譯林版8年級(jí)英語上冊(cè)教案課件-第1課-Unit1__Integrated__skills參考教案

1、；.Unit1 Integrated skills參考教案一、教學(xué)課題：Integrated skills二、教學(xué)內(nèi)容： To respond to written text and information obtained from listening.三、教學(xué)目標(biāo)：Part A 1. To listen for and identify specific information 2. To interpret information and obtain a general understanding of the people involved in a conversation. 3.

2、 To respond to written text and information obtained from listening. 4. To select specific and relevant details, to consolidate information and complete two letters to the editor of a magazine.Pat B Objectives 1. To use adjectives to describe friends and young people 2. To formulate questions about

3、peoples personalities 3. To respond to questions about peoples appearance and personalities 4. To show agreement and confirm information 5. To interact with others in a familiar context四、教學(xué)重點(diǎn)難點(diǎn)：A級(jí)單 詞 1. social 2. solve 3. problem 4. future 5. famous, 6. agree 7. popular詞 組 1. make friends with 2. so

4、lve problems 3. a Grade 8 student 4. try to be 5. try ones best to do. 6. in the future 7. one of + 最高級(jí) + 名詞復(fù)數(shù)8. make sb. happy 9. make sb. feel happy 句 子 1. I feel unhappy when my friends are sad. 2. I would like to be a social worker when I grow up. 3. Whos the boy on the left? Whos the boy next t

5、o Peter? 4. Whats he like?B級(jí)單 詞 1. editor 句 子 1. I will be happy if I can make people happy again. 2. I am really happy to tell you about my future plans. 3. It feels great to sing for people. 4. I want to be as famous as she is when I grow up.五、背景材料Part A: Background information In this section, Mi

6、llie and Sandy are each writing about their own hopes for the future to Mr. Zhou, the editor of Teenagers magazine. Before writing their respective letters, they discuss their future plans with their friends, Amy and Kitty.Part Background information Explain the common context of introducing and des

7、cribing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandys photo album with photos of her friends. Helen is asking Sandy questions about her friends and Sandy is describing them.六、教具：1.小黑板2. 錄音機(jī) / 卡片 / 投影儀七、課型：New lesson八、教學(xué)過程：Five finger Teaching Pl

8、an五指教學(xué)方案Step 1 Review 第一步 復(fù)習(xí)1. We have learnt a lot about different outdoor activities. What are they? (swimming, hiking, camping, diving, cycling, skiing) What do you like doing? What would you like to do when you grow up?(Ask two pairs to talk about what they have learnt in the last lesson. The ot

9、her students will listen to them and try to write down their answers in the proper boxes, e.g.)S1S2S3S4I likeI would like toIf they cant, teachers can give them an example (I like hiking best because I think it is very interesting and its good for our health. I also like swimming and diving. But I a

10、m not good at swimming. So I dare not to swim or dive in the water. In the future, I would like to have a swimming lesson and try to dive in the sea. I dont like cycling at all. But I must ride a bike every day, or I will have to spend too much time on buses. I would like to drive a car in the futur

11、e if I can.)Step 2 Presentation 第二步 呈現(xiàn)Part A Teaching procedures 1. Ask less able students to read the list of future plans before playing the recording. Check understanding. Encourage more able students to guess the meaning of phrases. 2. Invite students to talk about their own and their partners f

12、uture hopes. 3. Play the recording. Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers. 4. If many students have got wrong answers, play the recording again. Stop the recording after

13、each phrase listed in Part A1 if necessary. 5. For stronger classes, ask students to read Millies letter addressed to Mr. Zhou, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases if necessa

14、ry. Ask students to read the list of phrases in Part A1 again and use the information to complete the letter. 6. Read the completed letter or ask a student to read it to check the correct answers. 7. For stronger classes, play the recording for Part A3 and ask students to complete Sandys letter on p

15、age 13 on their own. For weaker classes, go through the list of phrases in the table on page 12 again before playing the recording. Read the incomplete letter and check that students understand all the words. 8. For weaker classes, you may want to ask students to close their books and listen to the

16、recording. Then check general comprehension of the conversation by asking questions such as “Are Sandy and Kitty going shopping this weekend? Why not? Whats Sandy doing to do next month? What does she love doing? What does she hope to become when she grows up?” Then play the recording again and ask

17、students to complete Sandys letter. Allow less able students to check spelling of words in the table on page 12. 9. Read the completed letter or ask a student to read it to check the correct answers. Part B Teaching procedures 1. For stronger classes, tell students to close their books and listen to

18、 you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conversation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed. 2. Ask students to repeat the sentences as thy hear them.

19、 Make sure they so not sound monotonous or mechanical. If they have problems pronouncing particular words, practice the words separately first. 3. Ask students to practice the conversation in pairs and then change roles. Ask more able students to role-play the conversation in front of the class. 4.

20、Ask students to bring photos of their friends. Invite more able students to show their photos while you ask them questions such as Who is the boy/ girl on the left/ right/ in the middle/ next to? Whats he/ she like? What would he/ she like to be when he/ she grows up? Students who do not have any ph

21、otos to show can draw simple pictures to their friends. 5. Divide students in to pairs and invite them to ask each other questions about the people in their photos. Ask students to make up their own conversations based on the model. For less able students, allow them to write down their conversation

22、s first before role-playing them. 6. While students are practicing the conversation in pairs, move around the classroom providing help with correct pronunciation and fluency.Step 3 Consolidation第三步 鞏固Do you like sport? What kind of sport do you like? Many young people like football and like to watch

23、 football matches. So we say football is a popular sport. If someone or something is popular, a lot people like them.Is Coca-Cola a popular drink in China? Yes, I agree. ( No, I dont agree. ) Is Lu Sun a very popular writer in China?Is Liu Huan a very popular singer in China?Do you agree that Zhang

24、Ziyi is a popular film player? Oh, some agree, some dont agree. Thats not a problem for us. We dont care she is or not. If something makes us worried because it is difficult to do or make better, we say it is a problem. For example, electricity was a problem in Nanjing last summer. It was a great so

25、cial problem. What social problems do we have in the moment? ( house problem, population problem, pollution problem, energy problem ) Oh, we have so many problems to solve. 2. 聽力教學(xué)方法建議： 3. A1和 A2作好后，分別提問，然后找相同點(diǎn)和不同點(diǎn) 4. 教學(xué)討論：What kind of person would you like to be in the future? Why?Step 4 Practice 第四步 練習(xí)翻譯句子 1A: 這課書不太難。你們有問題嗎？ B: 沒問題。( question )A: 你們能在十分鐘之內(nèi)做完這個(gè)練習(xí)嗎？ B: 沒問題。( problem ) 2A: 我們班有個(gè)問題。 B: 什么問題？ A: 有些同學(xué)經(jīng)常在桌上寫字。 B: 那的確是個(gè)問題。叫他們別再寫了。A: 沒問題。 3我同意。 你同意嗎？ 他不同意。 John 同意