八年級英語下冊 Unit 2 What should I do（第1課時）New words and phrases教案 人教新目標版

《八年級英語下冊 Unit 2 What should I do（第1課時）New words and phrases教案 人教新目標版》由會員分享，可在線閱讀，更多相關《八年級英語下冊 Unit 2 What should I do（第1課時）New words and phrases教案 人教新目標版（8頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、此資料由網(wǎng)絡收集而來，如有侵權請告知上傳者立即刪除。資料共分享，我們負責傳遞知識。 Unit2 What should I do?第1課時 Period One: New words and phrases Teaching and Learning Goals： Learn the new words of Unit2 in one class by listening to tapes, working in pairs and asking the teacher for help. Memorize the words by reading and making se

2、ntences with them. Learn the use of them and try to spell the words in this unit. Students try to learn how to read and remember the words and phrases , and how to learn individually and collectively.. After learning , Ss can read the new words and remember most of the words in Unit2. Then Ss can u

3、nderstand the story and retell the story. Teaching and learning steps Step 1　Learn to read the words on P10-17 1. T: Open your books to Page 104, read the new words using the phonetics by themselves. Then check the difficult words. 2. T: Discuss with your partners or in groups and try to read

4、 the words correctly. 3. Get some individual students to read and correct their pronunciations. 4. Play the tape for them to read the words three times. 5. Ask the Ss to read aloud by themselves again and the teacher walk around to see if they have any question. (設計意圖：利用音標讀單詞是一種能力，8年級學生已初步具有這種

5、能力。讓學生學會試讀單詞是一種學習習慣的培養(yǎng)。通過學生的自主學習，合作探究，小組互助達到學習新單詞的目標，同時借助聽錄音矯音，能使學生發(fā)音更標準。單詞的學習堅持從個體—同伴—小組—整體的原則，培養(yǎng)學生自主學習和小組互助學習的能力。) Step 2 Learn to remember words on P10-17 一. Remember the words by looking at pictures. T: Today we are going to talk about how to talk about problems and give advice. Look at the

6、 pictures and try to memorize the new words My father often argues with my mother. The beautiful girl often calls up her friends. I want to have a bake sale to make money. His hair is in style. The soccer fans are very crazy. 二. Remember the words by matching

7、 itself with its meaning. style adj. 新穎的 okay v. 烤；烘 bake v. 歸還；送回 tutor n. 風格；款式 original adj. 好的 except prep. 把…除外 return n. 家庭教師 三．Remember

8、the words by their similar pronunciations and forms. 1. would should could v. 可以；應該 2. basketball volleyball baseball football n. 足球 3. spend lend mend send v.派遣；打發(fā) 4. other mother father either adv.. 也(不…) adj. & pron. 任一的；（兩方中的）每一方的 5. long strong song wrong ad

9、j.錯誤的；有毛病的 6. racket jacket bracket ticket n. 票；入場券 7. mail tail email fail v. 失敗 四．Remember the words by conversion (轉換) 、complex words （合成）and derivative（派生） 1. play v.播放；玩；打 n. 戲劇 2. surprise v.使驚奇；使意外 n. 驚喜 surprised adj. 驚喜的；驚奇的 3. foot+ball-football n. 足球 4.

10、 up+set—upset adj. 心煩的；沮喪的 5. free+dom -- freedom n. 自由 6. organize+d—organized adj. 有組織的 7. them+selves—themselves pron. 他（她，它）們自己 8. hair+cut—haircut n. 理發(fā)；發(fā)型 五. Remember the words by their Chinese. 1.到…為止 2. 找到時間（做某事） 3. 壓力 4.包括5.比較6.成年人7.一意孤行的8.盡可能…9.把 …除外10.抱怨 (until; fit…into;

11、 pressure; include; compare; adult; pushy; as…as possible；except; complain) （設計意圖：記憶單詞的方法很多，利用多種手段和多種形式呈現(xiàn)給學，來吸引學生的興趣，降低難度擴大學生的詞匯量。例如：通過圖畫和簡單的句子記憶，學生易于接受，印象深刻；用一詞多義，合成，派生等等方法能使學生舉一反三，極大的擴充詞匯量；通過重點短語對比和漢意的方式全面的加深對詞匯的理解。） Step 3 Consolidation of words 1.Give the students a few minutes to try to m

12、emorize the words first . 2. Then get them to work in pairs to spell the words or write down the words with the Chinese given in guide books. Underline the words they haven’t grasped and try to remember them in class. 3. Have a word competition. Show an alarm clock on the slides and divide the stu

13、dents into four groups. Show each group a piece of paper and get them to write down new words on it as much as possible. Give them one minute. The group which can write the most words on the paper is the winner. （設計意圖：此環(huán)節(jié)為鞏固單詞。通過兩兩提問或使用助學默寫的形式來對單詞加以鞏固。既鞏固了所學，又為下節(jié)課的學習提前做了鋪墊。最后利

14、用鬧鐘計時進行單詞競賽的形式對學生來說既緊張又刺激，學生精力高度集中，單詞掌握情況的反饋來看效果很好。少數(shù)不會拼寫單詞的學生也意識到自己的差距，也在課上努力地記憶單詞，起到了一定的效果。） Step 4 Read the story and translate into Chinese: 1. Get the students to read the story, and underline the new words. 2. Translate the story into Chinese in groups of three. 3. Read the story fluentl

15、y by themselves. I have a pen pal from the UK, her name is Alice. She has a lot of trouble. She often argues with his parents. Do you want to know what’s the matter with her? Let me tell you. She likes music very much and she often plays her CDs very loud. But her parents don’t like because they t

16、hink they are too noisy. She thinks her clothes are out of style and she wants to buy clothes in style. But her mother thinks she should concentrate more on her studies than her clothes. She is a soccer fan and she wants to watch football matches very much, but she doesn’t have much money to buy the

17、 ticket to a football match. Her father doesn’t want her to do it, either because he is afraid she will fail the test. She is busy enough at school on weekdays and she doesn’t go to bed until 11:00 o’clock every day. She often complains about having too much homework and she needs more time and free

18、dom to relax. But on weekends her mother tries to fit as much as possible into Alice ‘s lives. She sends her to all kinds of classes including sports, music and math classes. Her mother is always comparing her daughter with other children. “She is crazy . She pushes me so hard and I am under too muc

19、h pressure,” Alice says. “On the one hand, we need organized activities. On the other hand, we also need time to do things that we are interested in.” says Alice. （設計意圖：詞不離句，句不離篇。在學生掌握本單元單詞的基礎上，再學習由本單元的生詞編成了一篇小故事，引導學生不僅記憶詞匯本身的意義，同時在具體的語境中體會它的意義。體現(xiàn)了詞不離句，句不離篇的教學原則。有助于學生學習理解和使用本單元的詞匯。） Step 5 Mind m

20、ap 1. Get the students to read the mind map and fill in the mind map according to the story , they can discuss in groups. 2. Get the students to retell the story using the mind map. Alice’s trouble music clothes soccer matches her study likes music o plays CDs loud out of styl

21、e in style fail the test a ticket to too much homework all kinds of classes under too much pressure a soccer fan 3. Play a game named “WHO IS STILL STANDING” between the four groups. （設計意圖：思維導圖能形象直觀地呈現(xiàn)本節(jié)課的重點單詞，更進一步地做到對單詞的記憶，理解和應用。同時利用一站到底這一游戲的形式，讓每組選出一位中等成績的學生進行PK，看一下哪組學生能夠借助思維導圖流利地

22、復述文章，能站到最后的學生就是最后的勝利者。） Step 6 The end-of- class test當堂檢測 一．按要求寫出下列單詞或短語。 1.使驚喜____（形容詞）____ 2.播放____運動員；運動選手____ 3. send(過去式)_______4.can（過去式）_____ 5.有組織的______ (動詞) ________6. they( 反身代詞)_____ 7.自由 _________(形容詞) ______8.打電話給________ 9.怎么了？ / 10. 時髦的；流行的_________ 11.與…相處的好

23、 12..盡可能的多___________ 二根據(jù)括號中的漢語意思或首字母提示寫單詞, 并用其適當形式完成句子。 1.Yesterday he a_______ with his brother about his homework. 2.We won’t go to the summer camp,______(也). 3._______(可以) you help me do the housework? 4.We don’t have money to buy t_______, so we can’t go to the movies. 5.My parents are

24、always _________(比較) me with other children. They are ______(瘋狂的). 三．用括號內所給單詞的適當形式天空 1.My best friend _________(argue) with her mother now. 2.What he said_______(surprise) me very much. 3.Don’t complain about ________(clean) the classroom. It’s your duty. 4.They have the ________(free) to do a

25、s they like all day. 5.Children need _______(organize) activities, but they also need time to play. 亮點： 1. 故事編寫不僅讓學生在故事中對單詞有了大致理解，更是展開了豐富的想象讓學生感興趣，積極調動每個學生的學習熱情，參與課堂，體驗學習的樂趣，感受成功帶來的自信。 2.利用鬧鐘計時進行單詞競賽的形式對學生來說既緊張又刺激，學生精力高度集中，單詞掌握情況的反饋來看效果很好。? 3. 利用一站到底這一游戲的形式，讓每組選出一位中等成績的學生進行PK，既活躍了課堂氣氛，又檢查了學生對

26、所學單詞的掌握情況。站到最后的學生真的表現(xiàn)得很出色，贏得了大家熱烈的掌聲。 不足之處： 一節(jié)課內容設計的有些多，同時本節(jié)課容量較大，部分環(huán)節(jié)不能很好的展示與訓練。 使用建議： 對于單詞的學習多采取不同的激勵措施，而不是機械的，一成不變的講授，讓學生盡量做到充分預習，有效地增加課堂效率。 答案： The end-of- class test當堂檢測 一.1.surprise;surprised/surprising 2.play;player 3.sent 4.could 5.organized;organized 6.themselves 7.freedom;free 8.call sb. up 9.What’s wrong?/What’s the matter? 10.in style 11.get on well 12.as much as possible 二．1.argued 2.either 3.Could 4.tickets paring/crazy 三．1.argued 2.surprise 3.cleaning 4.freedom 5.organized