初中牛津英语教材分析8A Unit Thyee.docx

初中牛津英语教材分析8A Unit Thyee.docx

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初中牛津英语教材分析8AUnitThyee

初中牛津英语教材分析

8AUnitThree

灌云县初级中学张玲

一、教材分析

本单元的主要话题是度假旅游。

开篇通过Eddie和Hobo这两个卡通人物妙趣横生的对话，引出“爬山”这一旅游方式，为后面的主题讨论埋下伏笔；随后介绍了国外一些著名的旅游景点，引出了本单元的主要话题。

阅读部分向学生介绍了私人信件的书写方式，信中非正式的语言描写了Linda去北京世界公园旅游的一次经历，并表达了旅游之后的感受。

词汇部分介绍了北京的名胜以及在那里可以进行的活动，还介绍了到北京名胜的交通方式。

语法部分包括三个内容，通过故事的发展呈现出来，A部分通过讨论学生去的游览地方，介绍了and,but和or的用法；B部分在关于去南山郊游的对话中介绍了带to的不定式的用法；C部分是一个漫画故事，讲述了去南山游览的过程中发生的一件事，在此语境中学习反身代词的用法。

综合技能部分展示了一份学校某一次活动的海报，海报后还设置了一个时间表，提供了时间和对应的活动安排，学生可以来检查他们从阅读文章和听力材料中获取的信息是否正确，还可以运用表示提建议和作安排的语言来组织一次活动。

学习技能部分介绍了事实与观点的区别，要让学生了解说服他人要会运用语言来表达自己的观点，在广告、新闻、信件以及报告中常把事实和观点结合起来。

中心任务部分主要围绕制定旅游计划展开，让学生根据相关信息制定旅游计划。

检测部分主要检查学生对所学语法内容的理解和运用情况。

二、总体目标

通过讨论度假旅游及相关的故事，即学习and,but和or这些连词的用法及不定式和反身代词的用法，又了解国内外一些著名旅游景点，特别是北京的名胜古迹，培养学生热爱自然、热爱祖国的情怀。

同时，通过词汇的学习、综合技能的训练、学习技能的了解和任务的完成，使学生在各个方面的能力得以提高。

三、教学重点难点

A:

重点

1、学习制定和交流自己的假期旅游计划、

2、学会使用and,but和or理解句子；

3、正确使用不定式；

4、掌握反身代词的用法。

B:

难点

1、动词不定式的用法；

2、写信邀请朋友外出旅游。

四、学情分析和教学理念

对于旅游的话题，学生是非常熟悉又感兴趣的。

对于首都北京，虽然很多学生并没有去过，但了解的一定很多，其中著名的旅游景点和名胜古迹，学生应该是如数家珍。

在此环节的教学上，学生们应该具有一定的接受能力。

教学中科采用Roleplaying,Practicing,Cooperating,Scanning和lianteningforspecificinformation的学习策略，利用教学图片以及制作多媒体课件来展开课题Workalone,Pairwork,Groupwork的口语交际活动。

词汇教学部分可以通过实物或图片进行，引导学生进行描述，增加对词汇的理解和感受；听力和口语教学一角色扮演模仿对话、写关键词或复述对话、短文为主，加强对主要信息的获取和输出；阅读教学以写关键词语（信息）、复述短文、模仿描述等为主；写作教学以填词造句、模仿写作为主；语法教学以总结规律、模仿操练为主，并做到经常复习。

五、课时安排

本单元攻击安排十个课时。

具体安排如下：

ComicstripandWelcometotheunit:

oneperiod;Reading:

twoperiods;

Vocabulary:

oneperiod;Grammar:

twoperiods;

Integratedskills:

oneperiod;StudySkills:

oneperiod;

Maintask:

oneperiod;Checkout:

oneperiod.

六、课时教案

PeriodOneComicstripandWelcometotheunit

Teachingcontents:

1.Wordsandexpressions:

Ourselves;greeting;greetings;present;foreign;city;comeon;coffeeshop;block;keepfit;takeaboattrip;gopast;haveagreattime;theOperaHouse;theEiffelTower;theWhiteHouse

2.Sentences:

1）.Whatareyougoingtodo?

2）.I’mgoingtoexercise.

3）.Youneedtoexerciseandkeepfit.4）.Comeon.Let’senjoyourselves!

Threedimensionalobjectivess:

Knowledge:

1.Reviseandlearnandlearnsomethingabouttheworld’splacesofinterest;

2.Learnandusecorrectphrasestotalkaboutthemeansoftransportations.

Abilites:

1.ToenablethestudentstoknowfamousecitesabroadandinterestingplacesinBeijing;

2.Toenablethestudentstocommunicateaboutaholidayplanforatripwithdeskmatesorpartnerswithsimpleconversation;

Emotions:

1.Tocultivatethestudentstolovethenatureandtheirmotherlandbylearningandremembersomefamousplacesofinterestabroad,especiallyinBeijing.

Keypointsanddifficultiesofteaaching:

1.Learnandidentifytheplacesofinterestathomeandabroad,especiallyinBeijing;

2.Learnhowtodiscusswhichforeigncountriestheywouldliketogo.

3.Enjoyourselves—thereflexsivepronouns.

AnalysisofStudents’learningandteachingideas:

Therearesomepicturesoftheplacesofinterestathomeandabroadonthepostcards.Thestudentsarefamiliarwiththem.IthinkthestudentsmustbeinterestedinthesepictureswhenIshowthemtothestudentsinclass.OfcourseI’llshowthemamapoftheworldandthenshowthestudentshowtosearchforsomefamousplacesofinterestathomeandabroad.Basedonthis,I’llshowthemhowtoidentifytheplacesofinterestathomeandabroad,andhowtodiscusswhichforeigncountriestheywouldliketogo.

Teachingpreparation:

Teachingpictures;arecordeer;somepostcardsandamapoftheworld

Teachingprocedures:

1.Warming-up:

Getthestudentstosharetheirtravellingexperienceswiththeclass,bypresentingfamousplacesofinterestingthey’veevervisited,andaskthemtotellwhattheythinkoftheseplaces.

2.Presentation:

A:

Tointroducethe‘Comicstriop’bythequestion‘Ifyouarefree,whatareyougoingtodo?

’Listenforthespecificinformation‘WhatdoyouthinkEddieisgoingtodo?

’

B:

GothroughthepicturesandtheconversationbetweenEddieandHobo.Ask:

IsEddiereallygoingtoclimbthehill?

Whatishegoingtodo?

C:

Readtheconversationaloudaftertherecorder.

D:

Actitout:

Getsomepairofstudentstoreaditoutfirst,thenactitoutinrolesbeforetheclass.

3.Introduction:

A:

PresentamapoftheworldandencouragethestudentstosharethenamesoftheforeigncountriesinEnglish,suchastheUSA,theUK,England,Australia;Franceect.

B:

PrensentsomepostcardsorpictureswiththedrawingoftheWhiteHouseintheWashingtonD.C.theUSA,theEiffelTowerandtheRiverSeineinParis,France,theOperaHouseandthefamouseHarbourBridgeinSydney,Australia.Andhelpthestudentstolearnsomethingaboutthethesefamousplacesofinterestbyasking:

1）.Doyouknowthenameofthisfamousbuilding?

2）.Doyouknowwhereitis（located）?

C:

Helpthestudentstocorrectlypronouncethenamesofthecountriesandtheirfamousbuildings.

D:

PartAonpage39.Matchthepostcardswiththecorrectpictures.Ask:

Whosentthefirst/second…postcard?

Whichcitydidhego?

Whatdidhesee?

etc.

4.Pairwork:

A:

Createasituationforstudentsfirst.Gothroughthepostcards,andthenlistenforthespecificinformation:

1）.Whichcitydoeshewanttovisit?

2）.WhydoesSimonwanttogothere?

B:

Getsomepairsofstudentstoreaditoutfirst,thenactitoutbeforetheclass.

C:

Production:

Enocuragethestudentstomakeupaconversationonatripplan.Forlessablestudents,theycanimitatePartBonpage39,replacingtheunderlinedpartswiththeinformationinPartA.Thenhavesomepairsofstudentsactitout.

5.Classworkdesign:

A:

Askthestudentstowritedownthenamesoftheplacesofinterestathomeandabroad,andlearnthembyheart;

B:

Makeupaconversationonatripplanontheirown,andbereadytoshareitwiththeclassnextperiod.

PeriodTwoReading（I）

Teachingcontents:

Wordsandexpressions:

mom;sky;model;metal;inside;main;stomach;pyramid;parade;movement;invite…to…;atthebeginning;getonacoach;alotoftraffic;placesofinterest;onthehighway;notanymore;enjoyoneself;thewholeworld;fromallovertheworld;ontheInternet;homepage.

Sentences:

1）.ThetripfromKitty’sschooltookabouttwohoursbycoach.

2）.KittyandIdidn’tfeelsickanymore.

3）.ThemodelpyramidslookedjustliketherealonesinEgypt.

4）.WhenIsawthem,Icouldn’tbelievemyeyes.

5）.Kitty’sclassmateDanieltaughthimselfhowtomakeahomepage.

6）.Heputhisphotosonitforeveryonetolookat.

Threedimenionalobjectives:

Knowledge:

1.Readthepassagetolearnsomethingaboutthistrip;

2.Reviseandexpandtheknowledgeoftheplacesofinterestintheworld.

Abilities:

1.Toenablethestudentstoidentifytheinterestingplacesofinterestathomeandabroad,especiallyinBeijing;

2.Toenablethestudentstogettheoverallunderstandingofthepassagesontripandlearnhowtowriteapersonalletteronatrip.

Emotion:

Toenablethestudentstolovetravelling,lovethenaturebyreadingthepassageonatrip.

Keypointsanddifficulties:

1.Toomanywordsandexpressionforthestudentstolearnandmsater;

2.Learnusefulexpressionfromthepassgaeonatrip.

Analysisofstudents’learningandteachingideas：

TheteachingeffectmustbequitegoodifIcanpresentthecontentsbyusingthemultimediacoursewaretohelpthestudentstobeimmersive.Butit’sabigproblemformetomakethemultimediacoursewaremoreattractiveandlovely.Ithinkthestudentswillbeveryinterestedinthetopiconatrip.Andwhat’smore,moreandmorestudentshaveexperiencedthetravellingtotheiinterestingplacesathome.SoIamsuretheymusthavesomethingtotellothersabouttheirowntravellingexperiences.ButI’mafraidtheywillhavesometroubleexpressingthemselvesbecauseoftoomanynewwordsandexpressions.

Teachingpreparation：

Teachingpictures,arecorderandmultimediacourseware.

Teachingprocedures：

1.Warming-up:

A:

Toencouragethestudentstosayapassageonatripplanfortravellingbyasking:

1）.Whereareyougoingduringtheholiday?

2）.Whichcityareyougoingto?

3）.Whydoyouwanttogothere?

4）.Howdoyouplantogetthere?

B:

Iwilltellthestudentsmytripplan,presentingthekeyphrasesontheboard.

I’dliketogototheWorldParkinBeijing.Therearemodelsofoverahundredplacesofinterestfromallovertheworld.WecanseetheEiffelTower,thepyramidsandtheGoldenGateBridgeinthepark.Theylookjustliketherealones.SoIcantravelaroundtheworldinaday.Whatanamazingdayitwillbe!

2.Presentation:

A:

Byaskingquestions,stimulatestudents'curiosityandthirstforknowledge:

LindawenttotheWorldParkinBeijingwiththeClass1,Grade8students.Shewrotealettertohermother.Doyouwanttoknowwhatshedidandwhatshesawthere?

B:

Listenforthequestion:

HowdidLindafeelaboutthevisittotheWorldpark?

C:

CompletethePartC1onpage43.

D:

Scanthepassageforthefollowingquestions:

1）.WheredidLindago?

2）.Whodidshegowith?

3）.Howlongwasthejourney?

4）.Didsheenjoyitatthebeginning?

5）.Whatdidsheseefromthecoachwhentheyarrived?

6）.Howmanymodelsofplacesofinterestarethere?

7）.Whichplacesofinterestdidtheysee?

8）.WherecanLinda’smotherseethephotosofhertrip?

E:

CompletePartC2onpage43.

3.Practice:

Learnbyheartthefollowingusefulexpressionsfromthepassageonatrip:

（Refertotheabove—Teachingcontents）.

4.Readingaloud:

ReadthepassagealoudskillfullyandrememberthefactsonLinda’strip.

5.Classworkdesign:

A:

Askthestudentstolearnusefulexpressionsfromthepassagebyheart;

B:

CompletetheEnglishsentencesacc