初二下册unit4 Section B 1a-1e 教案教学设计(新目标版英语八年级)

初二下册unit4 Section B 1a-1e 教案教学设计(新目标版英语八年级)（共6篇）

篇1：初二下册unit4 Section B 1a-1e 教案教学设计(新目标版英语八年级)

Section B 1a-1e

一、 教学目标

1. 语言目标

(1). Words and expressions

Member, pressure, compete with, anymore

(2).Sentence patterns:

A: What is your advice for Wang Ming ?

B: I think Wei Ming should…

A: Why?

B: Because…

2. 能力目标

(1). Enable the Ss to talk about the problems and give advice.

( 2 ) . Enable the Ss to give opinions about the advice.

3. 策略目标

While-Listening strategy: How to write down the key words

4. 情感目标

Encourage the Ss to talk about the problems they have and give opinions about the

advice .

二、 教学重难点

How to get the Ss to talk about the problems by using the target language and give opinions about the advice.

三、 教学辅助

Multimedia

四、 教学步骤

Step 1: Greeting

Step 2: Warm up

Step 3: Presentation

1. Discussion

2. Review: Words and expressions

3. 1a: activities to help lower your stress

4. Pair works

5. 1c Listen and check the problems Wei Ming talks about.

6. 1d: Listen again. What advice does Alice give to Wei Ming? Fill in the blanks

7. 1e: What is your advice for Wei Ming? Tell your partner and say why

Step 4 : Summary

Step 5: Homework

篇2：初二下册unit4 Section B 1a-1e 教案教学设计(新目标版英语八年级)

1. 掌握如何表达现在完成时。

2. 对比现在完成时，一般过去时和现在进行时表将来的用法。

3. 描述某人曾经去过哪些有趣的地方。

Important and difficult points :

1. 现在完成时态。

2. so 和neither 的区别。

3. have been to sw 与have gone to sw 的区别。

Structures :

Have you ever been to an aquarium ?

Yes , I’ve been to an aquarium .

No ,I haven’t .

No ,I’ve never been to an aquarium .

I’ve never been to a water park . Neither have I .

Functions : Talk about past experiences .

Period 1

Teaching of new lesson :

Step 1 Assign the task

New language

Have you ever been to Europe ?

Yes ,I have . / No , I’ve never been to Europe .

In this unit ,students learn to talk about past experiences in the other way .

Step 2 Warm up Section A (1a-1c)

SB Page 68 , 1a .

1. Read each of the words and phrases at the top of the page to the class .

2. Read the instructions .

3. Do a quick check to see where Ss would like most to visit .

SB Page 68 , 1b .

1. Read the instructions .

2. Point out the sample answer .

3. Play the recording .Ask Ss to check off their answers .

SB Page 68 , 1c .

1. Read the instructions for the activity .

2. Point to the example in the sample dialogue .Ask two students to read the dialogue to the class .

3. Then have Ss work in pairs .

4. Check the answers by calling on several different pairs of students to say their conversations to the class .

Step 3 Pre-task

SB Page 69 , 2a .

1. Read the instructions .

2. Point to the map ,play the recording and ask Ss to circle places on the map .

3. Correct the answers .

SB Page 69 , 2b .

1. Read the instructions .Point out the sample answer .

2. Point out the statements about the three conversations .

3. Play the recording again .Ask Ss to circle the word true or false after each statement .

4. Correct the answers .

SB Page 69 , 2c .

1. Point to the map and tell Ss they can talk about any of the places on the map .

2. Ask Ss to work in pairs .

3. Ask several pairs of students to say their conversations to the class .

Step 4 Grammar Focus

Review the grammar box .Ask students to say the statements and responses .

Exercise designing for Period 1 :词组翻译

1. 太空博物馆 2. 娱乐公园

3. 水上公园 4. 乘地铁

5. 去年 6. 明年

教学后记:

Period 2

Teaching of new lessons

Step 1 Pre-task

SB Page 70 , 3a .

1. Read the instructions .

2. Then read the story to the class .After you finish ,ask if Ss have any questions about words and phrases in the article .

3. Ask Ss to read the story again .Circle all the interesting things .

4. Discuss the students’ answers .

SB Page 70 , 3b .

1. Read the instructions .

2. Ask a pair of students to read the example in sample dialogue to the class .

3. Then Ss work in pairs .

4. Ask one or two pairs to say their conversations to the class .

Step 2 While-task

1. Read the instructions .

2. Ask two students to read the dialogue .

3. Ask another pair of students to talk about something else they have .They should use the phrase : Have you ever … ?

4. Ask Ss to complete the work in pairs .

5. Ask a few students to share their list .You can ask for details and explanations of their answers .

Exercise designing for Period 2 :词组翻译

1. 从没去过迪斯尼乐园

2. 玩得愉快 3. 结束 4. 主题公园

5. 当然 6. 一直 7. 许多著名的人物

8. 听说 9. 行驶不同的路线 10. 在同一个地方

教学后记:

Period 3

Teaching of new lesson

Step 1 Assign task

SB Page 71 , 1a .

1. Read the instructions.

2. Read each sentence to the class .

3. Read the instruction again and say , Put 1after the most important reason that you learn English ,put 2 after the second most important reason and continue the same way .

4. Do a quick check to see which reasons Ss think are most important .

SB Page 71 , 1b .

1. Point to the example in the sample dialogue .Ask two students to read it to the class .

2. Ss work in groups .

3. Ask several groups to say their conversations .

SB Page 71 , 2a .

1. Read the instructions and point out the sample answer .

2. Play the recording .Ask Ss to circle their answers .

3. Check the answers .

SB page 71 , 2b .

1. Read the instructions and point out the questionnaire .Ask a student to read the headings at the left .

2. Play the recording .Ask Ss to fill in the answers .

3. Check the answers. Ask Ss to write the answers on the board .

SB Page 71 , 2c .

1. Point to the example in the sample dialogue .Ask two students to read it to the class .

2. Ask Ss to work in small groups .

3. Ask several pairs to say their conversations to the class .

Step 2 While-task

SB Page 72 , 3a .

1. Ask different students to read each of the paragraphs to the class .Answer any questions students may have .

2. Then say, Now read the paragraphs again and answer the questions .Correct the answers .

SB Page 72 , 3b .

1. Ask Ss to review the information in activity 3a .

2. Ss write articles about themselves .As they work , move around the room offering language support as needed .

SB Page 72 , Part 4 .

1. Read the instructions to the class .

2. Point out the example in the speech bubbles and have two students read it to the class .

3. Discuss the answers with the class .

教学后记:

Period 4

Teaching of new lesson

Step 1 Self Check

SB Page 73 , Part 1 .

1. Ask Ss to fill in the blanks on their own .

2. Check the answers .

3. Ask Ss to make their own sentences with the words .

4. Write a number of students’ answers for each word on the board

SB Page 73 , Part 2 .

1. Read the instructions with the students .

2. Ask Ss to complete the task by interviewing other students .

3. Ask Ss to share their results with the class .

SB Page 73 , Part 3 .

1. Read the instructions and sample answer with the students .

2. Ask Ss to complete the task .

3. Ask Ss to share their short report with the class .Make sure Ss include details .

Step 2 While-reading

Have you ever been to Singapore ?

SB Page 74 , Section 1 .

1. Ask Ss if they have ever thought about traveling to a favorite foreign destination .Elicit ideas as a class .

2. Ask the groups to choose one of the capital cities in the box and write four things the group knows about it .

3. Discuss answer as a class .

SB Page 74 , Section 2 .

Ask Ss to read slowly and thoughtfully .They should be aware of the words they are reading as they read .

SB Page 75 , Section 3 .

1. Ask Ss to scan the reading to find more words for the different categories .

2. Ask the class for any unusual words that they have found .

3. 3c. Tell Ss to first read the false information given in the exercise .Then ask them to scan the reading to find the correct details to write a true sentence .

4. Ss complete the task .

5. Check the answers .

Exercise designing for Period 4 :单项选择

( )1. He to Canada ,so you can not see him recently .

A. went B. has been C. has gone D. have been gone

( )2. - have you been there since you became a teacher

-Twice .

A. How often B. How soon

C. How long D. Hoe many times

( )3. London has ever hosted the modern Olympics Paris .

A. So does B. So has

C. Nor does D. Neither has

( )4. - I haven’t been to the space museum .

- .

A. So do I B. Me too

C. Me neither D. So have I

( )5. There are many stores you can buy souvenirs from my hometown .

A . which B. where C. when D. there

教学后记:

Unit 10 It’s a nice day , isn’t it ?

Analysis of Unit 10

Teaching goals :

1. 描述与陌生人聊天就注意的事项，学习该聊些什么，如何将话题展开。

2. 通过学习与陌生人聊天来达到了解关心别人并增进友谊。

Important and difficult points :

Tag questions (附加问句)

Structure :

It’s a nice day , isn’t it ? Yes ,it is . I really love hot weather .

You’re Jenny’s friend ,aren’t you . Yes , I am .

The No.15 bus stops here , doesn’t it ? Yes , it does .

Functions : Make small talk

Period 1

Teaching of new lesson

Step 1 Assign the task

In this unit Ss learn to make small talk .On the Bb ,draw a picture of a boy and a girl waiting for bus .Include a large sign that says Bus Stop .Draw a speed bubble over each person’s head .

Step 2 Warm up

SB Page 76 , 1a .

1. Point out the four scenes .Help Ss understand that in all the pictures two people who don’t know each other (strangers) are starting a conversation .

2. Ask Ss to circle the pictures where they would talk with people they don’t know .Then have Ss write their own lists .

SB Page 76 , 1b .

1. Point out the four pictures .Then read the instructions .

2. Say , You will hear three conversations .They go with three of the pictures .

3. Play the recording .Have Ss write the number of each conversation in the box next to the correct picture .

4. Check the answers .

SB Page 76 , 1c .

1. Ask Ss to look at the pictures in activity 1a .Then point out the sample conversation in activity 1c .Ask two students to read it to the class .

2. Say,Now work with your partner .Make your own conversations about the people in activity 1a .Use the expression in the box .

3. Ask several pairs to say one or more their conversations to the class .

Step 3 Pre-task

SB Page 77 , 2a .

1. Read the instructions and point out the sample answer .

2. Play the recording .

3. Check the answers.

SB Page 77 , 2b .

1. Read the instructions and point to the lettered list of sentences .

2. Ask different students to read the lines of the conversation to the class .

3. Play the recording .Ask Ss write the letter of each line of conversation in the correct place .

4. Check the answers .

SB Page 77 , 2c .

1. Read the instructions for the activity .

2. Point to the conversations in activity 2b .Ask a pair of students to read the conversations to the class .Then ask all students to practice the conversation in pairs .

3. Point out the questions in the box .

4. Then have Ss work in pairs .

5. Ask several pairs to come to the front of the room and say their conversations to the class .

Step 4 Grammar Focus

1. Review the grammar box .Ask students to read the questions and answers .

2. Ask Ss to give other examples of small talk that use tag questions .Help Ss find the correct Yes or No short answer to go with each question .

Exercise designing for Period 1 汉译英

1. 天看起来要下雨了，是吗?是的，但是 我忘带雨伞。

2. 今天真的很热，是吧?是的，我希望下一场雨。

3. 你认为到中午雨会停吗?我想会吧。

4. 火车总是晚点，是吧?我想有时是的。

教学后记:

Period 2

Teaching of new lesson

Step 1 Pre-task

SB Page 78 , 3a .

1. Read the directions .Point to the blanks in the conversations .

2. Ask Ss to think of answers that would be correct in blank 1 for example ,I’m going to the beach or I always go to the beach on hot days .

3. Ask Ss to finish writing sentences in the blanks on their own .

4. Ask some pairs of students to read their completed conversations to the class.

SB Page 78 , 3b .

1. Point out the conversation in 3a and ask Ss to read it to the class

2. Ask another student to read the list of possible conversational situations .

3. Ask pairs to practice the conversation in 3a together .

4. If the class needs help getting started have the whole class make a conversation together .

5. Next ask pairs of students to make their own conversation .

6. Ask some pairs to say their conversations for the class .

Step 2 While-task

SB Page 78 , Part 4 .

1. Read the instructions .

2. Ask Ss to identify the people in the pictures .

3. Ask other students to give sample topics of conversation .Topics should be suitable for each person .

4. Ask Ss to work in groups and role play the conversations .

5. Ask a few students to share the sample conversations with the rest of the class .

教学后记:

Period 3

Teaching of new lesson

Step 1 Assign task

Teach the new words .

SB Page 79 , 1a .

1. Focus attention on the four pictures .

2. Point to the pictures one by one and ask a student to read the question under each picture to the class .

3. Ask Ss to check the questions that they think are good small talk questions .

4. Check the answers .

SB Page 79 , 1b .

1. Read the instructions to the class and answer any questions Ss may have .

2. Then point out the sample conversation in activity 1b .Ask two students to read it to the class .

3. Say , Now work with your partner .Make your own conversations about the people activity 1a .

4. Ask several pairs to say one or more of their conversations to the class .

SB Page 79 , 2a .

1. Point out the chart with the list of the three conversations .Then read the instructions .

2. Say ,You will hear three conversations .The people in each conversation are in a different place .

3. Point to the answer space and say , Write your answer in these spaces .Point out the sample answer .

4. Play the recording .

5. Check the answers .

SB Page 79 , 2b .

1. Read the instructions .

2. Point out the sample answer .Ask a student to read the sample question and answer to the class .

3. Play the recording .Say , Now write the letter in the correct blank in the first column .

4. Check the answers .

SB Page 79 , 2c .

1. Read the instructions .Say , Now you can have your own small talk conversations with your partner .

2. Point out the list of openers and ask Ss to read these openers to the class .

3. Then ask Ss to work in pairs .Have Ss make their own small talk conversation using the openers on the list .

4. Suggest that they write down the lines of their conversation and practice saying them to each other several times .

5. Ask several pairs to say their completed conversations for the class .

Step 2 While-task

SB Page 80 , 3a .

1. Call attention to the three notes .Read the three notes to the class or have different do it .

2. Ask the class to read the letters to themselves .Discuss any questions Ss may have .

3. Read the instructions to the class .Say , Each of the notes was written for a different situation .Match each note with one of the situation .

4. Ask Ss to finish on their own .

5. Check the answers .

SB Page 80 , 3b .

1. Read and explain the instructions .

2. Say , Now read the letter to yourself and fill in the blanks .You can use words from this unit or any other words you know .

3. Ask Ss to read their letters to their partner .Ask the partner to check that the answers are correct .

4. Ask some students to read their letters to the class .

SB Page 80 , 3c .

1. Ask Ss to make a list of ideas before they write their letters .

2. Discuss these ideas .

3. Ask Ss to write a complete thank you note .

4. Correct as many of the letters as you can in class .Invite some students to read their letters to the class .

SB Page 80 , Part 4

1. Read the instructions to the class .

2. Point out the handwritten notes in the picture .Ask a student to read the notes to the class .

3. Ask Ss to suggest opening questions the person standing in line might use and also possible responses the boy might give .

4. Ask students to work in pairs and hand out cards for each pair to write on .

5. Ask several pairs to say their conversation for the class .

Exercise designing for Period 3 词组翻译

1. 相处融洽 2. 帮助我复习数学课程

3. 举行他90岁的生日聚会 4. 等了十分钟

5. 浏览 6. 过街

7. 走路去上学 8. 在电梯里

教学后记:

Period 4

Teaching of new lesson

Step 1 Self Check

SB Page 81 , Part 1 .

1. Ask Ss to fill in the blanks on their own .

2. Check the answers .

3. Ask Ss to make their own sentences with the words ,preferably sentences that are meaning for .

4. Write a number of students’ answer for each word on the Bb .

Step 2 SB Page 81 , Part 2

1. Read the instructions .Ss must read carefully to try to make their answers fit the context .

2. Ask Ss to identify the people in the pictures .

3. Ss complete the task

4. Ask a few students to share sample conversations with the rest of the class .

Step 3 SB Page 81 , Part 3 .

1. Read the instructions .

2. Ask Ss to identify the locations in the pictures .

3. Ss complete the task .

4. Ask a few students to share sample conversations with the rest of the class .

Step 4 Review this unit .

Exercise designing for Period 4 单项选择

( )1.-Do you think it will stop raining noon ?

-Well , it is really hard to say .

A. in B. by C. on D. for

( )2. -This is great weather , isn’t it ?

-It sure is .But it’s a little hot me .

A. to B. on C. with D. for

( )3.After you finish your homework ,you can go online for a while ,but you are not allowed computer games .

A. doing , playing B. to do , playing

C. doing , to play D. to do , to play

( )4.This is the place I spent my childhood .

A. there B. where C. that D. which

( )5.The box is heave for us carry upstairs .

A. very, to B. so, to C. too, to D. very, not to

( )6.If you go right now ,you late .

A. won’t , will B. don’t ,will be

C. won’t , are D. don’t , are

( )7.Why come a little earlier ? We have had a lot of delicious food prepared .

A. don’t B. don’t you C. not to D. aren’t you

( )8. fun it is to swim in the sea on such a hot day .

A. what a B. what C. How much D. How a

教学后记:

Review of units 6-10

Teaching contents :Review of units6-10 (SB Page 82-85)

Teaching procedures :

Step 1 Leading in

1. SB Page 82 , 1a .Ask Ss to do the crossword individually .Then correct the answers .

2. SB Page 82 , 1b .Explain to the students that they need to write clues like the clues for the crossword in activity 1a .Have Ss do the activity in pairs .As they work ,move around the classroom listening and offering help where necessary .

Step 2 Pre-task

SB Page 83 , 2a .

1. Draw attention to the sample answer .Say , Each statement goes with one conversation .Now listen to the tape and write the numbers of four conversations next to the statements .

2. Play the recording of conversations 1-4 .Ss listen and write the numbers in the boxes next to the pictures .Check the answers .

SB Page 83 , 2b .Play the tape, Ss listen and complete the task . Repeat playing the tape as often as necessary .Check the answers .

SB Page 83 , 2c .

1. Read the instructions .Explain to Ss that they should make up their own answers ,not just repeat what is on the tape .

2. Ask two or more pairs of students to practice the sample dialogue for the class .

3. Ss complete the task .Then ask some pairs of students to practice their conversations for the class .

Step 3 While-task

SB Page 84 , Part 3 .

1. Draw students’ attention to the instructions and the example .

2. Ask Ss what sorts of things bother them .

3. Tell Ss to think five things that bother them .For each thing ,Ss should write a polite request .Remind Ss to write in sentences .

4. Tell Ss to role play their requests and replies .

SB Page 84 , Part 4 .

1. Draw students’ attention to the instructions and the example .

2. Ask a few students about places where they make small talk .

3. Tell Ss to write small talk questions suitable to each of the five places .Ask Ss to use their questions to role play conversations with their partners .

4. Ask Ss to share their answers as dialogues with the class .

Step 4 Post-task

SB Page 84 , Part 5 .

1. Ask Ss about things that they like and dislike .Ask for reasons . Discuss whether the reasons are good or not .

2. Tell Ss to write five things they like or dislike .

3. Ask Ss to share their likes and dislikes with their partners .The partner should ask for reasons .

SB Page 85 , Part 6 .

1. Explain to Ss that they are going to reflection what they have learned from studying English .

2. Explain that they are going to write an essay about their learning experience .

3. Students do activity on their own .Monitor and provide support as required .

Step 5 Homework

SB Page 85 , Part 7 .

1. Explain to Ss that this is an opportunity for them to reflect on what they have learned ,and to make plans and resolutions to improve their learning of English .

2. Explain that they will not be marked on this section , and that their answers will remain secret .They should not feel that they should award themselves high marks , but instead give hones answers .

3. Students complete the questionnaire individually .Tell students that it is acceptable for them to write their answers in Chinese if they wish. Monitor and give help as needed .

篇3：初二下册unit4 Section B 1a-1e 教案教学设计(新目标版英语八年级)

授课时间:2016年7月24日40分钟

指导专家:何闽娥 (厦门市思明区英语教研员)

陈榆 (厦门双十中学思明分校英语教研组长)

本堂课是人教版《新目标英语》八年级下册Unit 6 Laughter is good for you的词汇课, 授课对象为初中二年级 (新初三) 学生。

一、整体设计思路

本堂课着重关注混合式教学在课堂面授层面的操作, 旨在探索如何借助信息化成就一堂高效的英语课。首先, 以我国经典的传统故事导入, 激活学生已有的经验和知识, 并设置情景、布置任务, 让学生在相对真实的情境下, 使用英语完成任务。其次, 在听力练习中训练学生抓关键词的技能, 听力练习在翼课网智能化同步教学平台上完成, 以便快速、直观地反馈数据;学生根据听力内容讲故事, 并在图片和关键词的辅助下记忆故事。最后, 通过记忆抢答游戏增强趣味性, 加深学生对故事的印象。另外, 讲授第二段听力材料 (第二段听力材料讲述了故事的剩余部分) 。首先, 学生根据听力内容对四幅图片进行排序, 以此检测学生对故事的理解程度, 这个环节可以借助翼课网智能化同步教学平台完成, 实现对学生回答情况的个性化反馈。其次, 学生根据录音填空, 完成对四幅图片的描述, 就其中的人物特点展开思考, 并表达自己的观点。最后, 创设真实的情境, 鼓励学生积极参与课堂活动;学生用英语讲述愚公移山的故事, 高效实现课堂生成。

二、教学目标分析

讲故事的能力是初中阶段学生英语学习的一个难点。在本堂课中, 笔者设立了三个基本教学目标:

By the end of the class, students will be able to:

目标一:complete part of the story by filling in the key words in the blanks in the i Pad while listening;

目标二:comprehend the story listened by putting the pictures in the right order in the i Pad;

目标三:retell the story with the help of the pictures and some key words.

三、教学重难点分析

对于大部分中国学生而言, 用英文讲故事是一个难点。学生很容易理解故事内容, 但用英文讲故事却有一定难度, 需要教师提供一些“支架”。本课堂有两个重难点需要突破: (1) to comprehend the story by filling in the key words and ordering the pictures; (2) to retell the story with the help of the pictures and key words.

四、教学过程

Step 1:Lead-in (2 min)

1. Ss talk about the Chinese traditional stories they know.

(1a) Ss match the story titles with the pictures (a—d) .

Step 2:Task-introduction (2 min)

1.Ss tell the story of“Yu Gong Moves the Mountains”based on their existing knowledge.

2. T introduces her friend in America.She wants to know the story of Yu Gong.T assigns the final task of telling the story to her friend.

Step 3:Listening (5 min)

1.Ss listen to the conversation and answer the questions.

(1) When does the story happen? (Once upon a time, there was an old man, Yu Gong.)

(2) Where does it happen? (There were two mountains near Yu Gong’s house.)

(3) Besides Yu Gong, who else do you know in the story?

2.Ss listen to the conversation again, and find out Yu Gong’s plan to move the mountains.

Step 4:Practice—Tell the story (7 min)

Ss tell this part of the story based on the pictures and key words.

(1) Picture 1:Background of the story

Once upon a time, there was an old man, Yu Gong.

(2) Picture 2:The reason for moving the mountains

He wanted to move the mountains because it took a long time to walk to the other side.

(3) Picture 3:How to move the mountains

Yu Gong and his family decided to put the earth and stone into the sea.

Bridge:What’s the rest of the story?

Step 5:Listening (5 min)

1.Ss listen to the recording and put the pictures (A—D) in the right order. (2a)

2.Ss listen to the recording again and complete the stories by filling in the blanks.

Keys:move the earth and stone;old and weak, continue to move;kept on digging;sent two gods, take the mountains away

Step 6:Practice (6 min)

1.学生跟读, 然后自由练习和记忆。

2.游戏: (Chain Game) 学生根据图片和关键词, 一人一图接龙完成故事, 最快完成的小组获胜。

Step 7:Discussion (3 min)

What do you think of Yu Gong? (brave, wise)

What do you learn from the story?

Ss:I think Yu Gong is______________because__________________.

In my opinion, ___________________

Step 8:Final Task (13 min)

Group Work:Retell the story of Yu Gong.

S1:Tell the first part of the story:picture

S2:Tell the second part of the story:2 pictures

S3:Tell the last part of the story:2 pictures

S4:What you learn from the story?/What you think of Yu Gong?

五、感悟与思考

首先, 在备课过程中, 笔者曾经设计了一个使用翼课网智能化同步教学平台做课前预习的环节, 但因为内容相关性不高, 就将其删掉了。针对课前预习, 笔者认为, 倘若能够使用数字化在线教学平台培养学生课前自主学习的能力, 同时在预习的基础上进行课堂教学, 就能够提高课堂有效性。例如, 结合单元整体教学的设计, 教师既可以在单元前将学习的进度和安排通过学习平台发布, 让学生做到心中有数, 又可以将相关话题的课前讨论题、词汇等内容提前发布, 并在课前收集本班学生的学习数据, 进行有针对性的教学, 提高教与学的效率。

另外, 教师可利用翼课网智能化同步教学平台实现了对学生学习进度、正确率等情况的快速知悉。笔者从中受到启发, 认为互联网时代教师需要提升分析数据的能力。例如, 如何在课堂实践中有效地应对和解决数据反映出来的问题, 而不是笼统地由教师单方面进行分析;对于那些学习有困难的学生, 如何将小组学习与信息技术有效结合, 尽可能地实现个性化学习……这些问题都将促使笔者不断提高自身使用信息技术的能力。

其次, 笔者认为, 课堂是师生共同成长的地方。让“学习”真正在课堂中发生, 是教学的关键。无论是对于学习暂时领先还是暂时落后的学生, 笔者都期待一个让他们的“学习”变得更有效的课堂。在本堂课中, 每一个听力问题的呈现都有一个快捷的界面, 学生的答题、提交进度等情况一目了然。借着数据的收集和分析, 笔者及时给予学生反馈, 这在以往的课堂中是无法实现的。这次混合式教学的尝试也引发了笔者的反思。正如新疆维吾尔自治区教科所英语教研员张鲲老师所说, “先进的技术手段不仅仅是使用了就可以的, 而是要真正融合进教学, 切实提高教学效率”。本堂课中, 笔者并没有真正利用技术手段达到分层化教学和个性化教学, 还只停留在使用技术的层面。在今后的教学中, 笔者要多反思、多实践, 真正让学生受益。

再次, 正如刘兆义老师所说, “教育信息技术的融入, 为学生的学习增添了一个新的中介, 从而使学生、课程、教师三大要素所构成的教育生态发生了变革”。在本次研修班中, 刘兆义老师在指导授课教师时常说, “我们是pioneer, 要勇于探索和尝试”。教育信息化一定是未来英语教学的发展趋势, 我们无法抗拒。因此, 保持一种勇于学习和反思的态度尤为重要。在探索的过程中, 每一堂课不应只是教师个体的单打独斗, 而应是一个团队的成果。本次研讨课的呈现就是一个团队共同努力下的成果。从专家的面对面指导, 到区教研员、学校教研组教师共同的出谋划策, 以及整个技术团队的沟通协调, 再到现场展示, 这其中凝聚了太多人的思考和努力。笔者认为, 未来的英语教学将是逐步融合信息技术的教学, 是高效的教学。

专家点评

混合式教学 (blending learning) 包括三个部分, 即自主学习、网络化学习以及我们今天所看到的课堂面授。周思思老师在教育信息化背景下的面授课堂给我们带来了很好的借鉴。她的这堂听说课有两大亮点:一是她的个人专业素养非常好, 清晰、流畅的课堂语言, 端庄的教态以及积极热情的课堂活动组织都值得肯定;二是她对课型的把握非常到位。

听前既有情景的设置, 又有对学生生活、知识经验的激活, 还有丰富多样的听说活动, 由易到难, 层层递进。每一个听力问题在呈现的时候都能够看到一个非常方便快捷的界面的浏览, 这样的界面有播报, 有问题的解析, 还有对学生答题情况、提交进度等情况的反馈, 一目了然。在教育信息化背景下, 翼课网为我们搭建了一个教学平台, 为教师开展混合式教学提供了有力保障。但是, 要想把先进的技术手段真正融合进教学, 提高教学效率, 还需要广大教师在使用过程中不断思考与探索。

篇4：人教版《新目标》英语八年级下册

本单元谈论的话题是“Fun places”,其功能项目是“Talk about past experiences”，通过对比、使用现在完成时态、一般过去时态谈论过去曾经去过的地方. Section A的内容是在复习巩固一般过去时用法的基础上学习使用Have you ever been to…这个句式表述过去曾经去过的地方。

学情分析：

八年级学生已经具备了一定的语言知识，能够就简单的话题进行小组讨论，并且已经接触了多种时态，学习使用现在完成时态表达过去曾经去过的地方，难度不是很大。根据教学对象的特点，合理运用多媒体辅助教学，通过师生间的闲聊、动画片欣赏、创设情境等方式，优化课堂教学结构，培养学生综合语言运用能力，提高课堂教学效率。

设计思路

通过情境导入提出Have you ever been to…? 的问题，引导学生积极参与课堂口语交际，学习使用新的词汇和短语，来训练和强化现在完成时态句型Have you ever been to …?的答语形式，,最终达到使用该句型描述过去的某个经历。

教学目标

1、知识目标

掌握现在完成时态句型Have you ever been to ……?及答语形式Yes,… have/ No, … haven’t；通过情景设置、两人一组对话练习、小组合作等方式学会谈论过去曾经到过的地方。

2、能力目标

通过情境导入来引导学生谈论过去发生的事，提出Have you ever……?的问题，继而引出一些新的词汇和句型，然后通过精讲多练的课堂教学来达到本节课的教学目标。

3、情感目标

以学生的某种经历为依托，培养学生热爱家长、热爱生活、热爱大自然的美好情怀。

教学重难点

1. 掌握重点句型Have you ever been to an amusement park? Yes, I have. /No, I have never been to an amusement park.學会使用该句型与其他人谈论过去曾经去过的地方，并能对该地的风景、娱乐等方面进行简单的描述。

2. 熟练运用现在完成时态句型Have you ever been to…?描述过去曾经去过的地方，并能就这个话题进行讨论。

教学设备

多媒体教学课件

教学方法

分层教学法、任务型教学法

教学流程

Step 1 Warming-up

1. Make conversations with some students to talk about past events.

T: Tom, what did you do yesterday?

S1:I played basketball.

T:(writing the words on the board) Tom played basketball yesterday. (to another student) Mary, What did you do last Sunday?

S2:I went to the zoo.

T:(writing on the board) Mary went the zoo last Sunday.

2. Make a short conversations in pairs. (两人一组进行以上的对话练习)

( 设计意图：用闲聊的方式带领学生走进课堂，给学生创造轻松愉快的学习氛围，学生容易接受。 同时以简单的对话方式复习前面所学的内容，过渡自然。小组对话练习不但可以提高学生对过去发生事情的表述能力，还可以提高他们的听说能力，达到较好的复习效果，为新课的学习做好铺垫)

Step 2 Leading in

1. Learn the new sentence “ Have you ever been to …?” with some pictures. ( 长城、北京、红峪上庄) T: I went to the Great Wall last week.

I have ever been to the Great Wall. Have you ever been to the Great Wall?

Yes, I have. / No, I haven’t.

2. Practice in pairs by using some pictures.

提示句型：

A: Have you ever been to …?

B: Yes, I have. (No, I haven’t) Have you ever been to…?

A: Yes, I have./ No, I haven’t.

(设计意图：用学生熟悉的图片引出本节课的重点句型，学生用已学过的单词操练新句型，降低学生的学习难度,小组对话练习提高学生的小组合作能力，重点句型提示能帮助不同知识层面的学生完成教师布置的任务。)

Step3 Learning new words

1.Watch a short play （Disney 动画片）

2. Learn the new words by some pictures. Using some Disney Character to talk about the amusement park.

3. Practice in pairs (Ask some students to practice in pairs)

4. Talk about 1a

（设计意图：使用Disney动画片《猫和老鼠》引出“游乐园”这一话题，通过视听感官激发学生的学习积极性，提高学生们参与口语活动的热情，简单的两人一组的对话降低了口语练习的难度，使不同英语基础的学生都能具有成就感）

Step 4 Listening

1. 1b Listen. Have these students ever been to these places?

2. Read the listening materials loudly.

3. Talk about the places that Claudia and Sarah have ever been to.

(设计意图：谈论听力材料中的人物曾经的经历又将听力内容进一步升华，增加了一定的难度，学生不但要听懂听力材料，而且还要能用自己的话进行表述，在此项活动中，学生的听力、口语、语言表达能力都能得到不同程度的提高)

Step 5 Groupwork

Talk about your unforgettable place that you have ever been in groups.

(温馨提示：Have you ever been to …? When did you go there? How did you go there ?Have you taken any photos there? Bring some of your photos here and write a short composition to introduce the place you have ever been to.)

(设计意图：谈论自己曾经到过的难忘的地方，对于部分学生来将有一定的难度，以小组活动的方式来完成，做到人人参与，共同进步)

Step 6 Homework

1. Make a survey (小组合作，共同完成)

《家乡知多少》，谈谈对自己家乡的认识，比如：曾经到过哪些旅游景点，什么时间、怎么去的那里？你对家乡旅游景点的看法？都做了什么？等等）

Where have you ever been?

When did you go there ?

How did you go there ?

What did you do there ?

How do you like it ?

做完调查之后，让学生来做汇报。

（提示句型：Report : ***has ever been to … .

He / She went there ***.

He /She went there by ***.

He /She ***. He /She thinks it’s ***.）

2. Write your unforgettable place that you have ever been .

(温馨提示：Have you ever been to …? When did you go there? How did you go there ?Have you taken any photos there? Bring some of your photos here and write a short composition to introduce the place you have ever been to.)

篇5：初二下册unit4 Section B 1a-1e 教案教学设计(新目标版英语八年级)

Would you mind turning down the music?

Period: The first period.

Content: Section A. From 1a to 2c.

Properties: Computer; Overhead projector; Pictures.

Teaching Objectives:

1. Functions: Make requests by using “Would you mind doing/not doing...?”

2. Target language:

Sentence structures: Make requests with the sentence pattern:

Would you mind +gerund (formulaic)

And make responses according to the different situations, such as “No, not at all”. “Sorry, I’ll do it right away.” “OK….” and so on.

3. Vocabulary: mind, turn down, yard, right away=in a minute, dish,

Teaching procedure:

Step1: Introduction and presentation:

1. Hello, everyone, do you like the song? (*Turn up the music.)Do you like the song now? Why not? It’s too loud. You don’t like the noise. You mind the noise. So what should I do then? *Turn down the music. Is it OK now? Can you tell me the name of the song? What is the name of the band?

2. What is the name of today’s new teacher? Let me introduce myself. I’m from WFLS. My family name is Huang. I haven’t got married yet. So you can call me …(Miss Huang) And my English name is Helen. You can also call me Helen. Do you want to know more about me? You can ask me some questions.

3. (How old are you?) Oh, it’s a secret. I don’t like to tell others my age. (that’s because...) I mind it. Would you mind asking right questions? (*PPT)

4. It’s your turn to let me know you. That lovely girl, would you please come to the front and tell me something about you? Great! But you are a little shy. Please don’t be so shy. Can you give her more advice? Please use some polite ways. What are polite ways? You can use please…; Can you …; Could you please…?; Would you please…?(BB) (look at us；speak louder,；…)

5. We can also use “Would you mind…?”(BB)( +doing/not doing) This is a new way of making requests. And it is a more polite way. Let’s use the polite way to make your requests again. Let most of the Ss repeat the sentences one by one.

Step 2: Practice:

1. (*Ps:) In which picture we should use “Would you mind…?” Why? We often use “Would you mind…?” when we are annoyed.

2. Look at the picture(*PPT), some people in the picture are annoyed. Can you tell me who are annoyed? They are all annoyed with their neighbors, so what will they say to their neighbors? Please use the new way to make requests.

Step3: Pair work:

1. (*PPT)Look, the two parents are also saying: Would you mind turning down the music? Who are they saying the sentence to? Xiaoxin. What do you think of the boy? (naughty, bad) But I think he will be a good boy if you make polite requests. Now Xiaoxin is here, you can make requests to him according to the given pictures. And pay attention to his responses.

1) No, not at all.

2) Sorry, I’ll do it right away=in a minute.

3) OK. I’ll do it in a minute.

2. Do you remember his responses? Would you mind not being so forgetful? Teach the responses. (*PPT)

Step4: Listen and read:

1. Open your books to Page 53, 2a and 2b. Listen to the tape and number the pictures in the order you hear them.

2. 2b. Match the requests with the responses. Check the answers in pairs.

Step5: Quick response:

In these short dialogues, who do you think makes the requests? Who else often makes requests? Teachers and classmates. Here is a picture of a classroom (*PPT). Does someone in your class often play ball games in the classroom? Who? Can you make requests to them? What are your responses?

Step6: Practice: Make a dialogue:

1. Do the other things happen in your class? Please make a dialogue in pairs. One makes a request and the other one makes a response. Please be polite. You’ll have one minute.

2. Check the dialogue.

Step7: Writing ( Group work):

1. Most of you act politely at school. Are you polite out of school? Do you want to be good citizens of Wenzhou? Yeah, you are great! But some people are not polite enough. Look, where are they?(*PPT) They are in the cinema, in the restaurant, in the park and where else? (on the bus, …)

2. Let’s make requests to help them and make our city better. --- Each group chooses one of the pictures and discuss together. Then write down your requests. If you choose the last picture, it means you can talk about any place you like. You will have five minutes to get ready for it.

3. Check their requests: Ask some students to write their requests on the BB.

Step8: Discussing:

Actually there are different ways to deal with the troubles.(*PPT) Some people keep silent, some quarrel with others who annoy them, while some people make requests politely. Which way is best? The second way. Why?

Because “ Politeness costs nothing and gains everything.”(*PPT)

Step9: Homework:

1. Listen and read after the tape for 15 minutes. Finish the exercises in Section A.

2. What else annoys you in your daily life? What will you say if something annoys you? Make up a dialogue by using the sentences structures taught today .

备注：

在本节课中，教师运用信息技术并使之成为辅助学生学习的一个重要工具。具体反映在如下方面：1.信息技术成为教师准备教学的重要工具，从备课查找资料，到设计、制作教学软件都可以应用信息技术，从而提高教师的工作效率和质量。2.信息技术有助于教师创设更生动、逼真的问题情境，引导学生进入自主学习状态。3.信息技术有利于提高教师呈现教学内容的质量和效率。4.作为教师总结教学经验的工具：教师利用工具软件记录、管理教学日志，并定期通过网络发表自己的教学体会，与其他教师交流。

篇6：初二下册unit4 Section B 1a-1e 教案教学设计(新目标版英语八年级)

2.have a cold 感冒

3.have a fever 发烧

4.have a stomachache 胃疼

5.lie down 躺下

6.take your temperature 量体温

7.to my /our / everyone’s surprise 使我(我们，大家) 感到惊奇的是

8.take breaks =take a break 休息

9.get off 下车

10 get into陷入， 参与

11.be used to sth/ doing sth 习惯某事/习惯做某事

12.right away 立刻， 马上

13. take risks =take a risk冒险

14.run out of 用完，耗尽

15. get out of 离开，从---出来

16. cut off切除

17 be in control of掌管，管理

18. give up 放弃

1. clean up 打扫 Unit 2

2. cheer up 振奋起来，变得更高兴

3. take after =be like =look after (外貌，行为)像

4. set up 建起，设立

5. fix up 修理，装饰

6. make a difference 影响，有作用

7. give away 赠送，捐赠

8. give out分发，散发

9. hand out 分发

10. come up with (idea/plan) 想出， 提出(主意，计划，回答)

11. put off推迟

12. call up打电话给--- 征召

13. used to曾经，过去

14. care for 照顾， 非常喜欢

15. try out参加---选拔， 试用

1.take out the rubbish 倒垃圾 Unit 3

2.depend on 依靠，信赖

3.take care of =look after照顾，处理

4.in order to +do 目的是，为了

5.all the time 反复，频繁

6.as soon as 一---就 ------ ，尽快

1.What’s wrong? 哪儿不舒服 Unit 4

2.look through 浏览，快速查看

3.work out 解决，成功地发展，解出

4.get on (well) with 和睦相处，关系良好

5.big deal重要的事

6.cut out删除，删去

7.compare ---with 比较，对比

8.in my opinion依我看

1. go off (闹钟发出) 响声 Unit 5

2. pick up (the phone) 接电话， 捡起

3. fall asleep 进入梦乡，睡着

4. die down 逐渐变弱，逐渐消失

5. have a look (at) 看一看

6. make my way 费力多前进，前往

7.take down 拆除，记录，往下拽

8.at first首先，最初

9.in science 沉默，无声

1. turn---into 变成 Unit 6

2. fall in love 爱上，喜欢

3. get married 结婚

4. once upon 从前

5. instead of 代替，反而

6. a little bit =kind of =a little cute 有点儿，稍微

1. feel free (to do ) (可以)随便干某事 Unit 7

2. as far as I know 据我所知

3. take in吸收， 吞入(体内)

4. walk into 走路时撞着

5. fall over 绊倒

6. or so 大约

7. at birth出生时

8. up to 到达(某数，程度)

9. in the face of 面对(问题，困难)

10. even though =even if即使，虽然

11. the Pacific Ocean 太平洋

1. full of满是---的，(有) 丰富的 Unit 8

2. hurry up 赶快，急忙

3. one another 互相

4. ever since 自从

1.tea art 茶艺 Unit 9

2.tea set 茶具

3.thousands of 数以千计的，许许多多的

4.on the one hand --on the other hand 一方面---另一方面

5.all year round 全年

6.National Science Museum 科学博物馆

7.Hangzhou National Tea Museum 杭州国家茶博物馆

8.the Bird’s Nest 鸟巢

9.Southeast Asia 东南亚

10.Night Safari 夜间动物园

11.the Terracotta Army 兵马俑

1. clear out 清理，丢掉 Unit 10

2. check out 检查，审查

3. no longer 不再

4. part with 放弃，交出(不舍的东西)

5. as for 至于

6. according to依据，按照

7. (be) close to接近，几乎

8. to be honest说实在的

9. yard sale 庭院拍卖会

10. bread maker 面包机

11. soft toy 软体玩具，布绒玩

12. board game 棋类游戏