人教新目标八年级上册Unit 2 How often do you exerciseSection B 3a3c教案精选教学文档.docx
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人教新目标八年级上册Unit 2 How often do you exerciseSection B 3a3c教案精选教学文档.docx
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人教新目标八年级上册Unit2HowoftendoyouexerciseSectionB3a3c教案精选教学文档
Unit2Howoftendoyouexercise?
宋以后,京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。
至元明清之县学一律循之不变。
明朝入选翰林院的进士之师称“教习”。
到清末,学堂兴起,各科教师仍沿用“教习”一称。
其实“教谕”在明清时还有学官一意,即主管县一级的教育生员。
而相应府和州掌管教育生员者则谓“教授”和“学正”。
“教授”“学正”和“教谕”的副手一律称“训导”。
于民间,特别是汉代以后,对于在“校”或“学”中传授经学者也称为“经师”。
在一些特定的讲学场合,比如书院、皇室,也称教师为“院长、西席、讲席”等。
SectionB(3a---3C)
要练说,先练胆。
说话胆小是幼儿语言发展的障碍。
不少幼儿当众说话时显得胆怯:
有的结巴重复,面红耳赤;有的声音极低,自讲自听;有的低头不语,扯衣服,扭身子。
总之,说话时外部表现不自然。
我抓住练胆这个关键,面向全体,偏向差生。
一是和幼儿建立和谐的语言交流关系。
每当和幼儿讲话时,我总是笑脸相迎,声音亲切,动作亲昵,消除幼儿畏惧心理,让他能主动的、无拘无束地和我交谈。
二是注重培养幼儿敢于当众说话的习惯。
或在课堂教学中,改变过去老师讲学生听的传统的教学模式,取消了先举手后发言的约束,多采取自由讨论和谈话的形式,给每个幼儿较多的当众说话的机会,培养幼儿爱说话敢说话的兴趣,对一些说话有困难的幼儿,我总是认真地耐心地听,热情地帮助和鼓励他把话说完、说好,增强其说话的勇气和把话说好的信心。
三是要提明确的说话要求,在说话训练中不断提高,我要求每个幼儿在说话时要仪态大方,口齿清楚,声音响亮,学会用眼神。
对说得好的幼儿,即使是某一方面,我都抓住教育,提出表扬,并要其他幼儿模仿。
长期坚持,不断训练,幼儿说话胆量也在不断提高。
Teachingaims:
I.“教书先生”恐怕是市井百姓最为熟悉的一种称呼,从最初的门馆、私塾到晚清的学堂,“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。
只是更早的“先生”概念并非源于教书,最初出现的“先生”一词也并非有传授知识那般的含义。
《孟子》中的“先生何为出此言也?
”;《论语》中的“有酒食,先生馔”;《国策》中的“先生坐,何至于此?
”等等,均指“先生”为父兄或有学问、有德行的长辈。
其实《国策》中本身就有“先生长者,有德之称”的说法。
可见“先生”之原意非真正的“教师”之意,倒是与当今“先生”的称呼更接近。
看来,“先生”之本源含义在于礼貌和尊称,并非具学问者的专称。
称“老师”为“先生”的记载,首见于《礼记?
曲礼》,有“从于先生,不越礼而与人言”,其中之“先生”意为“年长、资深之传授知识者”,与教师、老师之意基本一致。
KnowledgeObjective
i.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。
如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。
现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。
结果教师费劲,学生头疼。
分析完之后,学生收效甚微,没过几天便忘的一干二净。
造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。
常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。
久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。
Attheendoftheclass,mystudentsareabletousethetargetwordsandsentencestodescribetheirhabitsbothgoodhabitsandbadhabitsfullyandcorrectly.
ii.课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。
为什么?
还是没有彻底“记死”的缘故。
要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。
可以写在后黑板的“积累专栏”上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。
这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。
这些成语典故“贮藏”在学生脑中,自然会出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。
Mystudentsareabletoimitatetheprovidedscaffoldtowriteashortessayattheendoftheclass.
II.AbilityObjective
Mystudentscouldbeabletowriteanessaybyusingthetargetwordsandsentencesofthisunit.
III.Languagefocus:
Words:
dentist,howoften,usually,always,sometimes,hardlyever,never
Sentences:
Ialwaysexerciseandreadbooks.
IusuallywatchTV.
Teachingdifficulties:
I.Forstudents:
Mystudentsmayhavedifficultiestomakeaclearscaffoldabouttheessaywriting.Furthermore,somestudentscouldnotbeabletousethetargetsentencesintherealcommunicationcontextfullyandcorrectly.
II.Forteacher:
Timeistheconcentration.Ishouldarrangethetimefullyandusefullywithoutanyhesitation.Inthemeanwhile,Ialsoliketopaymoreattentiontostudents’reflectionandfeedbackduringtheclass.Respecttheirownideasandencouragethemtobemorecreative.Ialsoliketohandletheemergenciesintheclassimmediatelyandapproximately.
Teachingmethods:
1.Scenesetting.
2.Makescaffoldsforstudentsbeforewritingthereport.
Teachingprocedures:
I.Greetings&Presentation
Greetthewholeclass.
T:
Goodafternoon,Guys.Ss:
Goodafternoon,Teacher.
T:
Pleasebeseated.Ss:
Thankyou.
T:
MynameisCoco.Iamveryhappytobeherewithyou.Todaywewillhaveawritingclasstogether.Thetopicisabouthabits.
II.Warm-up
1.Teacherleadsinaquestionforstudents:
“Whatdoyouwanttobewhenyougrowup?
”
2.Teacherdisplayssomepicturesofjobtoenablestudents’freetalkabouttheirfuturejobs.Moreover,encouragestudentswritedownwhatdotheywanttobeinthefuture.
III.Lead-in
1.IntroduceanAmericangirlnamedJane.Shewantstobealawyerwhenshegrowsup.
2.Leadinaquestion:
“CouldJanebecomealawyer?
”InvolveallofthestudentstojointhepredictionofJane’sfuturejob.
(Hint:
accordingtotheactivitiesJanedoes)
Activities
Daysayear
Exercise
365
Readbooks
365
WatchTVforover2hours
320
Drinkjuice
210
Eathamburgers
95
Helpwithhousework
20
Stayuplate
15
Gotothedentist
0
IV.Practice
i.Mechanicalpractice
T:
Presentthemainsentencesbyusingpicturesandtables.
Jane’sActivity1:
Activities
Daysayear
Exercise/Readbooks
365
Sheexercisesandreadsbooks365daysayear.
Shealwaysexercisesandreadsbookseveryday.
Prediction1:
Janecanbealawyer.
Jane’sActivities2:
Activities
Daysayear
WatchTVfor2hours
320
ShewatchesTV320daysayear.
SheusuallywatchesTVfor2hours.
Prediction2:
Janemaybealawyer.(uncertain)
Jane’sActivities3:
Activities
Daysayear
Drinkjuice
210
Shedrinksjuice210daysayear.
Sheoftendrinksjuice.
Prediction3:
Janecanbealawyer.
Jane’sActivities4:
Activities
Daysayear
Eathamburgers
95
Sheeatshamburgers95daysayear.
Shesometimeseatshamburgers.
Prediction4:
Janemaybealawyer(uncertain.).
T:
Afterpresentingallofthesentences,therewillbeadiscussionpartaboutthepredictionofJane’sfuture.
Conclusion:
WhatmakesJane’sdreamuncertain?
Habits.Habitsdecidethefuture.
ii.Meaningfulpractice
T:
presentahalfcontrolpracticewhichincludingsomeprovidedinformation.
T:
askthestudentstoturntopage15andread3a.Thenfillintheblanksaccordingtothemeaningofthetext.
Janeisa16-year-oldhighschoolstudentintheUnitedStates.AmericanTeenagermagazineaskedheraboutherhabits.Janehasalotofgoodhabits.She_______exercisesandshereadsbooks________.Also,she________drinksjuiceandshe__________staysuplate.However,shehassomebadhabits,too.She_______watchesTVformorethantwohoursaday,andshe__________eatshamburgers.Herparentsarenotveryhappybecauseshe__________helpswithhouseworkandshe______goestothedentistforteethcleaning.Shesayssheisafraid.
iii.Group-work
T:
FindoutJane’shabits.
Goodhabits:
alwaysexercises;alwaysreadsbooks;oftendrinksjuice;hardlyeverstaysuplate.
Badhabits:
usuallywatchesTV;sometimeseatshamburgers;hardlyeverhelpswithhousework;nevergoestothedentist.
iv.Communicativepractice
T:
Whatdoyouwanttobeinyourfuture?
Let’slookatyourhabitsandpredictyourfuturejob.Canyoubethepersonyouwanttobe?
3bCompletethechartwithyourowninformation.Inthelastcolumn,useexpressionslikealways,everyday,twiceaweekandnever.
Activities
Howoften?
Goodhabits
Badhabits
Activities:
Exercise;Readbooks;Playcomputergames;Drinkmilk;Eatfruitandvegetables;Eatjunkfood;Stayuplate.
Howoften:
always,everyday,twiceaweek,never,hardlyever,usually,often...
v.Summarizethewritingstructure
Howtowriteareport?
Topicsentence
GoodhabitsHoweverBadhabits
V.Production
T:
Writeareportaboutyourgoodandbadhabits.Sayhowoftenyoudothings.Usethereportin3aasanexample.
T:
Afterwriting,shareyourreporttoyourclassmates.
Tips:
1.Takenotesaboutyourclassmates’
goodhabitsandbadhabits.
2.Let'spredictabouthisorherfuture.
3.Giveyourownsuggestions.
1.IfstudentsareintheEnglishstudyhighlevel,Iwouldliketoinvitesomestudentstomakereports.Meanwhile,someotherstudentwilltakenotesabouttheirclassmates’goodhabitsandbadhabits.Afterthereport,allofthestudentsintheclasspredictthefuturejobandprovidesuggestion.
2.Ifstudentshaveproblemstoprovidesuggestion,thereportwillbeendedjustasreadingthereport.Teacherwillleadstudentstoprovidethesuggestion.
VI.Homework.
To-dohomework(必做):
Finishyourreportandwriteanotherone.
Selectivehomework(选做):
SearchforsomedifferencesbetweenChineseandAmericansindailyhabits.
VII.BoardDesign
Howoftendoyouexercise?
SectionB(3a---3c)
Howtowriteareport?
Topicsentence
GoodhabitsHoweverBadhabits
Frequencywords:
Always
Usually
Often
Sometimes
Hardlyever
Never
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