仁爱英语八年级下U8T1教案period5.docx
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仁爱英语八年级下U8T1教案period5
Unit8OurClothes
Topic1Wewillhaveaclassfashionshow.
教学内容分析及课时分配建议:
本话题围绕服饰而展开。
主要内容包括:
由Maria和Jane讨论Maria穿的一件唐装引入“FashionShow”的话题和由“so...that...,...sothat...,such...that...”引导的结果状语从句。
因为要举办服装秀,孩子们就要购买自己的参赛服装,从而引出有关服装的词汇、购买服装的常用表达、着装技巧、服装的功能和及其所代表的社会涵义。
着装是学生日常生活中的重要话题,通过学习本话题,学生能够自如地谈论与服装相关的话题并选择适合自己的服饰。
本话题建议用5个课时来完成:
第一课时:
SectionA—1a,1b,1c,2,3
第二课时:
SectionB—1a,1b,2
第三课时:
SectionC—1a,1b,2
第四课时:
SectionB—3,4a,4bSectionC—3,4
第五课时:
SectionD—GrammarandFunctions,1a,1b,Project
第五课时(SectionD—GrammarandFunctions,1a,1b,Project)
教学设计思路:
本课主要是让学生归纳总结结果状语从句和目的状语从句,同时了解服装的功能。
首先引导学生归纳总结so...that...和such...that...的用法。
然后通过猜测来教学新词汇。
扫除了词汇障碍后,让学生快速阅读1a,完成1b。
核对1b的答案时继续解决剩余的词汇。
然后让学生再读1a,发现并合作解决难点,教师进行补充。
最后教师组织学生完成Project的任务,完成本课时。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)学习并掌握新词汇
discuss,meaning,material,skin,uniform,saying,function,sportswear,easy-going
(2)归纳总结结果状语从句的用法。
2.Skillaims:
(1)能够根据衣着来判断着装者的职业,民族,性格等。
(2)能够自如地运用so...that...,sothat,such...that...。
(3)能够结合本单元的着装常识来给别人提供着装建议。
3.Emotionalaims:
4.Cultureawareness:
了解衣服所赋予的社会涵义。
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
(1)归纳总结结果状语从句。
(2)理解服装的社会涵义。
2.Difficultpoints:
(1)区分sothat引导的结果状语从句和目的状语从句。
(2)理解短文中出现的过去式的被动语态。
Ⅲ.Learningstrategies
1.利用语境或逻辑关系来区分sothat引导的是结果状语从句还是目的状语从句。
2.利用已经掌握的常识来帮助作出判断。
如:
和服是日本的民族服装。
3.在做阅读理解时,在短文中找到所给问题的关键词可以快速帮助理解。
Ⅳ.Teachingaids
多媒体课件/图片/小黑板
V.Teachingprocedures
Stage1(5mins):
Revision
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
Revisethegrammarandfunctionsentencesofthistopic.
T:
Goodmorning,boysandgirls.
T:
Wehavefinishedlearningtheadverbialclauseofresult.Canyousaysomethingaboutit?
T:
Absolutelyright.Whatelse?
T:
Perfect!
Couldsomeonegivemeanexample?
T:
Really?
T:
Butit’sbetterthanthejunkfoodoutside.Moreexamples?
T:
Great!
Now,let’schecktheanswerstoGrammarandFunctions.Haveyoudonethemyet?
T:
Xxx,pleasereadthefirstsentence.
T:
...
Revisethegrammarandfunctionsentencesofthistopic.
Ss:
Goodmorning,Mr....
S1:
Wecanuse“so...that...”,“sothat”and“such...that...”tointroduceit.
S2:
Weusuallyuse“so+adj./adv.+that+...”and“sucha/an+adj.+that+...”
S3:
ThefoodintheschoolissoterriblethatIdon’twanttoeatitatall.
Ss:
Yeah!
S4:
...
Ss:
Yes.
S5:
Ilikeditsomuchthat...
S6:
...
归纳总结结果状语从句和本话题的功能句,完成Grammar和Functions部分。
Remark:
在复习结果状语从句时,允许学生用汉语来表达相关的专业术语。
如:
形容词、副词、结果状语从句等。
但教师要坚持使用英语来表述,让学生多听,为以后的学习打基础。
Stage2(5mins):
Pre-reading
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
LettheSslearnthenewwordsbyguessing.
T:
Nowyouallwearallkindsofbeautifulclothes,andpeopleusedifferentkindsofmaterialstomakeclothes,suchascotton,silk,bambooandsoon.ButwhatdidtheearlyPekingManinZhoukoudianareausetomakeclothes?
Canyouguess?
T:
Bark.Ithinkso.Whatelse?
T:
Yes,animalskins.Oh,youaregoodatguessing.Let’sgoonguessing.Lookatthepicturesin1a,andguesswhatthefirstman’sjobis.
T:
Clever!
Howdoyouknowthat?
T:
Youaresosmart.Heiswearingauniform.Andthiskindofuniformisonlywornbypolicemen.Thenguesswherethewomancomesfrom?
T:
Rightagain.KimonosarethetraditionalJapaneseclothes.Goonguessingwhatthemanlikesdoing?
T:
Iagreewithyou.Becauseheiswearingsportswearandisrunning.Ithinkheisactiveandeasy-going,too.Asthesayinggoes:
Youarewhatyouwear.
Learnthenewwords.
S1:
树皮。
Ss:
兽皮。
Ss:
Heisapoliceman.
Ss:
Hisclothes.
Ss:
Japan.
Ss:
Doingsports.
解决短文中的新词汇,为阅读扫除障碍。
Remark:
这个环节主要是解决词汇问题。
教师要充分利用1a的插图,既要完成让学生猜测任务,又要顺势教学部分新词汇。
Stage3(5mins)While-reading
Step
Teacheractivity
Studentactivity
Designingpurpose
(Individualwork)
LettheSsread1aquicklyandfinish1b.
T:
Wehavelearnedthenewwordsalready.Next,pleaseread1aquicklyanddo1b.Butbeforereadingthepassage,you’dbetterreadthequestionsandthetipinthekey.
T:
Hi,class.Haveyoufinishedreading?
T:
No.1,xxx,theansweris...
T:
Yes.Thepassagemainlytalksaboutthefunctionofclothes.HowaboutNo.2,xxx?
T:
...
Read1aquicklyand
finish1b.
Ss:
Yes.
S1:
B
S2:
...
S3:
...
培养学生的阅读能力,完成1b。
Remark:
这个环节只是考查学生的阅读理解能力,只要学生把正确答案找出来了即可。
教师在核对答案时顺便把新词汇解决掉。
如:
function,discuss,meaning。
Stage4(5mins):
Postreading
Step
Teacheractivity
Studentactivity
Designingpurpose
(Groupwork)
LettheSsread1acarefullyandfindoutthedifficultpointsandsolvethemwithinthegroups.
T:
Oh,youdidverywell.Now,readthepassageagain,findoutthedifficultpoints.First,discusswithyourgroupmembers,ifyoucan’tsolvethem,writethemdown,wewilldealwiththemtogetherlater.Areyouclear?
T:
Timetosolveyourproblemsnow.GroupOne,whatareyourproblems?
T:
...
Read1acarefullyandfindoutthedifficultpointsandsolvethemwithinthegroups.
Ss:
Clear.
GroupOne:
Whatdoes“weremadeof”mean?
GroupTwo:
...
让学生在组内解决部分问题,有利于合作学习。
这样也可以做到“学生知道的老师不讲”的原则。
Remark:
因为在1b环节学生已经基本了解了短文的内容,所以在这个环节主要是处理学生感到困难的词和句子。
教师在解释过去时的被动语态时,只要让学生知道意思即可。
教师还要强调如何区分so...that...引导的结果状语从句还是目的状语从句。
Stage5(20mins):
FinishingProject
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Groupwork)
LettheSssurveytheirclassmatesandfillinthetable.
T:
Doyouhavemoreproblems?
T:
Thenlet’smovetoProject.It’ssimilartowhatyouhavedoneinSectionC.First,surveyyourclassmatesandfillintheblank.Quickly,goandmakethesurvey.Thequestionsontheblackboardmayhelpyou.
Surveytheirclassmatesandfillinthetable.
Ss:
No.
培养学生的口头交际能力,完成Project的第一部分。
2(Groupwork)
LettheSsdiscusswhethertheirclassmates’dressingissuitableornotandgivesomesuggestions.
T:
Hey,boysandgirls.Pleasecomebacktoyourgroup.Youshoulddiscusswithyourgroupmembersandgivesuggestionsifpossible.Whileyouarediscussing,you’dbettertakenotes,becauseyouwillwriteashortreportsoon.
Discusswhethertheirclassmates’dressingissuitableornotandgivesomesuggestions.
小组合作,运用本话题的着装知识去分析同学们的着装是否合适。
讨论的过程也是培养学生的口头交际能力。
完成Project的第二个步骤。
3(Groupwork)
LettheSswriteashortpassageaccordingtotheirsurveyandthenencouragetheSstopresenttheirreportstotheclass.
T:
Hi,class!
Finishdiscussing,please.Nowyoushouldwriteyourreportaccordingtoyoursurvey.
T:
Haveyoufinishedyourreportyet?
It’stimetopresentyourreportnow.Whichgroupbeginsfirst?
Writeashortpassageandpresenttheirreportstotheclass.
GroupThree:
Wethinkxxxandxxxdon’thavesuitabledressing.Xxxisfat,butheusuallywears...
GroupOne:
Wethink...
GroupTwo:
...
培养学生的写作能力。
小组合作完成写作,可以带动基础较差的学生。
Remark:
这个Project与SectionC-4有几分类似,学生做起来不会很难,只要学生按照提供的步骤去完成即可,重点是给更多学生展示的机会。
Stage6(5mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
LettheSssummarizewhattheyhavelearnedinthistopic.
T:
Wehavefinishedthishelpfultopic.Whatdoyouknowfromthistopic?
T:
Right.Ifyouwanttomakeyourselflookgreat,youshouldknowtheknowledgeofdressing.Thenwhocantellsomethingaboutdressing?
T:
Wonderful.Howaboutgrammar?
Summarizewhattheyhavelearnedinthistopic.
S1:
Iknowhowtodressmyself.
S2:
Fatpeopleshouldwear...
S3:
Tallandthinpeopleshouldwear...
S4:
....
S5:
welearned“so...that...”,“sothat”and“such...that...”.
S6:
...
回顾总结单元知识,加强学生的记忆。
2(Classactivity)
AssigntheHMK.
T:
Fortoday’sHMK,I’dlikeyoutowriteashortpassageonyourexercisebookaccordingtoyourreportinProject.
FinishtheHMK.
让学生把Project的成果变成短文,有利于做到
点面结合,兼顾到各个层次的学生。
Remark:
Project的报告是小组的成果,更多的是较为积极的学生的成果,对于那些不怎么参与的学生,受益不大,所以有必要让每个学生根据报告写一篇短文。
这样也可以敦促每个学生都必须积极参加活动,否则就不能完成写作任务。
VI.Blackboarddesign
第五课时(SectionD—GrammarandFunctions,1a,1b,Project)
WordsandexpressionsGrammar
material结果状语从句
skinso...that...
uniform...sothat...
kimonosuch...that...
sportswear目的状语从句
sayingsothat
function
discuss
meaning
bemadeof
protect...from...
...