译林版英语八年级上册 unit4 教案.docx

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1、课堂教学设计课题Unit 4 Do it yourself welcome to the unitperiod 1集体备课和 个人修改意 见教时1课 型新投主备人备课时间2021年10月20日教 学维 目 标基础知识T 解初步了解与本单元主题相关词汇掌握1. New words: instruction had better do sth. Shall do sth?2. Phrases: do it yourself. Do DIY make some paper roses能力 训练 过程 方法听 说能简单描述DIY读能阅读本课的单词和comic strip写能够写出关于DIY的相关词汇和

2、句型。情感 态度 价值观Learn to do sth by oneself.教 学 四 点 纲 要教学 重点Make dialogues about DIY.教学 难点How to make sth by oneself.课标点， 中考点Make dialogues about DIY.教 学 五 点 设 想1 .教师自己准备一些DIY的材料，并且拿些东西来展示。2 .准备常用工具，并且认识他们的名称。3 .鼓励学生结合实际，大胆猜想复展开合理想像：I think he needs a hammer to hit nails with./l think he needs a screwdri

3、ver to put all the parts together04 .让学生两人一组讨论工具的用途。5 .教师巡视，请几组学生上台表演：OK. Some of you will come to the front and act out your dialogue.对想象合理、语言丰富、表达大胆的学生要给予赞许教学过程及内容教师活动学生活动集体备课和个人修改意 见Stepl presentationDo you like to do DIY in your spare time?I think doing DIY is good for us.Can you give me some ad

4、vice on how to improve my DIY skills?Sure. You can improve your skills through reading some books about DIY.That*s true. And the more you practice, the better your DIY skills will be.Step II操练1教师用课件呈现第4 7页制作卡片 的图片：Please look at these four pictures.Whafs Millie doing?引导学生回答： Shes making cards.教师接着说：

5、 Do you know how to make cards? What should we do first?3 教师说：Let*s read the sentences together.让学生集体朗读句子并核 对答案。Step II1 活动1 教师说：Now lets play a game. FII tell you what to do and please follow my instructions.Step Iv呈现1教师通过复习Reading局部的内 容来引出用should等方法提出建 议。2教师用课件呈现更多句子，启发 学生思考should和had better的使 用规律

6、。3.老师说：Please open your books and turn to page 48. Lets read the sentences togethero请学生翻到课本 第48页，集体朗读B局部的例句， 体会表达建议的不同语气。教师说：Now open your books and turn to page 47, Lefs read the sentences together.教师用课件 呈现第47页 制作卡片的 图片。教师说表示 指令的祈使 句，让学生做 与之相符的 动作。组织学生一 起玩名为 “Eddiesays”的游 戏。要求学生 全体起立，教 师担当发 令员和裁判 的

7、角色。游戏 开始，教师发 出指令学生翻到课本 第47页，朗读 A局部的例句学生根据图片 猜想生词cut 的含义，教师 领读并解释。学生学生观察课本 第47页图片， 并完成填空练 习。要求学生快速 反响并做出与 之相符的动 作。动作不相 符或反响明显 慢于其他人的 学生即遭淘汰并 坐下，小组所 剩人数最多的 为优胜小组（或可要隶学 生做出与指令 相反的动作让学生完成 课本第48页 的练习，让学 生朗读句子鼓励学生给 出自己的建 议： You should drink a glass of milk before goingtobed./You shouldnotwatch TV just bef

8、ore going to sleep./You had better do some reading before you go to sleep./.并 核对答案。学生分别用 shouldUhad better 改写句子。Ss repeat after the teacher first, and then practise in halves.学生两人一且 展开对话，提 出问题并给出 建议：Step II操练教师说：Suzy is giving DIY advice to her classmates. Can you help her makesentences with should

9、(not)/had better (not)?1 教师说：Youre giving advice to your friends. Rewrite the following sentencesusing should (not) and had better (not).让用课件呈现以下句 子：(1) Its time for class. Put your comic books away.(You should/had better put your comic books away.)(2) Your English is not good enough. Read more to i

10、mprove it.(You should/had better read more to improve it.)(3) Turn your mobile phone off in class.(You should/had better turn your mobile phone off in class.)(4) Dont make the same mistake again.(You should not/had better not make the same mistake again.)老师说： Boys and girls, you have learnt how to g

11、ive advice. I have a problem andl need your help. I cant sleep well at night and I feel tired during the day. Can you give me some advice?Work in pairs. Talk about your problems and try to give useful advice.Step Itll家庭作业1复习语法局部内容，掌握其中出 现的语法知识及词汇、词组和句 型。2补充练习，翻译以下句子。(1)她不应该把幼儿单独留在家 里。(She should not

12、 leave the baby alone at home.) 7(2)我们最好赶快，否那么就会误了 火车。(We had better hurry, or well miss the train.)(3)你应该饭前洗手o(You should wash your hands before meals.)(4)服药前先将药瓶摇一摇 o(Shake the bottle before taking the medicine.)(5)在卡片的另一面不要写任何 东西。(Don*t write anything on the other side of the card.)3 预习 Integrate

13、d skills板书设计板书设计(1) It s time for class. Put your comic books away.(You should/had better put your comic books away.)Your English is not good enough. Read more to improve it.(You should/had better read more to improve it.)Turn your mobile phone off in class.(You should/had better turn your mobile ph

14、one off in class.)Dont make the same mistake again.(You should not/had better not make the same mistake again.)教学随笔课堂教学设计课题Unit 4 Do it yourself Integrated skills period 5-6集体备课和 个人修改意见教时1课型新授 主备人 马伟峰备课时间2021/ 10/ 25教 学维 目 标基础知识了解1能通过听录音获取相关信息。3提高学生听、，说、读、写的语言综合运用能力。掌握1司 匚：grape strawberrysalad mixt

15、ip example correctfinished词组：mix them together for exam le能力 训练 过程 方法听说能通过听录音获取相关信息。读2学会用英语交流DIY话题。写情感 态度 价值 观教学 四点 纲要教学 重点1)教学 难点课标 点中考 点教学 五点 设想1.教学过程及内容教师活动学生活动集体备课和个人修改 意见What did you have for breakfast/lunch today?What food do you like best? Do you have a healthy diet? Can you cook dinner on yo

16、ur own?让学生才艮 据实际情况回答。2教师用课件呈现沙拉图片，问学 生:Look at the picture. Thist is my favourite food. What is it? Yes, its a salad.教师板书salad并领读。接着 问:Salad is healthy.Do you like it? Do you think its easy to make a salad? Can you make a salad?3教师接着问：What do you need when making a salad?引导学生回 答:We need some vegetab

17、les or fruit,a bowl a spoon and some salad cream. 教师板书 spoon *口 cream, 领读并解释词义。Step n听力1让学生将课本翻到第4 9页，看 A1局部的图片，教师说：Open your books and turn to page 49. Look at the pictures in Part Alo 学生复习已 学过的有关食物和食物制作工具的 单词，教师继续说：When we make a salad, we need some tools and we can add anything we like. Can you n

18、ame the things jn the pictures?教师 板书grape和strawberry,让学生根 据图片复习有关水果的单词。2 老师说：Amy and Suzy are making a fruit salad. Theyre talking about what they need. Listen to their conversation and tick the things they need.3请一位学生回答，集体核对答案： Any volunteers? Have a try. The rest of you can check the answers toget

19、her.如果学生不能获取正确信教师与学生 交流，导入本 课主题让学生将课 本翻到第4 9 页，看A1部 分的图片播放录音，基 础较弱的班 级可以播放 两遍。学生联系实际作 答。学生根据图片复 习有关水果的单 词。学生和同伴交 流O息，可以再播放一遍录音，并相关 信息处停顿，进行解释。Step I呈现教师继续说：What food do your parents usually make? Do you know how to make it?鼓励 Step II 活动1 教师说：Lots of people make their food at home. Now Sandy and her

20、mum aretalking about what to eat for lunch. Listen to them and answer the following questionso 播放录音，让 学生根据录音回答以下问题：Then she puts some tomato sauce on it. Next, she puts some ham and vegetables on it. At last, she puts another piece of bread on the top of it.局部学生回答第三个问题会有困 难，可以再次播放.录音，确保学 生理解每一个步骤。4学

21、生分成两人小组操练相关话题 的对话： Work in pairs. Its your turn to make similar dialogues. Talk about what you can make for lunch. You can use Sandy and her mothers conversation as a model-提醒学生可 以使用前面讨论过的食物。挑选几组学生在全班面前表演改编 过的对话：Ill ask some of you to come to the front to act out your dialogues.对于内容有趣、语言流 畅、语音语调准确的对

22、话，教师应 及时表扬和鼓励。Sample conversation51: Its time for lunch. Can we stop doing our homework and make some food? Im hungry.52: Sure. Let*s make some hot dogs. SI: Are they quick and easy to make?53: Yes. Look at me. First, pick a piece of bread. Then put a sausage and some vegetables on it.SI: Next, we c

23、an put some tomato sauce on it.教师说:Well donel Many of you are goodatmaking food. Who often cooks in your family?鼓励 学生联系实 际回答。(1) What are they going to make for lunch? (Some sandwiches.)(2) Are they quick and easy to make? (Yes, they are.)(3) How does Sandysmummake a sandwich? (First, she picks a pi

24、ece of bread.学生翻开课本， 翻到第50页B部 分，跟随录音朗 读，要求学生注 意模仿正确的语 音语调。板书设计板书设计Suzy: Shall we make a fruit salad, Amy?Amy: Good idea. What kinds of fruit should we use?Suzy: Usually we use fruit like apples, strawberries and grapes.Amy: Shall we add some bananas?Suzy: Sure. You can add your favorite fruit.Amy: A

25、re watermelons OK?Suzy: Watermelons have too much water. Wed better not use them to make a salad.Amy: What else do we need?Suzy: A bowl, a spoon and some salad cream Sample speechI can make fried eggs. First, crack an egg into a frying pan. Then cook for about three minutes. When the egg is done, ta

26、ke it out of the pan and PFit it on a plate. Finally, add some salt or pepper before serving. Its easy to cook. I always have it with bread for breakfast. I think its healthy.教学随笔课堂教学设计课题Unit 4 Do it yourself Study skills period 7集体备课和 个人修改意见教时1课型新授主备人 孙璇备课时间2021/10/27教 学维 目 标基础 知识了解了解形容词反义词的变化掌握教学目

27、标1学习用否认前缀un. in.和im.构成反义形容词 的方法。2学会使用含否认前缀un、in一和im.的形容词 表达否认含义。能力 训练 过程 方法听说正确读出带有否认前缀un. in.和im的形容词读读懂含有否认前缀un. in.和im的形容词的句子写运用un.in.和im构成形容词的反义词情感 态度 价值观通过练习，对形容词的反义词的前缀有自然的认知教学 四点 纲要教学 重点形容词前缀的构成教学 难点形容词前缀（加im）的构成课标点形容词前缀的构成中考点词汇题中形容词以及反义词的选择 如何加前缀构成形容词的反义词教学 五点 设想1复习对话设计说明：通过师生间的问候，拉近彼此的距离，使学

28、生快速融入英语课堂。要求学生谈论朋友的爱好及未来计划，从而 激发学生的背景知识，并为之后的知识输入做好铺垫。2教师板书这些描述人物外貌的形容词可以加强同学们对这些词的 深刻了解。3通过教材中的图片复习目标语言。另外，通过让学生自由讨论， 这样使英语对话更加完整，更加贴近实际，也为下一步骤的角色扮 演活动降低了难点，做了充分的铺垫，使学生感到有话可说。4通过画词汇树，可以有效的提高学生对英语词汇记忆的兴趣。另 外，这也是老师对学生本节课所学知识的一种检测。5展示优秀作品这个环节，可以激励同学们的兴趣，使语言学习过 程成为学生积极的情感体验，主动思维和大胆实践，形成自主学教学过程及内容教师活动学生

29、活动集体备课和个人修改意见possibleStep I呈现1 教师说：We know salad is good for us. You can add anything you like to a salad.Is it healthy to add much sugar? No, its not healthy. Its unhealthy.板书 healthy 和 unhealthy oBy adding a group of letters to the front of an adjective, we can change its meaning. One of r:he most

30、 common prefixes for adjectives is un-. It means not”. We add it to some adjectivs to give them theopposite meaning. 接着 介绍其他否认前缀in 一和im-: We教师提问教师利用多 媒体出示图 片带着学生朗 读，向学生讲 解否认前缀 un.的作用如：一个学can also use some other prefixes, such as in- and im to form new words with opposite meaning.指导学生用生说correct,另 一学生

31、快4教师引导学生归纳：在本课学习的“头脑风暴速说出反否认前缀中，in.从来都不会用在以法”巩固单义词字母1、r开头的单词之前；im.一般词。具体方法incorrect用在以字母b、m或p开头的单调前， 如:imperfect impossible o 在基础较 强的班级，教师可补充否认前缀ir 一， 并归纳其一般用在以字母r开头的单 词前，如：irregular在基础较弱的班 级，教师只需介绍否认前缀un.、in.、 im.的用法即可。Step II活动1要求学生以自然组为单位，每组推 选一名代表站到讲台前。教师给每位 代表发一套写有不同否认前缀的小 卡片，然后从余下的学生中挑选一位 发令员，

32、其余学生做裁判。比赛开始， 发令员大声读出形容词，要求学生快 速反响并举起写有正确否认前缀的 卡片。举错卡片或反响明显慢于其他 人的选手即遭淘汰，直至淘汰到 最后一人即为优胜者，其所在小组为 优胜小组。2可以按此方法做几轮游戏，各组累 计总分。Step 111 操练是：把学生分 成两人一小 组，其中一人 读出课本上 任意形容词， 要求另一人 快速说出其 反义词并拼 写，稍后交换 角色操练。学生根据 提示用带 否认前缀 的形容词 造句。1学生翻开课本，翻到第5 1页，先 读短对话，然后完成相关练习。2分别让四组学生朗读改正后的短对 话，其他学生核对答案：Read the short conver

33、sations to the class. Other students, please check your answers.3用课件显示一些句子，要求学生根 据提示用带否认前缀的形容词造句。(1) This chair is too small. (It is very(2) The boy is not very strong.(He is always inactive in sports.)(3) You cannot fly to the island directly.(There are some indirect flights.)(4) I do not like him.

34、(5) The snow is so heavy. It is unusual to see such heavy snow here.) (6) Water is very important to us. (It is possible for us to live without water.)(7) My grandfather knows nothing about computers.Step IV家庭作业1记忆本课时所学的词汇、词组和否 定前缀。2查词典，了解其他学过的形容词应 该加什么否认前缀。板书设计教学让学生集体 朗读所有对 话：Read the correct conve

35、rsations together.He is unable to send emails.) 教师要允许 并鼓励学生 用不同思路 造句，对有创 意的句子要 给予表扬反教学过程及内容教师活动学生活动集体备课和个人修改意见Step II听力1教师呈现Eddie和Hobo的图片，遮 盖文字局部，并说：Look at these pictures,Hobo has some work to do today. Do you think Eddie will help him? 学生 根据他们对Eddie的了解，猜想结果： No, Eddie wont help him.2 老师说：Now lets

36、listen to the dialogue between Eddie and Hobo. Please answersome questions after listening.才番放 Comic strip局部的录音学生听完后检 查测结果并回答以下问题：whats Hobo going to do? (Hes going to build his new house.)(2) What should Hobo do first? (He should read the instructions first.)(3) What: does Hobo probably need? (He p

37、robably needs some tools.) Step III 活动老师说：Now open your books. Lets repeat Eddie and Hobos dialogue after the tape. Pay attention to your pronunciation and intonation o2朗读结束后，教师说：Well donel Now lets work in pairs and act out thedialogue. You can add your own ideas.声情并茂，然后再交换角色。 3教师巡视，请几组学生上台表演： OK.

38、Some of you will come to the front and act out your dialogue.对想象合 理、语言丰富、表达大胆的学生要给 予赞许：Good job!/Well done!Welcome to the unitStep I呈现1 教师说：Hobo has to build his new house on his own. He needs some tools. What tools do you think he needs?鼓励 学生结合实际，大胆猜想复展开合理教师提问教师利用多 媒体出示学生根据他 们对Eddie 的了解，猜想 结果（1）布置自

39、 学任务（2） 指导自学的 方法（3）明 确自学的要 求（4） 了解 他们自学中 的困难，教师巡视检 查引导学生去 思考、动脑让学生翻到 课本第42 页，并跟着录 音朗读，注意 模仿语音语 调。自主学习 充分准备 阅读、思 考，对前面 的知识进 行迁移仔细听老 师的导入， 并且能发 现问题学生组成 两人小组 进行角色 表演，要求课堂教学设计课题Unit 4 Do it yourselfTask period 8集体备课和 个人修改意见教时1课型新授 主备人备课时间教 学维 目 标基础知识了解了解故事的要素:who, when, how etc掌握掌握制作卡片的过程以及方式能力 训练 过程 方法

40、听说运用基本句型表达制作卡片的基本过程读读懂课文，找出自己不懂得地方向老师质疑写.写出重点句型以及制作卡片的过程情感 态度 价值观学完课文以后，与同学合作制作卡片 享受与别人合作完成任务教学 四点 纲要教学重点掌握制作卡片的过程教学 难点运用重点句型，表达卡片制作的过程课标点以时间或者逻辑为序，写出卡片制作的过程中考点根据课文提供的信息，续写短文 运用句型表达建议教学 五点 设想1复习对话设计说明：通过师生间的问候，拉近彼此的距离，使学 生快速融入英语课堂。要求学生谈论朋友的爱好及未来计划，从而 激发学生的背景知识，并为之后的知识输入做好铺垫。2教师板书这些描述人物外貌的形容词可以加强同学们对

41、这些词的 深刻了解。3通过教材中的图片复习目标语言。另外，通过让学生自由讨论， 这样使英语对话更加完整，更加贴近实际，也为下一步骤的角色扮 演活动降低了难点，做了充分的铺垫，使学生感到有话可说。4通过画词汇树，可以有效的提高学生对英语词汇记忆的兴趣。另 外，这也是老师对学生本节课所学知识的一种检测。5展示优秀作品这个环节，可以激励同学们的兴趣，使语言学习过 程成为学生积极的情感体验，主动思维和大胆实践，形成自主学教学过程及内容教师活动学生活动集体备课和个人修改意 见Step I导入Weve learnt a lot about Suzys cousin. He loves DIY very m

42、uch. What happens every time he does DIY?驯导 学生 回答：Something terrible happens. 2教师用课件呈现更多问题，通过复 习Reading内容，引入本课主题：(1) What happened to the cat when Suzys cousin finished painting the whole living room blue?(It was also painted blue.)(2) Could Suzy put the books on the shelf made by her cousin? (No. T

43、he books couldn*t stay there because one end was much higher than the other.)(3) Why did Suzys cousin feel unhappy when Suzy advised him to take a course in DIY? (Because he thought he knew everything about DIY.)(4) Is Suzy also weak at DIY?(No. She knows much more about DIY than her cousin.)Step n阅

44、读1教师播放录音，让学生回答以下问题： Suzy made a birthday card at the weekend. Listen to her diary entry carefully and find the answers to these questionso教师用课件呈现以下问题， 听完后让学生两人一组问答：(1) Why didnt Suzy make the card at home?(Because she wanted to keep it secret.) (2) Did Sandy help? (Yes. Sandy helped her with the dra

45、wing.)(3) How long did Suzy and Sandy spend making it?(They spent two hours making it.)(4) What mistakes did Suzy keep making when working on it?教师提问教师利用多媒 体出示引导学生探 索、交流3教师说：We know Suzy is good at DIY. Her mothers birthday is coming. Do you know whatshedecided to givehermother? Did she do some DIY?

46、 鼓励 学生联系实 际，大胆猜想 各种可能性：学生结合所学 知识进行回答学生各抒己见听完后让学 生两人一且 问答小组探究(She kept spelling the words wrong because she was too excited.)(5) What colour did she use for the roses?(She coloured them red, blue and pink.)(6) Did they make a mess in the house? (Yes. There was paint on everything.) 2让学生翻到课本第52页，教师播放 A局部录音，学生跟读：Open your books and turn to page 52, please. Lets repeat after the tape sentence by sentence.4最后教师用课件呈现自己的观点， 让学生明确在写日记时每段应包含 哪些内容。Paragraph l:The reason why Suzy made a birthday card.Paragraph 2:How she made the card. Paragraph 3: What happened in the