仁爱英语八年级上册unit2topic1sectionc精品公开课教案讲课讲稿

1、此文档仅供收集于网络，如有侵权请联系网站删除Unit 2 Keeping HealthyTopic 1 You should brush your teeth twice a day. Section C红iL中学八年级乌日函一、教材分析(Analysis of Teaching Material )本单元以Keeping Healthy为主题。本话题主要学习情态动词should和had better的用法，学会描述身体各部位 病痛以及如何寻求和给出建议。本课是阅读写作课，讲述了 Michael因运动不当受伤，同学们积极护送他到 医院就医的故事。巩固了用should、had better和ne

2、ed to提建议，并能根据所学 记叙文结构和短语，续写故事。二、学情分析(Analysis of the students )学生具备浅层次语言综合运用能力，并且经过一年的英语学习，有了一定的 阅读理解能力和自主合作和探究的能力。但很多学生还是对阅读理解感到厌烦甚至畏惧。为此，课堂上设置了多元化阅读题型，以充分调动学生的阅读积极性。三、教学目标(Teaching aims)1 .知识目标(Knowledge aims)(1) Use the words should、had better and need to to give advice.(2) Use the structure of t

3、he Narration to write the story.2 .能力目标(Skill aims)(1) Understand the passage retell the passage and act it out.(2) Learn the reading skills, such as scanning careful reading .3 .情感目标(Emotional aims)Increased the studentsstudying passion, foster students' interest train the team work and develop

4、 the desire to write the story.四、教学重难,点(The key points and difficult points )1 .教学重点(Key points)(1) Use the words should、had better and need to to give advice.(2) Learn the reading skills, such as scanning careful reading .2 .教学难点(Difficult points )Use the structure of the Narration to whte the stor

5、y.五、学习策略(Learning strategies)阅读写作教学在阅读中训练 skimming, scanning等阅读技能，同时培养学生借助图片等非文字信息帮助理解的习惯。以读促写，训练写作方法。六、教学模式视频激趣-阅读技巧和语言知识处理-阅读训练-游戏激趣-写作拓展-课堂小结-作 业布置七、教学方法(Teaching Methods)以学生为中心，利用任务教学方法，引导学生掌握阅读技巧。再通过复述、表演 故事及写作等活动，让所有学生参与到学习中来，通过听、说、读、写的训练达 到提升学生综合运用语言的目的。八、教学设备(Teaching aids)计算机多媒体、投影仪，阅读小卷、写作

6、练习纸。九、教学过程(Teaching procedures)Step 1: Warming-up and Leading-inT:Good morning boys and girls.T: Do you know it ? Playing skateboard is very exciting. Now let's enjoy a video.T:Do you like it ? Michael also liked it very much. But what's wrong with him?设计目的：以播放视频的形式吸引学生注意，激发学生学习兴趣。再此基础上， 呈现阅

7、读材料相关图片信息，让学生根据信息进行联想和猜测，调动学生阅读主 动性，为后续故事分析做铺垫。Step 2: Presentation一、Pre-readingT:What happened to him? Now watch the video and number the pictures, please.设计目的：以音影形式让学生整体阅读短文，在宏观上了解故事梗概。同时训练了 skimming阅读技巧，完成任务练习。二、While-readingAccording to the picture we can know Michael was hurt when he played ska

8、teboard. Let' know more information about the story . Please scan the passage and finish this task .InformationWhowas hurt.Whena day.whereIn the.WhyMichael did.The skateboard.Michaelwith a cry.WhatKangkang.Jane and Maria.The doctor's advice:.HowMichael felt much better.设计目的：通过表格中有关 who, wher

9、e, when, what, why和how的信息框架呈 现故事梗概，帮助学生抓住故事的基本要素，学写记叙文结构，为写作打基础。2 .What's the meaning of “take” ？设计目的：结合语境学习词汇，利于牢记单词，培养学生自主学习词汇的能力，掌握结合上下文猜测词义的阅读能力和阅读习惯。在学习过程中，指导学生阅读 方法和阅读技巧，达到“授之以渔”的目的。3 .T: When Michael was hurt. People gave him many advice. Now find out these advice and answer them with “sh

10、ould、shouldn't、 had better； had better not、can and need to .设计目的：再次细读文章，通过找出表达建议的句子，驱动学生深入理解和学习 文章，用多种形式让学生进一步感受故事情节。 同时也是本课重要语言点和教学 重点，为语言综合运用做铺垫。三、Post-readingGroup Work:1 . T: We have know so much about this story. Lets try to retell it.设计目的：训练学生口头语言表达能力的同时， 有利于培养学生阅读、说话等各 方面的能力，通过复述可以增加词汇量，掌

11、握单词、短语、句型的实际用法和各 项语法规则；可以强化对新知识的记忆、巩固，并把新旧知识有机结合加以运用， 使英语知识日趋丰富，从而为英语综合能力的提高奠定坚实的基础。2 .T: Make a short dialog and act it out.设计目的：角色表演帮助学生加深对文章的理解，并将学到的知识换种形式表现出来，符合故事阅读的趣味性，同时小组合作利于培养学生团队合作精神。将阅 读改编对话，既是整体的语言输出，也能培养学生思维创新能力和语言的综合运 用能力。Step 3: Practice1 .T: I give you anther story. Who is he? What a

12、nimal is it? What happened between them? Read the story and circle the structure of this story. Then finish the task 12 .T: Let's know more detailed information. Try to finish the task 2.3 .T: From the story we can know we should eat healthy food. We shouldn 't always eat what we like. It ma

13、y hurt us. Share a video with you.设计目的：进一步巩固和训练学生的阅读技巧，记叙文的结构。Step 4: Consolidation1. GameTask 1: The toad had a toothache again. Could you give it some advice.Task 2:癞蛤蟆再一次牙疼了，这次它去找了森林医生，医生给了它很多建议。 请你分析一下这篇文章的题材、人称和时态。设计目的：以游戏的形式复习巩固，承上启下，再次激发学生的学习兴趣。2. WritingT:How can we write it?设计目的：分析题目，指导写作方法。T: Write it on your paper.设计目的：在思维导图的引领下，培养学生写作布局意识和连贯语言表达技巧，搭建写作结构和写作思维框架，做出切实有效语言输出，将本课所学灵活运用到 写作当中，以此提高写作能力。Ste