八年级英语下册第二单元集体备课英文教案。
每个老师不可缺少的课件是教案课件,大家在认真写教案课件了。是时候对自己教案课件工作做个新的规划了,未来的工作就会做得更好!究竟有没有好的适合教案课件的范文?小编收集并整理了“八年级英语下册第二单元集体备课英文教案”,供大家参考,希望能帮助到有需要的朋友。
Unit2WhatshouldIdo?
I.Teachingaimsandteachingdemands:
Inthisunitstudentslearntotalkaboutproblemsandgiveadvice.
II.Teachingkeyanddifficultpoints:
A.Vocabulary
argue,loud,original,outofstyle,tutor,upset,adult,
Recycling:problem,sorry,part-time,important,friend,money,home,new,easy,letter,ticket,ballgame,surprise,colorful,borrow,write,callsomeoneup,gotosomeone’shouse,everynight
B.Targetlanguage
MybrotherplayshisCDtooloud.
WhatshouldIdo?
Whydon’tyoutalktohimaboutit?
C.Structures
Modalscould,should
Whydon’tyou…?(formulaic)
III.Teachingmethods:Audio-lingualmethods
IV.Teachingaids:ataperecorder
V.Thisunitisdividedintosevenperiods.
Lesson1Speakandlisten
SectionA1a---1c
I.Teachingaimsanddemands:
Studentslearntotalkaboutproblemsandgiveadvice.
II.Teachingkeyanddifficultpoints:
A.Vocabulary
keepout,play,loud,argue,wrong,What’swrong?outofstyle,could,should,
B.Targetlanguage
MybrotherplayshisCDstooloud.
Maybeyoushouldbuysomenewclothes.
III.Teachingmethods:Audio-lingualmethods
IV.Teachingaids:ataperecorder
V.Teachingprocedure
Activity1.Revision
Task1.Dictation
Task2.Askandanswer.
Questionsaboutfuturewithwill.
Activity2.Presentation
Thisactivityintroducessomenewvocabulary.
Task1.Makeatwo-columnchartontheboardwiththeheadingProblematthetopofcolumn1andtheheadingAdviceatthetopofcolumn2.Thenaskthestudentstotellyouwhatyoucoulddoaboutit.
Problem
IwanttobuyanewguitarbutIdon’thaveenoughmoney.Advice
1.Waituntilnextyear.
2.Don’tbuyaguitar.
3.Borrowone.
4.Buyausedguitar.
5.Getapart-timejob.
Task2.Thenreadtheproblemtotheclassagain.Thenwritethewordscould,should,andshouldn’tontheboardnexttothechart.Readtheproblemtotheclassagainandhelptheclassgiveadviceusingthewordscould,should,andshouldn’t.
Task3.Askthestudentstofinishthetaskin1a.
Teach:Seriousproblemisaverybadproblem,averybigproblem.Outofstylemeansnotinfashion.
enoughmoney:Idon’thaveenoughmoneytobuyabike.
AskthestudentstowritetheproblemsintheseriousorNotseriouscolumn.
Task4.Talkabouttheanswers.
Ask,Whoput“Myparentswantmetostayathomeeverynight?”theseriouscolumn?Askthesamequestionsabouttheotheritems.Discusswhichproblemsstudentsthoughtwerethemostserious.
Activity3.Listenandcircletheproblemsyouhearinactivity1a.
Task1.Pointtothepicturesinactivity1a.Askdifferentstudentstosaywhattheyseeineachpicture.Readtheinstructionstostudents.
Task2.Playtherecordingthefirsttime.Studentsonlylisten.
Task3.Playtherecordingasecondtime.Studentscircletheproblemstheyhear.Thenchecktheanswers.
Step4.Pairwork
Askthestudentstolookattheproblemsinactivity1aandmakeconversations.
Homework
1.Makeupyourownconversations.
2.Maketensentenceswithcould,shouldandshouldn’t.
Lesson2Listenandspeak
SectionA2a---GrammarFocus
I.Teachingaimsanddemands:
Studentslearntotalkaboutproblemsandgiveadvice.
II.Teachingkeyanddifficultpoints:
A.Vocabulary
callsb.up,ticket,surprise,onthephone,What’sthematter?
B.Targetlanguage
Youcouldgotohishouse.
Youcouldgivehimatickettoaballgame.
WhatshouldI/he/theydo?
III.Teachingmethods:Audio-lingualmethodsandPPP
IV.Teachingaids:ataperecorder
V.Teachingprocedure
Activity1.Revision
Task1.Checkthehomework.Askandanswer.
Task2.Revisethevocabulary.
Activity2.Listeningandcircling.
Task1.Readtheinstructions.Learnthekeyvocabulary.
Readandrepeatthephrases.
Task2.YouwillhearaconversationbetweenNariandafriend.
Playtherecordingtwiceandstudentscircletheword,Nari’sfriendusestogiveadvice.
Thenchecktheanswers.
Activity3.Listening
Task1.Readtheinstructions.Showstudentstheexamplematch.
Task2.Playtherecordingagainandchecktheanswers.
Activity4.Groupwork
Task1.Readtheinstructionsfortheactivity.
Task2.Pointtotheexampleinthesampledialogue.Asktwostudentstoreadtheconversationtoclass.
Task3.AskstudentstoroleplayaconversationbetweenNariandhisfriendusingthesetwosetsofsentences.Thenhavethestudentsworkinpairs.
Task4.Checktheanswersbycallingondifferentpairstosayaconversationtotheclass.
Activity5.GrammarFocus
Reviewthegrammarbox.askthestudentstosaythequestionsandtheresponses.Explainthatthewordshouldisalwaysusedtoaskforadvice,butthewordscould,should,andshouldn’tareusedtogiveadvice.Couldisalessseriouswordthanshould.
Payattentiontothequestionsandanswers,askandanswerloudly.
Homework
1.Reviewtheconversationandthevocabulary.
2.Writeyourownconversationsongivingadvice.
Lesson3Readingandwriting
I.Teachingaimsanddemands:
Studentslearntotalkaboutproblemsandgiveadvice.
II.Teachingkeyanddifficultpoints:
A.Vocabulary
payfor,part-timejob,okay,either,bake,TeenTalk,tutor,need,maybe,goodidea,badidea,okayidea
B.Targetlanguage
WhatshouldIdo?
ThenIthinkyoushouldgetapart-timejob.
III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.
IV.Teachingaids:apicture
V.Teachingprocedure
Activity1.Revision
Task1.Revisethevocabularyandthekeystructures.
Task2.Dictation.
Activity2.Readingandwriting
Task1.Readtheinstructions.WritethepossibleresponsesontheBbandaskastudenttoreadtheresponsestotheclass.Discussthethreeresponsesandbesurestudentsunderstandhowtheresponsesareused.
Task2.Askfourstudentstoreadtheconversationtotheclass.
Askthestudentstofillintheblank.
Thenaskandansweringroups.
Activity3.Pairwork
Task1.Readtheinstructions.Andthenasktwostudentstoreadthesampleconversationn.
Task2.Askthestudentstosaysomewaystogetmoneythataren’tinthebook.
Task3.askthestudentstoworkwithpartnersastheyaskforandgiveadvice.Thenasktwoorthreepairsofthestudentstosaytheirconversationstotheclass.
Activity4.Pairwork
Thisactivityprovidesanopportunityforstudentstousethelanguageoftheunittogiveadvice.
Task1.Readtheinstructions.Thenasktwostudentstoreadthedialogue.
Task2.Askanotherpairofstudentstogivetheiradviceonanothertopic.Pickatopicofcurrentinterestinthenews.
Homework
1.Reviewthevocabularyandtargetlanguage.
2.Writeyourownconversationsaboutproblemsandadvice.
Lesson4SectionB
I.Teachingaimsanddemands:
Studentspracticeusingthetargetlanguage.
II.Teachingkeyanddifficultpoints:
A.Vocabulary
original,thesameas,instyle,nicer,haircut,inexpensive,comfortable
B.Targetlanguage
IthinkErinshouldtellherfriendtogetdifferentclothes.
Friendsshouldn’twearthesameclothes.
Theyarethesameasmyfriend’sclothes.
III.Teachingmethods:Audio-lingualmethods
IV.Teachingaids:ataperecorder
V.Teachingprocedure
Activity1.Revision
Thisactivityintroducesthekeyvocabulary.
Task1.Readtheinstructionsin1a.Askastudenttoreadthesentencestotheclass.ReadeachsentenceagainandasktheSstorepeatit.Thenexplainintheirownwordsthateachsentencemeans.
Forexample:T:Whatdoesoriginalmean?
S1:Differentfromothers.Notthesame.
T:Correct.Whensomethingisoriginal,itisnotlikealltheothers.Canyougiveanexample?
S1:Mywatchdoesn’thavenumbersonit.Ithaspicturesoffacesinsteadofnumbers.Mywatchisoriginal.
T:Correct.It’snotlikealltheothers.
Task2.Pointoutthewrite-inlineinfrontofeachsentence.writeVIifthestatementisveryimportanttoyou,writeIifthestatementissomewhatimportanttoyou,andwriteNIifitisnotimportant.
Task3.Talkabouttheanswerswiththeclass.
Activity2.Listening
Task1.Readtheinstructions.
Pointtothethreeitemsstudentswillbelisteningfor:
Sayyouwillbelisteningtoaradioadviceprogram.Peoplecallinforhelpwithaproblemandotherpeoplecallupwithadvice.Theywillbetalkingaboutoneoftheseproblems.Pleasechechtheproblemtheytalkabout.
Task2.Playtherecordingthefirsttime.Studentsonlylisten.
Task3.Playtherecordingasecondtime.Askthestudentstoputacheckinfrontoftheseproblems.Thenchecktheanswer.
Activity3.Listeningandwriting
A.Listencarefullyandfillinthechartwiththeadvicethatyouhear.Thenchecktheanswers.
B.Listenagainandfillinthechart.Thenchecktheanswers.
Activity4.Pairwork
Task1.Readtheinstructions.
Task2.Asktwostudentstoreadtheconversationtotheclass.
Task3.WorkwiththepartnersandsaywhatdoyouthinkErinshoulddo.
Asksomepairsofstudentstosaypartoftheirconversationtotheclass.
Homework
1.Reviewthevocabulary.
2.Writeyourownconversationsaboutadvice.
Lesson5Readingandwriting
I.Teachingaimsanddemands:
Studentspracticethetargetlanguagebyreadingandwriting.
II.Teachingkeyanddifficultpoints:
A.Vocabulary
except,upset,findout,dowrong,whattodo,lonely,argue
B.Targetlanguage
WhatshouldIdo?
Youcouldbemorefriendly.
Youshouldtrytobefunny.
Everyoneelseinmyclasswasinvitedexceptme.
I’mveryupsetanddon’tknowwhattodo.
Ijustfoundoutthatmyfriendswereplanningabirthdaypartyformybestfriend,…
III.Teachingmethods:Audio-lingualmethodsandControl-writing.
IV.Teachingaids:ataperecorder
V.Teachingprocedure
Step1.Revision
Task1.Checkthehomework.Askandanswer.
Task2.Revisethevocabulary.
Step2.Readingandwriting
Task1.Teachthesewords:
except:EveryonehasabikeexceptJim.
EveryonehasabikebesidesJim.
findout:learn,Pleasefindoutwheretheylive.
Ican’tthinkwhatIdidwrong.
Idon’tknowwhattodo.
Task2.Askthestudentstoreadtheinstructions.
Task3.Askthestudentstoreadtheletterandunderlinetheproblemontheirown.
Correcttheanswers.
Step3.Writing
Task1.Readtheinstructions.
Askastudenttosaysomeoftheadvicetheymightgive.Writethekeywordsontheboard.
Task2.Askthestudentstowritethelettersontheirown.
Task3.Asksomestudentstoreadtheirletterstotheclass.
Step4.Writingonyourown.
1.readtheinstructions.
2.askthestudentstosaysomeproblemstheymightwriteabout.
3.asksomestudentstoreadtheirletters.
Step5.Groupwork
1.Askthestudentstoreadtheinstructions.
2.Asktwostudentstoreadthedialogue.
3.Askanotherpairofstudentstogivetheiradviceforoneoftheproblems.
4.Askstudentstocompletetheworkingroups.
5.Askafewstudentstosharethesampleconversations.
Step6.SelfCheck
1.Askthestudentstodotheexercisesontheirown.Thenchecktheanswers.
2.Readtheletterandthenwritesomeadvice.
3.Askafewstudentstoreadtheirlettersofadvice.
4.Justforfun.Asktwostudentstoreadtheconversationtotheclass.
Homework
1.Reviewthevocabulary.
2.Finishoffthewritingexercises.
Lesson6Readingandwriting
I.Teachingaimsanddemands:
Studentslearntomasterthereadingskills.
II.Teachingkeyanddifficultpoints:
A.Vocabulary
until,fit,asmuchaspossible,pressure,complain,include,pushy,send,allkindsof,compare,crazy,adult,ontheonehand,…organized,ontheotherhand,…
B.Targetlanguage
Whatshouldyoudotorelax?
Parentsshouldlearntogivetheirkidsabitmoretimetothemselves.
III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.
IV.Teachingaids:atape-player
V.Teachingprocedure
Activity1.Revision
Task1.Revisethevocabularyandthekeystructures.
Task2.Dictation.
Activity2.BeforeYouRead
Task1.Readtheinstructions.
1.Encouragethestudentstothinkaboutlifeoutsideschoolhours.ListthemontheBb.
2.AskthestudentstousethelistontheBbtocompletethetwoboxeslabeled‘Ido’,and‘Idon’tdo-‘.Theyarefreetoaddanyoreactivitiestheydo,ordon’tcurrently.
3.Askafewstudentstosharewhattheyhavewritten.
Task2.Teachthestudentsaboutusingadictionary.
1.Explainthatadictionarycanhelpstudentslearnindependently.Theycanlearnnewwords,howtopronouncethem,andhowtousethemcorrectly.
2.Letthestudentstolookupthewordsinthebox.
3.Haveabriefmemoryquizonallthewords.
4.DiscussthepointsmadeintheReadingStrategyaboutusingabilingual,learner’sandelectronicdictionary.
Activity3.WhileYouReading
Task1.Askthestudentstoreadandnoticethewordstheyhavejustlookedupintheirdictionaries.Readthesentencestotheclass.
Task2.Askthestudentstoreadthepassageloudly.
Homework
1.Reviewthevocabularyandtargetlanguage.
2.Writeyourownconversationsaboutproblemsandadvice.
Lesson7Readingandwrite
I.Teachingaimsanddemands:
Studentslearntomasterthereadingskills.
II.Teachingkeyanddifficultpoints:
A.Vocabulary
until,fit,asmuchaspossible,pressure,complain,include,pushy,send,allkindsof,compare,crazy,adult,ontheonehand,…organized,ontheotherhand,…
B.Targetlanguage
Whatshouldyoudotorelax?
Parentsshouldlearntogivetheirkidsabitmoretimetothemselves.
III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.
IV.Teachingaids:atape-player
V.Teachingprocedure
Activity1.Revision
Task1.Dictation.
Task2.Readthepassagetotheclass.
Activity2.AfterYouRead
Task1.Readthestatements.
Task2.Discusswithyourpartners.
Task3.Askeachgrouptoreporttheirideastotheclass.
Activity3.writing
AskthestudentstowriteasentenceoftheirownusingthewordsfromtheboxinSection1b.
Activity4.Writing
Task1.Readtheinstructions.
Task2.Reviewlanguageusedforadvice.ThenimagineyouareDrAliceGreen.WritealettertoCathyTaylor.Giveadviceaboutwhatsheshoulddowithherchildren.
Activity5.Goforit!
1.WritePressureontheBb.Makeasurveywithtwoquestions:
Whendoyoufeelunderpressure?
Whatshouldyoudotorelax?
2.Ifthereissomeoneinyourclasswhohasabigproblem,makeaplantohelpthem.
Homework
1.Reviewthevocabulary.
2.Finishwritingtheletter.
相关知识
八年级英语下册第三单元集体备课教案(人教版)
教案课件是老师不可缺少的课件,大家应该在准备教案课件了。只有规划好教案课件工作计划,才能使接下来的工作更加有序!你们会写多少教案课件范文呢?为满足您的需求,小编特地编辑了“八年级英语下册第三单元集体备课教案(人教版)”,供您参考,希望能够帮助到大家。
八年级英语下册第三单元集体教案(人教版)
Goforit8BUnit3Couldyoupleasecleanyourroom?Period1
SectionA1a-2c教学设计
StudyingAims(学习目标)
1.Beabletoreadthenewwordsbylookingatthepronunciation.(能根据音标拼读新单词)
2.Beabletouselisteningstrategiestofinishoffthelisteningtasks.(能运用捕捉主要信息等听力技能完成判断、选词任务)
3.Beabletomakeaconversationinpairs(能进行有礼貌请求和请求许可的对话)
Preparingforclass(候课)
Askstudentstositwellandcheckthewordswitheachother.
Studyingprocedures(学习过程)
Step1:Dailygreetingsandleadingintoanewlesson.(导入新课)
Todaywe’lllearnUnit3Couldyoupleasecleanyourroom?Inthisunitwe’lltalkaboutchoresandpermission.(今天,我们将学习第三单元,本单元主要谈论家务琐事与许可。)
Step2:Show“Studyingaims”(出示目标)(1)
Step3:GuideOne(自学指导一)(4)
1.Readandunderstandthewordsbylookingatthepronunciation.(根据音标拼读单词,1分钟后比比看,谁读得最好)(1)
2.抽读、正音、领读、齐读(2)
3.Finish1abywritingdownAforalways,Uforusually,Oforoften,Sforsometimes,HEforhardlyeverandNfornever.(在短语旁边用频率副词的首字母写出自己做家务的频率)
Step4:GuideTwo(自学指导二)(3)
1.ListenandcheckPeter’smotherorPeterwilldothesechores.
听力策略:听前让学生预测可能听到的结果,诱发其好奇心和兴趣;听中,捕捉家务名称和说话人的语音语调;听后,用完整的句子说出答案,旨在练语言、用语言。
2.Listenandreadalongthetape.(跟读课本99页的听力材料)
Step5:GuideThree(自学指导三)(8)
1.Readtheconversationin1aandtranslateitbythemselves.(默读并试着翻译1a的对话)(1)
Makepoliterequests:
Compare:Couldyoupleasesweepthefloor?
Canyoudothedishes?
Think:Whichsoundsmorepolitetoyou?
情态动词can和could均可用来提出要求,但could较为委婉、客气。Couldyouplease+…?是一个礼貌、委婉地提出要求的句式,其后加动词原形即可。
注意在回答时,could要用can代替。
2.Practicereading.(领读,齐读,分角色读)(2)
3.Makeconversationsaboutthechoresin1a.(两人小组用1a的短语练习对话)(5)
Step6:GuideThree(自学指导三)(15)
1.Listen.Peteraskshisfatherifhecandofourthings.Whatdoeshisfathersay?Checkyesorno.(听录音。彼得问他爸爸他能否做四件事。他爸爸说什么了,请在yes或no前打钩)
听力策略:听前,仔细观察图片,识别人物关系及对话地点,然后浏览表格中信息,明确每个短语的意思,扫清听力障碍)
Notes:(1)stayoutlate;(2)givesb.aride/getaridefromsb.
2.Listenagain.WhydoesPeter’sfathersay“no”?Drawlinestothereasonsinthechartin2a.(再听录音,彼得的爸爸为什么说不?在2a的表格里面连接理由)
3.Listenandcheck.(核对答案并跟读课本99-100页的听力材料)
4.MakeconversationsbetweenPeterandhisfather.(编写彼得和爸爸之间的对话)
Step7:Exercisesinclass(当堂训练)(15)
Pleasereciteanddictatethefollowingwords,phrasesandsentences.(背诵并默写下列单词、词组和句子。10分钟背诵,5分钟默写,小组阅,堂清)(10)
(1)做家务__________________(2)倒垃圾__________________
(3)叠衣服__________(4)扫地__________________
(5)整理床铺__________________(6)洗碗__________________
(7)打扫客厅__________________(8)在外面呆到很晚__________________
(9)搭车__________________(10)用电脑工作__________________
(11)A:请你倒一下垃圾好吗?______________________________________
B:是的,当然可以。/好的,但是我想先看个节目。/没问题。/对不起,我不能,我必须得先写作业。
_______________________________________________________________
_______________________________________________________________
(12)A:我可以和朋友一起出去吃晚饭吗?
_____________________________________________________________
B:当然,应该可以。/不,你不能。明天你有篮球比赛。
_______________________________________________________________Blackboarddesign(板书设计)
Unit3SectionA1a-2c
(1)A:Couldyoupleasetakeouttherubbish?
B:Yes,sure./OK,butIwanttowatchoneshowfirst./Noproblem.//Sorry,Ican’t.Ihavetodomyhomeworkfirst.
(2)A:CouldIgooutfordinnerwithmyfriends?
B:Sure.ThatshouldbeOK./No,youcan’t.Youhaveabasketballgametomorrow.
Reflection(教学反思)
Goforit8BUnit3Couldyoupleasecleanyourroom?Period2
SectionA2dGrammarFocus教学设计
StudyingAims(学习目标)
1.Beabletoreadthenewwordsbylookingatthepronunciation.(能根据音标拼读新单词)
2.Beabletounderstandtheconversationandrole-playit.(能够理解对话,并进行角色扮演)
3.BeabletosummarizeGrammarFocus.(思考并归纳:(1)请求许可的表达方式及应答;(2)有礼貌请求帮助的表达方式及应答;)
Preparingforclass(候课)
Askstudentstositwellandcheckthewordswitheachother.
Studyingprocedures(学习过程)
Step1:Dailygreetingsandleadingintoanewlesson.(导入新课)
Todaywe’lllearnUnit3SectionA2d&GrammarFocus.(今天我们将学习第三单元SectionA2d和单元语法聚焦)
Step2:Show“Studyingaims”(出示目标)(1)
Step3:GuideOne(自学指导一)(3)
1.Readthenewwordsbypronunciation.(根据音标拼读单词,2分钟后比比看,谁读得最好)
词汇策略:根据拼读规则拼读、记忆生词,注意单词的词性
2.抽读、正音、领读、齐读。(1)
Step4:GuideTwo(自学指导二)(13)
1.Read2dsilentlyandanswerthefollowingquestions.(快速默读2d,寻找与问题相关的信息,用铅笔划出答案。2分钟后比比看,谁做得又快有准)(3)
(1)Whatchoresdoesthesisterwantherbrothertodo?
(2)Wheredoyouthinktheirmotheris?
(3)Who’sreallythebossathome,theboy,thegirl,orthemother?
2.Read2dagainandtrytofindoutdifficultpoints.(3)(默读2d,用铅笔划出自己不理解的短语、句型或语法结构)
3.Listenandrepeat.(跟读磁带,注意模仿正确的语音语调)(2)
4.Role-playtheconversationandcheckup.(分角色练习表演对话,抽查反馈)(5)
Step5:GuideThree(自学指导三)(13)
1.ReadGrammarFocusandtrytosummarizethecontentsbythemselves.(读译语法聚思考并归纳:(1)请求许可的表达方式及应答;(2)有礼貌请求帮助的表达方式及应答;)(7)
2.检查、更正、点拨、小结(6)
Step6:Exercisesinclass(当堂训练)(15)
1.Finish4aand4bbythemselves,thenchecktheanswers.(完成4a和4b,然后核对答案)(6)
2.Whatdoyouthinkyouneedtoforanactivity?Whowilldothem?Discussinagroup.(小组内讨论完成一项活动需要做的事,并决定谁做。)(4)
3.Pleasetranslatethefollowingwords,phrasesandsentences,thenchecktheanswers.(翻译下列单词,短语和句子,核对答案)(5)
(1)杂乱__________________(2)递给___________________
(3)借回___________________(4)借出_________________
(5)手指________________(6)厌恶___________________
(7)杂务___________________(8当…时候(过程)____________
(9)完成做某事__________________(10)返回(状态)________________
(11)喝的东西________________(12)遛狗____________
(13)借给某人某物______________(14)弄湿它____________
(15做杂务____________________
(16)我可以和朋友出去吃饭吗?当然,那应当可以。____________________________
(17)电影完了后我们可以买一些喝的吗?不,不能。明天你有篮球赛。____________________________
(18)请你遛遛狗好吗?可以,但是我想先看一个节目。____________________________
(19)如果她看到这杂乱,她会不高兴。____________________________
(20)在你帮我洗盘子的过程中,我将完成我的作业。____________________________
Blackboarddesign(板书设计)
Unit3Couldyoupleasecleanyourroom?
SectionA2d&GrammarFocus
(1)A:CouldIgooutfordinnerwithmyfriends?
B:Sure,thatshouldbeOK.
(2)A:Couldwegetsomethingtodrinkafterthemovie?
B:No,youcan’t.Youhaveabasketballgametomorrow.
(3)A:Couldyoupleasetakethedogforawalk?
B:OK,butIwanttowatchoneshowfirst.
Reflection(教学反思)
Goforit8BUnit3Couldyoupleasecleanyourroom?Period3
SectionA3a-3c教学设计
Preparingforclass(候课)
Askstudentstositwellandcheckthewordswitheachother.
StudyingAims(学习目标)
1.Beabletousereadingstrategiestofinishoffthereadingtasks.(能运用阅读策略完成阅读任务)
2.Beabletouseimportantphrasetomakeupsentences.(能运用本课时重点短语造句)
Studyingprocedures(学习过程)
Step1:Dailygreetingsandleadingintoanewlesson.(导入新课)
Todaywe’lllearnUnit3Couldyoupleasecleanyourroom?SectionA3a-3c.(今天,我们将学习第三单元,SectionA3a-3c)
Step2:Show“Studyingaims”(出示目标)(1)
Step3:GuideOne(自学指导一)(6)
1.Readandunderstandthewordsandphrasesbylookingatthepicturesandpronunciation.(根据音标拼读单词和短语,根据图片理解汉意,2分钟后比比看,谁读得最好)(3)
2.抽读、正音、领读、齐读。(3)
Step4:GuideTwo(自学指导二)(14)
1.Readthestoryandanswerthequestionin3a.(阅读3a故事,回答文中的问题)(4)
阅读策略:快速浏览全文,寻找与问题相关的信息,注意正确的人称、时态和语序
2.Readthesentencesbelow.Underlinethesentencesfromthereadingthatmeanthesamething.(阅读3b的句子,在文中意思相同的句子下划线)(5)
阅读策略:先理解题意,然后在文中寻找与题中陈述相关的内容
3.Decidewhethertheunderlinedwordsinthesentencesareverbsornouns.Thenwriteanothersentenceusingtheunderlinedwordintheotherform.(判断这些句子中的划线单词是动词还是名词。然后用划线单词的另一词性造句)(5)
Step5:GuideThree(自学指导三)(12)
1.Read3asilentlyandfindoutdifficultpoints.Solvethedifficultiesbyeachother.Helpthemifnecessary.(让学生参照课本84页的注释3,自己找出不会的词汇、语言结构或文章内容理解有困难的句子,然后小组讨论,最后全班解决,教师可给予适当的解析和帮助。)(6)
学习策略:根据上下文猜测词义
2.Listenandrepeat.(听录音,跟读磁带,齐读,注意语音语调)(6)
Step6:Exercisesinclass(当堂训练)(15)
1.Pleasereciteanddictatethefollowingwords.(背诵并默写下列单词)(4)
(1)扔___________(2)也不___________(3)衬衫___________
2.Translatethefollowingphrasesandsentences.(翻译下列短语)(9)
(1)一直___________(2)一......就......___________
(3)对某人生气___________(4)解决问题_________________
(5)放学/下班回家___________(6)扔下_______________
(7)我一坐下________(8)过来___________
(9)遛狗__________(10)生气地回答_________________
(11)帮助做家务___________(12)整天工作_______________
(13)整晚干家务____________(14)就像......一样......________________
(15)大声反驳___________(16)走开_________________
(17)我也不___________(18)吃惊地_____________(19)第二天________
3.Translatethefollowingsentences.(翻译下列句子)(2)
(1)我一坐在电视机前,妈妈就走了过来。
_____________________________________________________________________
(2)我就和你一样累。
_______________________________________________________________________
(3)有一周时间,她没做任何家务,我也没做。
_______________________________________________________________________
(4)最后我终于明白我们需要分担家务以便有一个干净舒适的家。
_______________________________________________________________________
Blackboarddesign(板书设计)
Unit3Couldyoupleasecleanyourroom?(SectionA3a-3c)
Time:Lastmonth.
Place:Athome.
Characters:MymoherandI.
Cause:Momaskedmetotakethedogforawalk,butIrefusedangrily.
Procedures:Foroneweek,MotherdidnotdoanyhouseworkandneitherdidI.FinallyIcouldn’tfindacleandishoracleanshirt.
Result:IdecidetosharethehouseworkwithMomtohaveacleanandcomfortablehome.
Reflection(教学反思)
Goforit8BUnit3Couldyoupleasecleanyourroom?Period4
SectionB1a-1d教学设计
Preparingforclass(候课)
Askstudentstositwellandcheckthewordswitheachother.
StudyingAims(学习目标)
1.Beabletoreadthewordsbylookingatthepronunciation.(能根据音标拼读单词)
2.Beabletouselisteningstrategiestofinishoffthelisteningtasks.(能运用听力策略完成听力任务)
3.Beabletomakeconversationswiththenewphrases.(能运用所学词汇编写对话)
Studyingprocedures(学习过程)
Step1:Dailygreetingsandleadingintoanewlesson.(导入新课)
Todaywe’lllearn3SectionB1a-1d.(今天,我们将学习第三单元,SectionB1a-1d)
Step2:Show“Studyingaims”(出示目标)(1)
Step3:GuideOne(自学指导一)(13)
1.Readthenewwordsbylookingatthepicturesandpronunciation.(根据音标拼读单词,根据图片理解汉意,3分钟后比比看,谁读得最好)(5)
2.Finish1a.(完成1a,核对答案)(4)
答题技巧:根据日常生活中的对话,分析下面的几句话哪些是青少年请求他们的父母亲允许他们做的,哪些是父母要求他们做的。
3.Usethephrasesin1atomakeconversations.(用1a中的短语编对话)(4)
Step4:GuideTwo(自学指导二)(14)
1.ListentoaconversationbetweenSandyandhermom.Finish1c(2)
听力策略:熟悉1a的句子后,着重听里面的动词短语,然后画出里面出现的事情)
2.Listenforthefirsttime.(2)
听力策略:第一遍听录音,可先整体感知对话呈现语境,了解所呈现的对话场景即可
3.Listenandwritedowntheanswersto1c.(听录音,写出1c的答案)(2)
听力策略:在大体了解了听力内容后,重点听问题的答案。若听力内容对于学生来说难度较大,可将录音分成两部分先后播放,这样可以降低任务难度;或者根据学生听取信息有困难的地方,重新播放录音,以便学生准确把握信息。
4.Listenagainandchecktheanswers.(再听录音,核对答案)(2)
听力策略:再次播放录音,先让学生检查自己填写内容是否正确,然后全班核对答案
5.Listenagainandfinish1d,thenchecktheanswers.(2)(再听一遍,完成1d并核对答案。)
6.参照100页的听力材料两人一组翻译并朗读对话(4)
Step5:GuideThree(6)
Role-playaconversationin1e.
Step6:Exercisesinclass(当堂训练)(15)
1.Pleasereciteanddictatethefollowingwords.(背诵并默写下列单词)(4)
(1)点心,小吃___________(2)精神压力___________
(3)浪费___________(4)提供,供应________________
(5)而且,加之___________(6)依赖,依靠_______________
(7)发展,壮大________(8)独立___________
(9)公正性__________(10)因为,既然_________________
(11)邻居___________(12)有病_______________
(13)落下____________(14)独立的,自主的_______________
2.Translatethefollowingphrasesandsentences.(翻译下列短语)(9)
(1)目的是,为了___________(2)依靠,信赖___________
(3)照顾,处理___________(4)参加考试_________________
3.Translatethefollowingsentences.(翻译下列句子)(2)
(1)我能邀请我的朋友来参加聚会吗?
_____________________________________________________________________
(2)不,你不能举行聚会,你星期一还有一场考试。
_______________________________________________________________________
Blackboarddesign(板书设计)
Unit3Couldyoupleasecleanyourroom?(SectionB1a-1e)
gotothestorebuydrinksandsnacksdothedishes
cleanthelivingroomtakeouttherubbish
Reflection(教学反思)
Goforit8BUnit3Couldyoupleasecleanyourroom?Period5
SectionB2a-2e教学设计
Preparingforclass(候课)
Askstudentstositwellandcheckthewordswitheachother.
StudyingAims(学习目标)
1.Beabletogetthemainideaofthestoryaccordingtothedialogues.(能总结故事情节要点)
2.Beabletousereadingstrategiestofinishoffthereadingtasks.(能运用阅读策略完成阅读任务)
Studyingprocedures(学习过程)
Step1:Dailygreetingsandleadingintoanewlesson.(导入新课)
Todaywe’lllearnUnit3Couldyoupleasecleanyourroom?SectionB2a-2e.(今天,我们将学习第三单元,SectionB2a-2e)
Step2:Show“Studyingaims”(出示目标)(1)
Step3:GuideOne(自学指导一)(22)
1.Discussthequestionswithyourpartner.(和同伴讨论2a的问题,抽查)(2)
阅读策略:激发阅读欲望和参与活动的意识
2.TheSundayMailmagazineinvitedparentstowriteaboutwhethertheythinkyoungpeopleshoulddochoresathome.Skimthefollowingletters.Whichoneagreesandwhichonedisagrees?(《星期日邮报》杂志邀请家长们写点关于他们是否认为年轻人应该在家里做家务的情况。浏览下面的信,哪一封同意,哪一封不同意?)(3)
阅读策略:快速阅读文章的开头和结尾
3.AccordingtoMs.MillerandMr.Smith,whataretheprosandconsaboutkidsdoingchores?(根据史密斯先生和米勒女士的信,赞成和反对孩子做家务的论据是什么?)(6)
阅读策略:阅读全文,找寻、筛选、判断、归纳两者对待孩子做家务的不同观点
4.Writeonesentencewitheachphrasefromtheletters.(用信中的每一个短语造句)(5)
5.Discussthequestionswithapartner.(和同伴讨论2e的两个问题)(6)
Step4:GuideTwo(自学指导二)(12)
1.Read3asilentlyandfindoutdifficultpoints.Solvethedifficultiesbyeachother.Helpthemifnecessary.(让学生参照课本85页的注释4、5、6,自己找出不会的词汇、语言结构或文章内容理解有困难的句子,然后小组讨论,最后全班解决,教师可给予适当的解析和帮助。)(6)
学习策略:根据上下文猜测词义
2.Listenandrepeat.(听录音,跟读磁带,齐读,注意语音语调)(6)
Step5:Exercisesinclass(当堂训练)(10)
1.Translatethefollowingphrasesandsentences.(翻译下列短语)(6)
(1)帮忙做家务___________(2)邀请某人做某事___________
(3)如今___________(4)有足够的学业压力___________
(5)有时间做某事___________(6)浪费时间______
(7)在某事上花费时间_______(8)为了做某事___________
(9)上一所好大学__________(10)长大___________
(11)对某人来说没必要做某事________(12)给某人提供某物___________
(13)太依靠某人_______(14)提高孩子的独立性_______
(15)照顾自己___________(16)尽自己的职责做某事___________
(17)保持干净整洁________(18)在第一年期间____________
(19)不知道_________(20)结果_________________
(21)根据___________(22)赞成和反对________
(23)做某事是不够的_________(24)越早......越好_______
2.Translatethefollowingsentences.(翻译下列句子)(4)
(1)给孩子在家里提供一个干净舒适的环境是父母的职责。
___________________________________________________________________
(2)简直是浪费时间。_______________________________________
(3)对孩子们来说学会如何做家务并且帮助父母做家务事是很重要的。
___________________________________________________________________
(3)对孩子们来说学会如何做家务并且帮助父母做家务事是很重要的。
___________________________________________________________________
Blackboarddesign(板书设计)
Unit3Couldyoupleasecleanyourroom?(SectionB2a-2e)
ProsCons
Reflection(教学反思)
Goforit8BUnit3Couldyoupleasecleanyourroom?Period6
SectionB3a-SelfCheck教学设计
Preparingforclass(候课)
Askstudentstositwellandcheckthewordswitheachother.
StudyingAims(学习目标)
1.Beabletoshowthedifferentopinionsaboutwhetherthechildrendosomechoresathome.(能够表达“学生是否应该做家务”的不同观点)
2.Learntowritealettertoexpressyouropinionaboutthechores.(学写一封信表达自己对“学生是否应该做家务”的观点)
Studyingprocedures(学习过程)
Step1:Dailygreetingsandleadingintoanewlesson.(导入新课)
Todaywe’lllearnUnit3SectionB3a-SelfCheck.(今天我们将学习第三单元SectionB3a-SelfCheck)
Step2:Show“Studyingaims”(出示目标)(1)
Step3:GuideOne(自学指导一)(2)
1.Readthenewwordsbylookingatthepicturesandpronunciation.(根据音标拼读单词,根据图片理解汉意,1分钟后比比看,谁读得最好)
2.抽读、正音、领读、齐读。
Step3:GuideTwo(自学指导二)(8)
1.Lookatthewordsinthebox,readandtranslatethem.(读并翻译3a表格中的词)(1)
2.Fillinthechart.Thenchecktheanswers.(根据要求完成表格,然后核对答案)(7)
Step4:GuideTwo(自学指导三)(19)
1.Readandtranslatethesentencesin3b.(读并翻译3b的提示语)(2)
2.Howtowritealettertoexpressyouropinionaboutthechores.(学写一封信表达自己对“学生是否应该做家务”的观点)(2)
Summarizethewaystowritealettertoexpressyouropinionaboutthechores,suchasthepros,thecons,thereasonsandsoon.(总结写作方法,如:做家务好的地方,不好的地方,原因等)
3.Writealettertoexpressyouropinionaboutthechores.(学写一封信表达自己对“学生是否应该做家务”的观点)(15)
(1)AskoneortwostudentstowritetheconversationsontheBb.Theotherswriteintheexercisebooks.(让1-2名学生在黑板上写,其余同学在本上写。)(10)
(2)ChecktheconversationsontheBbtogether.(学生修改黑板上的文章)(3)
(3)Presenttheconversationswrittenbythestudentsontheprojector.(用实物投影展示学生作品,赏析并改错)(2)
写作指导:
(1)本文写作内容为写一封信表达自己对“学生是否应该做家务”的观点。因此在写句子时应用一般现在时态,并注意书信的写作格式。
(2)参照写作方法,根据3b中的要点提示,完成句子。
(3)最后,再通读一遍自己写的文章,看是否通顺和正确。
Step5:Exercisesinclass(当堂训练)(15)
SelfCheck.Dotheexercisesbyyourselves.Thencheckingroups.Ifyouhaveanyquestions,asktheteacherforhelp.(自己完成自测题,小组核对答案。如果有疑问,向老师寻求帮助)
Blackboarddesign(板书设计)
Unit3Couldyoupleasecleanupyourroom?(SectionB3a-SelfCheck)
Students’compositions.
Reflection(教学反思)
2017八年级英语下册第三单元集体备课教案
2017八年级英语下册第三单元集体备课教案
StudyingAims(学习目标)
1.Beabletoreadthenewwordsbylookingatthepronunciation.(能根据音标拼读新单词)
2.Beabletouselisteningstrategiestofinishoffthelisteningtasks.(能运用捕捉主要信息等听力技能完成判断、选词任务)
3.Beabletomakeaconversationinpairs(能进行有礼貌请求和请求许可的对话)
Preparingforclass(候课)
Askstudentstositwellandcheckthewordswitheachother.
Studyingprocedures(学习过程)
Step1:Dailygreetingsandleadingintoanewlesson.(导入新课)
Todaywe’lllearnUnit3Couldyoupleasecleanyourroom?Inthisunitwe’lltalkaboutchoresandpermission.(今天,我们将学习第三单元,本单元主要谈论家务琐事与许可。)
Step2:Show“Studyingaims”(出示目标)(1)
Step3:GuideOne(自学指导一)(4)
1.Readandunderstandthewordsbylookingatthepronunciation.(根据音标拼读单词,1分钟后比比看,谁读得最好)(1)
2.抽读、正音、领读、齐读(2)
3.Finish1abywritingdownAforalways,Uforusually,Oforoften,Sforsometimes,HEforhardlyeverandNfornever.(在短语旁边用频率副词的首字母写出自己做家务的频率)
Step4:GuideTwo(自学指导二)(3)
1.ListenandcheckPeter’smotherorPeterwilldothesechores.
听力策略:听前让学生预测可能听到的结果,诱发其好奇心和兴趣;听中,捕捉家务名称和说话人的语音语调;听后,用完整的句子说出答案,旨在练语言、用语言。
2.Listenandreadalongthetape.(跟读课本99页的听力材料)
Step5:GuideThree(自学指导三)(8)
1.Readtheconversationin1aandtranslateitbythemselves.(默读并试着翻译1a的对话)(1)
Makepoliterequests:
Compare:Couldyoupleasesweepthefloor?
Canyoudothedishes?
Think:Whichsoundsmorepolitetoyou?
情态动词can和could均可用来提出要求,但could较为委婉、客气。Couldyouplease+…?是一个礼貌、委婉地提出要求的句式,其后加动词原形即可。
注意在回答时,could要用can代替。
2.Practicereading.(领读,齐读,分角色读)(2)
3.Makeconversationsaboutthechoresin1a.(两人小组用1a的短语练习对话)(5)
Step6:GuideThree(自学指导三)(15)
1.Listen.Peteraskshisfatherifhecandofourthings.Whatdoeshisfathersay?Checkyesorno.(听录音。彼得问他爸爸他能否做四件事。他爸爸说什么了,请在yes或no前打钩)
听力策略:听前,仔细观察图片,识别人物关系及对话地点,然后浏览表格中信息,明确每个短语的意思,扫清听力障碍)
Notes:(1)stayoutlate;(2)givesb.aride/getaridefromsb.
2.Listenagain.WhydoesPeter’sfathersay“no”?Drawlinestothereasonsinthechartin2a.(再听录音,彼得的爸爸为什么说不?在2a的表格里面连接理由)
3.Listenandcheck.(核对答案并跟读课本99-100页的听力材料)
4.MakeconversationsbetweenPeterandhisfather.(编写彼得和爸爸之间的对话)
Step7:Exercisesinclass(当堂训练)(15)
Pleasereciteanddictatethefollowingwords,phrasesandsentences.(背诵并默写下列单词、词组和句子。10分钟背诵,5分钟默写,小组阅,堂清)(10)
(1)做家务__________________(2)倒垃圾__________________
(3)叠衣服__________(4)扫地__________________
(5)整理床铺__________________(6)洗碗__________________
(7)打扫客厅__________________(8)在外面呆到很晚__________________
(9)搭车__________________(10)用电脑工作__________________
(11)A:请你倒一下垃圾好吗?______________________________________
B:是的,当然可以。/好的,但是我想先看个节目。/没问题。/对不起,我不能,我必须得先写作业。
_______________________________________________________________
_______________________________________________________________
(12)A:我可以和朋友一起出去吃晚饭吗?
_____________________________________________________________
B:当然,应该可以。/不,你不能。明天你有篮球比赛。
_______________________________________________________________Blackboarddesign(板书设计)
Unit3SectionA1a-2c
(1)A:Couldyoupleasetakeouttherubbish?
B:Yes,sure./OK,butIwanttowatchoneshowfirst./Noproblem.//Sorry,Ican’t.Ihavetodomyhomeworkfirst.
(2)A:CouldIgooutfordinnerwithmyfriends?
B:Sure.ThatshouldbeOK./No,youcan’t.Youhaveabasketballgametomorrow.
Reflection(教学反思)
Goforit8BUnit3Couldyoupleasecleanyourroom?Period2
SectionA2dGrammarFocus教学设计
StudyingAims(学习目标)
1.Beabletoreadthenewwordsbylookingatthepronunciation.(能根据音标拼读新单词)
2.Beabletounderstandtheconversationandrole-playit.(能够理解对话,并进行角色扮演)
3.BeabletosummarizeGrammarFocus.(思考并归纳:(1)请求许可的表达方式及应答;(2)有礼貌请求帮助的表达方式及应答;)
Preparingforclass(候课)
Askstudentstositwellandcheckthewordswitheachother.
Studyingprocedures(学习过程)
Step1:Dailygreetingsandleadingintoanewlesson.(导入新课)
Todaywe’lllearnUnit3SectionA2d&GrammarFocus.(今天我们将学习第三单元SectionA2d和单元语法聚焦)
Step2:Show“Studyingaims”(出示目标)(1)
Step3:GuideOne(自学指导一)(3)
1.Readthenewwordsbypronunciation.(根据音标拼读单词,2分钟后比比看,谁读得最好)
词汇策略:根据拼读规则拼读、记忆生词,注意单词的词性
2.抽读、正音、领读、齐读。(1)
Step4:GuideTwo(自学指导二)(13)
1.Read2dsilentlyandanswerthefollowingquestions.(快速默读2d,寻找与问题相关的信息,用铅笔划出答案。2分钟后比比看,谁做得又快有准)(3)
(1)Whatchoresdoesthesisterwantherbrothertodo?
(2)Wheredoyouthinktheirmotheris?
(3)Who’sreallythebossathome,theboy,thegirl,orthemother?
2.Read2dagainandtrytofindoutdifficultpoints.(3)(默读2d,用铅笔划出自己不理解的短语、句型或语法结构)
3.Listenandrepeat.(跟读磁带,注意模仿正确的语音语调)(2)
4.Role-playtheconversationandcheckup.(分角色练习表演对话,抽查反馈)(5)
Step5:GuideThree(自学指导三)(13)
1.ReadGrammarFocusandtrytosummarizethecontentsbythemselves.(读译语法聚思考并归纳:(1)请求许可的表达方式及应答;(2)有礼貌请求帮助的表达方式及应答;)(7)
2.检查、更正、点拨、小结(6)
Step6:Exercisesinclass(当堂训练)(15)
1.Finish4aand4bbythemselves,thenchecktheanswers.(完成4a和4b,然后核对答案)(6)
2.Whatdoyouthinkyouneedtoforanactivity?Whowilldothem?Discussinagroup.(小组内讨论完成一项活动需要做的事,并决定谁做。)(4)
3.Pleasetranslatethefollowingwords,phrasesandsentences,thenchecktheanswers.(翻译下列单词,短语和句子,核对答案)(5)
(1)杂乱__________________(2)递给___________________
(3)借回___________________(4)借出_________________
(5)手指________________(6)厌恶___________________
(7)杂务___________________(8当…时候(过程)____________
(9)完成做某事__________________(10)返回(状态)________________
(11)喝的东西________________(12)遛狗____________
(13)借给某人某物______________(14)弄湿它____________
(15做杂务____________________
(16)我可以和朋友出去吃饭吗?当然,那应当可以。____________________________
(17)电影完了后我们可以买一些喝的吗?不,不能。明天你有篮球赛。____________________________
(18)请你遛遛狗好吗?可以,但是我想先看一个节目。____________________________
(19)如果她看到这杂乱,她会不高兴。____________________________
(20)在你帮我洗盘子的过程中,我将完成我的作业。____________________________
Blackboarddesign(板书设计)
Unit3Couldyoupleasecleanyourroom?
SectionA2d&GrammarFocus
(1)A:CouldIgooutfordinnerwithmyfriends?
B:Sure,thatshouldbeOK.
(2)A:Couldwegetsomethingtodrinkafterthemovie?
B:No,youcan’t.Youhaveabasketballgametomorrow.
(3)A:Couldyoupleasetakethedogforawalk?
B:OK,butIwanttowatchoneshowfirst.
Reflection(教学反思)
Goforit8BUnit3Couldyoupleasecleanyourroom?Period3
SectionA3a-3c教学设计
Preparingforclass(候课)
Askstudentstositwellandcheckthewordswitheachother.
StudyingAims(学习目标)
1.Beabletousereadingstrategiestofinishoffthereadingtasks.(能运用阅读策略完成阅读任务)
2.Beabletouseimportantphrasetomakeupsentences.(能运用本课时重点短语造句)
Studyingprocedures(学习过程)
Step1:Dailygreetingsandleadingintoanewlesson.(导入新课)
Todaywe’lllearnUnit3Couldyoupleasecleanyourroom?SectionA3a-3c.(今天,我们将学习第三单元,SectionA3a-3c)
Step2:Show“Studyingaims”(出示目标)(1)
Step3:GuideOne(自学指导一)(6)
1.Readandunderstandthewordsandphrasesbylookingatthepicturesandpronunciation.(根据音标拼读单词和短语,根据图片理解汉意,2分钟后比比看,谁读得最好)(3)
2.抽读、正音、领读、齐读。(3)
Step4:GuideTwo(自学指导二)(14)
1.Readthestoryandanswerthequestionin3a.(阅读3a故事,回答文中的问题)(4)
阅读策略:快速浏览全文,寻找与问题相关的信息,注意正确的人称、时态和语序
2.Readthesentencesbelow.Underlinethesentencesfromthereadingthatmeanthesamething.(阅读3b的句子,在文中意思相同的句子下划线)(5)
阅读策略:先理解题意,然后在文中寻找与题中陈述相关的内容
3.Decidewhethertheunderlinedwordsinthesentencesareverbsornouns.Thenwriteanothersentenceusingtheunderlinedwordintheotherform.(判断这些句子中的划线单词是动词还是名词。然后用划线单词的另一词性造句)(5)
Step5:GuideThree(自学指导三)(12)
1.Read3asilentlyandfindoutdifficultpoints.Solvethedifficultiesbyeachother.Helpthemifnecessary.(让学生参照课本84页的注释3,自己找出不会的词汇、语言结构或文章内容理解有困难的句子,然后小组讨论,最后全班解决,教师可给予适当的解析和帮助。)(6)
学习策略:根据上下文猜测词义
2.Listenandrepeat.(听录音,跟读磁带,齐读,注意语音语调)(6)
Step6:Exercisesinclass(当堂训练)(15)
1.Pleasereciteanddictatethefollowingwords.(背诵并默写下列单词)(4)
(1)扔___________(2)也不___________(3)衬衫___________
2.Translatethefollowingphrasesandsentences.(翻译下列短语)(9)
(1)一直___________(2)一......就......___________
(3)对某人生气___________(4)解决问题_________________
(5)放学/下班回家___________(6)扔下_______________
(7)我一坐下________(8)过来___________
(9)遛狗__________(10)生气地回答_________________
(11)帮助做家务___________(12)整天工作_______________
(13)整晚干家务____________(14)就像......一样......________________
(15)大声反驳___________(16)走开_________________
(17)我也不___________(18)吃惊地_____________(19)第二天________
3.Translatethefollowingsentences.(翻译下列句子)(2)
(1)我一坐在电视机前,妈妈就走了过来。
_____________________________________________________________________
(2)我就和你一样累。
_______________________________________________________________________
(3)有一周时间,她没做任何家务,我也没做。
_______________________________________________________________________
(4)最后我终于明白我们需要分担家务以便有一个干净舒适的家。
_______________________________________________________________________
Blackboarddesign(板书设计)
Unit3Couldyoupleasecleanyourroom?(SectionA3a-3c)
Time:Lastmonth.
Place:Athome.
Characters:MymoherandI.
Cause:Momaskedmetotakethedogforawalk,butIrefusedangrily.
Procedures:Foroneweek,MotherdidnotdoanyhouseworkandneitherdidI.FinallyIcouldn’tfindacleandishoracleanshirt.
Result:IdecidetosharethehouseworkwithMomtohaveacleanandcomfortablehome.
Reflection(教学反思)
Goforit8BUnit3Couldyoupleasecleanyourroom?Period4
SectionB1a-1d教学设计
Preparingforclass(候课)
Askstudentstositwellandcheckthewordswitheachother.
StudyingAims(学习目标)
1.Beabletoreadthewordsbylookingatthepronunciation.(能根据音标拼读单词)
2.Beabletouselisteningstrategiestofinishoffthelisteningtasks.(能运用听力策略完成听力任务)
3.Beabletomakeconversationswiththenewphrases.(能运用所学词汇编写对话)
Studyingprocedures(学习过程)
Step1:Dailygreetingsandleadingintoanewlesson.(导入新课)
Todaywe’lllearn3SectionB1a-1d.(今天,我们将学习第三单元,SectionB1a-1d)
Step2:Show“Studyingaims”(出示目标)(1)
Step3:GuideOne(自学指导一)(13)
1.Readthenewwordsbylookingatthepicturesandpronunciation.(根据音标拼读单词,根据图片理解汉意,3分钟后比比看,谁读得最好)(5)
2.Finish1a.(完成1a,核对答案)(4)
答题技巧:根据日常生活中的对话,分析下面的几句话哪些是青少年请求他们的父母亲允许他们做的,哪些是父母要求他们做的。
3.Usethephrasesin1atomakeconversations.(用1a中的短语编对话)(4)
Step4:GuideTwo(自学指导二)(14)
1.ListentoaconversationbetweenSandyandhermom.Finish1c(2)
听力策略:熟悉1a的句子后,着重听里面的动词短语,然后画出里面出现的事情)
2.Listenforthefirsttime.(2)
听力策略:第一遍听录音,可先整体感知对话呈现语境,了解所呈现的对话场景即可
3.Listenandwritedowntheanswersto1c.(听录音,写出1c的答案)(2)
听力策略:在大体了解了听力内容后,重点听问题的答案。若听力内容对于学生来说难度较大,可将录音分成两部分先后播放,这样可以降低任务难度;或者根据学生听取信息有困难的地方,重新播放录音,以便学生准确把握信息。
4.Listenagainandchecktheanswers.(再听录音,核对答案)(2)
听力策略:再次播放录音,先让学生检查自己填写内容是否正确,然后全班核对答案
5.Listenagainandfinish1d,thenchecktheanswers.(2)(再听一遍,完成1d并核对答案。)
6.参照100页的听力材料两人一组翻译并朗读对话(4)
Step5:GuideThree(6)
Role-playaconversationin1e.
Step6:Exercisesinclass(当堂训练)(15)
1.Pleasereciteanddictatethefollowingwords.(背诵并默写下列单词)(4)
(1)点心,小吃___________(2)精神压力___________
(3)浪费___________(4)提供,供应________________
(5)而且,加之___________(6)依赖,依靠_______________
(7)发展,壮大________(8)独立___________
(9)公正性__________(10)因为,既然_________________
(11)邻居___________(12)有病_______________
(13)落下____________(14)独立的,自主的_______________
2.Translatethefollowingphrasesandsentences.(翻译下列短语)(9)
(1)目的是,为了___________(2)依靠,信赖___________
(3)照顾,处理___________(4)参加考试_________________
3.Translatethefollowingsentences.(翻译下列句子)(2)
(1)我能邀请我的朋友来参加聚会吗?
_____________________________________________________________________
(2)不,你不能举行聚会,你星期一还有一场考试。
_______________________________________________________________________
Blackboarddesign(板书设计)
Unit3Couldyoupleasecleanyourroom?(SectionB1a-1e)
gotothestorebuydrinksandsnacksdothedishes
cleanthelivingroomtakeouttherubbish
Reflection(教学反思)
Goforit8BUnit3Couldyoupleasecleanyourroom?Period5
SectionB2a-2e教学设计
Preparingforclass(候课)
Askstudentstositwellandcheckthewordswitheachother.
StudyingAims(学习目标)
1.Beabletogetthemainideaofthestoryaccordingtothedialogues.(能总结故事情节要点)
2.Beabletousereadingstrategiestofinishoffthereadingtasks.(能运用阅读策略完成阅读任务)
Studyingprocedures(学习过程)
Step1:Dailygreetingsandleadingintoanewlesson.(导入新课)
Todaywe’lllearnUnit3Couldyoupleasecleanyourroom?SectionB2a-2e.(今天,我们将学习第三单元,SectionB2a-2e)
Step2:Show“Studyingaims”(出示目标)(1)
Step3:GuideOne(自学指导一)(22)
1.Discussthequestionswithyourpartner.(和同伴讨论2a的问题,抽查)(2)
阅读策略:激发阅读欲望和参与活动的意识
2.TheSundayMailmagazineinvitedparentstowriteaboutwhethertheythinkyoungpeopleshoulddochoresathome.Skimthefollowingletters.Whichoneagreesandwhichonedisagrees?(《星期日邮报》杂志邀请家长们写点关于他们是否认为年轻人应该在家里做家务的情况。浏览下面的信,哪一封同意,哪一封不同意?)(3)
阅读策略:快速阅读文章的开头和结尾
3.AccordingtoMs.MillerandMr.Smith,whataretheprosandconsaboutkidsdoingchores?(根据史密斯先生和米勒女士的信,赞成和反对孩子做家务的论据是什么?)(6)
阅读策略:阅读全文,找寻、筛选、判断、归纳两者对待孩子做家务的不同观点
4.Writeonesentencewitheachphrasefromtheletters.(用信中的每一个短语造句)(5)
5.Discussthequestionswithapartner.(和同伴讨论2e的两个问题)(6)
Step4:GuideTwo(自学指导二)(12)
1.Read3asilentlyandfindoutdifficultpoints.Solvethedifficultiesbyeachother.Helpthemifnecessary.(让学生参照课本85页的注释4、5、6,自己找出不会的词汇、语言结构或文章内容理解有困难的句子,然后小组讨论,最后全班解决,教师可给予适当的解析和帮助。)(6)
学习策略:根据上下文猜测词义
2.Listenandrepeat.(听录音,跟读磁带,齐读,注意语音语调)(6)
Step5:Exercisesinclass(当堂训练)(10)
1.Translatethefollowingphrasesandsentences.(翻译下列短语)(6)
(1)帮忙做家务___________(2)邀请某人做某事___________
(3)如今___________(4)有足够的学业压力___________
(5)有时间做某事___________(6)浪费时间______
(7)在某事上花费时间_______(8)为了做某事___________
(9)上一所好大学__________(10)长大___________
(11)对某人来说没必要做某事________(12)给某人提供某物___________
(13)太依靠某人_______(14)提高孩子的独立性_______
(15)照顾自己___________(16)尽自己的职责做某事___________
(17)保持干净整洁________(18)在第一年期间____________
(19)不知道_________(20)结果_________________
(21)根据___________(22)赞成和反对________
(23)做某事是不够的_________(24)越早......越好_______
2.Translatethefollowingsentences.(翻译下列句子)(4)
(1)给孩子在家里提供一个干净舒适的环境是父母的职责。
___________________________________________________________________
(2)简直是浪费时间。_______________________________________
(3)对孩子们来说学会如何做家务并且帮助父母做家务事是很重要的。
___________________________________________________________________
(3)对孩子们来说学会如何做家务并且帮助父母做家务事是很重要的。
___________________________________________________________________
Blackboarddesign(板书设计)
Unit3Couldyoupleasecleanyourroom?(SectionB2a-2e)
ProsCons
Reflection(教学反思)
Goforit8BUnit3Couldyoupleasecleanyourroom?Period6
SectionB3a-SelfCheck教学设计
Preparingforclass(候课)
Askstudentstositwellandcheckthewordswitheachother.
StudyingAims(学习目标)
1.Beabletoshowthedifferentopinionsaboutwhetherthechildrendosomechoresathome.(能够表达“学生是否应该做家务”的不同观点)
2.Learntowritealettertoexpressyouropinionaboutthechores.(学写一封信表达自己对“学生是否应该做家务”的观点)
Studyingprocedures(学习过程)
Step1:Dailygreetingsandleadingintoanewlesson.(导入新课)
Todaywe’lllearnUnit3SectionB3a-SelfCheck.(今天我们将学习第三单元SectionB3a-SelfCheck)
Step2:Show“Studyingaims”(出示目标)(1)
Step3:GuideOne(自学指导一)(2)
1.Readthenewwordsbylookingatthepicturesandpronunciation.(根据音标拼读单词,根据图片理解汉意,1分钟后比比看,谁读得最好)
2.抽读、正音、领读、齐读。
Step3:GuideTwo(自学指导二)(8)
1.Lookatthewordsinthebox,readandtranslatethem.(读并翻译3a表格中的词)(1)
2.Fillinthechart.Thenchecktheanswers.(根据要求完成表格,然后核对答案)(7)
Step4:GuideTwo(自学指导三)(19)
1.Readandtranslatethesentencesin3b.(读并翻译3b的提示语)(2)
2.Howtowritealettertoexpressyouropinionaboutthechores.(学写一封信表达自己对“学生是否应该做家务”的观点)(2)
Summarizethewaystowritealettertoexpressyouropinionaboutthechores,suchasthepros,thecons,thereasonsandsoon.(总结写作方法,如:做家务好的地方,不好的地方,原因等)
3.Writealettertoexpressyouropinionaboutthechores.(学写一封信表达自己对“学生是否应该做家务”的观点)(15)
(1)AskoneortwostudentstowritetheconversationsontheBb.Theotherswriteintheexercisebooks.(让1-2名学生在黑板上写,其余同学在本上写。)(10)
(2)ChecktheconversationsontheBbtogether.(学生修改黑板上的文章)(3)
(3)Presenttheconversationswrittenbythestudentsontheprojector.(用实物投影展示学生作品,赏析并改错)(2)
写作指导:
(1)本文写作内容为写一封信表达自己对“学生是否应该做家务”的观点。因此在写句子时应用一般现在时态,并注意书信的写作格式。
(2)参照写作方法,根据3b中的要点提示,完成句子。
(3)最后,再通读一遍自己写的文章,看是否通顺和正确。
Step5:Exercisesinclass(当堂训练)(15)
SelfCheck.Dotheexercisesbyyourselves.Thencheckingroups.Ifyouhaveanyquestions,asktheteacherforhelp.(自己完成自测题,小组核对答案。如果有疑问,向老师寻求帮助)
Blackboarddesign(板书设计)
Unit3Couldyoupleasecleanupyourroom?(SectionB3a-SelfCheck)
Students’compositions.
八年级语文下册第二单元备课指导
第二单元自然事物备课指导
一、单元学习目标
1.加强朗读。通过朗读去感悟文章的情感,贴近作家的心灵。
2.注意文中的联想和想象,学生调动自己的亲身体验,与文本、作家、老师及同学交流。
3.了解直接抒情和间接抒情的表达方式,学习抒情性语言。
二、教学设想
《雪》是《野草》中的一篇,作者在雪的背景中分离出两幅画面一幅是江南的雪景一幅是北方的雪景。江南的雪“滋润美艳之至”,北国的雪则“如粉”“如沙”,随着旋风蓬勃奋飞。作者以鲜明的形象,展示了两幅各具特色的画面,营造了两种不同的情感氛围。本文文字精粹,蕴含丰富,需要细细品读。
《雷电颂》是一篇悲壮、慷慨、激昂的抒情独白。屈原召唤着风暴雷电等雄伟的自然力量,事实上,他与风暴雷电已完全融为一体!本文想象瑰丽奇特,在屈原与风暴雷电物我同化的境界中表达了抒情主人公追求光明、毁灭一切黑暗的激情。阅读本文需要调动学生最激越的情感,大声朗读课文,在朗读中想象剧中情景,走进屈原丰富的内心世界。
《日》和《月》,要通过诵读体会两篇短文表达了作者对人生和生活的希望和信念。
《海燕》是高尔基在俄国大革命前夕创作的。在俄文中,“海燕”一词含有“暴风雨的预言者”之意。在高尔基充满激情的描绘中,海燕的勇敢形象更给人一种鼓舞人心的力量。在文中,作者借海燕欢呼革命风暴的来临,赞美无产阶级革命先驱者。现在我们阅读此文,除了了解创作背景,理解文章的深意,我们更应该赋予它时代的意义。
《组歌》是被誉为哲理诗人的黎巴嫩作家纪伯伦的作品。诗人有一颗敏感而多情的心。在他笔下,浪和雨有生命,有灵气,有个性,它们与自然万物和谐共处,构成生生不息的美妙世界;同时它们又闪烁着理性的光辉,给人以启迪。文章形象感人,我们可以从中读出很多不同的感受来。
三、教学建议
1.本单元的课文都是散文诗,兼有散文和诗的特点,语言优美且凝练。故要让学生充分体会、品味散文诗语言的这种特点,强调朗读,组织、开展形式多样的朗读训练,对文章进行品读、美读,进而开展诗歌朗诵比赛。把朗读贯穿于整个教学过程。
2.华东师范大学课程与教学研究所研究员,宁波大学课程与教学研究所所长、教授王荣生博士把“语文教材里的选文,大致可以鉴别出四种功能类型,即‘定篇’‘例文’‘样本’和‘用件’”。而所谓“定篇”,我个人认为就是经典,就是有浓郁的文学、文化素养的文章,它包含两层含义:作者“经典”,文章“经典”。本单元的课文都是名家手笔,所以都可以把它们归类到“定篇”,让学生通过此文的学习,完整地了解这位作家。
四、自主学习思路探究和拓展迁移设计
《雪》
1.作者是如何描绘江南的雪和北方的雪的?找出相关的语句。全文表达了作者怎样的思想感情?
提示:作者的思想感情是通过对北方的雪的赞颂表现出来的。像江南的雪那种平和恬静的美固然能让人欢喜,但更崇高的美应该像北方的雪那样,敢于直面惨淡的人生,在悲壮的战斗中得到升华。
2.作者为什么特爱北方的雪有哪些特点?
提示:江南的雪固然美丽,但在鲁迅的眼里,这种美未经磨练,并不能保持长久。鲁迅更为看重的是一种独立与张扬的个性精神,像北方的雪一样,以孤独不妥协的姿态向世界宣告她的存在,那张扬的个性,像一个奔放的挑战者和战斗者,作者的感情在对北方雪的描写中得到深化。
《雷电颂》
风、雷、电等形象象征了什么?抒情主人公通过呼唤风、雷、电表达了一种怎样的思想感情?
提示:a.风雷电:象征变革现实的伟大力量。b.洞庭湖、东海、长江:象征人民群众。
c.有形的长剑,是屈原被囚禁前的佩剑;无形的长剑指坚定的信念。d.没有阴谋、没有污秽、没有自私自利的没有人的小岛:是对社会现实极端憎恶而企求寄托灵魂的一方净土。e.“土偶木梗”的群像:象征无德无能、欺民惑众的官僚统治集团。其中河伯有二义:其一是指河伯神像,其二是指在《九歌》中扮演河伯的一位演员。
对风雷电的呼唤与歌颂,表现了诗人对黑暗世界的强烈愤懑和摧毁黑暗的热望,也表达了诗人对光明未来的热烈追求。
《短文两篇》
《日》
如何理解“生命是可爱的。但寒冷的、寂寞的生,却不如轰轰烈烈的死。”这句话的含义?“日”在文中有什么象征意义?
《月》
(1)作者要突出的月的主要特征是什么?文章最后提嫦娥奔月的故事是为什么?
(2)比较两篇短文的主题。
提示:巴金歌颂光明,赞美那些为了追求光和热不惜牺牲自己生命的人。
“日”象征光明和希望。
月亮带给作者最突出的感受是冰冷。因为娥也是为了某种理想,为了可以改变月光的冰冷,为了使这个已死的星球再生而奔月的。在娥的身上,作者寄托了自己的人格理想。
因为对光和热的向往和追求,对美好事物的企盼和渴望,要远离寒冷和冰冷,远离黑暗和死亡,所以作者才别有深意的这样写。将这两篇文章贯通起来,更可以充分理解和感受作者的良苦用心,理解在这样一个特定的年代里,作者热切期待光明的心情。
《海燕》
1.散文诗的“主角”是谁?作者赞美它具有什么精神?
2.作者在赞美海燕时为什么还要写海鸥、海鸭、企鹅等其它海鸟?它们各自有什么象征意义?
提示:“海燕”象征英勇善战、大智大勇的无产阶级革命的先驱者;“暴风雨”象征1905年俄国革命前夕一触即发的革命形势,一场酝酿中的推翻沙皇独裁统治的无产阶级革命;“大海”象征广大人民群众的力量。“海鸥”“海鸭”“企鹅”这一组意象群象征害怕革命会破坏他们的安乐窝的形形色色的假革命和不革命者。
写海鸥“呻吟”“飞窜”“恐惧”“掩藏”,海鸭“呻吟”“吓坏”,企鹅“胆怯”“躲藏”的惊恐万状的丑态,正是为了与海燕“高傲的飞翔”、欢乐的“叫喊”形成鲜明的对比,以突出海燕英勇坚强、乐观自信的形象。作者对它们进行了无情的鞭挞。“乌云”“闪电”“雷声”“狂风”这一组意象群象征了反革命的黑暗势力,写它们的猖狂是为了点明海燕所处的险恶的环境。
《组歌》
文中的浪和雨是怎样的形象?表达了作者怎样的人生思考?
提示:在这首散文诗里,海浪被诗人赋予了一个浪漫的花的形象,它首先作为“海岸”的情人出现,在前四节里,铺陈出的是一个热恋中的女性形象,在周而复始的潮汐的律动中与爱人难舍难分。接下来,这个女性化的形象融进了更深广的喻义,它成为一个人间世界的守护者──“夜阑人静,万物都在梦乡里沉睡,惟有我彻夜不眠”,在星空、美人鱼、礁石和情人组成的画面中,它发出永恒的共鸣,“时而歌唱,时而叹息”,而海浪的歌唱也就是海浪的叹息。
雨的形象是一个奉献者和使者的形象,它滋润万物,同时也把距离遥远的事物联结起来(“传情的信使”)。值得注意的是在诗中对拟人手法的灵活的多方面运用:一方面是对雨的拟人化处理,从第三节“我哭”开始,由此引起了一系列相关意象──花草,云彩和田野等等──相应加以拟人化,一方面雨的形象也时时在变化,或拟人的角度不同,或者由拟人很微妙地转换为拟物,例如第六节“我从湖中升起,借着以太的翅膀翱翔、行进”,似乎又获得了一只鸟的形象,此外,除了自然界的具体的物象之外,一些抽象的事物也常常被拟人化,如第二节“清晨的女儿”中的清晨,以及第五节“不动声色的死神的怀抱”中的死亡,可以说是运用于无形。
在这首诗里,我们看到了诗人自己的形象,诗人正应是这世间种种美好价值的守护者,正如诗的末尾所写:“这就是我的生活;这就是我终生的工作”,在这里,海浪的形象已经幻化为诗人自己的坚定的声音。
五、综合性学习:《寻觅春天的踪迹》
(一)活动目标
1.通过寻觅、观察春天的踪迹,让学生深入认识大自然的物候特征,了解一点生命在春天里成长变化的过程及特点,培养热爱春天的情感;
2.在观赏春天、赞美春天的活动过程中,加深对春天的体验和感悟,培养初步的自然观赏和艺术欣赏的能力;
3.培养在观察中勤于记录的习惯,学会用适当的方式表达自己的感悟和感情,培养能将描写与抒情相结合的语言表达能力。
(二)教学设想
1.编一辑“自然日志”
⑴教师提供资料,让学生了解二十四节气,明确“春雨惊春清谷天”(立春、雨水、惊蛰、春分、清明、谷雨)具体涵义,从中选择一两个节气,收集当地的有关谚语,同时细心观察物候变化。
⑵组织指导学生选择一、两种植物或动物“跟踪”观察,逐日记录,通过观察和记录,学生可以从中发现春天的“足迹”,感悟春天的神奇,甚至还可引发关于自然、关于生命的诸多思考。
⑶学生将搜集的谚语和自己对动植物的“观察记录”进行整理编辑。
⑷组织全班学生对“活动成果”进行交流、评比。
2.谱一支“春天的赞歌”
⑴在前一项活动的基础上,学生选择一种自己最喜欢的方式,写一首诗、一篇散文、一篇杂感、一篇童话,甚至一首歌词。
⑵以“春天的赞歌”为主题出一期墙报。A、“为诗配画”。B、“为画配诗”。把同学的创作展现出来。
⑶开展以“春天的赞歌”为主题的诗文朗诵会,展示学生的佳作。
3.作文
在以上活动的基础上,以“我心目中的春”或“在这个不寻常的春天里”为题写一篇不少于600字的作文。
附1:参考资料
二十四节气歌
春雨惊春清谷天,(立春、雨水、惊蛰、春分、清明、谷雨)
夏满芒夏暑相连,(立夏、小满、芒种、夏至、小暑、大暑)
秋处露秋寒霜降,(立秋、处暑、白露、秋分、寒露、霜降)
冬雪雪冬小大寒。(立冬、小雪、大雪、冬至、小寒、大寒)
每月两节不变更,最多相差一两天,
上半年来六、廿一,下半年来八、廿三。