2023学年unit Structure教学设计

Unit6TheMagicTrick教学设计课程名称Structure课时1学段学科八年级英语教材版本EEC作者张俊霞学校哈尔滨市第五十四中学一、教学目标KnowledgeandabilitiesThe“to+baseverbwithitssubject”structure.Ucessandmethodteacher——guiding,student——exploringsituationapproachtask——basedlearningmethodEmotion,attitudeandvalueToknowdifferentwaystoexpressionsaboutfeeling.Readmorebooksaboutculturesindifferentcountries.二、教学重难点Emphasis:Tounderstandthepattern.Difficulty:Touseitcorrectly.三、学情分析对于学生来说,部分学生已经有了一定的英语学习基础,但还有一些学生基础较差，单词和短语的积累不够，理解能力不强，所以在语法的讲解上要注意学生的能力的不同，设计不同层次的教学活动，使学生在自己的基础上都能学会，并有所提高。四、教学方法Acomputer,PowerPoint五、教学过程RevisionRevisetheknowledgeoflastclass.WordsandPhrases本环节以词语复现的形式强化学生对本单元关键词和短语的掌握和运用。Letthestudentscompletethesentencebyfillingintheblanks.Checktheanswerswiththestudents.Askvolunteerstoreadthecompletesentencesloudtotheclass.Givethestudentsmoreexamplesentencestomakethemunderstandthewordsandphrasesbetter.Iftimeallows,letthestudentsmaketheirownsentencesusingthewordsintheWordBox.Pronunciation让学生掌握单词连读、意群划分的相关知识并应用在实际操作中。让学生的口语发更地道，对能听懂语速较快的英语有很大帮助。A:1.Havethestudentslistentothesentencescarefullypayingattentiontothelinkingbetweenneighboringwords.2.Letthemknowhowtolinkwords.T:InSentencesland2,thereare5linkingpairswhichare“consonantsound+vowelsound”pairs.Thelastconsonantshouldbeconnectedwiththefirstvowelsoundofthenextword.Cananyoneexplainhowwehavetopronounceeachpair?Rememberifwepausebetweenthesensegroupsinthesentence,thenwedon’thavetofollowthelinkingruleswherewepause.Letthemrepeatthesentencespayingattentiontolinkingwords.B1.Letthemworkinpairstoputaslash(/)markaftereachsensegroup.2.Askvolunteerstowritetheirownanswersontheblackboard.C:Havethestudentslistencarefullytothechant.Whilelistening,letthemputslashesaftereachmeaninggroup.2.Letthemrepeataftertherecordingatleastthreetimes.Iftimeallows,letthemmemorizethechantandhavethemsingthechantwiththeirbooksclosed.structureThe“to+baseverbwithitssubject”structure.For+objectivecase+to+baseverbWhenyouwanttospecifythesubjectof“to十baseverb”,youusethepreposition“for”beforethesubject.Youshouldputthe“objectivecase”after“for”since“for”isapreposition.Ex.Itisnoteasyformetosolvetheproblem.+objectivecase+to+baseverbIncasetheadjectiveisaboutpeople’spersonalitysuchas“kind,nice,wise,rude,foolish,careful,generousetc.Youhavetouse“of”insteadof“for.”Ex.Itisverykindofhimtohelpthechild.※Whenthesubjectortheobjectofthesentenceisthesubjectofthe“to+baseverb”wedon’tneedtouse“for/of+objective‘case”.Whenthesubjectofthe“to+baseverb”referstogeneralpeople,wedon’tuse“for／of+objectivecase,”either.Explainthestructuresof“…enoughto+baseverb”and“too…to+baseverb“tothestudents.1.Enoughto+baseverb：so…thatsb(can／could)+VEx.Heisrichenoughtobuythathouse.:=Heissorichthathecanbuythathouse.:2．Too…to+baseverb=so…thatsb+cannot／couldnot／+baseverbEx.Heistooyoungtogotoschool.=Heissoyoungthathecan’tgotoschoolPracticeLetthemreadthesentencestogetherandunderstandtheirmeanings.A:1.Makesurestudentsknowtheyshouldput“for+objectivecase”infrontof“to+baseverb”and“of+objectivecase”incasethereisapersonalityadjective.Letthemchoosethecorrectanswers.2.Checktheanswerswiththestudents.3.Letthemreadthecompletesentencestogetherandunderstandtheirmeanings.B:1.Makesurethatstudentsusethecorrectformofsubjectforeach“to+baseverb.”2.Checktheanswerswiththestudents.3.Letthemreadthecompletesentencesandunderstandt