人教版（2024）八年级上册Section A教学设计

这是一份人教版（2024）八年级上册Section A教学设计，共6页。

Sectin A (1a-2c) the first perid
= 1 \* CHINESENUM3 一．教材分析（an analysis f the teaching materials）
The tpic f this unit is abut entertainment, students are very familiar with it and interested in it. This lessn is the first part f Unit 5, It is basically a listening and speaking lessn.Thrugh the exercises ,students can knw the target f this unit is t learn the english titles f different kinds f TV shws and the sentences hw t express their interests and discuss abut the plans. The difficult and imprtant pints are learn t use the infinitive.
二. 学情分析（an analysis f the students）
Students are very familiar with and interested in the tpic abut the TV shws and entertainment. Thrugh many pictures and the multi-media,which can aruse the students’ great interests and attendance in class,which can als generate great effects.
三. 教学目标 (Teaching aims )
知识目标 (knwledge aims)
（1）key vcabularies and phrases
news ,educatinal, plan, hpe, find ut talk shw( …shw), g n , plan t d sth ,arund the wrld.
target sentences
------What d yu think f …..?
------I lve/ dn’t mind/can’t stand……
能力目标 (ability aims)
Be able t use English t express different TV shws and can make up dialgues abut and discuss abut yur favrite TV shws. (能够用英语表述不同的节目，并且运用英语进行简单表述关于电视节目的对话。)
情感目标 (emtinal aims)
Let the students knw abut different styles f TV shws and chse them wisely.(让学生了解不同的节目的风格，适当有选择的观看对自己有益的节目。)
四. 教学重难点 (imprtant and difficult teaching pints)
(1) Learn abut different names f TV shws, and the infinitive grammar.
(2) let the students use the target language “What d yu think f ….” t make up cnversatins and make a judgement abut the things and plans talked abut.
五. 教学策略(teaching methds)
The strategy f this lessn is situatinal teaching methd, I rganized several games, reprt and teamwrk t aruse the students’learning interests.
六. 教学工具（teaching tls）
PPT等教学用具以及资料，导学案。
七. 教学环节（teaching prcedures）
Step 1. Greetings and d a small free talk.
T： D yu like watching TV? What kind f TV shws d yu knw?What’s yur favurite shws?
S：….
T ： OK ,Tday let’s talk abut them tgether.
(设计意图：通过轻松的师生对话，为新课的主题做好准备。)
Step 2. lead in
The teacher shws pictures abut different kinds f TV shws.
(设计意图：通过学习展示各种节目的图片，让学生对节目的英语名称有个大致了解。)
Step 3. Presentatin
1.Teach the students the new wrds fr TV shws. Ask them t name sme mre prgrams fr each TV shw.
Practice the target language .
(设计意图：通过学习让学生掌握各类节目的词汇，理解笑脸所代表的不同含义，并用朗读目标语言。)
Step 4. learning new knwledge 1a
(1) pint ut the TV shws and ask the students t match them with
The pictures abve.
(2) check the answers.
Step 5. listening t 1b
Fr the first time just Listening t the materials and number them.
Fr the secnd time,ask the students t listen t it again and write dwn the answers t the fllwing questins ：
(1)What des Mark plan t d later?
(2)What des Jack think f talk shws?
(3)Des jack like the news?
(4) What des Jack think f talent shws?
(5)Des Mark want t watch the sccer game at 5：00?Hw abut Jack?
Play the recrding again. Ask the students t listen and repeat.
(设计意图：完成了1b 的听力任务后，又设计了一部分的细节题目，要求学生边听边记录，以培养他们记录笔记的能力，这个步骤是对1b练习的拓展和延伸，能够帮助学生深入理解对话内容)
Step 6. 1c
First let’s read the sample cnversatin and then make their wn cnversatins.
Step 7. 2a-2c
Pint ut the TV shws in 2a. Have a student t read them.
Listen t it fr the first time and number the shws.
Play the recrding again .Ask the students t cmplete the sentences in 2b .check the answers.
Play the recrding again and ask the students t listen and repeat.
(设计意图:进一步巩固了不同电视节目的类型的名称，还呈现了不定时做宾语的更多实例，活动2c让学生运用自己的真实信息谈论不同的电视节目，进行目标语言的输出和运用。)
Step 8 A whle summary f this lessn
Step 9 Hmewrk
1. 了解中央电视台有关的电视栏目名称。
搜集自己喜欢的电视节目的相关资料。
(包括电视栏目名称,主持人以及播出时间)
2.Make up a dialgue with yur partner abut
yur favurite TV shws and why yu like them .
Step 10 板书设计
Unit 5 D yu want t watch a game shw?
Sectin A(1a--2c)
Vcabularies
Sitcm,news,sap,talentshw,educatinal, plan,hpe,discussin, stand,happen, may, expect.
sentences:
What d yu want t watch?
What d yu think f talk shw?
I can’ stand them./ I dn’t mind them.
教学反思:
电视节目这个话题学生熟悉且感兴趣，比较容易教授生单词和创设情境对话，学生参与积极性很高，以后在备教材的同时要多备学生，激活学生的背景知识，让学生有话可说。