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人教新目标 (Go for it) 版八年级上册Section B多媒体教学课件ppt
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这是一份人教新目标 (Go for it) 版八年级上册Section B多媒体教学课件ppt，共5页。
课程名称八上 Unit 2 How often do you exercise? Section B (3a-Self check)（第5课时）主备教师董庆万年级八年级学科英语课时1课型R新授课 £复习课 £练习课 £讲评课 £实验课 £其他______________一、课程标准课标要求八年级学生能分析和梳理常见书面语篇的基本结构特征；能用简单的连接词建立语义联系；能在书面表达中，能选用不同句式结构和时态，描述和介绍身边的人、事物或事件，表达情感、态度、观点和意图等；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。二、学习内容分析本单元话题为“课余活动”，B部分主要谈论“日常饮食和其他生活习惯”。写作板块包括三个活动，内容环环相扣，要求层层递进。3a让学生根据表格信息不全范文，3b让学生运用表格整理信息，3c让学生仿照范文，利用所整理的信息写一篇有关自己自生活习惯的短文，活动4提供了一份简单的健康问卷。三、学情分析在前面的学习中，学生已通过听、说、读、看等多种方式理解并运用相关活动类词汇及频率和次数的表达，具备了一定的数字文本与图表的转换能力，对于生活习惯的话题也较为熟悉；在本节课中，学生可能会在信息的规划方面有欠缺，同时，能否准确使用所学目标语言（如频率副词在句中位置等），也将成为学生的困难之一。四、素养目标语言能力：能够围绕“健康生活”的话题，通过看、读、说等活动搜集、理解所需要的语言基础信息；能够综合运用有关活动词汇、频率副词描述自己和他人的生活习惯；提升写作技能，培养良好的写作习惯；文化意识：增强健康生活意识，注重良好生活习惯的养成；思维品质：通过对调查报告类文本结构的关注与具体内容的依序合理呈现，提升思维的逻辑性；通过针对调查结果的深入反思和观点表达，提升思维的批判性和创新性；学习能力：通过完成健康问卷、分析自己的生活习惯等，意识到语言学习可以服务自身，保持学习积极性；通过多渠道学习英语；提高自我监控与反思能力。五、学习重、难点学习重点：本单元所学关于“健康生活”话题下的词汇和表达的正确运用；学会写作，正确运用有关活动词汇、频率副词汇报自身的生活习惯；学习难点：目标语言运用的准确性；所写短文内容的逻辑条理。六、教、学方法与策略选择教法：1. Listening, Speaking, Reading and Writing.2. Communication Task-Based Teaching.学法：1. Preview, Review, Activities & Practice.2. Pair work & Group work 七、教学资源准备多媒体课件，图片八、教学过程教师教学流程学生学习任务说明设计意图Play a video of the song and guide Ss to chant.T: What is“habit”？ Enjoy the song and chant together with T.Sa: Something we often do.Sb: Something we do without thinking. 利用有关运动的英文歌曲和关于习惯的歌谣，激发学生学习兴趣，引出“习惯”话题，为接下来的教授新知做铺垫。Show the chart “Days a year” in 3a and guide Ss to make sentences.T: What does “365” mean?Sa: “365” means I always drink milk.Sb: “365” means I drink milk every day.呈现3a中的表格，以“喝牛奶”为例，引导学生复习频率副词及其用法，激活和复习所学语言，为写作做铺垫。T: How many kinds of habits do teenagers usually have?T: How many sides of habits do teenagers usually have?(We have a lot of good habits…However, we have some bad habits...)T: Do you have any good habits or bad habits? T: What should we do with them?(We should keep on good habits, and try to break bad habits.)T: Please remember, first we make our habits, then our habits make us. Have a brainstorm of different kinds of habits. Talk about their good and bad habits with partners. Then report in class.通过头脑风暴，收集写作信息点，激活学生背景知识，并在语境中渗透写作目标语言，为之后的环节做好准备。适时引入经典谚语（习惯造就人生），引导学生积累，并进行情感态度价值观教育。 Guide Ss to read the chart and the beginning part in 3a and find out some backgroundinformation and judge the habits.Ask Ss to read the passage and fill in the blanks with frequency words. Then guide Ss to analyze the structure of the passage.Read the beginning of the article and fill in the chart. Read the chart and classify the habits into “good habits” and “bad habits”.Talk about their answers and reasons. Then find out the linking words and sentences.通过寻找信息、判断信息、频率副词填空、寻找逻辑词句和分析文章结构等多个阅读任务的完成，引导学生精读文本，为接下来的口头和笔头输出活动做好准备。 Encourage Ss to work in pairs and play the roles of a reporter and Jane. Work with their partners and make conversations based on the article in 3a.Sa: I’m from...magazine, may I know your name and age?Sb: ...Sa: May I ask you about habits? Sa: How often...? Do you like...?通过记者采访的情境创设，让同伴之间进行思维碰撞，重塑文本信息的呈现方式，培养学生的合作精神和口语表达能力。 Provide the structure of the passage and guide Ss to think about the beginning, body and ending part.After Ss finish writing, let them have a self-check for 3 minutes. Provide the evaluation standards. Pick out one or two examples to evaluate in class.1.Listing an outline. Try to come up with some useful expressions.2.Writing. After drawing the outline, write a passage based on it. 10 minutes will be given. Appreciate the sample writing and try to accumulate the useful structures. 通过提纲的罗列，帮助学生搭建文章结构的支架。让学生在限定的时间内完成作文，教师提供文章结构及语言等方面的支持。Lead the students to summarize. With T’s help, sum up the writing steps of this lesson.总结提炼，帮助学生深入理解健康饮食、保证运动和充足睡眠的重要性，鼓励养成良好的生活习惯。九、板书设计Unit 2 How often do you exercise? (Section B 3a-Self check)十、目标检测Ⅰ.单项选择( )1.This is _______boy. That girl is _______.A. an 8-year-old; 6 years old B. a 8 -year-old; 6 years oldC. an 8-year-old; 6-years old D. a 8 year-old; 6-year-old( )2.We couldn't buy anything because _______of the shops were open.all B. both C. nothing D. none( )3.Mark is a great _______. If you have problems with your teeth, you can ask him for help.A. dentist B. singer C. musician D. writer( )4.—Can you catch what I said?—Sorry, I can _______understand it because you speak very quickly.A. almost B. probably C. mostly D. hardly十一、教学反思
课程名称八上 Unit 2 How often do you exercise? Section B (3a-Self check)（第5课时）主备教师董庆万年级八年级学科英语课时1课型R新授课 £复习课 £练习课 £讲评课 £实验课 £其他______________一、课程标准课标要求八年级学生能分析和梳理常见书面语篇的基本结构特征；能用简单的连接词建立语义联系；能在书面表达中，能选用不同句式结构和时态，描述和介绍身边的人、事物或事件，表达情感、态度、观点和意图等；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。二、学习内容分析本单元话题为“课余活动”，B部分主要谈论“日常饮食和其他生活习惯”。写作板块包括三个活动，内容环环相扣，要求层层递进。3a让学生根据表格信息不全范文，3b让学生运用表格整理信息，3c让学生仿照范文，利用所整理的信息写一篇有关自己自生活习惯的短文，活动4提供了一份简单的健康问卷。三、学情分析在前面的学习中，学生已通过听、说、读、看等多种方式理解并运用相关活动类词汇及频率和次数的表达，具备了一定的数字文本与图表的转换能力，对于生活习惯的话题也较为熟悉；在本节课中，学生可能会在信息的规划方面有欠缺，同时，能否准确使用所学目标语言（如频率副词在句中位置等），也将成为学生的困难之一。四、素养目标语言能力：能够围绕“健康生活”的话题，通过看、读、说等活动搜集、理解所需要的语言基础信息；能够综合运用有关活动词汇、频率副词描述自己和他人的生活习惯；提升写作技能，培养良好的写作习惯；文化意识：增强健康生活意识，注重良好生活习惯的养成；思维品质：通过对调查报告类文本结构的关注与具体内容的依序合理呈现，提升思维的逻辑性；通过针对调查结果的深入反思和观点表达，提升思维的批判性和创新性；学习能力：通过完成健康问卷、分析自己的生活习惯等，意识到语言学习可以服务自身，保持学习积极性；通过多渠道学习英语；提高自我监控与反思能力。五、学习重、难点学习重点：本单元所学关于“健康生活”话题下的词汇和表达的正确运用；学会写作，正确运用有关活动词汇、频率副词汇报自身的生活习惯；学习难点：目标语言运用的准确性；所写短文内容的逻辑条理。六、教、学方法与策略选择教法：1. Listening, Speaking, Reading and Writing.2. Communication Task-Based Teaching.学法：1. Preview, Review, Activities & Practice.2. Pair work & Group work 七、教学资源准备多媒体课件，图片八、教学过程教师教学流程学生学习任务说明设计意图Play a video of the song and guide Ss to chant.T: What is“habit”？ Enjoy the song and chant together with T.Sa: Something we often do.Sb: Something we do without thinking. 利用有关运动的英文歌曲和关于习惯的歌谣，激发学生学习兴趣，引出“习惯”话题，为接下来的教授新知做铺垫。Show the chart “Days a year” in 3a and guide Ss to make sentences.T: What does “365” mean?Sa: “365” means I always drink milk.Sb: “365” means I drink milk every day.呈现3a中的表格，以“喝牛奶”为例，引导学生复习频率副词及其用法，激活和复习所学语言，为写作做铺垫。T: How many kinds of habits do teenagers usually have?T: How many sides of habits do teenagers usually have?(We have a lot of good habits…However, we have some bad habits...)T: Do you have any good habits or bad habits? T: What should we do with them?(We should keep on good habits, and try to break bad habits.)T: Please remember, first we make our habits, then our habits make us. Have a brainstorm of different kinds of habits. Talk about their good and bad habits with partners. Then report in class.通过头脑风暴，收集写作信息点，激活学生背景知识，并在语境中渗透写作目标语言，为之后的环节做好准备。适时引入经典谚语（习惯造就人生），引导学生积累，并进行情感态度价值观教育。 Guide Ss to read the chart and the beginning part in 3a and find out some backgroundinformation and judge the habits.Ask Ss to read the passage and fill in the blanks with frequency words. Then guide Ss to analyze the structure of the passage.Read the beginning of the article and fill in the chart. Read the chart and classify the habits into “good habits” and “bad habits”.Talk about their answers and reasons. Then find out the linking words and sentences.通过寻找信息、判断信息、频率副词填空、寻找逻辑词句和分析文章结构等多个阅读任务的完成，引导学生精读文本，为接下来的口头和笔头输出活动做好准备。 Encourage Ss to work in pairs and play the roles of a reporter and Jane. Work with their partners and make conversations based on the article in 3a.Sa: I’m from...magazine, may I know your name and age?Sb: ...Sa: May I ask you about habits? Sa: How often...? Do you like...?通过记者采访的情境创设，让同伴之间进行思维碰撞，重塑文本信息的呈现方式，培养学生的合作精神和口语表达能力。 Provide the structure of the passage and guide Ss to think about the beginning, body and ending part.After Ss finish writing, let them have a self-check for 3 minutes. Provide the evaluation standards. Pick out one or two examples to evaluate in class.1.Listing an outline. Try to come up with some useful expressions.2.Writing. After drawing the outline, write a passage based on it. 10 minutes will be given. Appreciate the sample writing and try to accumulate the useful structures. 通过提纲的罗列，帮助学生搭建文章结构的支架。让学生在限定的时间内完成作文，教师提供文章结构及语言等方面的支持。Lead the students to summarize. With T’s help, sum up the writing steps of this lesson.总结提炼，帮助学生深入理解健康饮食、保证运动和充足睡眠的重要性，鼓励养成良好的生活习惯。九、板书设计Unit 2 How often do you exercise? (Section B 3a-Self check)十、目标检测Ⅰ.单项选择( )1.This is _______boy. That girl is _______.A. an 8-year-old; 6 years old B. a 8 -year-old; 6 years oldC. an 8-year-old; 6-years old D. a 8 year-old; 6-year-old( )2.We couldn't buy anything because _______of the shops were open.all B. both C. nothing D. none( )3.Mark is a great _______. If you have problems with your teeth, you can ask him for help.A. dentist B. singer C. musician D. writer( )4.—Can you catch what I said?—Sorry, I can _______understand it because you speak very quickly.A. almost B. probably C. mostly D. hardly十一、教学反思
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