中学八年级英语下unit8第二课时5页

初中英语教案 学 校 班 级 Class___ Grade_8__ 日 期 2011-5-6 授课 教师 课 题 Unit8 Why don’t you get her a scarf? Period 2 (Page 62, 3a-4) 复备区域 备课标与教材 知识点（语音、词汇、语法等方面） 1.语音词汇：spider [spaidə] mouse [maus] snake [sneik] hamster [hmstə(r)] personal [pə:sənl] special [speʃəl] receive [risi:v] gave [geiv] guy [gai] 2. Sructures: 1. What should I get my sister? 2. Why don’t you get a camera? It’s too expensive. 3. How about some tennis balls? They are too cheap. 4. What about a watch? That’s too personal. 5. What’s the best present you have ever received? A bike. 课前复习征求建议的方法： 1. What should I get my sister? 2. Why don’t you get a camera? It’s too expensive. 重点、难点（知识、技能两个方面） Important points : 1. What should I get sb ? 2. Why don’t you get/buy sb sth ? 3. What about /How about sth ? 4. It’s/They are too + adj . 5. Present perfect tense . Difficult points : 1. too + adj : 太… 2. adj + enough :足够 3.That’s too personal. What’s the best present you have ever received? A bike. 分析知识点与知识系统的关系 Why not/Why don’t you do sth.? How about/What about doing sth.?提建议在8上第11单元接触过,本单元进一步讲述提建议的举行，这对学生掌握如何建议别人买礼物的表达法，掌握如何比较物品的品质很重要。 分析确立重难点的依据 对教材的分析和对课程标准的分析，确定了本课的重难点。 备学情 学生已具备的知识与技能 学生已经学习了部分如何给别人提出建议和意见。 学生的学习兴趣（对教师、教学法的兴趣） 操练中注重生活化情景化，教学活动中尽量让所有学生参与进来，特别使学困生在同学帮助下能开口说英语，减少他们的恐惧感，采取议论讨论和编对话的的方法。通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时增加书面表达，并分层完成，以提高他们综合运用语言的能力，使各层次的学生都有所收获。 学生的差异性 根据自己的学生分析差异性，分出层次进行不同的目标教学。在学习现在完成时时可能会有大多数学生能够理解，但实际练习中因动词的变化不熟而会出现一些用法的错误。以中下等学生为主多进行操练巩固，随堂检验掌握情况。 备教学目标 知识与技能目标（分层） 1、2组学生能够听说读写本课时的单词和短语；熟练使用提建议的句型结构；并用这些句型用于交际中。 3组学生可适当掌握里面的黑题词及词组，会用基本结构和句型。 过程与方法目标 引导学生进行口笔头训练,为其创造轻松愉快的学习交流环境，通过听说读写来培养学生综合运用这些知识的能力，并通过有限的课堂实践活动，注意观察别人的行动，能准确的用英语来表达。 情感态度目标 在进行口笔头训练活动过程中，加深师生的情感.培养学生的观察能力语言交际，并提高学生的英语学习兴趣 创新支点 用提问提建议的方式引出话题创设生活化的真实情境(如可以小组合作做采访),围绕其感兴趣的话题展开问答交流, 使其在学习语言中充分运用语言。 备教学方法与媒体 1.教学方法：开展多种类型的任务型活动，拼单词比赛，表演对话等。提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。 2.多媒体教具：黑板 大屏幕 ppt 教学流程 Step 1 Review Ask a pair of students to act out the conversations in 1c and 2c. Step 2 Learning new words Show the new words on the screen. Read the new words to the class and ask them to repeat. Make sure every student can understand the meanings of the new words. Step 3 3a Pair work This activity provides reading and writing. 1. Look at the chart in Activity 3a. Let students read the column headings and the names of the people. 2. Read the answers on the chart to the class. Review the meanings of any words students don’t understand. For example, a pet is a house-hold animal like a dog or a cat and graduation is the celebration that happens when a student finishes high school or college. 3. Look at the sample dialogue. Ask a pair of students to read it. 4. Then ask students to complete the first question and exchange answer with a student. 5. Get students to work in pairs. Ask Student A in each pair to look at the chart on Page 62. Ask Student B to look at the chart on Page 87. 6. Let the pairs work on their own. When they work, move around the room checking the progress of the pairs. 7. Correct the answers. Step 3 3b Pair work This activity provides guided oral practice using the target language. 1. Go through the instructions. 2. Look at the example in speech bubbles. Ask a pair of students to read it. 3. Then ask students to close their books. Get several students to say the questions from memory. 4. Let students work in pairs. As they talk, move around the room checking progress and offering language support as needed. 5. Ask students to act out the conversations. Step 4 SB Page 62, Part 4. 1. Read the instructions. Ss can practice several times. 2. Ask two students to read the dialogue. 3. Ask Ss to complete the work in pairs. 4. Ask a few students to share the sample conversation. Step 5 Exercise 教学反思 大部分学生基本能掌握Why don’t you------?这一句型，同时可以联系运用其他的几种提供建议的方法