八年级英语上册Unit2Topic3MustweexercisetopreventthefluPeriod3教学案例设计新版仁爱版.docx
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八年级英语上册Unit2Topic3MustweexercisetopreventthefluPeriod3教学案例设计新版仁爱版.docx
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八年级英语上册Unit2Topic3MustweexercisetopreventthefluPeriod3教学案例设计新版仁爱版
教学资料参考范本
八年级英语上册Unit2Topic3MustweexercisetopreventthefluPeriod3教学案例设计(新版)仁爱版
撰写人:
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时间:
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内容分析及课时分配建议:
本单元以KeepingHealthy为主题。
话题三以如何预防流行性感冒为话题,创设情境帮助学生学习询问建议的表达和运用顺序过渡词层次清晰地发表自己的看法,在此基础上了解如何保持身体健康,怎样预防疾病、怎样正确地进行锻炼等相关知识。
SectionA部分通过记者采访Dr.Li,学习用first,second,third,finally使语意表达连贯,掌握情态动词must的一般疑问句及其肯定回答和否定回答,并能运用情态动词should,hadbetter和must的正确形式表达建议。
SectionB部分通过Kangkang给他的爸爸电话留言这件事,体现了医生的忙碌和重要性,并学习打电话,留口信的交际用语及书写电话留言条,同时掌握反身代词的用法。
此外还要求了解字母组合cle,ddle,ple,ble,ften,ttle的读音,学习连读、弱读和不完全爆破的语音规则并能正确拼读和辨音。
SectionC部分通过李医生有关保持健康的报告,让学生清楚日常生活中应该如何保持健康,同时训练学生从短语到句子再到短文的语言输出能力。
SectionD部分是对本话题的总结和复习,最后通过Project中制作相关话题的英文小报活动对所学内容进行积极应用和自主拓展学习探究。
Topic3的的内容可以用5个课时来完成。
第一课时:
SectionA-1a,1b,1c,1d.
第二课时:
SectionA-3,2,SectionB-1a,1b,1c.
第三课时:
SectionB-2a,2b,3a,3b.
第四课时:
SectionC-1a,1b,1c,2,3.
第五课时:
SectionD-1a,1b,GrammarandFunctions,Project.
第三课时(SectionB-2a,2b,3a,3b)
教学设计思路:
本节课主要活动为SectionB-2a,3a,3b.教师首先让学生谈论2a的图片,导入2a,通过对2a的听音,补全对话。
然后听第二遍2a,完成2b,理解并总结反身代词的用法。
接着教师出示音标卡片,学生跟学3a,3b,了解字母组合cle,ddle,ple,ble,ften,ttle的读音,学习连读、弱读和不完全爆破的语音规则并能正确拼读和辨音,最后对本课所出现的一些语法功能项目进行巩固练习。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)能正确运用反身代词进行听、说、读、写的学习活动。
(2)了解字母组合cle,ddle,ple,ble,ften,ttle的读音并掌握连读、弱读和不完全爆破的读音规则。
2.Skillaims:
(1)能准确朗读对话和句子,注意语音语调。
(2)能正确地运用反身代词themselves,myself,yourself,himself。
(3)能正确模仿连读、弱读和辅音连缀。
3.Emotionalaims:
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
反身代词的运用:
themselves,myself,yourself,himself,givehimthemessagemyself,finish
itbymyself,theyhaveproblemsthemselves
2.Difficultpoints:
语音中的连读和爆破的准确把握。
Ⅲ.Learningstrategies
像him,her这样的词在与其它词连在一起时,h通常是不发音的。
Ⅳ.Teachingaids
计算机多媒体投影仪,音标卡片,单词卡片。
V.Teachingprocedures
Stage1(7mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Groupwork)
Greetandwarmup.
T:
Goodmorning,boysandgirls!
T:
Beforetoday’snewlesson,I’dliketocheckyourhomework.Itisaboutanoteofsb’sleave.Youcanshareyourmessagesingroupsfirst.Thenselectthebestone.
Greetandwarmup.
Ss:
Goodmorning,Miss…
Eachstudentreadshis/herhomeworkfortheothersintheirgroup,whileotherscorrect
themistakes.Thenhandinthemostexcellentone.
Asample:
DearMiss---,
IamsorrytotroubleyouthatIcatchacold.Iwanttoaskyouforoneday’sleave.YesterdayIwentoutwithmyfriendsandcaughtarain.NowIfeelverybad.Iwillstudyinbedandfinishmyhomework.
Yours,
Peter
该部分旨在检查学生的作业完成情况,与学生分享他们的收获。
2(Groupwork)
Askthestudentstomakeupnewdialoguesaccordingtothemessageswhichtheyhandedin.
T:
NowI’llofferyoufourminstopreparethedialoguesaccordingtothemessage.Youcandesigntwosituationaldialogues.“Callingtoaskforleave”or“Theheadteachercallbackafterreceivingthemessage”.
T:
Whichpairwouldliketohaveatry?
T:
Excellent!
Makeupdialogsaccordingtotheirhomework.
S1:
Hello,mayIspeaktoMs.Yang?
S2:
Sorry,sheishavingaclass.
S1:
Oh,canIleaveamessage?
S2:
Sure,goahead.
S1:
ThisisXiaohong,herstudent.PleasetellherIhaveabadcough,soIcan’tgotoschooltoday.
S2:
Ok,Xiaohong.I’llgiveherthemessage.
…….
S3:
Hello,thisisMs.Yang.MayIspeaktoXiaohong?
S1:
Hello,Ms.Yang,thisisXiaohong.
S3:
Howareyounow,Xiaohong?
S1:
Notwell,thankyou.IhaveabadcoughandIcan’tgotoschool.
S3:
I’msorrytohearthat.Youhadbettergotoseeadoctorandhaveagoodrest.
S1:
Yes,Iwill.Thankyou,Ms.Yang.
S3:
Ihopeyou’llbebettersoon.Bye.
S1:
Thankyou.Bye.
该步骤复习所学过的生病症状描述、电话用语、电话留言和提意见的句型。
学生根据本组组员的留言条表演对话,复习检测对所学知识的掌握情况,为下一阶段的教学做准备。
Remark:
在检查作业时可以采取教师抽查学生、学生互查、小组长检查本组成员的方式,对不同层次的学生进行检查。
对于完成情况好的学生,教师要给予积极的评价。
Stage2(14mins):
Grammarlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
Showthepictureof2aandleadin.
T:
Whatcanyouseeinthepicture?
T:
Whataretheydoing?
T:
IfyouwereMom,whatwouldyousaytothegirl?
T:
Ifyouwerethegirl,whatwouldyousaytotheMom?
Talkaboutthepicturewiththeteacher.
Ss:
Amotherandadaughter.
Ss:
ThemotheriscleaningtheroomwhilethedaughteriswatchingTV.
S1:
Iwouldsay:
“Youshouldn’twatchTVtoomuch,it’sbadforyoureyes.”
S2:
Youareright.I’llturnitoffatonce.
2(Classwork)
Askthestudentstofinish2a.
T:
Let’2aandtellmewhatyoushouldfillin.
T:
Cleverboy!
NowI’llplaytherecordingof2a.Listencarefullyandfillintheblanks.
T:
Haveyoufinishedfilling?
Itisveryeasy,doyouthinkso?
T:
Doyouagreewithher?
T:
Great!
Whenwegivesomebodysomeadvice,wemayusethem.Let’ssumupthewaystogivesuggestions:
T:
Good.Pleasereadtheconversationinpairs.
Getreadyforlisteningandfillintheblanksin2a.
S1:
Weshouldfillinauxiliaryverbsormodalverbs.
Ss:
……
S2:
hadbetternot;must;can’t;should;whynot;may;may;can.
Ss:
Yes!
Ss:
should/shouldn’t;hadbetter/hadbetternot;Whydon’tyou..?
Whynot…?
must/mustn’t;needtodo
Read2ainpairs.
该部分目的在于通过创设情景巩固学过的情态动词,呈现反身代词,为2b作铺垫。
3(Classwork)
Sumupthefunctionofreflexivepronouns.
T:
Canyousaysomethingaboutreflexivepronouns?
T:
Youaresogreat!
Knowtheemphaticfunctionofreflexivepronouns.
S1:
反身代词是一种表示反射或强调的代词。
它的基本含义是:
通过反身代词指代主语,使施动者把动作在形式上反射到施动者自己。
因此,反身代词与它所指代的名词或代词形成互指关系,在人称、性质、数上保持一致。
比如:
我自己、你自己、他自己、我们自己等等。
这就是反身代词。
S2:
反身代词又称自身代词。
其构成可以归纳为“一、二物主、三宾格”,即:
第一、二人称的反身代词分别由其相应的形容词性物主代词加后缀“-self/-selves”构成,第三人称的反身代词则由其相应的人称代词宾格形式加后缀“-self/selves”构成。
4(Classwork)
Play2aagainsothatthestudentsfinish2bandthedosomeexercises.
T:
Thereareseveralreflexivepronounsappearedinthedialog.Whatarethey?
Pleaselistenagainandcirclethereflexivepronouns.Ready?
Go!
T:
Haveyougottheanswers?
Together,please!
T:
OK!
Let’sdosomeexercisetopracticetheusageofreflexivepronouns.
Suchas:
Ican’tfinishitby(me)
Youshoulddoit(you)
ButIguesstheymayhaveproblems(they)
…….
Listento2aagainandtrytocirclethereflexivepronounsandfinishsomeexercises.
Ss:
……
Ss:
myself;yourself;themselves.
Dotheexercisetomastertheusageofreflexivepronouns.
S1:
Ican’tfinishitbymyself(me).
S2:
Youshoulddoityourself(you).
S3:
ButIguesstheymayhaveproblemsthemselves(they).
该部分旨在引入本课重点语法项目—反身代词。
Remark:
在听2a前可以先讨论图片以此降低听的难度,建议学生在听的过程中注意力放在获取填空信息上;教师在完成2b后,可将2b中含有反向代词的句子挖空进行练习。
Stage3(9mins):
Phoneticlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
Showphoneticcardsonebyone.
T:
Nowwe’regoingtolearnsomephoneticsymbols.Lookatthephoneticcards/kl/,/dl/canyoureadthem?
T:
I’llplaytherecordingof3a.Pleasereadafterit.Paymoreattentiontothepronunciationoftheunderlinedletters.
T:
canyouaddmorewordslikethesebyyourselves?
T:
Goodjob!
Readaftertherecording,tryingtoimitateit.Finish3awiththeteacher’shelp.
S1&S2:
……
Ss:
Sure.
S1:
Forexample:
uncle,article,circle……
S2:
Thewordswithple:
apple,
Purple,example,simple……
S3:
Thewordswithften:
…….
该部分目的在于引导学生通过归纳字母组合的发音规律来学习成音节并能够辨别和正确模仿其读音,训练学生识别音标的能力,并通过补充更多符合该读音规则的单词来巩固这些字母组合的发音,激发学生学习音标的兴趣。
2(Pairwork)
Playtherecordingof3b.
T:
Let’sread3baftertherecordingandplosion.Doremember:
Whensuchwordslikehim,herarelinkedwithotherwords,hismute.Let’sbegin!
T:
Ok.Youcancheckinpairs.Areads,whileBlistensandcorrects.
T:
Pleasereadwiththerecording.
Read3baftertherecordingplosion.
Ss:
……
Ss:
……
该活动旨在引导学生识别连读、弱读、不完全爆破等语音现象,并能在说英语时运用这些语音规则。
Remark:
先复习单个音素,再让学生直接读单词,分类归纳相似发音;像him,her这样的词在与其它词连在一起时,h通常是不发音的。
Stage4(6mins):
Practice
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classwork)
Designsomeexercisetoreviewtheusageofreflexivepronounsandauxiliaryverbsormodalverbs.
Checktheiranswers,andfivestudentsfromdifferentgroupfinishchecking.Teachergiveshelpwhennecessary.
Doexercisetoreviewtheusageofreflexivepronounsandauxiliaryverbsormodalverbs
Fivestudentswritetheiranswersontheblackboard.Thesixthonechecksandreadstheanswers.
本部分旨在练习和巩固本话题重要语法项目及复习can, may, should等用于请求和建议的用法。
Remark:
Stage5(4mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Summarizewhatthestudentslearnedtoday.Importantlanguage
T:
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.
T:
Wonderful!
.Ihopeyoucanrememberthem.Ifyouhavedifficultyunderstandingthem,justturntomeoraskotherstudentsforhelp.
Summarizethemainpointswiththeteacher.
S1:
Welearnedthepronunciationrules“cle,ddl,eple,ble,ften,ttle”
S2:
Weknewplosion.
S3:
Wealsoknowthetheusageofreflexivepronouns.
S4:
…….
总结本节课所学重要知识。
2(Classactivity)
AssigntheHMK.
Reviewthephrasesanddialoguein
SectionB.
Askthestudentstowriteapassage:
Howtokeephealthy?
Andprepareforreportingtomorrow.
PrepareSectionCafterclass.
FinishthefollowingHMK.
MemorizethephrasesanddialogueinSectionBafterclass.
Writethepassageafterclass.
Learntoreadthevocabulary
andpassageofSectionCaftertherecording.
Remark:
总结时教师应该尽量引导,让学生说出相关知识。
VI.Blackboarddesign
第三课时(SectionB-2a,2b,3a,3b)
themselves,myself,yourself,himselfclepleften
givehimthemessagemyselfddleblettle
finishitbymyself,dosth.(by)oneself
Theyhaveproblemsthemselves.
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