人教版八年級下冊英語全冊教案完整版教學設計含教學反思Unit1What’sthematter?SectionA(1a2d)知識目標單詞matter,stomachache,foot,neck,stomach,rest,cough,toothache,headache,hurt,break，haveastomachache/cold/fever/cough...,takeone’stemperature,liedown,takebreaks句型①What’sthematter?Ihaveastomachache./toothache./backache/headache.Ihaveasoreback./Ihaveasorethroat./Ihaveasoreleg.②WhatshouldI/she/hedo?③Shetalkedtoomuchyesterdayanddidn’tdrinkenoughwater.技能目標能夠運用所學的句型談論身體狀況并給出合理的建議。情感目標通過談論身體狀況,使學生更加關心自己和他人的健康。1.Learnthebodyparts;2.Learnhowtotalkabouthealth:usethreewaystodescribehealthproblems.3.Learnhowtogiveadviceaboutdifferenthealthproblems.Learnthebodypartsandtalkaboutvarioushealthproblems.教學環節教師活動學生活動備課札記Step1Warmupandworkon1a1.Playasongforallthestudents(Ss)tosingalongwith-Ifyouarehappy.2.Presentthewordsaboutbodyparts.1.Sstouchthepartsthatarementionedinthesongwhilesinging.(claptheirhands,stomptheirfeet,winktheireyes)2.Ssthensingthesong,addupotherparts—Ifyouarehappyandyouknowitshakeyourhead,openyourmouth,liftupyourleg,liftupyourarm...以學生熟悉的拍手歌開始本節課的教學,讓學生在唱歌的同時完成對身體部位單詞的認知,并通過對歌曲的改編聯系更多的有關身體部位的單詞。Step2Listening(1b)1.LetSslookatthepicture,thenaskandanswer.-What’sthematter?-Ihavea...2.LetSsLookatthepicture.Listenandnumberthenames.Sslistentotheconversationsin1bandnumberthenamesinthepicture.在語境中呈現和導入目標語言。Step3Practice(1c)FirstletSsreadtheconversationin1c.Thenaskthemtomakesimilarconversationsaboutotherillnesses.Ssfirstreadtheconversationinpairs,thenmakesimilarconversationsaboutotherillnesses.通過兩人小組對話,讓學生從聽對話到模仿對話,練習該句型的運用。教學環節教師活動學生活動備課札記Step4Listening1.LetSslookthroughthepicturesin2afirst.1.Sslookthroughthepicturesin2aandknowwhatthe通過聽力練習和背誦短語,在語境中體會如何談論疾(2a&2b)2.Playthetapeof2a.3.LetSslearnthephrasesin2b.4.Playthetapeof2b.picturesmeanbeforelisteningtothetape.2.Listenandnumberthepicturesin2a.3.Sslearnthephrasesingroup.4.Listentothetapein2bandmatch.病并給出合理的建議。Step5OralPractice(2c)1.LetSsreadthedialoguein2cinpairs:-What’sthematter?-Myheadfeelsveryhot.-Maybeyouhaveafever...2.LetSsmakesimilarconversationsusingtheinformationin2aand2b.1.Ssreadthedialoguein2cinpairs.2.Ssmakesimilarconversationsusingtheinformationin2aand2binpairs.通過口語結對活動,置學生于語言環境交際之中,調動學生的參與熱情,將課堂教學成為一個師生共同學習創造的過程。Step6Role-play(2d)1.LetSslearnaboutthebackgroundoftheconversation.2.LetSsreadtheconversationtogether.3.Explainthedifficulties.4.LetSsreadinpairs.5.Letseveralpairsofstudentsroleplaytheconversationinfrontoftheclass.1.Sslearnaboutthebackgroundoftheconversationbygoingthroughitquickly.2.Ssreadtheconversationtogether,theninpairs.3.Roleplayit.在聽力練習和小對話口語練習的基礎上,進行角色對話表演,開展有實際意義的交際運用活動。Step7Summarize1.Guidethestudentstosummarizehowtotalkabouthealth.2.Guidethestudentstosummarizehowtogiveadviceaboutdifferenthealthproblems.Sssummarizehowtotalkabouthealthandhowtogiveadviceaboutdifferenthealthproblems.培養學生探究、歸納總結能力。Step8Consolidation教師設置鞏固檢測練習:Ⅰ.根據語境及所給首字母提示,補全所缺單詞。1.Adoghasfourfeetandamanhastwo.2.—Katehadatoothacheallday.—Oh?Whydidn’tsheseeadentist?3.“Laura,you’retootired.Gohomeandhavearest.”Tomsaid.4.IhaveastomachachebecauseIatetoomuch.5.MrsJonesalwayswearsascarf(圍巾)aroundherneck.Ⅱ.根據句意及所給漢語提示,寫出句中所缺短語,每空詞數不限。1.Mary’ssisterhasacold(感冒)inNovembereveryyear.2.LastnightJill’sbrotherhadafever(發燒).3.AfterMrMillergothome,helaydown(躺下)onhisbed.4.MrGreenwastoobusy.Hehadlittletimetotakebreaks/takeabreak(休息).5.Mom,justnowItookmytemperature(量體溫).Itwas36.5℃.獨立完成檢測練習,進行自我評價。通過檢測練習,便于學生了解自己對本節課的詞匯、句型、語法等的掌握情況。1.Recitenewwordsandphrases.2.Writeadialogueabouttalkingabouthealthandgivingadvice.本節課的教學活動設計,能夠創設豐富的語境,設置循序漸進的學習任務,充分發揮學生的主體作用,引導學生合作學習、自主探究,重視“預習——展示——練習——反饋”的學習過程。Unit1What’sthematter?SectionA(3a-4c)知識目標單詞passenger,trouble,hit,herselfthanksto,intime,hurtoneself,putsomemedicineon...,getoff,toone’ssurprise,rightaway,getinto句型①AreyouOK?Doyouhaveafever?Yes,Ido./No,Idon’t.②Whatshouldshedo?Sheshouldtakehertemperature.③ShouldIputsomemedicineonit?Yes,youshould./No,youshouldn’t.技能目標1.學生能夠讀懂關于事故的文章。2.學生能夠聯系閱讀技巧,并用所學的知識進行寫作。情感目標教育學生關心并幫助處于困難中的人。1.Beabletounderstandthepassageabouttheaccident.2.Learntotalkabouthealthproblemsandaccidentsandgiveadvice1.Learntotalkabouthealthproblemsandaccidentsandgiveappropriateadvice.2.Learnhowtogetinformationfromthepassageandtrainstudents’readingandwritingskills.教學環節教師活動學生活動備課札記Step1Warmup1.ShowapictureandaskSswhatthematteriswiththemanandwhatheshoulddo.2.LetSslookattheheadlineandthepictureandguessthequestions.①Whathappenedtotheoldman?②Whetherthedriverwillsavetheoldman?Sslookatthepicture.Discusswhathappenedandthenwhatheshoulddo.Sslookattheheadlineandthepictureandguessthequestions.通過圖片,學生回顧上節課的重點短語和重點句型;通過圖片和題目引導學生設想本文的大意,為本文做好鋪墊和過渡。Step2Reading(3a&3b)1.LetSsreadthepassageandanswerthefollowingquestions.①Doyouthinkitcomesfromanewspaperorabook?Howdoyouknow?②Didthebusdriverhelpthemanandthewoman?2.LetSsreadthepassageagainandcheckthethingsthathappenedinthestory.____WangPingwasthedriverofbusNo.26at9:00a.m.yesterday.____BusNo.26hitanoldmanonZhonghuaRoad.____Theoldmanhadaheartproblemandneededtogotothehospitalrightaway.____Thepassengersonthebusdidnotwanttogotothehospital,soonlyWangPingwentwiththewomanandoldman.____Somepassengershelpedtogettheoldmanontothebus.____Theoldmangottothehospitalintime.1.Ssreadthepassageandanswerthequestions.2.Ssreadthepassageandcheckthethingsthathappenedinthestory.通過完成任務,練習學生的閱讀技巧。教學環節教師活動學生活動備課札記Step3Reading(3c)LetSsdiscussthequestionswithapartner.①WhywasWangPingsurprisedthatthepassengersagreedtogotothehospitalwithhim?②DidthepassengersthinkWangPingdidtherightthing?Howdoyouknow?③Doyouagreethatpeopleoftendonothelpothersbecausetheydonotwanttogetintotrouble?Whyorwhynot?Ssdiscussthequestionswithapartnerandgivetheirownopinionsinfrontoftheirclassmates.通過討論,使學生進一步理解文章,并對其進行思想教育,同時可鍛煉學生的口語表達能力。Step4GrammarFocus1.LetSsreadthesentencesinGrammarFocus.2.LetSsrecitethesentences.SsreadandrecitethesentencesinGrammarFocus.通過背誦重點句型,學生進一步理解本單元重點。Step5Exercise(4a,4b&4c)4a.Fillintheblanksandpracticetheconversations.1.A:IhurtwhenIplayedbasketballyesterday.WhatIdo?B:YouseeadoctorandgetanX-ray.2.A:thematter?B:MysisterandIsorethroats.wegotoschool?A:No,you.3.A:Mikeafever?B:No,he.Heastomachache.A:Hedrinksomehottea.Keys:1.myself;should;should2.What’s;have;Should;shouldn’t3.Does;have;doesn’t;has;should4b.Circlethebestadviceforthesehealthproblems.Thenaddyourownadvice.1.Jennycutherself.Sheshould(getanX-ray/putsomemedicineonthecut).Myadvice:.2.Katehasatoothache.Sheshould(seeadentist/getsomesleep).Ssdotheexercisesandthenchecktheanswers.通過做練習,鞏固重點句型。教學環節教師活動學生活動備課札記Myadvice:.3.MaryandSuehavecolds.Theyshouldn’t(sleep/exercise).Myadvice:.4.Bobhasasoreback.Heshould(liedownandrest/takehistemperature).Myadvice:.Keys:1.putsomemedicineonthecut2.seeadentist3.exercise4.liedownandrest4c.Onestudentmimesaproblem.Theotherstudentsinyourgroupguesstheproblemandgiveadvice.A:What’sthematter?Didyouhurtyourselfplayingsoccer?B:No,Ididn’t.C:Didyoufalldown?B:Yes,Idid.D:Youshouldgohomeandgetsomerest.Step6Consolidation教師設置鞏固檢測練習:Ⅰ.完成下列短語:1.下車getoff2.令他驚訝的是tohissurprise3.多虧thanksto4.及時intime5.考慮他自己thinkabouthimself6.立即rightaway7.陷入麻煩getintotroubleⅡ.完成句子:1.她不應該說太多話。Sheshouldn’ttalktoomuch.2.你弟弟應該早點睡覺。Yourbrothershouldsleepearlier.3.——他應該量體溫嗎?——是的。-Shouldhetakehistemperature?-Yes,heshould.4.他弄傷自己了。Hehurthimself.獨立完成檢測練習,進行自我評價。通過檢測練習,便于學生了解自己對本節課的詞匯、句型、語法等的掌握情況。Retellingthestory.本節課的教學活動設計,設置循序漸進的學習任務,充分發揮學生的主體作用,引導學生合作學習、帶著任務去閱讀,重視培養閱讀技能。Unit1What’sthematter?SectionB(1a-1d)知識目標單詞press,sick,knee,nosebleedhurtone’sknee,feelsick,haveanosebleed,putabandageonit,gotothehospital,gethitonthehead,hurtoneself句型①HehurthimselfinP.E.class.②Youshouldrunitunderwater.技能目標能說出各種不同的事故以及處理方式,并能使用目標語言給他人提出處理事故的建議。情感目標引導學生正確面對生活中遇到的困難,愛惜身體,堅持鍛煉。1.Learnthebodyparts;2.Learnhowtotalkabouthealth:usethreewaystodescribehealthproblems.3.Learnhowtogiveadviceaboutdifferenthealthproblems.Learnthebodypartsandtalkaboutvarioushealthproblems.教學環節教師活動學生活動備課札記Step1Warmupandworkon1a1.LetSslookatthepictures.2.LetSstalkaboutinpairswhattheyshoulddoandputtheactionsinorder.3.LetSsworkinpairs:makeaconversation,giveyouradviceinorder,usethewholesentences:A:IcutmyfingerwhenIwascooking.WhatshouldIdo?B:I’msorrytohearthat.Ithinkfirst,youshould...,next,youshould...,last,...1.Sslookatthepictures,talkaboutinpairswhattheyshoulddoandputtheactionsinorder.2.Ssmakeaconversation.通過本環節的學習讓學生知道出現這些意外后的應急措施,同時,對話練習又提高了學生的口語表達能力。Step2Listening(1b&1c)1.LetSslookat1bandtalkabouttheproblemsandthetreatments.2.Playthetape.3.Askoneortwostudentstochecktheanswers.4.PlayagainandletSswritetheletterofeachtreatmentnexttotheproblems.1.Sslistentotheconversationsin1bandchecktheproblems.2.Sslistenagainandwritetheletterofeachtreatmentnexttotheproblems.通過聽力練習和背誦短語,在語境中體會不同的外傷要如何處理。Step3OralPractice(1c)1.LetSsroleplayaconversationbetweenthenurseandtheteacherlikethis:A:Whocametoyourofficetoday?B:First,aboycamein.HehurthimselfinP.E.class.A:Whathappened?...2.Askthestudentstousetheinformationin1band1ctomakesimilarconversationsandpracticeinpairs.1.Ssroleplaytheconversation.2.Ssmakesimilarconversationsusingtheinformationin1band1cinpairs.通過口語結對活動,置學生于語言環境交際之中,調動學生的參與熱情,將課堂教學成為一個師生共同學習創造的過程。教學環節教師活動學生活動備課札記Step4Summarize1.LetSstalkaboutdifferentaccidentsandhealthproblemsindailylife.2.LetSsgivesomerightadviceaccordingtodifferentaccidents.Sssummarizehowtogiverightadviceaccordingtodifferentproblems.培養學生探究、歸納總結能力。Step5Consolidation教師設置鞏固檢測練習:完成句子。1.醫生叫他休息幾天。Thedoctoraskedhimtorestforafewdays.2.我們必須馬上送他去醫院拍X光。WemusttakehimtothehositaltogetanX-ray.3.首先,你應該在你的傷口上上點藥,然后包扎繃帶。First,youshouldputsomemedicineonit,thenputabandageonit.4.那人發生什么事了?他撞到頭了。-Whathappenedtothatman?-Hegothitonthehead.5.托尼流鼻血了,他應該做什么?Tonyhasanosebleed.Whatshouldhedo?獨自完成檢測練習,進行自我評價。通過檢測練習,便于學生了解自己對本節課的詞匯、句型、語法等的掌握情況。Writemoreconversationsbetweenthedoctorandthepatients.由生活中經常出現的意外為話題引出本節課所要學的內容,貼近生活,引起學生的學習興趣。讓學生在自我表述中,掌握重點短語和句子。聽力練習與實際的讀中還是有差距的,應多培養學生英式讀法。Unit1What’sthematter?SectionB(2a-SelfCheck)知識目標單詞ourselves,climber,risk,accident,situation,kilo,rock,knife,blood,mean,importance,decision,control,spirit,deathbeusedto,takerisks,runout(of),cutoff,getoutof,beincontrolof句型①AronRalstonisanAmericanmanwhoisinterestedinmountainclimbing.②Asamountainclimber,Aronisusedtotakingrisks.③Then,withhisleftarm,hebandagedhimselfsothathewouldnotlosetoomuchblood.④Inthisbook,Arontellsoftheimportanceofmakinggooddecisions,andofbeingincontrolofone’slife.⑤Hisloveformountainclimbingissogreatthathekeptonclimbingmountainsevenafterthisexperience.⑥DowehavethesamespiritasAron?技能目標1.能運用所學知識說出自己的經歷以及如何處理事故。2.學會在患難中勇于取舍。情感目標引導學生勇敢面對生活中的挑戰。1.Learnthebodyparts;2.Learnhowtotalkabouthealth:usethreewaystodescribehealthproblems.3.Learnhowtogiveadviceaboutdifferenthealthproblems.Learnthebodypartsandtalkaboutvarioushealthproblems.教學環節教師活動學生活動備課札記Step1Pre-reading1.Showapicture(Amanisclimbinguptherock)andthetitle(Helosthisarmbutisstillclimbing.).2.Leadstudentstoguesswhatthepassageisabout.Usethepredictingskill.Sslookatthepictureandthetitleandguesswhatthepassageisabout.Usethepredictingskill.通過標題和圖片來猜測,這篇故事是關于什么。獲得第一個閱讀技巧predicting(預測)。Step2While-reading(2b-2e)1.LetSsdothematchingThematchingisaboutthemainideaofeachparagraph.Askstudentstofinishthematchingandfindthekeysentencesusingtheskimmingskill.1.SsdothematchingFinishthematchingandfindthekeysentencesusingtheskimmingskill.2.Competitionbetweenboysandgirls.Ssquicklylookthroughthewholepassageandfindthedetails,andthenanswerthequestions.Usethescanningskill.3.Ssworkingroupandfinish2cand2e.Usethescanningskill.4.Studentsfinishthemindmapwiththeteacher.1.設計段落大意搭配,引導學生略讀文章,找到關鍵句,獲得第二個閱讀技巧skimming。2.設計男女生的競賽及小組活動,增強學生團隊意識。學生合作找到了所有的細節,完成練習。這種快速瀏覽全文,去找尋一些獨特細節的過程,就是第三種閱讀技巧Scanning。3.跟隨老師一起,利用Mindmap復述本則故事。在獲取細節的過程中,按照某種順序,把細節排列成圖表的形式,更能幫助大家理解文章的內容,從而自己教學環節教師活動學生活動備課札記2.LetSshaveacompetitionbetweenboysandgirls.Askstudentstolookthroughthewholepassagequicklyandfindthedetails,andthenanswerthequestions.Usethescanningskill.Questions:(1)Wholosthisarm?AronisfromAmerica,andheisamountainclimber.Heisusedtotakingrisks.(2)AronhadaseriousaccidentonApril26,2003.(TrueorFalse)(3)Wheredidtheaccidenthappen?(4)Howdidhelosehisarm?(5)WhatdidArondoaftertheaccident?(6)What’sthenameofthebook?(7)WhatdoesAronwanttotellusinhisbook?(8)WhyisAronstillclimbing?3.GroupworkAskstudentstoworkingroupandfinish2cand2e.Usethescanningskill.4.Leadstudentstofinishthemindmap.敘述文章。這是所學習的第四種閱讀技巧Mindmap,即思維導圖。Step3Post-reading1.LetSswatchthevideoandthinkoverthespiritofAron.2.LeadSstolearnfromAron.1.StudentswatchthevideoandthinkoverthespiritofAron.2.LearnfromAron.觀看視頻,引導學生思考Aron的精神:能夠把握自己的生死,能夠做出適當的決定,能夠冒險和永不放棄的勇氣與精神。Step4Writing(3a&3b)1.LetSsimaginetheyaretheschoolnurseandastudentjusthadanaccidentorahealthproblem.Makenotesaboutwhathe/sheshouldandshouldn’tdo.2.LetSswriteaconversationbetweenthenurseandthestudentusingthenotesin3awiththequestionsandphrasesbelow.—What’sthematter?/Whathappened?/AreyouOK?—No,Idon’tfeelwell./Ifeel.../Ihavea.../ShouldI...?—Youshould.../Youshouldn’t...—felldown/gothitby.../cutmyself/hurtmy...SsreadandrecitethesentencesinGrammarFocus.通過寫作訓練,進一步鞏固所學重點。Step5SelfCheck1.TeachSstoreadthewordsintheboxandmakesurethey’veknownthesewordswellandgiveSstwominutestofillintheblanks.2.GetSstoreadthesesentencesandhelpthemknowthemeaningsofallthesesentencesandthenGuideSstonumberthesesentencesinordertomakeaconversation.3.MakeSsunderstandtheywillgiveadvice1.Ssworkingroupstosharetheiranswers.2.Ssworkingroupstochecktheanswers.3.Ssdiscusshowtogiveadvice.通過做練習,鞏固本單元重點內容。教學環節教師活動學生活動備課札記tothesepeopleindifferentsituationsandguideSstoworkingroupsanddiscusshowtogiveadvice,makingfulluseofwhatSshavelearnedinthisunit.Step6Consolidation教師設置鞏固檢測練習:Ⅰ.根據漢語意思完成單詞。1.Wewereworriedaboutthosetwoclimbers(登山者).Theylosttheirway.2.Itwasaharddecision(決定)butIfeltImadetherightone.3.Inthemountains,youmustbecarefuloffallingrocks(巖石).4.MrsBlacktellshersontheredlightmeans(意思是)“stop”.5.Wemustlearnmoreaboutthesituation(情況)beforeweact.Ⅱ.根據漢語意思完成英語句子,每空一詞。1.杰夫習慣了北京的天氣。JeffisusedtotheweatherinBeijing.2.你不能拿別人的生命去冒險。Youcan’ttakeriskswithotherpeople’slives.3.艾倫,你可以切下一塊肉嘗嘗。Alan,youcancutoffapieceofmeatandtasteit.4.瑪麗把她所有的錢都花光了。Maryranoutofallhermoney.5.我叔叔掌管這個劇院。Myuncleisincontrolofthistheater.限時完成訓練,小組核對答案。通過練習,進一步運用本課時所學的重點單詞,短語,句型。請以“HowtoMakeFirstAidinDailyLife”為題,展開敘述。詞數:100詞左右。要點可以包括:1)日常生活中遇到的危險;2)有效的急救辦法HowtoMakeFirstAidinDailyLife_____________________________________________________________________________________________________________________________________________________________________范文:Thesedaystherearetoomanyaccidentshappeninginlifebecauseofthebadenvironmentandthecarelesspeople.Sowhatcanyoudowhenyougetintoadangeroussituation?Herearesomewaysofthefirstaid.First,afteryoucutyourself,youshouldrunthecutunderthewaterandputsomemedicineonit.Second,ifyouhaveanosebleed,youshouldputtheheaddown.Thenyouneedtopressthesidesofthenose.Bytheway,don’tforgettocleanyourface.Third,youmustcallat119whenyouseesomeonefallintheriverbyaccident.Afterthat,you’dbettershoutforhelpinsteadofjumpingintotherivertosavehimorherbyyourselfifyouarenotgoodatswimming.Inmyopinion,thesewaysmaysaveyourlifebuttheycan’tkeepyouawayfromthedanger.Sothebestwayofthefirstaidistobecarefulenoughnomatterwhenitisandwhereyouare.本課時從一開始即給了學生明確的教學任務,達到開門見山的效果,讓學生學習的目標性更強,小組練習的方式也能加強學生對知識點的鞏固。Unit2I’llhelptocleanupthecityparks.SectionA(1a2d)知識目標單詞cleanup,cheer,cheerup,volunteer,notice,usedto,lonely,giveout,putoff,handout,usedto,carefor句型(1)Thegirlcouldvisitthesickkidsinthehospitaltocheerthemup.(2)Theboycouldgiveoutfoodatthefoodbank.(3)WeneedtocomeupwithaplanfortheCityParkClean-UpDay.(4)Theytoldmestoriesaboutthepastandhowthingsusedtobe.(1)不定式作賓語,狀語,賓語補足語。(2)情態動詞could的用法;用could提出建議并對別人的建議作出評價。技能目標能夠表達主動提供幫助。情感目標助人就是助己,助人收獲快樂的情感目標,使學生在談論如何為別人提供幫助的對話中能意識到盡己所能,幫助他人,樂于奉獻是一種良好的品德。培養學生為他人著想,熱愛公益事業,樂于助人的優良品質。學會提供幫助的基本句型:I’dliketoworkoutside.I’llhelptocleanupthecityparks.Youcouldgiveoutfoodatafoodbank.Usethetargetlanguageabovetotalkabouthowtoofferhelp.教學環節教師活動學生活動備課札記Step1Warmupandworkon1a1.Fillintheblanksaccordingtothepicture.2.PlayavideoaboutvolunteersandaskSssomequestionstoleadthemtolearnsomethingaboutvolunteersinsociety.3.LetSslookatthewaysyoucouldhelpothers.Thenlistotherways.1.Ssfillintheblanks.2.Sswatchthevideo.3.Ssdiscusswiththeirpartnersandwritethewaysonecouldhelpothers.帶著問題看視頻,讓學生盡快進入英語課堂。教學環節教師活動學生活動備課札記Step2Listening(1b)1.PlaythetapeandasktheSstolistenandnumberthewaystheboyandthegirlcouldhelpothers.2.AskSstolistenandimitate.1.Sslistenandnumberthewaystheboyandthegirlcouldhelpothers.2.Sslistenandimitate.通過一聽和二聽設計的任務讓學生對表達意愿和提出建議的句型有初步的感知。并且聽力策略的指導有利于同學們今后聽力能力的提高。Step3Practice(1c)FirstletSsreadtheconversationin1a.Thenaskthemtomakesimilarconversationsusingtheinformationin1b.Ssfirstreadtheconversationinpairs,thenmakesimilarconversationsusingtheinformationin1b.通過兩人小組對話,讓學生從聽對話到模仿對話,練習本課時重點句型。Step4Listening(2a&2b)1.LetSslookatthepicturesin2aanddiscussthethingstheyaregoingtodo.2.PlaythetapefortheSstolistenandcheckthepictures.3.Playtherecordingagaintochecktheanswers.4.LetSsreadthesentencesbelow.ExplainsomemainsentencesfortheSs.Makesuretheyknowwhattodo.5.PlaytherecordingfortheSstowritethecorrectwordsintheblanksin2b.6.Playtherecordingagaintochecktheanswers.1.Sslookatthepicturesin2aanddiscussthethingstheyaregoingtodo.2.Sslistenandcheckthepictures,andthenchecktheanswers.3.Ssreadthesentencesbelow.Makesuretheyknowwhattodo.4.Sswritethecorrectwordsintheblanksandchecktheanswers.通過聽力練習和完成聽力任務,讓學生對表達意愿和提出建議的句型有初步的掌握。Step5OralPractice(2c)1.LetSsreadthedialoguein2cinpairs.2.LetSsmakeotherconversationsusingtheinformationin2aand2b.1.Ssreadthedialoguein2cinpairs.2.Ssmakeotherconversationsusingtheinformationin2aand2b.通過口語結對活動,置學生于語言環境交際之中,調動學生的參與熱情,將課堂教學成為一個師生共同學習創造的過程。Step6Role-play(2d)1.LetSslearnaboutthebackgroundoftheconversation.2.LetSsreadtheconversationtogether.3.Explainthedifficulties.4.LetSsreadinpairs.5.Letseveralpairsofstudentsroleplaytheconversationinfrontoftheclass.1.Sslearnaboutthebackgroundoftheconversationbygoingthroughitquicklyandaccordingtothepicturebesideit.2.Ssreadtheconversationtogether,theninpairs.3.Roleplayit.在聽力練習和小對話口語練習的基礎上,進行角色對話表演,開展有實際意義的交際運用活動。Step7SummarizeGuideSstosummarizehowtouse“cleanup,cheerup,giveout,usedto”.Summarizehowtouse“cleanup,cheerup,giveout,usedto”.培養學生探究、歸納總結能力。教學環節教師活動學生活動備課札記Step8Consolidation教師設置鞏固檢測練習:Ⅰ.根據句意及括號內所給單詞的提示填空。1.Maryistellinganinterestingstorytocheer(cheer)upherbrother.2.Onweekendsmyyoungersisterseveralvolunteers(volunteer)inthehospital.3.Followtheroadandyou’llseeseveralsigns(sign)fortheturn-off(支路).4.Therewerelotsofnotices(notice)onthenoticeboard(布告板).5.Ifeelmuchlonelier/morelonely(lonely)herethanIwasinTaiyuan.Ⅱ.根據語境,從方框中選擇恰當的短語填空,有的需要變換形式。cleanup,callup,putoff,usedto,handout1.—Theydecidedtoputoffthemeetingjustnow.—Really?Thenwhenwilltheyhavethemeeting?2.IknowalotaboutthisvillagebecauseIusedtolivehere.3.Aftertheparty,ittookusanhourtocleanupthehall.4.WhenIcameintotheclassroom,IsawMsLinhandingoutexampapers.5.Joe,pleasecallupMrSmithintheevening.Here’shisphonenumber.獨立完成檢測練習,進行自我評價。通過檢測練習,便于學生了解自己對本節課的詞匯、句型、語法等的掌握情況。1.Recitenewwordsandphrases.2.Writethreeconversationsaboutyourdiscussionswithyourclassmates.A:I’dliketohelptheold.WhatcouldIdo?B:Youcouldgivethemmedicalservice.本節課的教學活動設計,能夠創設豐富的語境,設置循序漸進的學習任務,充分發揮學生的主體作用,引導學生合作學習、自主探究,重視“預習——展示——練習——反饋”的學習過程。Unit2I’llhelptocleanupthecityparks.SectionA(3a-4c)知識目標單詞several,strong,feeling,satisfaction,joy,owner,journraise,midnight,alone,tryout.句型Iwanttolearnmoreabouthowtocareforanimals.(2)Shevolunteersthereonceaweektohelpkidslearntoread.(3)I’mmakingsomesignstoputuparoundtheschool.技能目標1.通過閱讀提高學生們的閱讀能力。2.了解世界各地的學生們都進行哪些志愿活動。情感目標使學生在談論如何為別人提供幫助的對話中能意識到盡己所能,幫助他人,樂于奉獻是一種良好的品德,培養學生為他人著想,熱愛公益事業,樂于助人的優良品質。Learnandmasterhowtoofferhelpbyusingthelanguagechunksandtheusageofinfinitives.Usethetargetlanguagetotalkaboutvolunteeringorhelpingothers.教學環節教師活動學生活動備課札記Step1WarmupPlayavideoandanswerthequestions:(1)Whatdopeoplethinkaboutvolunteers?(2)Whatkindsofworkcanvolunteersdo?(3)Whatdoyouusuallydoonyourfreetime?Wouldyouliketovolunteertodoanythingforothers?Sstrytoanswerthequestions.通過視頻和問題,引出本文,為本文做好鋪墊和過渡。Step2Reading(3a)1.Askthestudentstoreadthepassageandfindtheanswerto“WhatdoMarioandMaryvolunteertodo?”2.Askoneortwostudentstochecktheanswers.Ssreadthepassageandanswerthequestions.通過完成任務,練習學生的閱讀技巧。Step3Reading(3b)1.Makethestudentsknowthemeaningofthepassage.2.Makethestudentsreadagainandthenfinish3b.3.Chooseoneortwostudentstochecktheanswersandthenaskonestudenttowritehisorheranswersontheblackboard.4.PlaytherecordingandaskSstolistenandrepeat.Ssreadagainandchecktheanswersandthenrepeat.通過該任務,使學生進一步理解文章,同時跟讀可鍛煉學生的聽力和發音。Step4Reading(3c)1.AskSstouseinfinitivestocompletethesentencesbelow.2.Haveonestudentingroupssayhis/heranswer.1.Ssuseinfinitivestocompletethesentences.2.Onestudentingroupssayhis/heranswer.在練習中歸納不定式的用法。教學環節教師活動學生活動備課札記Step5GrammarFocus1.LetSsreadthesentencesinGrammarFocus.2.LetSsrecitethesentences.SsreadandrecitethesentencesinGrammarFocus.通過背誦重點句型,學生進一步理解本單元重點。Step6Exercise(4a,4b&4c)1.AskSstofillintheblanksin4a.Iftheydon’tknowtheanswers,theymaydiscusstheminpairsorasktheteacherforhelp.Thenasksomestudentstochecktheanswers.2.AskSstolookat4b,andfillintheblankswiththecorrectformsoftheverbsinthebox.Thenasksomestudentstochecktheanswersandreadthepassage.3.AskSstocompletethesentenceswiththeirownideasin4c.Thenasksomestudentstoreadtheiranswers.Ssdotheexercisesandthenchecktheanswers.通過做練習,鞏固重點句型。Step7Consolidation教師設置鞏固檢測練習:I.選詞填空several,feeling,owner,journey,satisfaction1.Ionlywanttosleepforseveralminutes.2.ThejourneyfromLondontoOxfordtakesaboutanhourandahalf.3.Thenextmorning,theownerofthehousepreparedthebreakfastforus.4.Helookedathisworkwithasmileofsatisfaction.5.Sheenjoysthefeelingoffreedom.Ⅱ.用所給詞的適當形式填空1.Mybrotherwantstobe(be)apilot.2.You’llneverlearntoride(ride)abikeifyoudon’tpractice.3.Miketaughthisgrandpahowtouse(use)thecomputer.4.MrSmithhelpedtheyoungmantofind(find)ajob.5.Thestudentsdecidedtowork(work)outtheproblembythemselves.6.Hevolunteerstowork(work)onthefarm.獨立完成檢測練習,進行自我評價。通過檢測練習,便于學生了解自己對本節課的詞匯、句型、語法等的掌握情況。Guidestudentstothinkaboutthemeaningofhelpingothers.Preparea1-minutetalkonthistopic.Studentswillhaveachancetosharetheiropinionsatthebeginningofnextclass.本節課的教學活動設計,設置循序漸進的學習任務,充分發揮學生的主體作用,引導學生合作學習、帶著任務去閱讀,重視培養閱讀技能。Unit2I’llhelptocleanupthecityparks.SectionB(1a-1e)知識目標單詞repair,fix,broken,fixup,giveaway,takeafter,wheel,runoutof,句型(1)Idon’thaveanymoreofit.(2)Itakeaftermymother.(3)Ifixeditup.(4)Igaveitaway.技能目標通過聽說訓練,學會提供幫助的解決方案。情感目標培養學生善于發現并關注身邊的好人好事的能力。激發學生能力所能及地幫助身邊有困難的人。1.Beabletoofferhelp.2.Enablethestudentstowritealetteraboutwhattheywanttovolunteertodo.Howtoofferhelp.教學環節教師活動學生活動備課札記Step1Warmupandworkon1a1.LetSsreadthesentencesin1a.2.LetSsmatchthesentenceswithsimilarmeanings.1.Ssreadthesentencesin1a.2.Ssmatchthesentenceswithsimilarmeanings.通過本環節的學習讓學生掌握本課時重點詞匯和短語,句型的應用。Step2Workon1b1.Askstudentstomatchthephrasalverbswiththenounsandthenmakesentenceswiththephrases.Writethesentencesontheirtextbooks.2.