88教案网

你的位置: 教案 > 初中教案 > 导航 > 八年级英语上册Unit2Studyskills教学设计(牛津译林版)

八年级英语上册Unit2Studyskills教学设计(牛津译林版)

发表时间:2021-04-17

每个老师需要在上课前弄好自己的教案课件,大家在认真写教案课件了。对教案课件的工作进行一个详细的计划,才能对工作更加有帮助!有多少经典范文是适合教案课件呢?以下是小编为大家精心整理的“八年级英语上册Unit2Studyskills教学设计(牛津译林版)”,仅供参考,欢迎大家阅读。

一.教学内容设计

教学内容8AUnit2schoollifeStudyskills

教学对象初二学生

教学项目词语及句型1.Newwordsandphrases:

daily,weekly,quick,through,real,lookthrough,atfirst,keep(on)doingsth.,havealovelytime.

2.Newstructure:

Wehaveamonthlytestoneachsubject.

Tome,learningforeignlanguagesisreallyfun.

IalsokeepwritinginEnglishaboutmydailylife.

IlearntouseEnglishbetterthisway.

课文

教学方法Pairwork,Groupwork,Discussion

教学目标语言知识Tolearnsomewordsandsentencesabove

语言技能Tolearnhowtoaddthesuffix“-ly”toformadverbs;

addthesuffix“-ly”toformadjectives;

语言运用Touseadv.adj.talkaboutourdailylife

情感态度Tolearntoco-operateingrouptodiscussabouthowtoaddthesuffix“-ly”toformadverbsaddthesuffix“-ly”toformadjectives;

学习策略Todiscussabouthowtoaddthesuffix“-ly”toformadverbsaddthesuffix“-ly”toformadjectives;

教学重点1.Howtoaddthesuffix“-ly”toformadverbs;

2.Howtoaddthesuffix“-ly”toformadjectives;

3.Howtofindoutwhetherthewordsendingwith“-ly”belongtoadjectivesoradverbs.

教学难点1.Howtousethesuffix“-ly”toformadverbs;

2.Howtousethesuffix“-ly”toformadjectives;

二.课堂教学过程

时间教学步骤教师活动学生活动教学目的

5分钟Step1Lead-in

1.AsksstoSaysomethingaboutNancy’sandJohn’sschoollives

2.Brainstorm

Askssiftheycanformanewword/newwordsusingthewordgiven?

3.Askandanswer

DoyouthinkitiseasytoborrowbooksfromNancy’sschoollibrary?

DoesJohnhaveawonderfultimeattheBuddyClub?

SS:

1.Nancy’sschoolhasayearlyreadingweek.

2.John’sbuddylistenscarefullytohisproblems.

3.Bothofthemhavealovelytimeatschool.

(happy—happily—unhappy—happiness—unhappily—unhappiness)

(Answer:Yes,wecanborrowbookseasily.)

(Answer:Yes,hisbuddyalwayshelpshimwonderfully.)

通过提问复习reading部分的内容,导入新课话题;同时鼓励学生积极思考,列举出更多的带有后缀的形容词,呈现本节课的学习目标。通过设计头脑风暴,让学生去尽可能多的思考happy的词形变化,引导学生思考单词的前缀和后缀。通过复习本单元的话题,自然导入本课的内容。

15分钟Step2Presentation

1.Explainthesuffix“-ly”inadverbs

(1)Showtheexamplesofwordsendingwith“-ly”andworkoutfourkindsofwaystoformadverbs.

2.Makeasummary

2.Explainthesuffix“-ly”inadjectives

(1)Showsomeexamples

Isthisalovelypanda?

IsTonyafriendlybuddy?

(2)Explainhowtousethesuffix“-ly”toformadjectives

(2)Activity:Fillintheblanks

T:Canyouusethecorrectwordstofinishthem?

Adverbsusuallymodifyverbs,adjectivesandotheradverbs.

Activity:Finishthetable

Add“-ly”toeachofthewordsintheboxontheleft.Thenputthemindifferentgroups.

3.FinishPartBonP27

4.Makeasummary.Adjectivesmodifynouns解释形容词变为副词的规律,并通过简单的练习,引导学生总结出规律:副词通常修饰动词、形容词和其他副词。通过书上配套的练习,总结出三个非常重要的短语“amonthlytest”,“mydailylife”和“havealovelytime”,让学生得出结论:形容词修饰名词。

15分钟Step3

Practice

1.Fillintheblanks

2.Enjoyastory,

Completethepassagewiththecorrectwords.

Trytocirclethewordswithsuffix“-ly”andtellwhattheyaremodifying.了解基本规律后,迅速对所学的后缀做巩固练习,这样能让学生更深刻的记忆所学的词的后缀。

Step4Summary

Askthestudentstosumuphowtousethesuffix“-ly”.

Step5:Homework

1.Rememberhowtousethesuffix“–ly”;

2.Learnmoresuffixesafterclassbyyourself.

教学反思

随堂检测(10分钟)

1.Sheisa_____________(friend)teacher.

2.Ihavea__________(love)sister.

3.Heruns___________(quick)inhisclass.

4.Mydeskmateswimvery_________(fast),buthewalksvery__________(slow).

5.China___________(day)isaverygoodnewspaper.

6.Heisvery___________(careful)abouteverything.

7.Mydadwillhavea__________(year)meetinginBeijing.

8.Thisisa____________(month)magazine,it’sveryinteresting.

9.Hedancesvery__________(good).

10.Hewalksinthecompetition__________inhisclass.

Friendly,lovely,quickly,fast,slowly,daily,careful,yearly,monthly,good.farthest

延伸阅读

八年级英语上册Unit6Studyskills教学设计(牛津译林版)


8上Unit6Birdwatching

Period6Studyskills

一、Analysisoftheteachingcontents

Teaching

contents

本课时是八年级上册第二模块“Natureandenvironment”中的第六单元StudySkills部分,主要内容是让学生进一步了解一些名词性后缀。

Teaching

objects

授课对象为八年级学生,经过前几个单元的学习,已经了解了一些简单的添加前缀或后缀的构词法。

Teaching

items

Wordsphrases

speaker,tour,makebeautifulsounds,atbirdshows,

includebirdsinpoems

Structure

-er,-or,-ist

anarticle

Text

Teaching

methods

任务型教学法

3p教学法

Teaching

objectives

Languageknowledge

Studentsareexpectedtotograspsomenounsforpeoplethatformedbyadding–er,-orand–isttosomeverbs/nouns.

Language

skills

Studentsareexpectedtoknowhowtoguessthemeaningsofnewwordsformedbysuffix–er,-orand–ist

Language

application

Studentswillusenewwordsformedbysuffix–er,-orand–istinwrittenororalEnglish.

Learning

strategies

cooperativelearningstrategy

Importantpoints

Studentsareexpectedtotograspsomenounsforpeoplethatformedbyadding–er,-orand–isttosomeverbs/nouns.

Difficultpoints

Studentsareexpectedtoknowhowtoguessthemeaningsofnewwordsformedbysuffix–er,-orand–ist

Taskapplied

Studentschangethenounsforpeople.

二、Teachingprocedures

Time

Teachingsteps

Teacher’sactivities

Students’activities

Teachingpurpose

1min

ti

5min

Step1Preparation

Askstudentstofillintheblankswiththecorrectformofthewords.

A

1.Thegovernmenthadbetter______(take)taction_________(prevent)airpollution.

2.Binocularscanhelpyousee________(clear).

3.Ittakeshours__________(watch)thebirds.

B

1.Many________(visit)cometoYanchengNatureReservetogobirdwatchingeveryyear.

2.Thereare______(speak)ineachcornerofthehall.

3.YiJianlianismyfavouritebasketball________(play).

4.Einsteinwasoneofthegreatest________(science)inhistory

Fillintheblankswiththeircorrectforms.

设置两组不同形式的词形填空,让学生进行比较,初步感知名词性后缀的用法。

6min

to

30min

Step2Presentation

1.]Explainthemeaningofsuffixes.Tellthestudentsthatwecanadd-er,-orand-isttosomewordstoformnounsforpeople.

Verb/Noun

+Suffix

Noun

speak

+er

speaker

visit

+or

visitor

tour

+ist

tourist

2.Remindstudentstochangetheendingofthewordswhenweaddthesuffix.

dancedancer

winwinner

pianopianist

sciencescientist

3.Showmorenounsforpeoplethatformedbyadding–er,-orand–ist

-erfarmerspeakerreporterdancer

-oreditoractordirectorsailor

-istartistscientist

-anmusicianpoliticianAsianIndian

-eseChineseJapanese

1.Findouttherulethatwecanadd-er,-orand-isttosomewordstoformnounsforpeople.

2.Payatteiontochangingtheendingoftheverb/nounwhenweaddthesuffix.

3.Learnmorenounsforpeoplethatformedbyadding–er,-orand–ist-er

呈现练习中的几个名词,让学生仔细观察,鼓励学生找出它们的构词法即rootwordA+suffix=B.

提醒学生在给动词或名词添加后缀时,有时需要改变原单词的词尾,从而避免学生发生不必要的错误。

给学生补充另两种表示人的名词性后缀,更有助于学生识记单词或根据后

缀猜测词义。

31min

to

44min

Step3Practice

1.Letstudentschangethefollowingwordsintonounsforpeoplebyaddingthecorrectsuffixes.

1)act___________

2)art__________

3)drive__________

4)farm__________

5)paint__________

6)play_____________

7)report____________

8)science____________

9)work______________

10)write____________

2.Askstudentstocompletethefollowingsentenceswiththecorrectnounsofthewordsinbrackets.Usethepluralformifnecessary.

Birdsare_______(sing).Theycanmakebeautifulsounds.Some_______(act)canmakedifferentbirdsounds.Itisveryinteresting.

Alotof________(tour)gotothewetlandstowatchbirdseveryyear.Therearemany_______(visit)atbirdshowstoo.Some_______(art)liketopaintbirds.

Thebirdsintheirpicturesarereallybeautiful.Some______(write)liketoincludebirdsintheirpoemstoo.

Birdsarepartofoutlives.Theyareourfriends.

1.Changethefollowingwordsintonounsforpeoplebyaddingthecorrectsuffixes.

2.Completethefollowingsentenceswiththecorrectnounsofthewordsinbrackets.Usethepluralformifnecessary.

练习的设置有利于及时检查学生能否通过加后缀将动词或名词变成表示人物的名词,能否在笔头交际中熟练运用。

45min

Step4Homework

1.Revisehowtoformnounsforpeoplebyadding-er,-orand-ist.

2.PreviewTask.

Reflection

八年级英语上册Unit5StudySkills教学设计(牛津译林版)


Unit5教学设计

盐城市初级中学倪琴教学内容分析教学内容《英语》(译林出版社)八年级上册Unit5StudySkills教学对象初二学生教学项目语词illness,accept,becauseof结构aproposal教学方法任务教学法,学生中心教学法,多媒体教学教学目标语言知识能听懂并掌握一些关于名词后缀的词汇语言技能能灵活运用后缀-ing、-ness、-ion构成名词并完成书后练习语言运用熟练运用后缀-ing、-ness、-ion来构成名词情感态度理解动物所面临的危险,增强爱护野生动物意识学习策略灵活掌握词性转换过程中的规律教学重点Howtoformnounsbyaddingsuffixestoverbsoradjectives教学难点灵活运用后缀-ing、-ness、-ion来构词运用任务能仿照书上的范例,自编故事,要求故事中含有三对本课时所学的动词或形容词及其名词二、课堂教学过程时间教学步骤教师活动学生活动教学目的第1到5分钟Lead-in1.AskstudentstodescribethepandaXiWangandthedangerpandasface.2.Encouragestudentstodescribeotherwildanimalswithsimplesentences1.SayalotaboutXiWangandthedangerpandasface.2.answersomequestionse.g.Whyisitcalled“xiWang”?Whatshouldwedotohelp?Whatproblemsdotheyface?通过问题的回答,复习reading的内容,引导学生关注“mean”向“meaning”,“ill”向“illness”,“act”向“action”的转换,引出本课时的学习目标。第6到15分钟Presentation1.Askstudentstoworkouttheruleabouthowtoformthewords“meaning”“action”“illness”.2.Brainstorming:encouragestudentstothinkofmorenounswiththesuffixes“-ing”“-ness”“-ion”1.Workingroupsoffourandfindouttherulebythemselves.2.Thinkofmorenounswiththethreesuffixesandwritethemdown.3.Exchangetheirideaswiththeirpartners.通过小组合作,指导学生关注后缀构词法。并且以头脑风暴的形式帮助学生回忆已学或自己习得的后缀名词,构建构词法的图式。第16到25分钟

Practice

1.AskstudentstocompletepartA.2.Offersometips:guidestudentstopayattentiontosomespecialwords,weneedtochangetheendingoftheverb/adjectivewhennecessary.1.completePartA2.Checkanswersinpairstheninclass3.Learnsomespecialwords.eg:shop-shoppinghappy-happinessdecide–decisioninvite-invitation通过练习加以巩固后缀构词法,并引出特殊的转化方法,进一步练习并强化运用。第26到35分钟Extension1.Watchavideoandhaveadiscussionaboutthequestion:Asastudent,whatactioncanwetaketoprotectwildanimals?2.CompletePartBonpage653.Guidestudentstopayattentiontothewordsinredandchangeeachwordintoanounbyaddingasuffix.1.Watchthevideoandtalkaboutthequestion.2.completePartB3.Checkanswersinpairstheninclass4..Readthepassagetogether.通过观看视频,引出野生动物保护的话题,引导学生以小组展开讨论。通过填空完成倡议信,巩固构词运用,进一步强化保护野生动物的意识。第36到44分钟Discussion1.Encouragestudentstoworkingroupsoffourandmakeupanewstory.2.Guidestudentstousethesuffixeswelearnedtodayinthestory.1.workingroupsoffourandmakeupanewstory.2.Askstudentstosharethestorywithus.运用所学自编另一个故事,再通过小组分享,进一步巩固所学的构词法。第45分钟ConclusionTheteachermakeaconclusion:Howtoformnounsbyaddingsuffixestoverbsoradjectives.Andeverybodyshouldacttoprotectwildanimals.Eachgroupchooseastudenttosharethestorywithustostandinthefront.最后在学生讲述故事的展示中总结并结束本课。

八年级英语上Unit3Studyskills教学设计(牛津译林版)


牛津译林初中英语八年级上册

Unit3Adayout教学设计

盐城市文峰中学孙萍

第六课时Studyskills

一、教学内容分析

教学内容Unit3Adayout---Studyskills

教学对象江苏省盐城市文峰中学初二(3)班,学生人数35人

教学项目词汇:helplessusefuluselesscheerhopemeaningtastecheerfulcolourfulticketkeep

词组:feelexcitedbeuseless/usefulkeepsomething

课文:Ashortpassage

教学方法任务教学法、学生中心教学法、多媒体教学、归纳教学法

教学目标

语言知识1、学习词汇、词组、句型

2、了解名词构成形容词的后缀-ful和-less

语言技能学会在语境中使用合适的形容词,用正确的后缀表明肯定或否定的意思

语言运用了解后缀法,并能拓展其他类似的后缀用法

文化意识能正确地使用形容词,了解不同后缀用法

情感态度能正确地使用形容词描述旅行的所见所感

学习策略使用比较分析法了解名词构成形容词的后缀

教学重点了解名词构成形容词的后缀-ful和-less

教学难点学会在语境中使用合适的形容词,用正确的后缀表明肯定或否定的意思

运用任务运用适当的形容词描述旅行的所见所感

二、课堂教学过程

时间教学步骤教师活动学生

活动教学目的

1-5

分钟Lead-in1.Revisereading,say:LindawenttotheWorldParktogetherwiththeClass1,Grade8students.WhatdidtheyseeintheWorldPark?Whatdidtheydothere?

2.AskthestudentstotalkabouttheWorldPark,say:WhatdoyouthinkoftheWorldPark?Isitwonderful?Canyousaysomethingaboutit?Listenandanswerthequestions.

TalkabouttheWorldParkusingproperadjectives通过复习阅读文章导出一些形容词。根据对世界公园的看法导入生词的学习。

第6-15分钟Presentation呈现图片和句子

1.Simongot100pointsintheexams.Soheisvery.

ButJaneonlygot80points.Sheisvery.(care)

板书careful---careless

2.Jackisagoodboy.Heoftenhelpsothers.Heis.

Buthisbrother,David,dislikesstayingwithothers.Heisvery.(help)

板书helpful---helpless

3.Lookatthepicture.Istheknifeuseful?Anotherpicture:Whataboutthatone?

板书useful---useless

2.Askstudents:Canyoufindsomerulesaboutthem?(Letstudentswatchthe6words.)

Atlast,theteacherandthestudentsconcludetogether:wecanadd–fulor–lesstosomenounstoformadjectives.Thesuffix–fulmeans“fullof”.Thesuffix–lessmeans“without”.

板书:n.+ful=adj.n.+less=adj.Lookatsomepicturesandanswersomequestions.

Lookatthewordsandconcludetherules.

Takenotes.通过大量图片和句子填空呈现带有后缀“-ful”和“-less”的单词,具体的语境避免了枯燥的句型展示和单词练习。在呈现大量例词的基础上让学生寻找规律,易于学生发现后缀的知识。指导学生通过读例句,体会后缀“-ful”和“-less”在单词中所起到的作用和意义,更利于学生对后缀用法的学习。一步一步呈现,环环紧扣,真正把学习和思考的时间让给了学生。

第16-30分钟Practice1.Askstudentstothinkfreely:

Canyourememberanyotherwordslikethem?

n.n.+ful=adj.n.+less=adj.

colourcolourfulcolourless

harmharmfulharmless

thankthankfulthankless

……

2.ReadthesewordsandfinishAonP39.

3.Letstudentsreadtheanswers.

Askstudents:

T:Doallthewordsabovehavesuffixes–fuland–less?Youcanuseyourdictionaries.

S:……

T:Yes,“sleep”and“end”don’thavethesuffix–ful.Andanotherword“wonder”canbechangedinto“wonderful”butnot“wonderless”.

4.Readthewordsandmastertheirmeanings.(usedictionaries)Thenmakesentenceswiththesewords.Forexample:Theyaretellingtastelessjokesinthetastefulroom.(Youcanalsousethemin2sentences.)

5.FinishtheexercisesBonP39.Checktheanswers.Letstudentsunderlinesomeimportantphrases.Thinkmoresimilarwords

andconcludethem

Readthewordstogetherandfinishtheexercise.

Thinkaboutthequestionandconcludetheexceptions.

Readthewordsandmastertheirmeanings.Thenmakesentences.

Finishtheexercises.指导学生使用比较分析法,总结更多类似用法的单词,寻找规律,真正做到学以致用,并且在完成练习的过程中对本节课所学重点加以练习,巩固所学知识。

第31-35分钟PresentationAskstudentstointroducesomeotherwaystoformthepositiveandnegativeadjectives.e.g.Prefixes:‘-in’,-‘ir’,‘-in’,‘-un’,‘-dis’.Suffixes:‘-ed’,‘-ing’,‘-ly’,‘-y’andsoon.Thinkabouttheotherwaystoformthepositiveandnegativeadjectives.Concludethem.让学生举例更多的前缀和后缀,并说出它们的用法,对所学的前缀后缀知识加以拓展归纳,这种构词法的学习,有利于学生词汇量的扩大。

第36-40分钟ActivitiesHaveacompetitiontofindoutwhocanrecitethesewordswithsuffixesmore.Haveacompetition利用竞赛的方法检测学生对本节课所学单词的掌握和对前后缀构词法的灵活运用。竞赛的形式极大地调动学生记忆新单词的积极性。

第41-45分钟ConclusionandcheckoutAskstudentstoconcludethelessonandthenfinishtheexercises.

1、用所给单词的适当形式填空。

①Leeiskindand_________.Healways_____________hisclassmateswhentheyhavetrouble.(help)

②Allthetouristsshouts_______whentheysawthePyramids,oneoftheseven______intheworld.(wonder).

③They____togetinside,butwhentheysawthelongqueue,theyrealizeditwas____.(hope)

④Theroadseemstobe______.Willweeverreachthe_____ofit?(end)

⑤Themotherwas______becausemanypeoplehelpedherfindherson.(thank)

2、从短文中划出形容词,并且说出它们的反义词。

TodayMarywearsacolourfuldress.Shelooksverybeautiful.Maryisnotonlykindbutalsohelpful.Besides,sheisverycareful.ShefindsitusefultolearnEnglishwell,soshealwaysworkshardandgetshighmarksinEnglishtests.However,herclassmateTomisverydifferentfromher.Heoftensleepsinclass.Healsospendstoomuchtimeplayingcomputergames,eventhoughitisameaninglessactivity.Concludethelessonandthenfinishtheexercises.

学生自我归纳本节课重点内容,并完成课堂检测,对本节课所学重点加以练习,巩固所学知识。