[設(shè)計(jì)意圖: 該環(huán)節(jié)可讓學(xué)生展示自我,拓寬運(yùn)用英語(yǔ)能力,把所學(xué)的知識(shí)在實(shí)際交流中進(jìn)行運(yùn)用,實(shí)現(xiàn)新課程倡導(dǎo)的“為用而學(xué), 在用中學(xué),學(xué)了就用”,從而提高學(xué)生綜合運(yùn)用英語(yǔ)的能力。選擇母親節(jié)來(lái)臨為母親選擇禮物這一話(huà)題也是借此機(jī)會(huì)對(duì)學(xué)生進(jìn)行感恩教育,并在學(xué)生的熱烈討論中告訴學(xué)生gift can’t be everything, everything can be a gift.使學(xué)生的情感得到升華。] Step9 Summary T: What have we learned in this class? Presents/ Gifts Comments Suggestions Album----special Why don’t you … Bicycle----useful Why not … +V原形 Calendar----interesting How about … Scarf----personal What about … +V-ing/ 名詞 [設(shè)計(jì)意圖:此環(huán)節(jié)的設(shè)計(jì),有助于理清脈絡(luò),進(jìn)一步鞏固所學(xué)知識(shí)。] Step10 Homework 1. listen to 1b (do 1b and imitate ) 2. Write down your dialogue 3. Surf the internet about the differences of gift giving between China and foreign countries. [設(shè)計(jì)意圖:作業(yè)1聽(tīng)力,由于1b聽(tīng)力和后面的2a相似,所以課堂上不再重復(fù)做,將其留做課后作業(yè),上課下課時(shí)刻關(guān)注學(xué)生聽(tīng)力能力的培養(yǎng)和訓(xùn)練。2是將學(xué)生課堂上的說(shuō)落實(shí)到課后的寫(xiě)。3是讓學(xué)生通過(guò)自主學(xué)習(xí),了解中西方文化的差異。分層次布置作業(yè),體現(xiàn)出因材施教的教學(xué)理念。]
(一) 導(dǎo)入新課(1’)運(yùn)用多媒體課件,播放有關(guān)機(jī)器人的視頻,引起學(xué)生共鳴,激發(fā)學(xué)生學(xué)習(xí)興趣。 邊看邊展示與課文相關(guān)的新單詞。讓學(xué)生想像機(jī)器人都是什么樣的,機(jī)器人能做什么?(這樣導(dǎo)入新課,自然創(chuàng)設(shè)學(xué)習(xí)情景,引起學(xué)生共鳴,引起學(xué)生的興趣。)(二)快速閱讀(skimming)(4’)任務(wù):讓學(xué)生帶著要求快速閱讀課文:Get the main idea of the whole passage.這個(gè)環(huán)節(jié)是讓學(xué)生初讀課文,目的是訓(xùn)練快速閱讀技巧,學(xué)生以較快的速度完成閱讀,迅速找到答案。(學(xué)法指導(dǎo):注意:用瀏覽、跳讀和快讀的技巧,培養(yǎng)自己快速獲有用信息的能力---抓住關(guān)鍵詞、主題句和中心大意的能力。Tips: Reading for meaning , not for details(細(xì)節(jié)).不必逐行閱讀(三)深層閱讀(5’)任務(wù)一:默讀文章,回答下列問(wèn)題,我利用多媒體出示2個(gè)問(wèn)題,(把2個(gè)問(wèn)題打出來(lái))然后讓學(xué)生帶著問(wèn)題進(jìn)行有目的閱讀。(這樣做可以充分利用課本資源,而且化難為易.在全班校對(duì)答案之前我讓學(xué)生先進(jìn)行同桌相互校對(duì),充分發(fā)揮生生互動(dòng)。)
Step 1 Greeting Greet the class and check the homeworkStep 2 A duty report The S on duty gives a report on the rules in his home and lead in 3a “Sun Fei’s and Wu Yu’s rules” Step 3 ReadingSs read the conversation and write the two girls’ rules in the chart. Check the answers.Get Ss to read after the tape and then read aloud by themselves. Then, T explains the language points.Step 4 Pairwork 3bRole play. Use the information in chart to practice with the conversation in 3a covered. They can look at the sample conversation in the right box.Step 5 Task 2 “Who’s the best reporter?”Make a survey by asking any 5 students the questions in the chart in activity 4. Then give out a report about it. See who is the best reporter? And the best reporter will get a nice ball-pen.Step 6 Summary and homework:Write out the report in your exercise-books.Period ThreeStep 1 Greeting and a duty reportThe S gives a duty report talking about his experience of being late for school. Lead in the question “Do you ever get to school late? How often do you get to school late? Always, usually, sometimes, or never?Step 2 1a Get Ss to finish writing.Step 3 Pairwork 1b Get Ss to talk about their answers with their partners using the sample conversation in the box on the right.Step 4 Listening practice2a Lead-in: What will happen if you get to school late? What about Peter? Let’s listen to a conversation between Peter and his father. Get Ss to finish 2a (As usual, for the first time, Ss only listen.) Check the answers.
一.教材分析: 1、教材的地位及作用:新目標(biāo)英語(yǔ)八年級(jí)下冊(cè),第七單元第一課時(shí),本單元主要是運(yùn)用Would you mind doing…?這個(gè)句型來(lái)提出客氣的請(qǐng)求,并能作出相應(yīng)的回答,本節(jié)課主要復(fù)習(xí)一些短語(yǔ),及兩個(gè)表禮貌請(qǐng)求的句型并學(xué)習(xí)Would you mind…?的用法,并能運(yùn)用它們進(jìn)行對(duì)話(huà)練習(xí),提出委婉的請(qǐng)求。2、教學(xué)目標(biāo):(知識(shí)目標(biāo)、能力目標(biāo)、情感目標(biāo))知識(shí)目標(biāo):(1)學(xué)習(xí)詞匯:mind ,yard,dish,turn down,right away,in a minute,not at all(2)掌握句子:Would you mind doing…?Could you please do sth ?Would you like to do sth ?No,not at all./Certainly not./Of course not.能力目標(biāo):提高學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)及知識(shí)自學(xué)的綜合能力。情感目標(biāo):通過(guò)形象、生動(dòng)的教學(xué)使學(xué)生掌握如何向他人提出有禮貌的請(qǐng)求,培養(yǎng)學(xué)生在日常生活中禮貌待人。學(xué)習(xí)策略目標(biāo):自主學(xué)習(xí)及小組合作探究,善于抓住語(yǔ)言交際的機(jī)會(huì)。
教學(xué)目標(biāo): 1. Express preferences2. Talk about one’s likes and dislikes and the reasons3. Learn to express one’s opinions 4. Learn to write a reply 語(yǔ)言功能: 1) Talk about one’s preferences, using t he relative clause2) Talk about people’s likes and dislikes and the reasons3) Talk about opinions語(yǔ)言結(jié)構(gòu): Relative clauses with that and who語(yǔ)言目標(biāo):What kind of music do you like?I like music that I can sing along with.I love singers who write their own music.We prefer music that has great lyric.重點(diǎn)詞匯及短語(yǔ):heart, photography, interest, class, whatever, miss, okay, expect, sweet, taste, itself, laboratory, cancer, increase, biscuit, main, care, prefer… to…, remind somebody of …, dance to, sing along with, be sure to, interest somebody, make somebody adj., to be honest, suit somebody, on display, catch up教學(xué)重難點(diǎn):What do other people think of the different kinds of things? How to express one’s opinions? 學(xué)習(xí)方式:討論,合作學(xué)習(xí)情感目標(biāo):通過(guò)本單元的學(xué)習(xí),能提高學(xué)生的藝術(shù)鑒賞能力和審美情趣,并引導(dǎo)學(xué)生養(yǎng)成健康的飲食習(xí)慣。課時(shí)安排5課時(shí)第一課時(shí):Section A: 1a-2c第二課時(shí):Section A : 3a-4第三課時(shí):Section B:1-2c, Self check2第四課時(shí):Section B: 3a-4, Self check1第五課時(shí):Self check ReadingI like music that I can dance to.
內(nèi)容提示1.本單元主要內(nèi)容是學(xué)會(huì)used to結(jié)構(gòu)。Used to +動(dòng)詞原形表示過(guò)去經(jīng)常、以前常常,只用于過(guò)去式中,用來(lái)表示現(xiàn)在已不存在的習(xí)慣或狀態(tài)。例如:They used to play football together.他們過(guò)去常在一起蹋足球。(現(xiàn)在不在一起踢了)2.used to的疑問(wèn)形式和否定形式為Did you use to…?和I didn’t use to… 也可以用Used you to…?和I used not to…但現(xiàn)在多使用前者。例如:Did you used to swim in the river? 你過(guò)去常在河里游泳嗎?I didn’t use to play the piano. 我以前并不經(jīng)常彈鋼琴。教學(xué)目標(biāo)一、學(xué)習(xí)目標(biāo)(Language Goal) 1.學(xué)會(huì)陳述自己過(guò)去常做的事情。2.學(xué)會(huì)陳述自己過(guò)去的愛(ài)好等。3.能夠表達(dá)自己現(xiàn)在和過(guò)去在外表、性格、娛樂(lè)等方面的變化。4.能夠表達(dá)朋友、家人等現(xiàn)在和過(guò)去的變化。二、語(yǔ)言結(jié)構(gòu)(Language Structures) 1.I used to be short when I was young. 我年輕時(shí)個(gè)子很矮。 2. —Did you use to have straight hair? 你過(guò)去是直發(fā)嗎?—Yes, I did. 是的。 3. —Did you use to play the piano? 你過(guò)去彈鋼琴嗎?—No, I didn’t. 不,我不彈。 4.I used to be afraid of dark. 我過(guò)去害怕黑暗。 5.I’m terrified of the snakes. 我害怕蛇。
Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyoversleep(2) Target LanguageWhat happened?I overslept. And by the time I got up, my brother had already gotten in the shower.2. Ability Objects(1) Teach the students to use the new words.(2) Train the students to narrate past events with the Past Perfect Tense.(3) Train the students' listening and speaking skills with the target language.3. Moral ObjectIt’s a good habit to go to bed early in the evening and get up early in the morning. So you’ll never be in a hurry in the morning.Ⅱ. Teaching Key Points1. Key Vocabularyoversleep2. Target LanguageNarrate past events with the Past Perfect TenseⅢ. Teaching Difficult Points1. Train the students to narrate past events with the Past Perfect Tense.2. Train the students to understand the target language in spoken conversation.Ⅳ. Teaching Methods1. Thinking of examples from the students' real lives.2. Making sentences by looking at the pictures.Ⅴ. Teaching AidA tape recorderⅥ. Teaching ProceduresStep I Revision1. Revise the language points in Unit 8.Ask some questions like this: What volunteer work would you like to do?Help the students to answer, I’d like to…/I love to…/I hope to2. Practice the dialogue in Activity 3c on page 62 again. Get students to role play the similar dialogues with the following.
一、Section A該部分有4個(gè)模塊。第一模塊圍繞Whose volleyball is this? 這一話(huà)題展開(kāi)思維( 1a)、聽(tīng)力(1b)、口語(yǔ)( 1c)訓(xùn)練;第二模塊圍繞上一模塊中的話(huà)題進(jìn)行聽(tīng)力( 2a-2b)、口語(yǔ)訓(xùn)練( 2c);第三模塊繼續(xù)圍繞前兩個(gè)模塊中的“making inferences”展開(kāi)訓(xùn)練。訓(xùn)練形式為閱讀排序( 3a)和兩人問(wèn)答(3b);第四模塊仍就上一話(huà)題展開(kāi)討論。二、Section B該部分有4個(gè)模塊。第一模塊要求根據(jù)圖畫(huà)和所提供的單詞寫(xiě)出合理的句子;第二模塊在聽(tīng)力( 2a-2b)和分角色口語(yǔ)訓(xùn)練( 2c)的基礎(chǔ)上,繼續(xù)進(jìn)行“推測(cè)”訓(xùn)練; 第三模塊圍繞“Strange events in Bell Tower neighborhood”這一話(huà)題展開(kāi)閱讀( 3a)和寫(xiě)作(3b -3c)訓(xùn)練;第四模塊以dream為話(huà)題展開(kāi)小組活動(dòng)。三、Self Check該部分有3個(gè)模塊。第一模塊以填空形式對(duì)所學(xué)詞匯進(jìn)行訓(xùn)練;第二模塊就8個(gè)諺語(yǔ)展開(kāi)閱讀和討論。
The First PeriodⅠ.Teaching Aims and DemandsKnowledge Objects(1) Key Vocabularytiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site(2) Target LanguageWhere would you like to go on vacation?I’d like to trek through the jungle, because I like exciting vacations.2. Ability Objects(1)Train students to talk about places they would like to visit with the target language.(2)Train students to describe vacations with different adjectives.(3)Train students' listening skill.3. Moral Object,It′s more interesting to go on vacating somewhere instead of staying at home.Ⅱ. Teaching Key Points1. Key Vocabularytiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site2. Target LanguageTalk about different places with the target language.Ⅲ. Teaching Difficult Points1. Describe vacations with different adjectives.2. Talk about different places with the target language.Ⅳ. Teaching Methods1. Teaching by illumination2. Teaching by doing chain drills3. Teaching by pairworkⅤ. Teaching Aids1. A tape recorder2. Some pictures of different places with famous views
教學(xué)反思:這是學(xué)生升入初三的第一節(jié)課,學(xué)生學(xué)習(xí)熱情很高,通過(guò)這一課時(shí)的學(xué)習(xí),學(xué)生掌握了語(yǔ)言目標(biāo)中所要求的知識(shí)重點(diǎn)、難點(diǎn)和語(yǔ)言技能,如by dong, practicing doing ,too……to,現(xiàn)在完成時(shí)態(tài),動(dòng)名詞短語(yǔ)做主語(yǔ)及提建議的幾種方式,但是有部分學(xué)生由于基礎(chǔ)較差,還需要從培養(yǎng)學(xué)生學(xué)習(xí)興趣入手,真正實(shí)現(xiàn)教育面向全體學(xué)生。在教學(xué)中采取的具體辦法由:個(gè)別輔導(dǎo),互助學(xué)習(xí),留不同層次夫人作業(yè),爭(zhēng)取讓每一位學(xué)生都吃飽而不掉隊(duì)。How do you study for a test?Two periodsSection BGoals●To listen about learning English●To talk about learning English●To read about learning EnglishProceduresWarming up by reading to the recordingHello, everyone. To begin with, let’s listen and read to the recording of the text HOW DO YOU LEARN BEST? That is, read aloud to the tape, as fast as the tape goes, as clearly as the native reader reads. OK? Here we go!My cat speaks English. Sometimes my cat comes to me and tells me that she is hungry. Or that her leg hurts. How does my cat tell me these things? I don't speak pussy-cat language.1a Reading and checkingLearning English can be both easy and difficult. What things are easy for you? And what things are difficult for you? Now turn to page 5, read the list on the top and check √the statements that are true for you.1b Making a listYou have read and checked the statements true for you. Now think and make a list of other things difficult for you, too.
2、說(shuō)說(shuō)寫(xiě)寫(xiě)通過(guò)讀寫(xiě)訓(xùn)練,進(jìn)一步學(xué)會(huì)用 used to 結(jié)構(gòu)來(lái)表達(dá)自己和同伴過(guò)去害怕,或現(xiàn)在仍舊害怕的事情,并且要把最后的結(jié)果書(shū)寫(xiě)下來(lái),然后讓他們將結(jié)果用英語(yǔ)告之其他同學(xué),為學(xué)生創(chuàng)造展示才能的機(jī)會(huì)。這樣能使全體同學(xué)都積極參與,集中精力認(rèn)真聽(tīng)。既鞏固了本節(jié)課的目標(biāo)語(yǔ)言,又為下一個(gè)環(huán)節(jié)3b的對(duì)話(huà)打下基礎(chǔ)?;顒?dòng)結(jié)問(wèn)題比較容易,英語(yǔ)基礎(chǔ)較差的學(xué)生也能夠獨(dú)立完成,因此,在檢查答案是盡量讓這部分學(xué)生回答,使他們體驗(yàn)到成功后的喜悅,提高他們學(xué)習(xí)英語(yǔ)的興趣。 3.對(duì)話(huà)練習(xí):讓學(xué)生兩人一組,模仿3a中的對(duì)話(huà),根據(jù)提供的信息與提示詞進(jìn)行對(duì)話(huà)練習(xí),目的在于對(duì)新學(xué)的目標(biāo)語(yǔ)言進(jìn)行口頭練習(xí)與設(shè)定情景中的運(yùn)用。為學(xué)生創(chuàng)造展示才能的機(jī)會(huì)。推薦兩至三組的同學(xué)到教室前面,就所編的對(duì)話(huà)進(jìn)行角色表演。
二、教學(xué)目標(biāo): 1. 知識(shí)目標(biāo):要求學(xué)生掌握使用表示猜測(cè)的情態(tài)動(dòng)詞。2. 能力目標(biāo):讓學(xué)生做課堂的主人,同時(shí)培養(yǎng)他們掌握一些行之有效的學(xué)習(xí)方法,優(yōu)化學(xué)習(xí)效果。3. 情感目標(biāo):讓學(xué)生愛(ài)上英語(yǔ)課堂活動(dòng),鼓勵(lì)他們?cè)谡n堂上進(jìn)行合作交流。4.學(xué)習(xí)策略目標(biāo):設(shè)法使學(xué)生掌握使用英語(yǔ)進(jìn)行交流,學(xué)習(xí)積極參與班級(jí)活動(dòng).三、教學(xué)分析:1. 說(shuō)教法:1)任務(wù)型教學(xué)法:給學(xué)生三項(xiàng)任務(wù), 讓學(xué)生使用這些情態(tài)動(dòng)詞來(lái)完成這些任務(wù)。使他們?cè)谌蝿?wù)中學(xué)習(xí)英語(yǔ)。2)情景教學(xué)法:創(chuàng)造足夠的交際環(huán)境刺激學(xué)生的視聽(tīng)能力,使他們能夠更好的理解這些情態(tài)動(dòng)詞。以培養(yǎng)他們的聽(tīng)和會(huì)話(huà)能力。3)交易際教學(xué)法:學(xué)生可以通過(guò)倆倆對(duì)話(huà)或小組對(duì)話(huà)來(lái)掌握這些情態(tài)動(dòng)詞。2. 說(shuō)學(xué)法:1)學(xué)生要善于把握機(jī)會(huì),用英語(yǔ)進(jìn)行溝通,大膽實(shí)踐。
二、教材分析本課時(shí)主要是以聽(tīng)和說(shuō)的方式來(lái)談?wù)撘恍┘彝ズ蛯W(xué)校的“規(guī)矩和制度”,知道那些時(shí)可以做的,那些是不可以做的,讓學(xué)生先從口頭上了解這些規(guī)矩和制度,為后面的學(xué)習(xí)做好準(zhǔn)備。三、教學(xué)的目的和要求1. 掌握短語(yǔ)be strict with sb.的用法,并介紹be strict in sth.的用法;2. 學(xué)生能夠根據(jù)所學(xué)的知識(shí),了解用什么方式/句型來(lái)制定規(guī)章制度。3. 多聽(tīng),提高學(xué)生的習(xí)愿望,敦促學(xué)生開(kāi)口說(shuō)英語(yǔ),用本課所學(xué)的知識(shí)來(lái)表達(dá)自己的意見(jiàn)。四、教學(xué)重點(diǎn)和難點(diǎn)1. 如何正確使用be allowed to do…這一句型(在不同時(shí)態(tài)中的被動(dòng)語(yǔ)態(tài)運(yùn)用)。2. 如何獲得聽(tīng)力技巧及口語(yǔ)技能的提高。五、教學(xué)過(guò)程T—teacher S—studentS s—students Bb—blackboardStep 1 Warming up Check their homework first, and see if the Ss can make sentences by using the rules in 4, Section A. If possible, try to give some help.
1. 教材分析本單元以how do things affect you?為話(huà)題, 從顏色、天氣、音樂(lè)、廣告、產(chǎn)品等方面談?wù)摿送饨缡挛锶绾斡绊懭说男那?。要求學(xué)生掌握表達(dá)某物或某事給人帶來(lái)的感覺(jué)、看法或影響等。共設(shè)計(jì)了四個(gè)部分的內(nèi)容:Section A 該部分有4個(gè)模塊:第一模塊圍繞Which restaurant would you like to go to?這一話(huà)題展開(kāi)思維(1a)、聽(tīng)力(1b)、口語(yǔ)(1c)訓(xùn)練;第二模塊圍繞How does music affect you? 進(jìn)行聽(tīng)力(2a-2b)、口語(yǔ)訓(xùn)練(2c);第三模塊繼續(xù)圍繞how do colors in the restaurant affect you這一話(huà)題展開(kāi)訓(xùn)練,訓(xùn)練形式為閱讀和問(wèn)題體驗(yàn)(3a)和小組活動(dòng)(3b);第四模塊仍就How do things affect you這一話(huà)題以調(diào)查的形式展開(kāi)討論。Section B該部分有4個(gè)模塊:第一模塊圍繞產(chǎn)品廣告對(duì)人們的影響這一話(huà)題以“配對(duì)”(1a)與“列舉”(1b)兩種形式展開(kāi)訓(xùn)練;第二模塊繼續(xù)圍繞How do things affect you? 進(jìn)行聽(tīng)力(2a-2b)、口語(yǔ)對(duì)話(huà)訓(xùn)練(2c);第三模塊圍繞“Advertising”這一話(huà)題展開(kāi)閱讀(3a-3b)和寫(xiě)作(3c)訓(xùn)練;第四模塊圍繞How posters affect you這一話(huà)題以口語(yǔ)訓(xùn)練形式展開(kāi)小組活動(dòng)。
Step Ⅰ RevisionCheck homework. Ask a few students to read the article in 3a.Then ask a few students to read their guides.Step Ⅱ Part 1Look at the words in the box. Ask a student to read them. Make sure the students understand the meaning of the words. You are to fill in the blanks with the words. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement.Ask students to fill in the blanks on their own.Check the answers. Step ⅢPart 2Go through the instructions with the class.Look at the example with the students.Ask students what the answer would be.Ask a student to read the question and answer it.Excuse me, could you tell me where the bank is, please?The bank is across the street from the shopping malt.Get students to complete the work in pairs.Check the answers. Ask a few students to read their questions.Step Ⅳ Just for Fun!Ask all the students to read the conversation. Ask: What is funny about this cartoon? Help students to explain. A Martian is a person from the planet Mars.There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant.Invite some pairs of students to present this conversation to the rest of the class.Step Ⅴ Summary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. After class, please finish the questions in 2 in your exercise books. Then finish the exercises on pages 47~48 of the workbook as well.The Seventh Period Ⅰ Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks(2)Text:Grown-ups like cartoons, too.2. Ability Objects(1) Fast-reading to get a general idea of the text.(2) Careful-reading to get the detailed information in the text.
Talk about offering help (P60)I’ll help clean up the city parks.A: I’d like to work ...B: You could help ...Talk about ways to tell people about the Clean-Up Day (P61)We need to ...We can’t ...I’ll ...Talk about the work the volunteers do (P62)These three students all volunteer their time to help other people.Somebody loves to ... / helps ... / plans to ... / wants to ...A: What do you like doing?B: I like ... A: What kind of volunteer work do you think I could do?B: You could ...1. 重點(diǎn)詞匯advertisement, fix, repair, pleasure, blind, deaf, shut, carry, specially, fetch2. 認(rèn)讀詞匯hunger, homeless, cheer, clean-up, sign, establish, major, commitment, elementary, veterinarian, coach, similar, call-in, strategy, disabled, organization, unable, support, appreciate, donation, part of speech, pronoun, adverb, preposition, conjunction, donate, Jimmy, Sally3. 詞組clean up, cheer up, give out, put off, set up, think up, take after, fix up, give away, put up, hand out, work out, at once
二 、教材分析本單元主要是通過(guò)對(duì)一些國(guó)家的風(fēng)俗習(xí)慣、禮儀差異、時(shí)間觀念和飲食文化的學(xué)習(xí),進(jìn)一步提高學(xué)生對(duì)文明生活的認(rèn)識(shí);加深學(xué)生對(duì)中外文化的了解,拓展學(xué)生的文化視野,為學(xué)生閱讀相關(guān)方面的文章奠定一定的文化基礎(chǔ)。我們知道近幾年來(lái)有關(guān)風(fēng)俗文化,生活習(xí)慣的 閱讀內(nèi)容一直是中考熱門(mén)的話(huà)題之一。通過(guò)本單元的學(xué)習(xí),學(xué)生可以掌握一定的相關(guān)方面的知識(shí),為今后在閱讀積累必要的信息。在Section A 當(dāng)中出現(xiàn)的 be supposed to 句型為重點(diǎn)句型,此句型的語(yǔ)法結(jié)構(gòu)為被動(dòng)語(yǔ)態(tài)。被動(dòng)語(yǔ)態(tài)也是歷年來(lái)中考基礎(chǔ)命題必考的內(nèi)容之一。比如,去年的中考試題,在基礎(chǔ)選擇部分試題中就出現(xiàn)了對(duì)此語(yǔ)法結(jié)構(gòu)考查。Section A 首先通過(guò)一些圖片和句型來(lái)讓學(xué)生初步了解本單元的語(yǔ)言目標(biāo)。然后,通過(guò)練習(xí)進(jìn)一步加以鞏固。接著通過(guò)一組聽(tīng)力練習(xí),來(lái)訓(xùn)練學(xué)生的聽(tīng)力,同時(shí),學(xué)生可以具體了解到不同的國(guó)家在風(fēng)俗習(xí)慣等方面有著怎樣的不同。為下面的學(xué)習(xí)進(jìn)行鋪墊,同時(shí)激發(fā)學(xué)生了解更多的相關(guān)知識(shí)的學(xué)習(xí)興趣。
教學(xué)目標(biāo):1. 掌握本單元一些重點(diǎn)詞匯的寫(xiě)法和用法。2. 學(xué)會(huì)自如談?wù)摬妥蓝Y儀。Step 1 RevisionAsk some students to retell the customs at the table in France in the passage in 3a.Step 2 Self checkPart 1. Fill in each bland with the correct word given. Students do the exercises by themselves at first. Then check the answers. Ask the students to comprehend the sentences and help them point out uses of some words, like “arrive (at / in) sw., spend time / money on sth , spend time / money (in) doing sth.”P(pán)art 2. Read about Fan Ling’s experience in a western restaurant. Understand the passage. Point out some key points in the passage.1. be / get used to doing sth. 習(xí)慣做某事2. begin with = start with 以….開(kāi)頭3. crowd v. 擠滿(mǎn),塞滿(mǎn) the crowd 人群 crowded adj. 擁擠的Then students discuss about how she would solve her problem. Ask some to share their stories with others.Part 3. Complete the crossword by looking at the sentences on the left. Then check the answers.
二 說(shuō)學(xué)情 “以學(xué)生的發(fā)展為本”的新課程理念,要求教學(xué)必須以學(xué)生的學(xué)習(xí)基礎(chǔ)、學(xué)生需要、學(xué)習(xí)興趣等為出發(fā)點(diǎn),聯(lián)系學(xué)生的現(xiàn)代校內(nèi)外生活,讓課堂教學(xué)成為學(xué)生生命成長(zhǎng)和個(gè)性張揚(yáng)的過(guò)程。要實(shí)現(xiàn)以“學(xué)生為本”的理念,教學(xué)中必須要做到充分地預(yù)設(shè)學(xué)情。初三學(xué)生已經(jīng)具備了一定的語(yǔ)言基礎(chǔ)及語(yǔ)言表達(dá)能力,大部分學(xué)生對(duì)英語(yǔ)還有著比較濃厚的興趣。同時(shí),在長(zhǎng)期的新課程理念熏陶及實(shí)踐中,已經(jīng)初步具備了自主,合作,探究的能力。本課教學(xué)內(nèi)容與學(xué)生的實(shí)際生活密切相關(guān),易于引發(fā)學(xué)生運(yùn)用簡(jiǎn)單的英語(yǔ)進(jìn)行交際和交流。通過(guò)八年級(jí)下冊(cè)第九單元“Have you ever been to an amusement park?”的學(xué)習(xí),學(xué)生已初步了解現(xiàn)在完成時(shí)的基本特征和結(jié)構(gòu),也比較熟悉“has/have been to…”的句型,這非常有利于本單元教學(xué)活動(dòng)的開(kāi)展。在此基礎(chǔ)上,本單元以“Preparing for a vacation”和“Favorite band”等貼近學(xué)生實(shí)際生活的內(nèi)容為話(huà)題,繼續(xù)學(xué)習(xí)帶有already與yet的現(xiàn)在完成時(shí)態(tài),較快地激發(fā)學(xué)生的學(xué)習(xí)積極性,達(dá)成本單元的教學(xué)目標(biāo)。
教材分析本單元是九年級(jí)的最后一個(gè)教學(xué)新課的單元。這個(gè)單元主要是圍繞著有關(guān)瀕臨滅絕的動(dòng)物這一話(huà)題,讓學(xué)生學(xué)習(xí)怎樣保護(hù)我們的環(huán)境,以及就某一問(wèn)題展開(kāi)辯論。在學(xué)習(xí)新知識(shí)的同時(shí),還復(fù)習(xí)一般現(xiàn)在時(shí)(Present Simple)、現(xiàn)在進(jìn)行時(shí)( Present Progress)、一般過(guò)去時(shí)( Past Tense)、現(xiàn)在完成時(shí)(Present Perfect)等時(shí)態(tài)及被動(dòng)語(yǔ)態(tài)(Passive Voice)。本課為第一課時(shí),是培養(yǎng)聽(tīng)說(shuō)能力為主的新授課。這節(jié)課要為整個(gè)單元的學(xué)習(xí)起到一個(gè)熱身的作用,不僅要求學(xué)生掌握一定的詞匯量,為下面的學(xué)習(xí)打下很好的基礎(chǔ),而且要求學(xué)生收集有關(guān)瀕臨滅絕的動(dòng)物的信息,為后面的話(huà)題提供了充分的語(yǔ)言基礎(chǔ)和語(yǔ)言依據(jù)。因此,我把本課的重點(diǎn)、難點(diǎn)確定于:1、語(yǔ)音、詞匯方面:一些表示動(dòng)物名稱(chēng)的名詞(nouns)和描寫(xiě)動(dòng)物特征的形容詞(description words);2、通過(guò)聽(tīng)說(shuō)等練習(xí),讓學(xué)生運(yùn)用描述動(dòng)物的形容詞來(lái)描述所看到及所知道的動(dòng)物的特征,同時(shí)也復(fù)習(xí)一般現(xiàn)在時(shí)表示主語(yǔ)具備的性格、特征的用法。
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