标语言表达交流 的机会,在学中用,在用中学。复习、巩固、加深 SectionA 中所学知识,达到学以致用之目的。】 3. Teacher continue talking about Zhang Yining and ask: (1) A: Do you admire Zhang Yining? B: Yes, I do. A: Why do you admire her? B: Because she is a great and famous Chinese ping-pong player .She is also a talented player. So I admire her. A:And except Zhang Yining who else you admire B: Michael Jordan. A: Why? B:Because he is an outgoing and talented basketball player. He is very famous in the world. He is talented in basketball. A: What else do you know about him? B:I know he was born in America in 1963. (2) Get the Ss to talk about other famous persons in pairs and then have some pairs perform their conversations. (3)Then choose some individuals to introduce some famous persons he/she knows. 【设计说明:通过师生问答式的交流,既能对 SectionA 中内容进行复习与巩固。锻炼语言思维, 提高语言表达流畅度。实际上 SectionB 中的内容就是对 SectionA 中知识的延伸于拓展,让学生 在实际的语言操练中,不仅学会使用描述性的形容词,而且会把描述性的形容词放到一段话中去 描述名人或成功人士。 让语言与实际生活紧密的联系在一起, 这样语言才真实, 才具有实际魅力。 】 Step 3 Practice (10 minutes) 1.Now we are going to talk about some unusual people. Look at these pictures in 1a and talk about these persons T: Look these persons. Are they usual? Ss: No, they are unusual. T: Why? Now please write one or two words to describe the persons with the words given in 1a. (1 minute) T: Who’s this/that? S1: This is Arthur. T: Do you admire him? S1: Yes. T: Why? S1: I admire him because he is loving and kind. He is a loving grandfather. He always

spends all his free time with his grandson. He is kind and he loves his grandson very much. So He is loving. ( help the student answer) 2. Repeat with other persons in the same way. 3. Imagine you know the persons in the pictures in 1a. Tell your partner about each person like this: (1b) A: Sarah is a beautiful girl. She is a famous tennis player. She plays tennis very well. She is outstanding in tennis. 4. Get some individuals to report their answers to the class. 【设计说明:本环节通过小组合作交流的方式,培养学生的合作精神和探究意识。在合作与沟通 中让学生学会使用这些描述性的形容词,并能理解这些词的真正含义。把词放到句子中记忆,做 到词不离句。实现对词的真正意义上的理解和把握。同时,也为后面教学作好了铺垫。】 Step 4 Production (12 minutes) 1. In our daily life ,there are lots of people that we admire .Next, We will hear a conversation .There are two people talking about people they admire, Please listen and circle the words in the list in 1a that you hear. Then answer the question “ Who are the two people the two persons are talking about?” 2. Check the answers with the class. 3. Listen the recording again and write “M” or “L” on the lines in 2b 4. Check the answers. Then listen again and let two students talk about Midori and Laura like this: Midori is a famous violinist. She was born in 1971. I saw her play when I was eight. She toured the U.S. when she was fourteen years old. 【设计说明:通过反复的听力练习,提高学生的听力水平,注重跟读模仿语音语调。同时通过反 复听,让学生扑捉录音稿中的语言信息。让学生带着思考、带着问题听,然后把扑捉的信息合理 的组合成一段文字。为落实写的教学打下基础。】 Step 5 Progress(5 minutes) 1.Ask the students to take out the photos about the famous people they have prepared and introduce them 2. Ask some students to report their answers to the class. 3. Sum-up : Think about what we have learned today 4. Write down a list of famous TV/ movie/... stars about their ages、 birthdays、,hobbies and achievements an4d then write a short passage about them. 5. Make a survey about famous people around you and learn more about them. 【设计说明:这个环节检查了学生对课堂任务掌握的情况,让学生用自己准备的资料来介绍名人 的职业生涯,增进生生互动,用所学的语言去解决实际问题,促进了学生的自主学习,达到语言 教学的真正目的。作业是课堂的巩固与延伸,课堂所涉及的东西是有限的,学生课后可以做适当 的拓展。学生通过查阅资料对优秀人物有所了解,同时增长他们的课后知识,使所学知识不断地 延伸。】 四、教后反思 本节课在多媒体的辅助下,直观生动地呈现给学生学习语言需要的材料,为学生搭建了一个很好 的语言练习平台。在导入环节中,通过唱英语歌曲和猜一猜,营造了轻松愉快的氛围,学生积极 参与,作为教学前奏,为后面的学习作了很好的铺垫。我们不难看出,在课堂教学中,如果教师 设计了一个轻松愉快的接近生活的语言环境,创造一个学生没有心理压力,不受任何约束,又能 充分展现自我的课堂氛围,这就自然地使他们放松,激起他们开口说英语的欲望。通过多种形式 的听、说、读、写语言实践活动 让学生体味到了英语语言的真正魅力所在。因此,有目的,有乐 趣的课堂活动不失为一种鼓励学生大胆说英语的好方法。施之以教,贵在引导”。教师通过自己

的主导作用发挥学生的主体作用通过丰富多彩的任务情境调动学生的学习积极性,主动地投入学 习。

必修作业模版内容
1.教学设计学科名称 Unit9 When he was born? (初中英语八年级)

2.所在班级情况,学生特点分析 八年级(1)和(2)两班共有学生 60 人。学生绝大多数来自农村或是进城务工人员子女。 因此,在英语学习方面基础薄弱,自觉性不强,不注意知识的巩固和积累。经过七年级一年 的学习,整体有所好转,有 25%-30%的学生养成了比较良好的学习习惯,学习主动性强、积 极性高,能较好地带动其他同学学习。但是,学生的两极分化现象明显。

3.教学内容分析 本单元通过让学生谈论自己崇拜的名人、自己过去的生活经历、自己和别人的成就这几 个话题来进一步学习一些形容词和有关职业的词汇、学会描述自己和他人的生活经历和主要 成就。 4.教学目标(第一课时) (1)了解邓亚萍等体育明星的个人信息 (2)识记一些描述人的形容词和有关职业的词汇 (3)掌握“年份”的表达方法 (4)学会用 who 和 when 引导的特殊疑问句来谈论他人 5.教学难点分析 用 who 和 when 引导的特殊疑问句来谈论他人 6.教学课时 第一课时(SectionA 1a 1b 1c)

7.教学过程 Step1:Warm-up (5) Use fly swatting game to review the key words.( great, fantastic, outstanding, talented, well-known, famous ) Step2:Lead in (3) a: Introduce the unit and explain what we will learn in this lesson. b: Ask Ss for names of famous international sports stars,and write on Bb.(Start with Chinese sports stars first, then with the international stars) Step3:Listening practice (8) a: Listen to the conversations, let Ss complete the task in the book. b: Check answers using the displayed dates.(Display the cards before the lesson begins)

Step4:Speaking practice (10) a: Explain the sentence scipt(below) on Bb,demonstrate its use. (select a S to choose words to make an example sentence) -Who's that? -That's David Beckham Martina Hingis Michael Jordan Deng Yaping He\She is a\an great football pla yer fantastic tennis talented basketball famous ping-pong b: Give out sentence-making cards to each group.Each student makes a sentence and practices saying aloud. T: Walk around the classroom to listen, corret & practice with the Ss. (help weakers) Step5:learning "Dates" (5) a:practice numbers between 10 and 99. b: explain that dates are just 2 (double-digit) numbers together. e.g. 19 & 72 = 1972 c: Show a random date on a flash card then choose a S to say and ask one S from each group to write it on the Bb.(Who is the fastest?) Step6:Speaking practice (5) a:-When were you born? -I was born in ... Explain these sentences and important grammar points. Model the sentence with a student. b: Ss practice using the sentences. c: Ask one S when they were born. They answer then choose another S to ask, and so on... Step7:Sumary and homework (4)

8.课堂练习 (1)Groupwork:用所给纸条组成完整的句子,并大声读出来 (2)Individual work:练习读出以下年份:1987 1949 1997 2000 2008 2011 (3)Pairwork:仿照 1c 部分,练习对话

9.作业安排 (1)He was an anthlete.(改为一般疑问句) (2)He stopped playing basketball in 2007.(对划线部分进行提问) (3)Deng Yaping is an _____ (出色的)ping-pong player.

(4)The lovely girl has a ______(慈爱的)grandmother. (5)The girl has a pair of ______ (有创造力的)hands. (6)查找一位你最喜爱的名人的相关信息。

10. 附录(教学资料及资源)

一些体育明星的图片,表示年份的卡片,句型练习用到的纸条,听力录音,人教版八年级上 《教学参考》,以及学生用书等 11. 自我问答 本节课设计的活动重视学生积极性的调动及活动的参与度,学生热情很高,但不能追求 表面热闹,要及时了解学生的知识掌握情况。


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