初中英语外研版 (新标准)八年级下册Unit 1 Please write to me and send me some photos!教学设计及反思

课　题

Module 7　Summer in Los Angeles

第一

课时

Unit 1 Please write to me and send me some photos!

课型

New

教学目标

知识目标

1. 学习并掌握下列词汇: list,  crazy,  shorts,  trousers,  sunglasses,  weigh,  total,  weight,  passport, make a list of, at the end of, by the way, prepare for, pay for

2. 掌握以下句型:

①Can you help me?

②How can I help?

③Well,  it sounds crazy,  but I don’t know what to take.

能力目标

能听懂并阅读关于介绍洛杉矶之行的语言材料, 能通过相关词汇和图片描述自己和他人的旅行经历; 能编写关于旅行的对话。

情感目标

学会倾听他人的旅行经历, 了解他人的旅行快乐; 养成关心、帮助他人的良好品质。

教学重点

能区别并学会运用and,  but,  or连接的并列复合句。

教学难点

能正确使用关于“请求帮助”、“提供帮助”等日常用语, 能谈论计划与将来的活动。

课前预习

Preview the new words

教学方法

Situational approach;  Listening and speaking approach; Communicative approach

教学过程

教学环节

教师活动

学生活动

备课札记

Step 1

Warm up

Free talk:

Do you like traveling?

Where are you going?

How long are you going to stay? 

Ss answer these questions.

引导学生进入新的模块内容, 训练了学生大胆说英语的习惯, 活跃了课堂气氛。

Step 2

Pre-task

1. Show some pictures to get the students to say out the new words.

2. Let Ss read the new words.

3. Check the new words.

1. Look at the pictures to say out the new words.

2. Read the new words together.

检查学生对词汇的掌握程度, 训练学生的表达能力, 通过图片、句子学单词。

Step 3

Listening

(Act. 1)

1. First let Ss listen to the conversation and complete the notes in Activity 1.

2. Guide the students to listen again and work in pairs and check.

1. First listen to the conversation and complete the notes in Activity 1. 

2. Listen again and work in pairs and check.

通过第二遍听对话, 让学生深化对对话的理解。

Step 4

Listening

(Act.  2)

1. Let Ss listen to the tape and then check the things Betty suggests Lingling take. 

2. Listen again and answer the questions.

①Where is Lingling going?

②Are many things more expensive in America? 

1. Listen to the tape and answer the questions.

2. Check the things Betty suggests Lingling take.

Keys:

1. ①dollars　②shorts

③jeans　④T-shirts　⑤pens

⑥a dictionary　⑦passport　⑧sunglasses　⑨notebooks

2. Listen again and answer the questions.

Keys:

①Los Angeles. ②Yes,  they are.

带着问题听课文, 可以让学生有目的地听录音, 并学会利用综合所获的信息作答。

教学环节

教师活动

学生活动

备课札记

Step 5

Reading

1. Let Ss read the dialogue in Act. 2 in pairs.  Find sentences in the conversation which suggest that. . .

(1)Lingling wants help.

(2)Betty is glad to offer help.

(3)Lingling asks for more help.

(4)Betty tells Lingling to remember something important.

2. Read Part 2 and mark T or F.

①Lingling is leaving at the end of June.

(　　)

②Lingling is going to stay in China. (　　)

③Betty’s going to stay in LA for four weeks.  (　　)

④It’s sunny and hot in LA in July. (　　)

⑤Betty wants Lingling to write to her and send her some photos. (　　)

3. Call back the answers.

1. Listen and read the conversation, check the things Betty suggests Lingling take and find the sentences in Activity 3 in pairs.

2. Read Part 2 and mark T or F.

Keys:

①F　②F　③F　④T　⑤T

小组活动能通过学生间的自主、合作学习, 让学生充分地实践运用语言, 并培养团结合作精神。

Step 6

Practice

1. Organize the students to read the conversation with the video.

2. Ask the Ss to read the conversation in groups. 

3. Let several pairs of students role play the conversation in front of the class.

1. Read the conversation with the video.

2. Practice reading in groups.

3. Role play it.

在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。互相纠正错误, 培养团结合作精神。

Step 7

Language

points.

1. Organize students to read the conversation again and find the language points.  Let them discuss in groups and solve their problems.

2. Ask three little teachers to help the students solve their problems.

Read the conversation again and find the language points.  Discuss in groups and solve their problems.

小组合作探究, 共同完成学习任务, 培养他们自主学习的能力。

Step 8

Exercises

1. Ask students to complete the passage(Activity 4).

2. Ask Ss to retell the dialogue.

Complete the passage with the words in the box.  (Activity 4).

通过活动4中的习题巩固本课所学内容, 加深印象。

Step 9

Speaking

practice

1. Pronunciation and speaking:

Have students listen and underline the words the speaker stresses.  (Act. 5)

Then listen again and repeat.

2. Work in pairs.  Ask and answer the questions. (Act. 6)

1. Pronunciation and speaking: 

Listen and underline the words the speaker stresses.  (Activity 5)

Then listen again and repeat.

2. Work in pairs.  Ask and answer the questions. (Activity 6)

口语练习使学生的口语更加地道。

教学环节

教师活动

学生活动

备课札记

Step 10

Summarize

1. Get the students to sum up the language points.

T: What have we learned today?

Ss: . . .

2. Let the students choose the best group in this lesson.

1. Sum up the language points:

①make a list of. . .  “列……的清单”。

②at the end of. . . “在……的结尾, 在……的末端”。

③pay for “支付……的费用,  为……付款”。

④homestay 指吃住在当地人家里, 实际体验当地人的生活。

⑤by the way “顺便说一下”, 用于转入与刚才说的主题无关的事。

2. Choose the best group.

引导学生对这节课的总结, 培养学生自主学习, 自主总结的良好学习习惯。

Step 11

Consolidation

教师设置巩固检测练习:

Ⅰ. 根据句意及汉语提示写出单词

1. The man must be _________(发疯的). He wears nothing in the cold days.  

2. The man looks very cool when he wears his _________(太阳镜).  

3. What’s the _________(总的) number of workers in that factory?  

4. Jim likes wearing T-shirts and _________(短裤).  

5. Have you got your _________(护照)?  

Ⅱ. 用方框中所给短语的适当形式填空

1. How much did you _________the iPhone 8?  

2. _________ , what does your father do?  

3. You’d better _________of the things you need to take before travelling.  

4. I think the students have _________homework to do every day.  

5. Tony is going on a trip _________this month.  

Keys:

Ⅰ. 1. crazy　

2. sunglasses

3. total　4. shorts

5. passport

Ⅱ. 1. pay for

2. By the way

3. make a list

4. too much

5. at the end of

独立完成检测练习, 进行自我评价。

通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。

Step 12

Homework

1. Write a short passage about travel plan.

2. Read the conversation of Activity 2 after the tape.

3. Copy the new words.

板书设计

Module 7 Summer in Los Angeles

Unit 1 Please write to me and send me some photos!

1. make a list of. . . “列……的清单”。

2. at the end of. . .  “在……的结尾, 在……的末端”。

3. pay for“支付……的费用,  为……付款”。

4. homestay指吃住在当地人家里, 实际体验当地人的生活。

5. by the way“顺便说一下”, 用于转入与刚才说的主题无关的事。

教学反思

在本节课的授课过程中, 学生的学习兴趣比较浓厚, 学习热情比较高涨, 学生是课堂学习的主体, 教师适当地点拨在课堂中只是起到了主导的作用。帮助学生掌握语音、语调的恰当变化, 提高了课堂教学的效率与质量。