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八年级英语unit4课件

课件 时间:2017-09-03 我要投稿
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  八年级英语unit4的课件要怎么进行制定呢?下面是小编推荐给大家的八年级英语unit4课件,希望大家有所收获。

  八年级英语unit4课件(一)

  1.教学内容分析

  在五个动词短语中,do the dishes是五(上)Unit 4要求四会的词组,read a book, cook dinner在五(上)中学过意思相同的两个短语read books和cook the meals,并且属于四会内容。draw pictures , answer the phone 在前几册中也出现过,总之,五个动词短语的前三个对学生来说比较简单。针对这种情况,我采用由易到难、由旧知识练习新句型的教学策略,以此来降低学生理解及表达的难度。

  2.教学目标的确定

  本节课是五年级下册第四单元的第一课时,五年级下册四、五、六单元的主要内容就是现在进行时,而本节课是学生学习现在进行时的第一节课,因此,对学生接受现在进行时的概念,理解现在进行时的用法显得尤为重要。 针对本节课的特殊情况,既学生第一次接触一种新时态:现在进行时,我确定了三个教学目标。

  (1)通过具体而典型的情景,体会现在进行时的用法,能够运用句子What are you doing ? 询问别人正在做什么,并用 I'm ___ing . 这一陈述句来做答。

  (2)初步认识现在分词的构成,能够听、说、读、写五个动词短语的 ing形式。

  (3)通过说唱Let's chant部分的歌谣,巩固复习 Let's learn 部分的短语和句子。

  3.教学重点、难点的确立

  (1)本节的重点是掌握五个动词短语的-ing 形式,理解下一节课的主要句型 What are you doing ? 并能用 I am doing the dishes . 来作答。

  (2)难点:a、如何引导学生感知、理解现在进行时所表达的含义。

  b、动词- ing形式的读音,特别是加 -ing 之后的连读。这不单是本节课的难点,也是后三个单元的教学难点。培养学生流畅的连读,它需要一个过程,需要老师多做示范,逐步引导,充分感知。这不是一节课两节课就能达到的教学目标。

  4.教具准备

  乒乓球、乒乓球拍、玩具盘子及洗碗布、玩具锅及铲子、一本故事书、语文书、数学书、图画书、电话、词卡、四张图片、记者服、记者证、录音机和磁带。

  5、教学过程

  Step 1:Warm-up, TPR活动

  T: Hello, boys and girls. This class I'll divide you into 4 groups. Group1.2. 3. 4.

  T: Before class. Let's warm up. Please follow me. Do as I do.

  1.复习动词:(边做动作边说)

  eat/ drink/read/ write/ draw/ jump/ run/ swim/ fly(T: Wonderful! Let’s go on.)

  2.复习词组:

  set the table/ sweep the floor/ wash the clothes./do the dishes./cook the meals./clean the bedroom.

  3.sing a song: 《I can help》. 投影出示歌词,老师做动作示范,师生一同演唱。

  (设计思路: 在Warm-up 中通过TPR的形式回顾所学的动词,以旧带新,同时也为后面的新授、拓展做一简单的铺垫,目的就是从一开始就将学生带入动词的世界。歌曲《I can help 》中的歌词动作在课前有所熟悉,所以让学生边唱边做动作,进一步复习有关家务劳动的短语,这也是为后面通过Free talk引出do the dishes, cook dinner两个短语所做的铺垫。)

  Step 2. Unit 4 What are you doing 的导入及板书。

  1.T: Boys and girls. Here’s a ping-pong. Do you like playing ping-pong.(做动作)Please look at me. What am I doing now?(边托球边解释:现在,我正在干什么?)You can ask me: What are you doing?(拿词卡边领读边板书)

  2.Ask me together. (师再次托球回答)I am playing ping-pong.(让两生试着托球,师拿词卡I’m ---ing领读、板书。)

  3.T: From this class .We’ll learn Unit 4. What are doing?

  (设计思路:这一环节即是课题的导入也是现在进行时用法的感知,针对本节课的难点,即如何引导学生感知、理解现在进行时所表达的含义。通过play ping-pong这一正在进行的动作,鼓励学生用What are you doing?来问老师,借此老师教学并板书课题,且初步熟悉其陈述句的表达法I am ___ing.)

  Step 3.Presentation

  1.Free talk 引出do the dishes.

  T: Hello .What's your name? S1:(回答)

  Nice to meet you.

  By the way, can you do housework?

  What can you do?

  Great. You're helpful.

  T: Hello. What can you do at home? S2:(回答)

  Good boy/girl. You're helpful.

  T: Boys and girls ,can you do housework? Ss: Yes.

  T: You're helpful .Please guess what I can do at home. Look carefully.(师做动作,生猜。You can use the sentence:“Can you ---”)

  T: Yes, I can do the dishes .Who can write the phrases?(师让一名学生上黑板写词组,写完后老师让学生稍等,然后自己边洗盘子边说:I am doing the dishes now. Please try.)

  T: What are you doing?

  S: I am doing the dishes.

  (板书领读:do add-ing is pronounced /i□/--- doing.

  再次板书:I am=I'm(领读,拿盘子准备传)

  T: This time, Let's pass the dish one by one, and ask: What are you doing?

  (领读3-4遍之后开始传,全体同学一起打着节奏问:What are you doing? 当老师说:Stop时,拿到盘子的同学站起来边洗盘子边说:“I am doing the dishes.”)

  (设计思路:由Free talk 引出do the dishes ,由学生熟悉的词组入手,通过传盘子的游戏集体练习、重点突破主句型 What are you doing ?)

  2. cook dinner

  T:(与最后一名学生对话)You can do the dishes . Can you cook dinner?

  S: 如果生回答 Yes, I can.老师就用 T: You’re helpful. Please do an action and say.

  如果生回答No, I can’t 老师边做动作边启发鼓励学生T: You can’t? cook eggs, can you? What about noodles?

  T:(边让生说cook dinner, 边做动作)师板书 cook dinner

  T: It means: cook the meals.

  Here’s a pot .Who can ask me with the sentence : (指标题)

  T: I am cooking dinner .I am cooking fish. Mmm-Yummy. (板书-ing. Cook add ing is pronounced cooking画连读符号)

  T: Now, please cook something and practise in pairs. You can cook eggs. noodle,. tomatoes, potatoes, green beans and so on.

  T: Mm----Yummy. SA. What are you doing?

  SA: I’m----.(让两名学生一组起来汇报)

  (设计思路:当盘子传到最后一名学生,老师问:You can do the dishes . Can you cook dinner?自然引出cook dinner的教学,练习的形式是两人合作,边做动作边练习,在汇报时,老师以故事书作为奖励,并让学生坐下来耐心地一页一页的读,将read a book 引出)

  3.read a book. [注意与read books的比较]

  T: Wonderful. Please come here. This is for you.(把故事书奖励给学生) Please sit on the chair and read it. (师指正在读书的学生说)read a book . 板书并领读。

  T:(师蹲下去问)What are you doing?

  (引导学生试着加ing,并读出) Please add-ing and try to read it.

  (师画连字符号)Who can help her? Wonderful. This is for you[发奖品]

  T: I have many books here.

  (师边说边走下去将书分给学生) Please read it! 引导学生用句型来问答

  T: (师启发学生说出具体的书目)You’re reading a Chinese book.

  (设计思路:当学生读到picture book时,老师用实物投影仪展示pictures,并且问学生 Can you draw pictures ?然后老师在黑板上画画示范,边画边说:I am drawing pictures .自然将 drawing pictures引出,接着让学生来画画,亲身体验现在正在进行的这一动作)

  4.draw pictures

  T: You’re reading a picture book. Let’s see. (老师在实物投影上展示,边翻书边说:pictures,

  beautiful pictures.(板书pictures)Can you draw pictures.(师边说边画,然后板书、领读。)

  T: Can you draw pictures? Let’s finish the picture together. Please draw one thing. You can draw a tree, a path, grass, flowers,an apple and so on .

  (设计思路:学生边画边说句子,几位同学画完之后,老师对画做简单的评价,并适当给画添加一些东西,使之更加完美。)

  5.answer the phone

  T:(电话铃声响起)I’m sorry. Please wait a minute. Let me answer the phone.(老师拿起听筒)

  Hello. It’s Miss Lu. I’m having English class. I’m very busy. Bye.

  (放下电话教学词组answer the phone )

  Practice:

  A、做Hide and seek游戏,把电话藏起来,通过一名学生找电话,全班同学用高低声提示,巩固这一动词词组。当学生找到电话,电话铃声再次响起,让学生试着加ing并读出。

  B、T: Next, practise in pairs. Use your books, like this.(老师把英语课本卷起,作为电话听筒,并出示下面的对话。)

  A: Hello.

  B: Hi. It's ________ . What are you doing?

  A: I'm answering the phone. What are you doing?

  B: I'm _________ (drawing pictures /doing the dishes /cooking dinner / reading a book )

  (设计思路:老师接电话时说:Hello! It's Miss Lu.自然渗透打电话的日常用语,然后做Hide and seek 游戏,以此来练习这一短语。紧接着让学生将书卷起做为电话,出示对话提示,小组练习。借助这个短语即可以对前面的四个短语做一阶段性总结,又可渗透下节课 Let's talk的内容。)

  Step 4 Practise

  1.Listen to the tape. Listen, point and repeat.

  2.Look at the blackboard and read after me .(do---doing---doing the dishes)

  3.T:(师生分工读)Ss: What are you doing? What are you doing?

  T: I’m doing the dishes. (教师边做动作边说)What are you doing?

  4.Let’s chant.(投影出示P44的Let’s chant.边说边做)

  5.Play a guessing game.

  一名学生从词卡中挑出一张出示给全班同学,另一名学生背对这位同学,猜一猜自己正在干什么,全班同学问:What are you doing ?猜的同学边做动作边用I'm _ing来回答。

  (设计思路:听录音之后看板书领读, 领读过程中,通过动词原形与现在分词的对比,使学生进一步理解现在分词的构成,紧接着师生分工读,自然引出Let's chant的内容,在Let's chant之后,我设计了一个猜单词的游戏,这是一个常规性的游戏,无多少技巧隐含其中,时间够了就做,不够就略去,这是机动处理的部分。)

  Step 5 Consolidation and extension

  T: Boys and girls, spring is here.Group1 is going to do housework..Group2 is going to have a picnic . Group3 is going to have a sports meeting. Group4 is staying in the classroom.(教师边说边将卡片发下去。)

  1.首先从课前发下去的词卡 比如 play___ the piano 中挑选动词词组且加ing,如并试着读出,然后将词组贴在对应的图画下面。

  2.学生发现问题,即个别单词的后面画有四条小横线,swim_ _ _ _, run_ _ _ _, set_ _ _ _, 老师集中讲解问题。

  3.小组内练习,利用句型What are you doing? I'm _____ing.充分讨论。

  4.记者采访做现场报道。先是老师穿上记者服、戴上记者证访问学生,然后由学生去采访。

  八年级英语unit4课件(二)

  一. 本周教学内容:

  Unit 10 The Future

  二. 重点、难点:

  Topic, Phrases and Grammar

  三. 详细内容:

  1. Topic- The Future

  Lesson 1

  口语表达:话题内容;重点句型

  Lesson 2

  阅读理解

  ①主题内容:

  ②相关的词汇:

  ③相关的语法知识

  ④基本的写作方法:

  全文的主题句;段落的主题句;过渡词的使用;结尾扣题。

  2. Phrases:

  (1)have exciting adventures 进行刺激的探险

  (2)far away from … 远离……

  (3)flying cars 飞行汽车

  (4)live in space 在太空中居住

  (5)work as an astronaut 当宇航员

  (6)in twenty years 20年后

  (7)travel far away 到很远的地方旅行

  (8)fly to work and fly home 坐飞机上班与回家

  (9)be fun to do sth. 做某事有乐趣

  (10)be quite sure 十分肯定

  (11)travel to space 到太空旅行

  (12)explore the mountain 探索山区

  (13)travel through space 穿越太空

  (14)be an astronaut like him 成为像他那样的宇航员

  (15)be the only female Chinese astronaut 成为唯一的中国女宇航员

  (16)fly to the moon for our vacations 飞往月球去度假

  (17)design and build spaceships 设计与建造宇宙飞船

  (18)travel from planet to planet 在星球之间旅行

  (19)plan to do sth. 计划做某事

  (20)have a boring live 过着无聊的生活

  3. Grammar-情态动词表示推测


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