C06初中英语八年级单元备课策略示例：初中英语八年级（上）Unit1_Friends2案例解析51单元内各课的教学建议及部分环节设计思路.doc

初中英语8年级上册Unit1 Friends单元内各课的教学建议及部分环节设计思路顾海明通州区育才中学Period 1（welcome to the unit and comic strip）是整个单元的导入部分，目的在于激发学生对学习本单元的兴趣。在这一课时中从Eddie和Hobo对话的结尾处为导入本单元及本课时的话题起到辅垫作用，正好引出朋友的好品质是什么。在接下来的welcome to the unit中通过partA与part B的练习加深了学生对朋友品质的了解和看法，为后面的学习开了个好头。在教授本课时中可以采用任务型教学，利用师生对话，学生小组活动对本单元涉及到有关朋友间品质的单词与词组进行有效教学与巩固练习。Activity:1. Play a guessing game. Ss describe their best friends in the class and guess who are talked about.2. T: Just now we heard some of the students talk about their best friends. Could you tell me which words are used most often?Ss: friendly, helpful, politeT: So these are very important qualities of a best friend, do you think so? What other qualities are important to you? What makes good friends?Ss Act out Part B, P7. Then work in pairs to exchange their rolesSentences may be used:Good friends should be . You can trustbecause .I think good friends should be very becauseI agree. / I dont agree with you because 3. T: Why do you think he/she is your best friend? What makes him/her so special to you? Can you talk to him/her about anything? Do you talk to him/her when you have problems? Do you believe what he/she says? When you are happy or sad, do you talk to him/her? Why?Teach sad, believe, honest and joy.Ss complete Part A, P7 and report individually.英语课堂导入的原则1. 紧扣教学目标和教学要点，采用多样化方式。2. 导入要生动、形象、具有趣味性和艺术魅力。3. 导入要具有关联性，承前启后，新旧知识之间要有紧密联系的“支点”，从复习到导入新课要连贯自然。4. 导入时间不宜过长，以免影响教学的进度和重点内容的教学，导入一般以不超过5分钟为宜。 Period 2 Reading(1) 本课时学生在理解课文大意的前提下，大致了解如何用英语介绍自己的好朋友。在教学过程中，教师可通过设计具体的任务让学生加深对三个人物的理解。教师还可根据本课的阅读内容适当介绍一些阅读技巧，让学生学会针对不同的阅读任务采用相应的阅读技巧。帮助学生捕获有关描述人物外貌与性格特征的信息。Period 3 Reading(11)本课时学生的主要任务是在熟悉课文的基础上掌握并运用本课中的语言知识。因此，课堂上要通过回答问题、小组活动或练习检测进一步加深学生对文章的理解。其次，以复习课文内容为主线，把文章中的语言要点一一呈现给学生。并配以各种形式的训练，多给学生开口和动手的机会。力求在运用中掌握语言点、提高基础知识与基本技能。Summarize （提升阅读主题）T: Today we learnt some useful phrases and sentences to describe friends. Friends are important to every one of us. Lets cherish friendship and be nice to our friends. If we all have good friends and try to be true friends, our lives will be better and better! Now lets enjoy an English poem together as the end of this class.FriendsWe are always together in our heartsWe have many secrets to shareWhen I need you, you are thereYour sense of humourCan always make me laughThank you for being so generousLet nothing come between us Even when we are far apartYou are always in my heart 南师大张伊娜教授对阅读教学的建议：建议一1.-重在理解，控制产出。产出的目的只在于引导或检测学生对文本的理解。2.-尽量让学生整体阅读，享受阅读过程。教师不要控制过多，干预过多。3.-充分信任学生，给学生提供猜词、推理、发现、归纳、概括的空间和帮助，发展学生的思维能力，教师不要总是急于告诉和讲解。4.-不要拘泥于某种固定的教学模式，要根据文本体裁和内容选择或设计合适的教学方法、程序和活动（如三阶段模式、DRTA模式等）。建议二1. 首先把课文中的语言现象学好学透，才有做其他练习的基础，否则，练习就成了无源之水、无本之木。2. 其次，练习的进行要紧紧围绕课文展开。例如，针对课文中的一个新词做活用练习时，首先要保证学生已经学会原句，还要保证所造出的句子使用的词义与课文中的词义相一致。再比如，让学生复述课文时，要特别强调使用课文中的词、短语和句子。即使是让学生做自由练习时，也要鼓励他们尽可能地使用课文中的语言。 Period 4(Grammar) 本课时学习形容词比较级、最高级的构成及用法。教学中教师可以通过呈现图片或直接利用教室资源让学生先对比两个人物的身高、年龄、胖瘦，两个物品的大小、长短、好坏等，学习形容词比较级的构成；接着再对比三者或三者以上的人物或物品，学习形容词最高级的构成。利用教材P11的表格总结形容词比较级及最高级的构成方法。对于多音节形容词比较级、最高级的构成、不规则形容词比较级、最高级的构成、规则中形容词比较级、最高级要双写最后的辅音字母加er、est的要特别提醒学生。用法上建议教师要多设计一些活动，让学生在操练中自然地学会规则，灵活地运用语言。切记：语法教学的核心是形式、意义及用法。要基于语境而不是规则开展语法运用教学，在语境中学，在运用中练。ActivityTalk about your friends using comparatives and superlatives.Sample:My best friend Susan is taller than I am. She is very kind and clever. I think she is the most helpful and hard-working girl of all my friends. Period 5 (Integrated skills) 本课时要学会识别、提取阅读和听力材料中呈现的相关具体信息。Nora和Sandy正在讨论他们未来的希望。建议教师设置不同任务让学生达到学习目标。Task I Noras future plans1. Just now, some students talked about their hobbies and their future plans. Its really interesting. Our friend Nora is also talking to Amy about her future plans. Can you find out what she would like to do in the future? You can listen to their conversation and put a tick in the correct boxes in the table.2. Listen to the tape again and check their answers. 3. Suppose you are Nora. A reporter from NJTV is interviewing you. Please make a dialogue with your partner, talking about your future plan.4. Now you are quite familiar with Noras future plan. Please help her complete her diary entry.Task II Sandys future plans1. So Nora would like to be a social worker when she grows up. She is really kind and helpful. What about Sandy? What would Sandy like to do when she grows up? Does she also want to be a social worker? If not, whats her plan? Please listen to the tape and find it out.2. Listen to the tape again and help Sandy complete her diary entry.听力教学技巧新课标提出：听力教学的主要目标是：培养学生听的策略以及在听的过程中获取和处理信息的基本技能。 （1）Pre-listening要求明确目的，激发兴趣，熟悉话题，预测大意，布置任务。这部分可以在词的问题上让学生热身，谈论自己将来的打算。比如What would you like to be 来导入本课话题。本课先通过谈话引入主题激发学生的学习兴趣，再通过阅读与听力内容相关的材料，熟悉话题。布置学生通过听以后完成相应的任务。 （2）While-listening要求听主题大意和捕捉细节信息，完成任务（排序、简答、画图、判断、补全信息等等）本课通过学生对材料的处理和加工，熟悉作者的讲话意图。 学生就可以对所听理解更容易些，题目也可以做的相对容易些 （3）Post-listening根据笔记写出梗概；根据所听内容解决一些实际性问题；根据所听内容进行口头或者笔头转述或续写。本课就是要求学生用所听到的信息进行重新的组合整理，培养学生的笔头表达能力。 Period 6 (study skills)部分的教学建议通过学生展示他们成功的记忆单词的方法，与同学分享成果，并能学会把这些好的做法借鉴自用。教师还可