冀教版英语八年级上册lesson33教学案例

1、冀教版英语八年级上册lesson33教学案例教学理念：按照基础教育阶段英语课程的总体目标，在课堂教学中要注意学生语言技能、语言知识、情感态度、学习策略和文化意识的培养，让学生在获得知识和技能的过程同时学会学习和形成正确价值观。本单元是让学生思考他们的未来，考虑一下将来的生活，积极参与到语言的运用情景之中，体验合作交流的乐趣。教材分析：1. 教材简析：本课通过描述李明和王梅的愿望和理想，学习有关职业的词汇及有关表示将来时的句型，帮助学生积极地描述他们的愿望和理想，让学生思考他们的未来，进一步复习学过的一般将来时，扩充词汇，掌握有关目标和计划方面的常用语言，激发学习英语的兴趣，有利于培养想象力及用

2、英语进行思维的能力。2、教学目标：知识与技能目标：知识目标：1. Learn and master the following expressions   be good at ;in the future ; give a talk ;make sb. dosth.2. Sentense patternTomorrow is the future .So is next week and next year.技能目标：1、Enable students to express their hopes and wishes.2、Think about the life in

3、the future and share the ideas in a small group.过程和方法目标：1. Enable students to express their hopes and wishes2.Help the students to learn to predict their future life and their jobs.情感态度价值观目标：Set up your ambition for your future.教学重点:1、Some words and expressions about the future. 2、Predict

4、their future life and jobs and the future tense.教学难点：1、熟练运用“so+助动词+主语”的倒装句。2、Predict their future life and jobs and the future tense.教学用具： Recorder and tape课型：New lesson学情分析:八年级学生已经具备了介绍的基本知识和技能，为本课的学习作下了铺垫。此阶段的学生是一个特殊时期，有了一定的英语学习习惯，但须巩固，他们有了一定的认知能力和语言基础，需要进一步扎实基础，提升能力，但是学生学习的差异性很大，部分语言学习能力较强的学

5、生表现更为优异，对英语学习表现出较强的自信心，能积极参与课堂活动，针对他们，任务的设计可以是对语言表达能力要求较高的活动，引导他们在小组活动中积极与他人合作，互相帮助，共同完成学习任务;班里还有一些语言能力较差，语言综合运用能力没能达到要求级别，自信心不足，缺乏学习动力与积极性，教师要鼓励他们，针对他们设计容易完成的活动，使其体验到成功的喜悦的同时，激发培养英语学习兴趣，树立信心。对学生的活动进行评价，让学生能及时得到激励与反馈，有利于学生英语学习。学习策略：1.借助联想学习和记忆词汇；2.听前准备，有选择性地听记关键内容3.提高学生学习策略意识，培养学生使用各种方法来帮助自己学习语言。4.个

6、人阅读、小组讨论、 师生互动教学过程设计：教师活动教学过程学生活动Good morning ,class!Are you ready forclass? Step 1 Greeting Good morning teacher.Yes , we are. 1.  This month is _.Last month is _。Next month is _.next month is in the future .What else is in the  future?2 What is always in front &#

7、160;of you , yet you cannever see it ?Step 2 Lead in1. Next year and all the years after that.   2Think about it and answer: Your futureAsk:1.  What are you good at?2.  What do you wantto do in the future ?Step3.presentation Ask and answerin pairs.Ask the ques

8、tion and check the answer.What would LiMing and Wang Mei like to do in the future?  Step4.Listen andanswerListen to the tape and answer the question :Li Ming would like to be a teacher.Wang Mei would like to be a doctor.1.Ask the students to read thedialogue silently,（Pay attenti

9、on to the reactions of the students to know if they need help .）2.Read aloud inpairsStep 5.Read1.  Read the dialogue silently（画出不理解的短语和句子）2.  Read the dialogueIn pairs.1.Ask several students to readand translate thedialogue. 2.Use the  following phrasesto make sentencesa.be

10、good atb.in the futurec.give a talkd.make sb. do sth.3. Explain the following .a.in the future 与in future 的区别b.Tomorrow is the future. So is next week and nextyear.3.  讲解“so+助动词/be动词/情态动词+主语” 4.Ask severalgroups to act thedialogue out infront of the class Step 6.Have a further

11、60;study of thedialogue.1.  Have a discussion  in pairs .   2.Read and translate the phraes,then tryto make sentences. 3.Students try to explain the sentences  4.After have a discussionThen do the following exercisesa. He can swim, and     

12、      （我也会）b. He is tall .        （我也是）c. He likes to study Chinese.        (确实如此)d. It is a beautifulcoat.            (确实如此)5.Act the dialogueIn

13、 front of the class.Ask Ss. to thinkabout their lifein the futurea.  Where will youlive? b.  What will yourjob be?c.  Will you behappy? Why?Step7Think aout yourlife in the futureShare their ideas in a small groupGuess what I amgoing to be whenIm older?Step8 GuessingS1:Can you tel

14、l meWhat Im going to be in the future?S2: Will you be a ?S3板书设计Lesson 33future   scare    mightcarefully    sickIn Future 与in the future区别so+助动词/be动词/情态动词+主语当堂测试内容根据课文进行填词。  Li Ming doesnt know what he is going to (    )when he ( 

15、  ) up .Wang Mei thinks he is a (    ) student and he will have a good (   )because he is good at (    ) to people. He would like to be a (    ).Wang Mei is always (    )people.  And Li Ming thinks she might be a  (    ). Homework:、根据句意填出词的适当形式。(必做题)1.Its          (害怕)to hear the voice in the even