英語人教版八年級上冊Review of Unit 10.doc

教學設計基本信息名稱Unit10 If you go to the party, youll have a great time!-Revision 執(zhí)教者姚 霏課時Period 5所屬教材目錄人教版Go for it 8(A)教材分析This lesson is chosen from Go for it, the first semester of Grade8, Unit 10. The main grammar of this unit is simply future tense “if ”Conditional Sentence. After students finished this lesson, they could understand the usages of “if” Conditional Sentence, judge in the case of hypothesis, predict the outcome of things.學情分析Students in the eighth grade have studied English more than a year, according to the teaching requirements，students observe some objects and phenomena, and can steadily learn the targeted content over a long period of time. In general learning activities, the focus of the observation time has a tendency to extend along with the rise of grade. As improving the abilities of accuracy observation and generality, they can catch the main characteristics of things to analysis comprehensively and profoundly, and proper judgment, inductive and deductive.教學目標語言能力目標1)Grasp “if ”Conditional Sentences2) Know the function of “ifwill” for predicting the result of the things3) Master how to give advice by using should/shouldnt思維品質目標To be Dr. Know to help others學習能力目標Use “if ” Conditional Sentences and “should /shouldnt” to improve abilities of listening, speaking, writing for communication.文化意識目標Students get rich imaginations, give advice for others.教學重難點重點1)“If ”Conditional Sentences2)Use “I think you should/ shouldnt” to solve the problems.3)Use “First, Second, Third, Next, Finally ”to give more pieces of advice.難點Use “If ”Conditional Sentences and “should/shouldnt ; youd better; can/cant ”to give advice correctly 教學策略與設計說明According to the New Curriculum Standard of English, students should be the main body of instruction activity, so Ill mainly use “Task-based teaching method” to embody the main body of students; besides, I will also use “situational method”, it establishes a real scene and the interaction between the teacher and the students.教學過程教學環(huán)節(jié)（注明每個環(huán)節(jié)預設的時間）教師活動學生活動設計意圖Step1. Lead-in(Growing Pains)After greeting, show two pictures and play a guessing game. Lead students to say out more sentences about worries that they have learnt in Unit10.Students guess why these two students are worried.設計說明: 通過Guessing game可以起到四個作用-復習并運用已學句型來講述學生煩惱的原因，拉近師生關系，促使學生更快進入英語學習的氛圍，導入本節(jié)課的主題內容。Step2. Presentation&Practice(Chain Story)1.Tell students the teachers worry and “what I will do if I want to be an excellent teacher”.2. Ask students to show their ideas with “S1: If I want to be a good student, I think I should .S2: If I ., Ill .S3: If I ,I can .S4: If I , .”.Make the chain story one by one in groups. 設計說明: 通過設置貼近學生生活的場景，引導學生用“if”條件狀語從句表達自己。訓練學生說的能力。在課堂上學生與我之間的對話，學生與學生之間的小組合作充分證明了這一點。聽力的能力也通過練習得到了一定的鍛煉。通過句子接龍，鍛煉了學生的寫作和合作能力。學生在教師指導下復習并靈活運用“If,will”條件狀語從句。自然引導學生復習本節(jié)課的目標語言。讓學生進行機械性練習。Step3. Listening 1.Let students listen to a material.2.Report according to listening informationReport like this: My friend _has a problem. She_ because her favorite teacher will_. I think she should _for her. If she _,she will_. 1.Listen and fill in the blanks2.Report設計說明:使用課外聽力的目的，學生更關注的是交際功能，是交際的結果。這樣更有利于學生把聽力作為交際用語的模板使用。Step4.Reading1. Let students read Problem 1 with the teacher. And find out “1.What is Wang Hais problem? 2.What are Mrs. Yaos solutions?”2. Ask students to read Problem2by themselves. Read and answer 設計說明:這個環(huán)節(jié)讓學生自己閱讀關于給出建議的文章。呈現(xiàn)給學生提建議的句型，讓學生有初步的了解。Step 5. SummaryLet students to read the solutions on the screen again , and help students get a summary about how to give others solutions.Write down the sentence structures about how to give others solutions.設計說明:幫助學生對本課的教學內容作系統(tǒng)化復習和回顧。幫助學生掌握提建議的句型,并從整體上把握本課的重點。Step6. Product(Writing)Play a game: To be Dr. KnowAsk students to act as Dr. Know to solve problems for students in class. Let each group takes out a piece of paper. Ask each student in groups gives at least one solution to the problem.Take out a piece of paper and give advice in groups.設計說明: 能夠綜合運用所學的知識來描述他人的問題及提出解決辦法的小短文。讓學生在情境中逐步學會使用語言并運用語言。開放性的話題也有助于學生發(fā)揮想象力和創(chuàng)新意識，在展現(xiàn)的時候可以比試各方面的實力。 真正實現(xiàn)了義務教育階段的英語課程應面向全體學生，以學生為主體的教學理念，進而避免了班內兩極分化現(xiàn)象。Step7.Homework There is a foreign student Bob. He likes Chinese. But he finds it difficult to learn it well. Can you give him some advice?Dear Bob, Im glad to hear from you. Here is my advice about how to learn Chinese well. First,_ I hope your Chinese will be better and better. Yours, _板書設計Unit 10 If you go to the party, youll have a great time!-Revision How to give others solutionsFirst, I think you should/ shouldntSecond, I think you can/cantThird, if you do/ dont, you will/ wontNext, why not?/ why dont you?And, youd better (not)Finally, the best way is教學設計流程圖成長的煩惱教師活動 學生活動思考:Why is Tom/Lucy worried?導入：Guessing Game Game 復習已學游戲：Chain Story掌握:If., will. 內化知識探究:Ginas problem聽力： Ginas problem 提煉轉化呈現(xiàn):How to give others advice閱讀： Wang Hais and Tinas problem 句型感知歸納：Sentence patterns aboutGiving advice.總結： How to give others advice 強化認知應用：If, will.I think I should/ shouldnt游戲：To be Dr. Know 解決問題作業(yè)：綜合運用、情感升華、深化拓展附：課后反思Unit 10 If you go to the party, youll have a great time! -Revision 課 后 教 學 反 思 石家莊市第十六中學 姚霏針對當前初中英語復習教學中存在的知識零散、方法單一、費時低效等問題，提出了“話題式”復習課教學模式。該模式就是以話題為載體，結合詞匯、語法，貫穿聽、說、讀、寫、等能力進行操練，具有便于分類記憶詞匯、積累典型句式、系統(tǒng)復習語法、訓練話題寫作等特點。這樣可以較好地解決當前初中英語復習教學中的弊端，有效提高初中英語復習的質量和效果。英語復習課是鞏固、發(fā)展知識和技能的重要課型，其作用是“溫故而知新”不僅要復習已學過的知識內容,還要在復習的過程中將已有的知識匯總、整理、歸納、概括,使知識系統(tǒng)化，進而提高學生的綜合語言運用能力,形成良好的語言技能。 我嘗試將“話題式”復習和新課標理念所提倡的“全員關注”的教學方式在教學過程中進行結合并進行實踐。結合本單元話題設計出以成長中的煩惱的話題式復習,并通過任務的設計來避免學生兩極分化現(xiàn)象。課堂上，以任務型教學來復習“if” 所引導的條件狀語從句，并由“will”來談論結果及引導學生正確的處理生活中所遇到的人和事，讓學生說出自己的觀點并提出合理的建議，并使用“should / shouldnt”為他人提出建議。在活動的選取方面，我注重結合目標語言的機械操練及任務型的情景練習，讓學生使用所學過的句型進行輸出。在