(最新冀教版八上)lesson_43教学设计
冀教版八年级上册英语lesson43lesson44知识点
Lesson 43 L Language points1.What’s up?怎么了？2.类似用法还有：What’s wrong with you? What’s thematter/trouble with you? What happened to you?等，都可以翻译为：怎么回事，有什么事？3.We are supposed to describe ourselves in a report.4.我们要写一篇报告来描述自己。
5.be supposed to 意为“应该，认为必须，被期望”，和should意思相近。
例如：6.They were supposed to meet him at the station.7.他们应该在一个小时之前到达这里。
8.I am supposed to meet him at the station.9.我应该去车站接他。
10.I’m a good student, and I think I’m a good person.11.我是个好学生，而且我认为我是个好人。
12.person 表示“人”，是个体名词，泛指man, woman或child中的任何一个，其复数形式是persons,但人们习惯用people 代替persons.13.persons作为复数形式用于正式或法律语言中。
“一个人”常译作a person,而需要说明一个人的性别时，要用a man 或a woman来表示。
14.例如：At least one person died and several others wereinjured.至少一个人受伤，还有几个人受伤。
15.Everyone knows he’s the only person who can do the job.16.You can also write about your special talents and personalstrength.你也可以写写你的特殊的天赋和个人强项。
英语 冀教版 八年级上册(教案)Unit 8 Celebrating Me! Lesson 43
Lesson43What Makes You Unique?教学目标通过本节课的学习,学生能够:1.获取本篇对话内容,了解李明和詹妮的聊天记录,提取在詹妮的帮助下李明是如何介绍自己的独特之处的信息,形成信息结构图。
(学习理解)2.通过叙述李明如何介绍自己的长处,根据实际情况正确地评价自己,了解自己的长处和独特之处,树立起对自己的信心。
(应用实践)3.运用本课所学句型,结合信息结构图,用英语向他人叙述自己的特点和独特之处。
(迁移创新)语篇研读What:本课语篇是一篇对话,主要介绍了在詹妮的帮助下李明如何在英语课题中介绍自己的独特之处。
Why:通过了解李明如何介绍自己的长处,鼓励学生能够根据实际情况正确地评价自己,了解自己的长处和独特之处,树立起对自己的信心。
How:文章首先讲述了李明不知道如何在英语课题中介绍自己而苦恼,接着他在詹妮的帮助下分析自己的独特之处和强项;最后李明对于詹妮的帮助表示感谢。
教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标学习活动效果评价Lead-in通过问题导入本课主题1.Greetings.2.Free Talk.Show some pictures to the students,andthen guess the Teachers’names.教师观察学生表现,预判学生对这一话题的理解,了解学生的强项以及他们的特殊技能设计意图通过猜谜游戏和讨论导入本课主题,激发学生兴趣Activity1: Presentation Learn new words in the lesson bywatching pictures.Try to grasp them in教师观察学生能否认读本课学习本课新词class.(见PPT)新词,对拼写暂不做要求设计意图通过图片和设置的情景能更好地帮助学生理解、掌握本课单词【学习理解】Activity2:Listening 听前预测,听中获取有用信息Listen to the dialogues and tick thecorrect answers.(见PPT)教师观察学生是否有准确获取有用信息的能力,并给出指导设计意图通过听力练习,初步了解本课内容,并培养学生使用听中抓取关键词、速记等能力完成听力任务【学习理解】Activity3:Reading通过不同层次的阅读,让学生对文本内容进行深度解析Read and finish the exercises on page115.Then,check the answers in class.教师观察学生的作答情况,判断学生对课文的理解情况设计意图通过阅读本课对话,进一步理解课文内容,提高学生概括、总结的能力,并在实践中运用所学词汇【学习理解】Activity4:Group work小组讨论,通过真实对话让学生讨论自己的强项和技能Work in pairs and answer the questions:1.What do you think of yourself?2.What makes you unique?3.What is your special talent?教师观察学生对问题的理解,引导学生形成正确的价值观设计意图通过小组讨论,学生能够根据实际情况正确地评价自己,了解自己的长处和独特之处【应用实践】Activity5:Writing 深度学习,知识迁移Everyone is special.What makes youspecial?Describe yourself and explainwhy you are unique.Write a reportabout yourself and include somedrawings or photographs.教师倾听学生的展示,并根据实际情况给出指导设计意图通过写与自己的强项和技能有关的故事,在真实的语境中运用所学语言进行输出,同时深化主题,加深对文章的理解。
冀教版-英语-八上-新八年级英语第43课
Ask some students andanswer in pairs.
Ask some students to finish the exercise
作 业
1)Have the studentsWrite a report about yourself
T: What does the titlemean ?
S: It’s about……
2.T:List someexamples ofsome things about your hobbies.
S:
T: What areyou good at?
S:
3.listenand read
1)Play the tape for Lesson43.Play it once
help的用法。
Help sb with sth.意为“帮助某人做某事”
Help sb to do sth.意为“帮助某人做某事”
Help oneself to意为“随便吃喝…”
What do you like about..?相当于 What do you think
of..?/How do you like…?意为“你对…有看法？/你认为…怎么样？”
2.Talk aboutI think I’m a good person. What makes you unique.?
3.Some useful expressions:What’s up?Be supposed to be proud of/take pride in.
教学重点
What’s up?We are supposed to be proud of/take pride in What makes you unique.?
冀教版八年级英语上册Unit 8 Lesson 43
主语同位语
4. I’m a good student, and I think I’m a good person. 我是一名好学生,并且我认为我是一个好人。 person n. 意为“人”。
【辨析】person、 people、human与man
person 强调单个的“人”,如this person。
冀教版八年级英语上册Unit 8
Celebrating Me!
Lesson 43
UNIT 8
学习目标
objectives
1. Key words: suppose, ourselves, person, personal, sense
2. Key sentences: We are supposed to describe ourselves in a report. What do you like about yourself? What makes you unique? What are you proud of?
1. What do you think of yourself? How are you unique?
2. Are you proud of yourself? Why or why not? 3. What makes Li Ming a good student?
Read and answer the questions:
用所给词的适当形式填空。 1.I’d like you __to__m_e_e_t__(meet) my family. 2.Li Ming’s report is __b_et_t_e_r__(good) than Wang Mei’s. 3.Do you like the __t_w_e_l_ft_h___(twelve) lesson? 4.They always enjoy _t_h_e_m__s_el_v_e_s_(they) on Sunday. 5.They are going to do some _s_h_o_p_p_i_n_g_(shop). 6.When she was young, she always __k_e_p_t___(keep) her room clean. 7.The students ___a_r_e____(be) busy now. 8.My father _w__il_l_l_ea_v_e___/ _is__le_a_v_i_n_g_(leave) for Beijing in an hour.
2020年【冀教版】八年级英语上册：Unit8Lessons43-45每课一练（含答案）
2020年【冀教版】八年级英语上册：Unit8Lessons43-45每课一练（含答案）2020年精编冀教版英语资料Lessons 43-45第43—45课每课一练Lesson 43I. 根据括号中所给的汉语用适当的单词或短语填空。
（5分）1. Lisa, do you have a __________（个人的）computer?2. How about _________（描写）your family in another way?3. We don’t need your help. We can finish the work all by __________（我们自己）.4. Jenny, what are you __________（考虑）? We see you are worried.5. Your answer ____________ (有道理). I’ll follow you this time.II. 根据句意用适当的介词填空。
（5分）1. Li Ming often helps Danny ________ his Chinese.2. I don’t know what to write _________ myself at all.3. I can’t write a report ________ you. You must do it yourself.4. Zhang Hong, can you say these words ________ English?5. I often write letters ________ my friends when I am free.III. 根据所给的汉语完成英语句子，每空一词。
（10分）1. 什么使你与别人不同呢？What makes you ____________ ____________ others?2. 我们为作为中国人而感到骄傲。
冀教版九年级英语 Unit 8 Lesson 43《A Visit to Chinatown》(共25张PPT)
practice
• I had ______________(一碗面)yesterday afternoon. • To save room, there building lots of ________(地下
停车场). • Chinese little kids get special gifts —________ (红
_______ on Christmas Day. 7. _______ is the symbol of China. 8. This noon, I will eat two _______ of rice.
听录音，了解文章大意，并找出下面的短语
I have no idea. a bowl of noodles instead of underground parking lot red lanterns dragon dancing performance the Spring Festival lucky money temple fair all kinds of performance
1.I have no idea. 我不知道。 have no idea 的意思为“毫无所知；不理解；料想不到。” I have no idea why my father shouted at me that night. 我不知道那天晚上爸爸为什么冲我大声喊叫。 She had no idea what was likely to happen? 她无法预料接下来要出现什么情况。
It was I that bought a second-hand car yesterday. 昨天买二手车的人是我。（强调主语）
It was yesterday that I bought a second-hand car. 我的二手车是昨天买的。（强调时间状语）
冀教版八年级英语上册Lesson43教案
Lesson 43 What Makes You Unique?【教学目标】●知识目标重点词汇及短语：suppose, person, ourselves, talent, personal, strength, unique, sense, be supposed to, be proud of, make sense重点句型：1. What’s up?2. What should I write about myself?3. We are supposed to describe ourselves in a report.4. What makes you unique?语法：学习反身代词作宾语。
●能力目标通过学习聊天记录介绍自己的理想，并为实现目标而奋斗。
【教学过程】Step 1 Lead inTalk about it!●What do you think of yourself?●Are you proud of yourself? What makes you unique?Step 2 ListeningListen to the tape and answer the questions below.1. What does Li Ming want Jenny to do?He wants Jenny to help him with his English project.2. What does Li Ming think about himself?He thinks he is a good person and a good student.Step 3 ReadingRead carefully and answer the questions:1. What does SOS mean?It means to ask for help.2. What does Jenny ask Li Ming to write about?She asks him to write about his special talents and personal strengths.Step 4 Language Points1. What’s up? 有什么事吗?询问别人有什么事:What’s up?What’s up? 是口头语,意为“有什么事吗? / 怎么了? / 怎么样? / 如何?”和它相同的表达还有:What’s the matter ...? /What’s wrong...?如：—What’s up? 有什么事吗?—Nothing. 没什么事。
冀教版英语八上Unit 1《Lesson 4 Best Friends》教学设计
冀教版英语八上Unit 1《Lesson 4 Best Friends》教学设计一. 教材分析冀教版英语八上Unit 1《Lesson 4 Best Friends》讲述了关于友谊的故事。
通过本节课的学习，学生将掌握有关朋友的词汇，学会描述朋友的特点和相互之间的关系。
本节课的主要语言结构为：“This is my friend, His/Her name is… He/She is…”以及“I like him/her because…”。
教材内容丰富，贴近学生生活，有助于激发学生的学习兴趣和积极性。
二. 学情分析学生在进入八年级时已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。
但部分学生对描述人物特点和关系的句子仍感到困难，因此需要在教学中给予针对性的辅导。
此外，学生对友谊这一主题有较强的共鸣，有利于激发他们的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握有关朋友的词汇，如friend, friendliness,helpful, funny等；学会描述朋友的特点和相互之间的关系。
2.能力目标：学生能够用英语进行简单的交流，如介绍自己的朋友，表达对朋友的喜好等。
3.情感目标：通过本节课的学习，学生能够更加珍惜身边的友谊，学会关爱他人。
四. 教学重难点1.重点：学生能够熟练运用本节课所学词汇和句型介绍自己的朋友。
2.难点：学生能够正确表达自己对朋友的喜好和原因。
五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实践中运用所学知识。
2.情境教学法：创设贴近生活的情境，激发学生的学习兴趣。
3.小组合作学习：鼓励学生互相交流、合作，提高他们的语言表达能力。
六. 教学准备1.教学课件：制作包含图片、动画和例句的教学课件。
2.人物卡片：准备若干人物卡片，上面附有相关词汇和句型。
3.录音设备：准备录音机或电脑，用于播放音频材料。
七. 教学过程1.导入（5分钟）利用图片或故事引入本节课的主题——友谊。
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冀教版八年级上册
Lesson 43教学设计
一、教材分析：
1.单元及课文分析
本单元围绕“自己”展开话题，通过让人不断地发现自己的特长与特点，从而更加自信。
本课主要是讲Jenny鼓励李明发现自己身上的优点与特长，进而对自己产生信心。
2.教学重点：正确拼读本课单词，能流利朗读课文，并能用所学重点短语造句。
3.教学难点：初步掌握反身代词的用法。
二、教学目标
1.知识目标：
a.能听懂、会读、会说英语单词：
unique, suppose, ourselves, person, talent, personal, strength, sense
b.短语与句型：make sense, be supposed to , I find it a little hard.
2.能力目标：
通过听文章与读文章，能够自己理解所学文章的大意。
3.情感目标：
通过角色扮演的方式，使每个人都对自己树立信心。
三、教学准备
PPT、录音机
四、教学过程
Step I Class Opening （4分钟）
（无序播放爸爸去哪儿第一季中5个孩子的照片。
）
T: Do you know them?
S: Yes.
T:Who do you like best? Why?
S:…
【设计思路】由爸爸去哪儿中同学们很感兴趣的五个孩子导入，可以提高学生们的兴趣，便于生词与短语的理解。
Step II New Concepts （30分钟）
1.New Words
a. They are the persons in “Where are we going dad?”. They show their personal strengths so we all know them now. They are unique, aren’t they?
(由兴趣导出部分重点单词与短语。
)
b.单词的英汉互译，以单个PK的形式进行。
c.词语运用
unique ourselves person talent strength sense suppose personal
We are unique. Each _________ has his own special _________ and ___________ strengths. Some of us are good at drawing, others are talented at singing.... But it doesn’t matter. We should be confident. It makes sense. I ___________we will be proud of _____________ in the
future.
【设计思路】语境讲解+单个检测+词语运用，多个角度使同学们更好地认读、理解并运用新单词。
2. Listen to the first part.
a. Who needs help?
b. What’s his problem?
3. Listen to the second part.
4. Read and write T or F
a. Jenny and Li Ming are talking on the phone.
b. Jenny can write the report for Li Ming.
c. Li Ming doesn’t know how to des cribe himself in the report at first.
d. Li Ming is a good student and has many friends.
5. Text Understanding
(分段进行，实行4步走：跟读—熟读—翻译—重点单词与短语的理解。
同时，把Jenny 对李明提出的问题书写到黑板上，为接下来的口头作文做铺垫。
)
【设计思路】全面而系统地理解课文，中间穿插小组的PK竞赛活动。
Step III Consolidation and Class Closing （11分钟）
Think about it.
What do you like about yourself?
What makes you unique?
What are you good at?
What are you proud of?
Homework Writing.
【设计思路】以回答问题的形式先课上口述，再到课下的笔头书写，层层递进。
五、教学反思
整堂课效果很好，在课文理解部分也给基础薄弱的同学一个展示自我的机会。
课上口头作文之后再让同学们笔头书写，降低了难度，客观上也增加了同学们对自己写作的信心。