初中英语_八年级英语上册Unit1SectionA教学设计学情分析教材分析课后反思
Unit1 Could you please clean your room? Section A 1a-2d
Step 1 Warming-up Use the pictures to warm up. Step 2 Presentation 1. Watch the photos and talk about them “What does he do every day?’ and learn these phrases: do chores, do the dishes, make the bed, take out the rubbish, fold the clothes, do the laundry, clean the living room. 2. Look these phrases and practice the conversation: Could you please take out the rubbish? Sure. / Sorry, I can’t. I have to finish homework first. 3. 1a Do you do these chores at home? Discuss them with your partner. Step 3 Listening 1b Listen. Who will do these chores? Check (√) Peter’s mother or Peter. Chores Peter’s mother Peter do the dishes sweep the floor take out the rubbish make the bed fold the clothes clean the living room Step 4 Practice 1c Make conversations about the chores in 1a. Make conversations. Examples A: Could you please...? B: Yes, sure. /All right. /No problem./Certainly. Sorry, I can't. I have to do... Sorry, I can't. I am doing... Step 5 Listening 2a&2b Peter asks his father if he can do four things. What does his father say? Check (√) “yes” or “no”. Listen again. Draw lines to the reasons. Peter wants to… Peter’s father says… His father’s reasons
go out for dinner. Yes No I have to do some work. go to the movies. Yes No You have to clean your room stay out late. Yes No I need to eat breakfast. get a ride. Yes No You have a basketball game. Step 6 Practice 2c Make conversations using the information in 2a and 2b A: Could I use your computer? B: Sorry. I’m going to work on it now. A: Well, could I watch TV? B: Yes, you can. But first you have to clean your room? 2d Role –play the conversation Step 7 Language points and summary 1. Tony, could you please help out with a few things? help out 动词短语，表示在某人繁忙或遇到困难时“给予帮助”。help和out之间还可以加入具体的“人”。 e.g. He helped me out with my task. 他帮我完成了任务。 They helped (us) out with the clean-up. 他们帮助我们做大扫除。 2. Could I at least finish watching this show? at least 至少 e.g. We should brush our teeth at least twice a day. 我们每天应该至少刷两次牙。 3. Yes, because Mom will be back from shopping any minute now. be back 回来 e.g. I won't be back till 11:00. 我11点以前回不来。 any minute now 一种常见的口语表达法，相当于“随时；马上；在任何时刻”的意思，表示事情有可能在极短的时间内发生或眼下就要发生。 minute还可以用second, moment, time等词替换。 e.g. Don't worry, he will come here any minute now. 别担心, 他会马上来这儿。 The guests are arriving any time now but we’re still not ready. 客人即刻就到，但我们还没有准备好。 We’re expecting them any moment now. 我们期待他们随时到来。 Step 8 Summary 1. New words and expressions do the dishes, sweep the floor, take out the trash, make the bed, fold the clothes, clean the room 2. ---Could you please…？ ---Yes, please. / Sorry, I can’t. Step 8 Homework 1 List all the main phrases of doing chores that you know. （必做） 2 Make a conversation between you and your mother, using the sentence pattern “Could you please …?” （选做） 学情分析 大部分学生英语基础知识和阅读能力普遍较差，同时，面对学生掌握英语的程度不一，将采用分层教学与整体教学相结合的方式完成教学任务，努力提高他们英语水平。 另外，学生在情感态度,学习策略和文化意识方面还存在诸多需要进一步解决的问题。例如：个别学生不明确学习英语的目的；有些同学对学好英语缺乏自信，不敢用英语表达；缺乏小组合作意识；一些学生没养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累。 针对这种情况，在课堂教学过程中，努力灌输正确的阅读方式，培养良好的学习习惯，放慢教学进度，并为提高学生学习兴趣想一些办法。如通过学生们喜爱的游戏、竞赛等方式反复练习一些基本单词、基本句型。 Unit1 Could you please clean your room? Section A 1a-2d 效果分析 本节课所使用的教材是鲁教版英语八年级上册第1单元第一课时,由于这节课的话题为要求和请求，很贴近学生的生活，学生较为感兴趣，通过投影图片来学习单词、词组的方法非常适合本单元学习，因为本单元的新词多以词组形式出现，借助图片，更为形象，能更激发学生的兴趣。这一环节，学生表现出了兴趣，态度积极，乐于参与，是学习变得轻松。 对词组的英文描述，使学生对这些词汇的印象更为深刻。之后让大家一起谈论帮助做家务的活动，也能让学生积极参与进来。更可以 扩展学生词汇，在用英语叙述活动的同时，进一步复习了动词的过去式。由浅入深，层层递进。不足之处就是，有些单词或者有些动词的不规则变化过去式，学生对变化规则的掌握不够熟练，学生还是不能很流利地朗读,这些在以后的教学中要不断加强。 本课坚持以学生为中心，贯彻英语学习的交际性原则，让学生在完成任务的过程中通过合作学习，利用所学词汇和语法描述自己或他人的经历，把学习与现实生活有机地结合起来，较好的实现了“学以致用”的目的。
教材分析 一、八年级上册由8个单元组成。 二、各个单元教学目标明确 学生用书的目录展示了各单元的教学目标，这套教材是在任务型语言教学理念的基础上编写而成的，它的语言教育理念是：强调语言应用，发展学习策略，培养创新精神，突出实践能力。它以话题为主线，贴近学生的实际生活，要求教师要通过任务型语言教学的途径，使学生完成对语言知识的学习、掌握和运用，通过一系列任务的设置与完成，把教学过程变成一个学习和运用相融合的过程，快捷地实现语言学习的真正目的。本套教材兼顾
Section B 1a—1e 初中八年级上册英语教案教学设计课后反思
Unit 4 What’s the best movie theater?(Section B 1a—1e)Huizhi Middle SchoolLin ShirongⅠAnalyzing the teaching materialThe material is from Go For it Book II A Unit 4 What’s the best movie theater? Section B (1a-1e). It is a listening and speaking material.ⅡAnalyzing the studentsThe students are Junior Two students and they take a great interest in learning English.ⅢTeaching objectives----Knowledge aims:1.Get the students to learn new words and phrases: creative, performer, upside down, etc.2.Get the students to learn something about talent shows.3.Get the students to use the superlatives in their expression.----Ability aims:1.Develop the students’ listening skills: guess before listen, listen with a purpose and so on.2.Get the students to share their opinions bravely in class.----Emotional aims:1.Get the students to know everyone is good at something and try to make their dreams come true.2. Get the students to try to be a talented and confident person.ⅣTeaching key points1.Get the students to grasp the key words and key phrases.2.Get the students to develop the listening skills and try to express their ideas by using the superlatives.ⅤTeaching Difficult pointsGet the students to use superlatives in practice and try to be a talented and confident person in their daily life.ⅥTeaching methods1.Tasked-based teaching and learning method.municative teaching metho d.3. Audio visual teaching method.ⅦTeaching aidsMultimedia facilities, blackboard , PPT.ⅧTeaching proceduresStep one: Lead-in1. Greetings and free talk.2. Choose the Huizhi Talent for this year. Watch the videos of students’ talent shows. And then ask the students to work in pairs andchoose the best talent show and give their reasons.【Design purpose:The talent show videos are chosen from the students in our school. It is designed as the lead-in part due to the following three functions: 1. Situational function: students can imagine themselves as judges for the talent shows, which can arouse their interests immediately. 2. Practical function：by using the material they are familiar with, students are supposed to use the superlatives they have learnt in practice. 3. Cooperation function: through the pair work, students can learn to cooperate with each other.】Step Two：Presentation and ProductionActivity 1: Exercise of 1a.Write these words and phrases next to their opposites in the chart.【Design purpose: Through this exercise, students are expected to review the changing rules of the superlatives learnt in previous classes.】Activity 2: Games1. Say it quickly. Show the adjectives on the balloons. Ask all the students to stand up and say the superlatives of the adjectives as quickly as they can.2. The magic hand. Say the opposite forms of the superlatives. Encourage all the students to take part in the games.【Design purpose: Games can not only make the atmosphere alive，but also help the students to consolidate what they have learnt in a way they are interested in.】Activity 3: Listening1. Pre-listening activity1) Prediction: Show pictures of different talent shows together and ask the students to guess the main idea of the passage.【Design purpose:Prediction is a good listening skill. It reduces the difficulties and paves way for later tasks.】2) Talk about the pictures: Look at the pictures and talk about the talent shows in each picture.【Design purpose: Through the process, students are expected to learn the new words they are going to hear in the listening material, which reduces the obstacles in the following activities.】2. While-listening activity1) Listen and match.(1c) Listen to people talking about a school talent show. Match the pictures with the performers.【Design purpose:Students are supposed to match the people and their talent shows, which help them to have a further understanding of the listening material.】2) Listen and choose.Question 1: Why did they think Dennis was the worst?A. He kept dropping the balls.B. His performance was not interesting.C. He could not sing very well.Question 2: Vera was the most creative because _______.A. She was very funny.B. She played the guitar upside down.C. She was an excellent piano performer.【Design purpose:It is a process of careful listening. Students are required to pay special attention to the superlatives used for certain people, which makes the later exercise of 1d more easy.】3) Listen and fill.(1d) Listen and fill in the chart with the adjectives you hear.【Design purpose: In this part, students are required to take notes by paying attention to the superlatives and adjectives while listening. 】4) Listen and role playFill in the blanks with the correct answers and then role play the conversation.【Design purpose:It helps students to consolidate what they have listened and then improve their spoken English through role play.】3. Post-listening activity : Who’s the most talented in our class?After listening to the material, divide the students into group of four. Ask them to choose the most talented students in our class for the next Huizhi Talent.【Design purpose:On the one hand, it helps students to learn to cooperate with each other through group discussion; on the other hand, the topic they discussed echoes the lead-in part of this lesson.】。
新目标英语八年级上册unit1教学设计
八年级上Unit 1 How often do you exercise?Section B（3a—4）课堂教学设计◆教材分析：下面我要说的内容是人教版八年级上Unit 1 Section B(3a--4) Page 5，本单元以“How often do you exercise ?”为话题展开教学活动。
首先让学生学会恰当地使用频率副词及短语(always, usually, often, sometimes, hardly ever, never) 再学会描述自己或他人的生活方式。
通过复习已学习过的动词及短语(shop, exercise, read, go to the movies, watch TV, ,eat vegetables/fruit/junk food, ect)，使学生积极参与，主动合作，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，从而培养学生运用英语的能力。
本单元的Section A部分，已初步认识和使用了频率副词，为进一步使用频率副词及动词短语做语言知识上的准备。
本课时主要在此基础上培养学生对语言知识点的综合运用能力，让学生学会阅读、学会写作，学会调查，让学生在体验中内化语言知识，从而培养学生对频率副词以及how often句型的使用能力。
◆教学目标：1、知识目标(1)掌握以下词汇：habit, try, lifestyle, grade, better, same, as, different, maybe, although, for,of course, look after, good—better—best, healthy—healthier—healthiest(2)掌握并会运用下列重要短语和句型：look after = take care of the same as try to do sth. get good grades－How often do you exercise? －I exercise every day.－How often does she drink milk? －She drinks milk every day.2、能力目标读：通过学习本课时的短文，能读懂介绍个人生活方式的文章。
人教版英语八年级下册Unit1SectionA(1a1c)说课稿
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.创设生活化的教学情境，如展示度假照片、分享真实度假经历，让学生在真实语境中学习。
2.设计互动性强的小组活动，如角色扮演、故事接龙等，让学生在合作中学习和运用新知识。
3.利用多媒体资源，如视频、音频和动画，增加教学的趣味性和吸引力。
（三）互动方式
我计划通过以下方式设计师生互动和生生互动的环节：首先，在课堂导入阶段，我会通过提问和讨论的方式与学生互动，了解他们对度假话题的已有知识；其次，在教授新知识时，我会组织小组活动，让学生在小组内讨论和练习新词汇和句型，鼓励他们相互帮助和纠正错误；接着，我会安排角色扮演或情景模拟，让学生在实际的交流场景中运用所学知识；最后，我会通过课堂小结和作业反馈，与学生进行一对一的交流和指导。这样的互动设计旨在促进学生的积极参与，增强他们的合作意识，同时也能够及时获取学生的学习反馈，调整教学策略。
（二）新知讲授
在新知讲授阶段，我会按照以下步骤逐步呈现知识点：
1.首先通过展示图片和示例句子，引入一般过去时态的词汇和句型。
2.接着，我会用简单的语言解释一般过去时态的构成规则，并通过板书和实际例句来演示。
3.然后，我会让学生尝试自己构造句子，并给予即时反馈和纠正。
4.在学生掌握基本结构后，我会引入一些复杂的句子结构，如含有不规则动词过去式的句子，并指导学生如何正确使用。
（二）教学反思
在教学过程中，我预见到可能的问题是学生对不规则动词过去式的记忆困难和在实际语境中运用一般过去时态的不自信。为应对这些问题，我会通过重复练习、游戏和角色扮演等互动活动来加强学生的记忆，并在课堂教学中提供大量的正面反馈，增强学生的自信心。课后，我将通过学生的课堂参与度、作业完成情况和随堂测验结果来评估教学效果。具体的反思和改进措施包括：根据学生的反馈调整教学节奏，对难点进行额外的讲解和练习；针对学生的个性化需求，提供不同的学习资源和支持；定期进行教学方法的反思和调整，以优化教学效果。
初中英语_初中英语八年级上unit 8 (1a教学设计学情分析教材分析课后反思
Unit 8 How do you make a banana milk shake?Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词： shake, milk shake, blender, turn on, peel, pour, yogurt, honey, watermelon, spoon, pot, add, finally, salt能掌握以下句型：①─How do you make a banana milk shake?─First, peel the bananas…②─How many bananas do we need?─We need three bananas.③─How much yogurt do we need?─We need one cup of yogurt.2) 能了解以下语法：掌握用how much 和how many对事物的数量提问。
3) 学会描述做一些常见食物的过程，并能正确地运用表示顺序的词汇。
2. 情感态度价值观目标：1. 通过制作食物的介绍, 培养学生的实际生活能力, 了解生活知识, 增长生活阅历, 培养实践操作能力和动手能力。
2. 通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。
二、教学重难点1. 教学重点：1) 用how much与how many来对数量提问。
2) 动词词组；描述过程的顺序词。
2. 教学难点：能恰当地使用祈使句表达食物的制作过程。
三、学法指导1．学习方法的指导培养学生观察力，记忆力，想象力以及创造能力。
用生动的课件进行听、说、读、写的训练。
2．学习能力的培养通过连贯的听、说、读、写、表演等技能，培养学生的交际能力，发展他们的思维能力。
3．学习策略的指导在课堂教学中把学生分成两人或四人小组的学习小组，让他们围绕着课堂任务相互交流、相互合作，从而获得知识、技能和情感体验，发展学生的自主学习能力。
初中英语_I think that mooncakes are delicious!SectionB(1a教学设计学情分析教材分析课后反思
【展示课】Unit2 I think that mooncakes are delicious! Section B(1a-1c)教学设计Unit2 I think that mooncakes are delicious! Section B (1a-1c)教学设计一、教学目标：1．知识目标：1) 在学习掌握下列词汇：haunted house, ghost, trick, treat, spider, black cat, bat, candy2）学习目标语言，学会用目标语言谈论中外不同国家文化的语言材料。
2．能力目标：1）能够听懂语言材，掌握听的技巧；能读懂介绍中外不同文化的文章。
2）通过角色扮演，复述和调查报告训练学生口语交际能力，增强他们敢于开口说英语并用英语表达自己的信心与能力。
3. 策略目标：教学生通过构建思维导图来进行free talk，有助于增强学生的思维能力，提升注意力与记忆力、启发联想力和创造力。
4. 情感目标：通过对一些传统节日的学习，了解不同地域的文化，培养学生的跨国情怀，并增强民族自豪感与爱国主义精神。
5. 文化意识目标：通过对中外一些传统节日的学习，感知中西方不同的文化及风俗习惯，增长见闻，拓宽视野，陶冶情操。
二、教学重难点1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 学会使用I think that…的宾语从句。
3）通过交流学习，学会用目标语言表达对节日的喜好，谈论怎样庆祝节日。
2. 教学难点：1) 理解并运用所学的词汇及表达方式，并熟练运用的目标语言。
2）通过交流学习，学会用目标语言表达对节日的喜好，谈论怎样庆祝节日。
三、教学方法策略：多媒体教学小组合作学习四、教具：1)PPT2)教师为学生准备的面具，万圣节斗篷，及糖果3)教师和孩子及丈夫录好的两个视频：歌曲《Halloween Fun》及游戏《Trick or Treat》五、教学过程Step 1 Warming upShow the students a mind-map of Chinese festivals, then ask them to talk about their favorite festivals; Then show the students a mind-map of foreign festivals, and tell them we will learn something about Halloween. Then show the students somepictures of Halloween，and at the same time teach them some new words and tell them something about Halloween.设计说明：我设计mind-map引导学生一起回顾并自由谈论国内外的节日，并在头脑里展开联想，回想所学过的节日，形成头脑风暴，再让部分学生站起来说一下自己的想法，锻炼他们的口头表达能力。
人教版英语八年级下册Unit1SectionA(1a2d)教学设计
3.能够理解和运用本章节所学的目标句型，如：“What do you do?”, “I am proud of you.”, “It takes a lot of practice.”等，进行真实场景的对话。
4.提高听力技能，能够理解并获取对话中的关键信息，如：人物、地点、事件等。
3.设计丰富的课堂活动，如听力训练、阅读理解、词汇游戏等，帮助学生巩固所学知识，提高综合语言运用能力。
4.引导学生进行自主学习和合作学习，培养他们发现问题、解决问题的能力。
5.鼓励学生积极参与课堂讨论，提高他们的思维品质和表达能力。
（三）情感态度与价值观
在本章节的教学中，学生将培养以下情感态度与价值观：
1.培养学生的自信心，让他们在英语学习中敢于表达、勇于尝试。
2.培养学生的合作精神，让他们在小组活动中学会互相尊重、互相帮助。
3.培养学生的坚持精神，让他们认识到学习英语需要持之以恒、不断努力。
4.培养学生的积极心态，让他们在面对困难时保持乐观、勇于挑战。
5.培养学生的国际视野，让他们了解不同国家的文化，尊重并欣赏他人的优点。
-语法：一般现在时和现在进行时。
-句型：What do you do? I am proud of you. It takes a lot of practice.
2.教学过程：
-通过例句、情境和图片，展示词汇和语法知识。
-引导学生用一般现在时和现在进行时描述正在进行的动作或状态。
-操练句型，进行师生互动、生生互动。
-制作词汇卡片，注明单词的音标、词性和例句。
5.家庭作业：
-家长协助孩子完成一次家庭采访活动，采访对象为家庭成员或亲朋好友，了解他们的成功经历和努力过程。
初中英语_ What were you doing when the rainstorm came 教学设计学情分析教材分析课后反思
Unit 5 What were you doing when the rainstorm came?Section A 1a—1c一．学习目标（一）．知识目标1. 学习并掌握下列单词和短语：rainstorm, at the time of, wait for ,wake up.…3. 能熟练掌握并使用下列重点句式：1)-Where were the people at the time of the rainstorm? ----They were on/in ------ 2）—What was the girl doing at the time of the rainstorm? —She was …3）—What were you doing last night? — I was ...4. 学会过去进行时态的构成和用法。
（二）能力目标通过听说训练，学会运用过去进行时态，谈论过去的事情或讲述过去的故事(三)情感目标通过本课的学习，培养学生在困难面前互帮互助的优良品质教学重难点：正确使用过去进行时态，谈论过去的事情或讲述过去的故事教学方法：情景教学法；任务型教学法。
二、【教学流程】Step One Warming up and leading inT: Boys and girls ,look outside, what’s the weather like today ?Ss: It’s sunny and warm.T: Please look at the picture, what kind of the weather is it ?Ss: It’s rainstormLearn the new word “rainstorm” and “the time of the rainstorm”Lead in the new lesson and show the studying aims and get the students to read them loudly.Step Two Ask and answerA;Where were you when the rainstorm came?B: I was on the street/.at the bus stop /in the library / in the house------Step Three Check your memory1.Get the students to translate the following phrases1.暴风雨2.在….的时候3.在街上4.在车站5.在图书馆6. 等公共汽车2.1a Where were the people at the time of the rainstorm? Match the statements with the people in the picture1. __ I was in the library.2. __ I was in my house.3. __ I was on the street.4. __ I was at the bus stopStep Four Read and compareAsk the students to looking at the pictures and find the differences(1)--What is the baby doing now?--He is sleeping-- What was the baby doing at this time yesterday-- He was sleeping.(2)-- What is the baby doing now?-- He is watching TV.-- What was he doing at 9:00 last night?-- He was playing computer games.(3) -- What are they doing now ?-- They are having a class.-- What were they doing at this time yesterday?-- They were having a class at this time yesterday.Then get the students to have a discussion思考探究What were you doing when the rainstorm came? 当暴风雨来临的时候，你正在做什么？本句是由what 引导的特殊疑问句，时态是过去进行时。
八年级英语上册(人教新目标GoForIt!)Unit8第1课时SectionA(1a2d)教学设计
一、教学目标
（一）知识与技能
1.学生能够掌握本节课的重点词汇和短语，如“divide…into…”，“suggestions”，“arrange”等，并能够在实际情境中正确运用。
2.学生能够理解并熟练运用一般现在时态描述日常生活中的一般事实或习惯。
7.教学反思：根据学生的课堂表现和作业反馈，及时调整教学方法和策略，以提高教学效果。
四、教学内容与过程
（一）导入新课，500字
1.教师通过多媒体展示一组关于日常活动安排的图片，如学生早上起床、吃早餐、上学、放学后进行体育活动等，引导学生用英语描述图片内容。
2.学生在教师的引导下，尝试用英语表达图片中的活动，如：“I get up at 6:30 in the morning.","I have breakfast at 7:00.","I go to school at 7:30."等。
a.以小组为单位，设计一个日常活动安排表，包括早晨、下午和晚上三个时间段的活动，并用英语进行描述。
b.小组之间进行交流，互相分享和评价彼此的活动安排，提出改进意见。
4.拓展作业：
a.学生通过网络、书籍等途径，了解世界各地人们的日常活动安排，用英语总结至少3个不同文化背景下的日常活动特点。
b.挑战更高难度的听力材料，如关于日常活动的新闻报道、播客等，提高听力水平。
2.教师引导学生运用一般现在时态，结合所学词汇和短语，进行句子练习，如：“I divide my day into three parts: morning, afternoon and evening.","I have some suggestions for our class activity.","We need to arrange our time carefully."等。
人教版英语八下Unit1SectionA(2a2c)说课稿
选择这些方法的理论依据在于，交际法能够帮助学生将所学知识应用于实际交流中，提高语言运用能力；任务型教学法能够让学生在解决问题的过程中自然地习得语言，增强学习动机；情境教学法能够激发学生的情感和兴趣，使学习过程更加生动有趣。
-基本的英语语法知识，如一般现在时态。
-能够识别和拼写一些基本的英语单词。
然而，以下学习障碍可能存在：
-对城市地点的英文表达不熟悉，可能混淆或忘记单词。
-在使用“Where is/are...?”和“Let's go to...”句型时，可能会出现语法错误。
-对一般现在时态的运用不够熟练，容易与过去时或将来时混淆。
-然后引入“Where is/are...?”和“Let's go to...”句型，通过师生互动，让学生在实际对话中学习和使用这些句型。
-接下来，通过讲解一般现在时态的用法，让学生理解如何在描述城市地点和活动时正确使用时态。
-最后，通过情境模拟，让学生在具体的语境中练习使用所学知识，加深对知识点的理解和记忆。
（三）互动方式
我计划以下方式设计师生互动和生生互动的环节：
1.师生互动：
-通过提问和回答的方式，让学生积极参与课堂讨论。
-在学生回答问题后，给予及时的反馈和指导，帮助他们改进语言表达。
2.生生互动：
-设计小组活动，让学生在小组内进行角色扮演和对话练习。
-安排学生进行同伴互助，通过相互交流和纠正错误，共同提高语言能力。
-认知水平：学生的认知能力逐渐成熟，能够理解较为复杂的语言结构和概念。
-学习兴趣：学生对生动有趣的学习内容更感兴趣，喜欢通过游戏和互动来学习。
初中英语_Unit 1 What's the matter Section B 2b教学设计学情分析教材分析课后反思
Unit1 What’s the matter? Period 5 Section B(2a-2e) By from Teaching aims Knowledge aims 1.Ss will be able to master the following words and phrases: breathe, have problems breathing, sunburned, ourselves, climber, be used to doing, risk, take risks, accident, situation, kilo, rock, run out (of), knife(knives), cut off, blood, mean(meant), get out of, importance, decision, control, be in control of, spirit, death, give up, Aron Ralston 2.Ss will be able to master the following sentence structures: 1)As a mountain climber, Aron is used to taking risks. 2)Aron Ralston is an American man who is interested in mountain climbing. 3)There were many times when Aron almost lost his life because of accidents. 4)…,Aron’s arm was caught under a 360-kilo rock that fell on him…. 5) This means being in a difficult situation that you cannot seem to get out of. 6….,and before we have to make a decision that could mean life or death. 3. Ss will be able to learn some reading strategies. Ability aims 1.Ss can use reading strategies to comprehend the passage. 2.Ss can learn to make a good decision when they are between a rock and a hard place. Emotional aims 1.Ss will learn to make a good decision when they are in trouble. 2.Ss will learn to be brave enough to face the difficult by themselves. Teaching important points 1.Ss can master the key words, phrases and sentence structures well. 2.Ss can use reading strategies to comprehend the passage. Teaching difficult points Ss can use proper sentences to retell Aron’s story. Teaching aids Multi-media, textbook, tape, etc. Teaching procedures Teacher’s activities Students’ activities Purposes Step 1: Warming-up and lead-in 1.Play a game: Ask Ss to find out five differences. And tell Ss: To be a great game player ---to read picture in order. 2.T:Who’s that in the picture? That’s Tom. Here’s a story about Tom. Please put the sentences in correct order. Then tell Ss: To be a good reader—to find the event in order. 1.Follow the teacher to find out five differences 2.Put the sentences in correct order and learn the reading skill. This game can help to get Ss to be interested in this class. And Tom’s story