2019-2020年八年级英语Unit 3 A day out.doc

2019-2020年八年级英语Unit 3 A day out一教学内容：牛津八年级英语下册Unit 3 单元ic strip & Wele to the unit 部分。其核心内容是“认知世界各地的名胜景点及谈论出游”。本部分始终围绕着这一主题安排了听、说、读、写的活动任务，让学生在这些环节中记住景点名称及所在地，谈论自己的出游计划。“Where/ When/Why /How do you want to go?”二 教学目标：根据“新课程标准”关于教学目标的要求，结合本单元的具体内容，在本部分，目标细分如下：1.语言知识A、词汇-本部分新单词主要掌握如下:Place of interest: The Eiffel Tower; The white House; The River Seine; Sydney Opera House; The Great Wall; The Pyramids; Egypt; Australia; president ; enjoy oneself; keep fit; need to do sth. Take a boat trip; by the River Seine. Take careB、语法-You need to exercise and keep fit. I saw the White House today. It is a beautiful building with a big garden and trees. 复习the capital of / I went to-./I am going to 的用法C、功能-学会用形容词来表达自己的感受2.学习策略首先，是自主学习法。在本堂课中主要体现在学生看图片讨论、做听力、通过对话操练句型等环节中。其次，是合作学习法，主要体现在自编对话，表演对话等环节中。再次，是情景体验法。情景教学是本堂课自始至终的主线。3.情感目标A、了解世界各地的名胜，增强地理学科的学习，让学生意识到学科之间的联系，教育学生不要偏科。B、学会用恰当的形容词来表达自己的情感。5.能力目标: 指导学生在自主探究和任务型教学模式中，让学生掌握各名胜所在地。 三单元重难点1重点：记住景点名称及所在地/词汇的运用，如 take a boat trip/by the River Seine/ enjoy oneself2难点：自编对话表达(即学生说的能力培养)。四、 学情分析及教学策略本课话题来自学生的生活经历，在以前的学习中，学生已经学习了许多动词短语及形容词，为表达提供了语言基础。此外，学生已掌握了特殊疑问词Where/When/What/Why/How进行提问, 为本课的学习做了铺垫。具有了学习本单元知识的认知前提，能自然的与本单元的话题衔接。本部分内容贴近生活，学生比较容易进入角色。因而，教师在课堂中应通过场景图片来促使学生积极地参与，在任务型教学活动中，使学生有话想说，有话可说，在完成各项任务的过程中自主学习语言，提高他们综合运用语言的能力，学会更好地与他人沟通。使各层次的学生都有所收获。五、 教学过程设计Period 11.Target language : Place of interest: The Eiffel Tower; The white House; The River Seine; Sydney Opera House; The Great Wall; The Pyramids; Egypt; Australia; president ; enjoy oneself; keep fit; need to do sth. Take a boat trip; by the River Seine. Take careKey sentence: You need to exercise and keep fit. I saw the White House today. It is a beautiful building with a big garden and trees. Ability goals: How to talk about a day out.Learning Ability : Talking about your own feeling on different places of interest.Important and difficult points : Grasp these key vocabularies & make a conversation by oneself .1. Greeting and Warm-up : T : Boys and girls , Were you happy last Friday ? Why were you happy? (had a picnic.)I was very happy ,too. Because I enjoyed lots of tasty foodS: We do the dishes / do the laundry / wash the clothes / make the bed and so on . (热身部分以简单的对话使学生说出各种家务活短语，为下一环节would you mind +ving 句型的操练做语言铺垫)2. Lead in (With a picture )(导入部分： 首先，出示一张客厅的图片，一一提问学生以下几个问题，Where is it ? What do you think of it ? What should we do ? 引导学生回答：Its Bobs living room. Its very dirty .We should clean the room. 之后，让学生猜妈妈对B所说的话，猜的目的是使学生对以往所学的表示请求方式的一个回顾，更自然地引入本堂课的重点礼貌性的请求他人做某事及歉意的表达。在图片展示时，告诉学生，would you mind +ving 是本节要学习的内容，提示would you mind 后面的动词要加ing。3. sweeping the floor folding the clothes making the bed doing the laundry doing the dishes babysitting the sister .（之后，通过学生熟悉的短语操练Would you mind +ving 结构）4. T ask: now , lets look at some pictures , can you find whats matter ? Ss : the music is too loud . She use the telephone too long .and so on（在学生对重点结构有一定的认知基础上，让学生对书本1A部分进行自由讨论。寻找问题，用目标语would you mind 请求解决。自由讨论是为完成1A的配图及1B的听力减轻难度。）5. Match and listen (1a-1b) . Then ask Ss to match and listen to 1a.6. Pair-work （在分角色读完四组对话后，学生两人一组编对话表演，在模仿的基础上，学生进一步的练习生活中如何请求他人做某事及表示歉意）。5. Listen number and match (2a2b)1) show 5 pictures from 2A together, and ask Ss to make request using would you mind ? Then check their answers. 2) listen and number the pictures. Next, listen again and match request with apologize.(在2A听力之前，先让学生对2A的5张图片讨论，说出恰当的请求方式，为该环节的听力做铺垫。6. Pairwork 以组对组或男对女的形式操练2A部分的对话。7. Task 1- Your neighbor made lots of noises last night . Today , you want to tell him not to do again , so if you are Xiao ming , how to make request ? and how to say sorry as neighbor . Four Ss as a group will act out your dialogue . Lets see who is our best neighbor . （评价）（为了巩固学生对本堂课的重点（ 请求及表示歉意）的掌握， 设计如下任务：小明隔壁搬来一家新邻居，但是，昨天晚上很吵，小明想上门提醒邻居。 如果你是小明，你会怎么说？那么，你是新邻居，你又会如何反应呢？最后让学生评出谁是我们的好邻居。 Homework :