八年级英语下册Unit 10第三课时教学设计

八年级英语下册Unit 10第三课时教学设计（精选8篇）

八年级英语下册Unit 10第三课时教学设计 第1篇

General aims and demands：

Knowledge and Skills：

1. Recognize and use vocabulary about the theatre.

2. Use “because” and “because of ” to give a reason for something.

3. Use “so” to introduce the result of something.

4. Understand different contexts for using “hope” and “wish”.

5. Pronounce contracted from correctly.

Procession and method：

1. Use teaching cards, slides, real objects etc. in English classes

2. Infer meaning from keywords and context.

3. Check meaning by completing sentences in a conversation.

4. Identify true or false statements based on the reading passage.

5. Generate broken sentences using information from the reading passage

6. Make a poster

Emotion, attitude and sense of valuation：

1. In this unit, the Beijing Sunshine Secondary School students are involved in raising money by organizing a charity show.

2. It focuses on how young people are able to make realistic contributions to charity.

3. It invites students to consider ways of helping others and express their feelings and attitudes to charity events.

The seventh period

Integrated skills

Main points:

1. To recognize key expressions involved in organizing an event;

2. To understand specific tasks;

3. To recognize keywords when asking people to do work;

4. To write a note explaining arrangements for an event.

Difficulties:

To master the usage of fluent English.

Teaching Methods:

Listening, speaking, reading, writing and translating

Procedure：

I. Part A: Working on a charity show

A1. The class 1, Grade 8 students are planning their charity show. They held a meeting to make some decisions about it. Look at Sandy’s notes and answer the questions according to the information.

1. What’s the name of the show?

2. What do they raise money for?

3. When will the show be held?

4. What time will the show begin and finish?

5. How much does each ticket cost?

A2. Sandy has organized another meeting. Help her write down what each student says. Listen carefully. Complete the table below by putting a tick in the correct boxes.

Kitty Sandy Daniel Millie Simon Amy

Design the poster

Organize a play

Be the host of the show

Set up the stage

Sing a song

Ask friends and families to come

① Play the recording through without stopping. Ask students to get the main ideas.

② Play the recording again and check answers.

Who will design the poster?

Who will organize a play?

Who will be the host of the show?

Who will set up the stage?

Who will sing a song? / Who will ask friends and families to come?

A3. Sandy is writing a note to Mr. Wu about the charity show. Help her complete the note. Use the notes in Parts A1 and A2 on page 68 to help you.

A4: Useful expressions

1. talk about doing something讨论做某事

They are talking about setting up the stage.=

They are talking about how to set up the stage.

2. The show will be held被动结构

3. The show will finish at The show finishes at

4. do a very important job/do an important job/do very important work

5. volunteer to do

6. cost: v. 某物花费（某人）多少钱：The book cost (me) $30.

II. Part B: Speak up: organizing a charity show

1. Read the dialogue:

①Remind students of their duties, responsibilities and the workload when organizing public events.

②Divide students into pairs.

2.Make similar dialogues: Ask students prepare their own conversation about organizing a charity show, using the conversation as a model.

3. Act out the made-up dialogues.

Homework:

Check the preview paper and complete “integrated skills” in class.

教后记：

The eighth period

Pronunciation

Main points:

1. To recognize and use contractions appropriately;

2. To pronounce contracted forms correctly;

3. To generate ideas about designing a poster ;

4. To make a poster and describe the details of a charity show.

Difficulties:

To improve English reading skills;

To raise and strength the interests in English

Teaching Methods:

Listening, speaking, reading, writing and translating

Procedure：

Contractions

Part A: Remind students of different levels of formality when using contractions or long forms. Explain that we usually use contracted forms both in spoken English and in informal types of writing.

1.List the changing forms of “be”(, “do”, “have”, “will”, etc.) with different pronouns and read them.

I am; you are; Amy is not; they do not; It does not; The boy did not; we can not

2. Try to read them again when two words are linked together.

3.Listen to the tape and try to read after the tape, paying attention to the pronunciation

Part B: Contractions in sentences.

4.Divide the class into pairs and ask them to read loudly the sentences to each other. Ensure the partner pronounce correctly.

5.Play the recording for Part B and tell students to read out one sentence each.

6.Ask five students to read the sentences each and the rest repeat the sentence in chorus.

Homework:

Read the sentences in this part.

教后记：

The ninth period

Main task

Main points:

1.To generate ideas about designing a poster;

2.To make a poster and describe the details of a charity show.

Difficulties:

How to make a poster.

Teaching Methods:

Listening, speaking, reading, writing and translating

Procedure：

Part A: Organizing a charity show

1.Make students think what is needed to write on a poster about holding a show.

2.Explain the context, ask students to read the poster and answer the questions:

①What is the name of the show?(Sunshine For All)

②When will they hold the show?(29th April, from 730-930 p.m.)

③Why are they holding a charity show?(To raise money to help poor

children go to school)

④Where will the show be held?(At Beijing Sunshine Secondary School)

⑤Who organized the show?(The Beijing Sunshine Secondary School students)

⑥How much do the tickets cost?(￥20)

⑦Which charity are they supporting?(Project Hope)

⑧What’s the function of Project Hope?

3.Talk about what makes a poster more effective and how to make people notice a poster and become interested in the event.(bright colors, interesting illustrations, relevant information, attractive fonts, etc)

4.Encourage students to make comments about the poster and how they could improve it using different fonts, titles and subtitles, pictures and illustrations, etc.

5.Divide the class into pairs. Ask students to design their own posters based on the model. Choose a charity and plan a programme of events. Pat attention to the following items:

Information should be included:

＊ name of the show ＊ purpose

＊ place ＊ price

＊ data ＊ programme（event/activity）

＊ time ＊which charity you are raising money for and why

6.If students need help with ideas, suggest the following:

China Children and Teenagers’ Fund(中国少年儿童基金会)

China Disabled Persons’ Federation(中国残疾人联合会)

China Charity Federation(中华慈善总会)

China Foundation for Poverty Alleviation(中国扶贫基金)

China Women’s Development Foundation(中国妇女发展基金会)

7.After completing the poster, look at the one on P71 and replace the underlined words with your own words. Display them in class.

Part B: writing a speech

8.Tell students to work alone to complete the speech, using information from the poster on p71. without referring to it.

9. Read the speech out to the class. Pause at the blanks and ask students to call out the missing words.

10.Ask students to work in pairs to write a speech in part B1 as a model. They should refer to the poster they designed.

Part C: Language points

11.We would like to thank the following people for their help and support.

Thank somebody for something“为某事感谢某人

I thank you for your support.

12.Their families have no money so the children have to go to work instead of going to school

Instead of “代替，而不是“

I will go to school instead of you.

We are going to play football instead of basketball.

We are going to swim instead of hiking.

Homework:

Summarize the key points in Unit 4

教后记：

The tenth period

Checkout

Main points:

1.To ensure that students can use “because, because of and so” to talk about reasons and “hope and wish”

2. To review vocabulary related to the theatre.

3. To review the whole unit

Difficulties:

Use “because, because of and so” to talk about reasons and “hope and wish”

Teaching Methods:

Listening, speaking, reading, writing and translating

Procedure：

I. Part A: Charity shows: Review the grammar and vocabulary items that students have learned earlier in the unit.

1. Tell students that in Part A, they will have to use “because, because of, so, hope and wish” to complete the letter.

2. Explain the context that Sandy is writing a letter to her friend about the Beijing Sunshine Secondary School charity show.

3. Read out the letter and pause at the blanks for students to complete.

Part B: Tell students that Part B is a page form Kitty’s diary. She went to the theatre with her parents to see a show and now she is writing about it.

II. Revision of Unit 4

1.Useful expressions

①host, advertise, practise, introduce, donate, poor, camera, introduce, event, success, fan, loudly, seem, generous, support, local, business, duty, audience, curtain, indoors, attention, like, instead, magic, pass, rise, break(different transforms of words)

②give out, a bit, in the beginning, because of, pay attention (to), instead of

2.Useful sentence patterns

①Only if you sleep less during the day.

②I felt very happy when the organizers chose me to be the host.

③It was my job to introduce each star.

④Slowly, everything became a little bit easier.

⑤No time to be nervous any more.

⑥I had to speak loudly because of the noise.

⑦Everything seemed to happened so fast and now it is all over.

⑧I’m nervous because I don’t know how to organize a show.

3. Grammar

①because, because of

②hope and wish

hope/wish to do/ hope that/wish that clause(过去时)

③conjunction so introducing results.

Homework:

Complete exercise of unit 4 Revision

教后记：

八年级英语下册Unit 10第三课时教学设计 第2篇

1、能够听、说、读、写句型: This is Zhang Peng.What are you doing ? I am doing the dishes/ reading a book.2、能用What are you doing? I am…互相通电话，询问对方正在做什么并作答。

3、了解字母组合oo , ou , tr , tw 的发音规律及其例词的读音。

二、教学重点、难点

1、重点是：What are you doing ? I am….的书写。

2、难点是句子Do you want to go to the Children’s Center ?的理解和朗读，以及字母 组合oo, ou, tr, tw 的发音规律。

四、教学步骤

1、热身

（1）教师播放本单元第一页歌谣的录音，学生跟录音说唱。

（2）日常用语会话。

2、预习

（1）做拼写游戏：教师提供一些打乱字母顺序的单词，让学生排序并正确拼读单词，如：r,I,a,d,e,n,g

（2）请几组学生表演Let’s talk 部分的会话。

3、新课呈现

Read and write

（1）教师指着黑板上的简壁画，问：What is he/she doing? 引导学生回答：He /she’s singing/ dancing/playing ping-pong/drawing pictures/playing the piano.（2）教师在简壁画的外围画一幢房子的轮廓，提问：Do you know where it is? Where are the children?自然引出Children’s Center

（3）教学：Do you want to go to the Children’s Center

the Children’s Center

go to the Children’s Center

want to go to the Children’s Center

Do you want to go to the Children’s Center ?

（4）教师说：Now, Zhang Peng calls John.What are they talking about ? Listen.教师 放Read and write 部分的录音，学生跟读。

（5）教师向学生展示本部分的挂图，对This is Zhang Peng 的用法作必要解释。告 诉学生打电话时若想告诉对方你是谁，不能说I am…而应该说This is /It’s…。

（6）教师指导学生书写四会句子，看谁写得又快又好。

Pronunciation

（1）出示单词：cool , goose , school ,boots 让学生读一读，试着找出oo 的发音规律，然后教师出示字母组合ou 和单词soup，一起归纳发音规则。同法学习字母组合tr , tw 的发音规律。

（2）教师放该部分的录音，学生跟读。引导学生看图片理解句意。然后，请几名学

生试着朗读饶口令。

（3）教师出示一些包含字母组合oo,ou,tr,tw 的单词，让学生试着读一读，检测学生 掌握字母组合发音规律的情况。

八年级英语下册Unit 10第三课时教学设计 第3篇

单元:Unit 4 lesson 19 Do You Use the Internet?

教材内容

本单元围绕网络和生活这一话题展开教学, 涉及的语言知识点有If引导的条件状语从句以及介绍网络和生活情况的词汇和短语。本课是本单元的第一课, 具有导入话题的作用。本课从Jenny, Danny和Brian对互联网的使用介绍开始, 要求学生了解互联网的作用, 介绍了上网搜索信息应用;要求初步了解If引导的条件状语从句的用法。本课涉及的重点单词和短语有technology, keyboard, industry, invitation等;do research for homework, on the Internet, collect information等。本课在本单元中有抛砖引玉的作用。

学情分析

在多媒体教室中利用课件上英语课, 学生视听感受明显, 表现出极大的兴趣。学生在合作交流中快乐的学习, 学习热情高涨, 学习效果很明显。

教学目标

(一) 语言知识目标

1.The students will be able to read, understand and use the new words and phrases:techn ol ogy, ke yboa r d, i nd ust r y, i nvi t a ti o n, a pt op, desktop, chat online, video chat, write blogs, follow (one’s) blogs, send the invitation online, do research for homework, on the Internet, collect information.

2.The students will be able to understand and use the Adverbial Clause with“if”.

(二) 语言技能目标

能听懂并能理解人物对话, 能模仿录音, 能朗读对话, 能分角色扮演对话。

(三) 学习策略目标

培养学生自主学习, 发现问题、解决问题的能力及小组合作探究猜测词意、句意的学习策略。

(四) 文化意识目标

网络将世界距离缩近, 通过网络了解各国的风土人情。

(五) 情感态度目标

To make good use of cyber source and technolo gy to solve the learning problems in life.Don’t wast time on boring information and computer games.

教学重、难点

To read, understand and use the new words and phrases.

To use the Adverbial Clause with“if”and to talk about how to use the Internet.

教法

Reading, Listening, Speaking, Writing, Speech of lecture.

学法

Reading, Listening, Speaking, Writing, Selfevulation, Group-work.

课时:一课时

课型:新授课

教具:Recorder, PPT

教学流程

Step1:Lead-in and warm-up:

T:What do you like to do on weekends?

S1:Shopping...

S2:...

S3:...

T:Me, to o.We have the same hobbies.What other things can we do on Computer/the Internet?How do we use the computer/Internet properly?Now, let’s come to lesson 19 to learn a bout how Jenny, Brain, Danny use the Internet.

(设计思路:以谈话的方式了解学生的周末活动, 激发学生想说的欲望, 并引出课题———How Do Y ou Use the Inte rne t?来导入新课。)

Step 2:Show the teaching aims in this lesson.

(展示本课的目标, 让学生明白这节课要完成的任务)

1.理解本课对话的意思, 并会流利地阅读本课课文。

2.掌握并正确地使用本课的单词和词组。

3.利用本课所学的单词和短语讨论怎样使用英特网。

4.掌握if引导的条件状语从句的用法。

Step 3:New words

Show some pictures about computer parts to learn the new words:

1.I used to have thecomputer with a black.

2.But now I have a.I can use it to learn some knowledge about science and.

3.I can use it to collect information about the.

4.I can also use it to send theif we want to have a party for Christmas.

(设计思路:通过展示有关电脑部位的图片让学生学习新词并加深印象, 并通过限时记忆和快速抢答的形式让学生迅速掌握本课的生词, 再通过选单词填空的形式达到学以致用的目的。)

Step 4:listening

Listen to the passage and tick the things that Jen ny and her classmates like to do on the Internet:

(设计思路:听课文, 感知课文, 完成课后的第一题, 并勾画出本节课中的部分短语)

(设计思路:小组合作探究找出本课的短语, 进一步熟悉课文, 并明白这些短语就是本节课应该掌握的重点短语)

2.自研自探环节

Read carefully again and finish these subjects:

(1) () Jenny thinks we can use the Internet to learn about everything. (T/F)

(2) Danny uses___________to chat with his friends online.

(3) How many people are there following Dan ny’s blog?

(4) What is Brain collecting information about?

(设计思路:通过回答这四个问题, 进一步理解课文, 了解课文细节)

3.Show&Improvement

Role-play: (分角色扮演) Introduce your own experience of using the Internet in groups.What do you often do on the Internet?How often do you use it?Make a dialogue among three or four students.Then present it in front of the class.

4.语法大梳理

找出本节课中的两个由if引导的条件状语从句, 这是本节课也是本单元的一个重点。

(设计思路:先让学生自己找出句子并翻译, 然后教师给出几个实例让学生进行分组讨论, 并自己总结归纳出重点知识。)

(1) If I work hard this evening, I will complete my research. (翻译成汉语)

(2) If you have free time, I will visit you.

(3) If I work hard this evening, I will complete my research.

(4) If she works hard, she can improve her study.

(5) If we want to have a meeting, I can send the invitation online.

小结:由if引导的条件状语从句, 若主句用一般将来时或主句含有情态动词, 那么从句一律用一般现在时。

Step 6:Write a short note

Suppose you are going to introduce your experience of using the Internet, write a short note.Remember to tell something about your real experience, Practice for a while.Then let some students read their notes in front of the class.

(设计思路:通过大量的语言信息输入后, 经过听、说、读的环节进行操练巩固, 再通过写输出大量的所学语言信息, 达到巩固提高, 拓展延伸的作用。)

Step 7:Drill and practice

1.基础检测:必做题

(1) we will________ (开会) this evening.

(2) ___________ (和……聊天) your friends, play a game, sing some carols.

(3) Do you like to______ (写微博) on your computer?

(4) In fact, we already have the_________ (技术) to do so.

(5) Hundreds of_________ (请帖) are being sent out this week.

(6) This could be bad for US________ (工业) .

(7) Hetypes very fast;he knowsthe________ (键盘) well.

(8) Every second of our lives we_________ (发送) and receive information.

2.拔高题检测: (进一步训练IF引导的条件状语从句。)

(1) If you work hard, you______ (get) there in the end.

(2) If you don’t stop him, he________ (play) games the whole day.

(3) If it_________ (rain) tomorrow, Danny will not go to the supermarket.

(4) If you__________ (go) to bed now, I will read you a bedtime story.

Step 8:Summary

T:What we have learned in this lesson?

Ss:Discuss and then sum up.

T:Show the language points and ask Ss to read together.

Step 9:Homework

1.Finish off the exercises in activity book.

2.Write a passage about how to use the Internet.Be sure to use the adverbial clause with“if”at least three times in your passage.

Step 10:Blackboard-writing

教学反思

新课程改革是一次深刻的改革, 倡导学生自主学习, 注重科学探究的学习, 关注体验性学习, 提倡交流与合作、自主创新学习。我们在平时的教学中应践行新课改精神, 提高课堂效率。以下是笔者对本节课的一些反思:

其一, 教学目标以及重难点可谓是一堂课的基本骨架, 因此确立本节课的重难点是了解互联网的使用, 会用英语表达互联网的作用, 了解和运用If引导的条件状语从句。

其二, 好的导入是一堂课的首要环节, 能让学生有极大的兴趣听下去并积极参与教学活动。通过师生谈论周末活动导入新课, 既活跃了课堂气氛, 又顺利地引出主题。

其三, 教学过程中, 笔者设置了多个学生自主学习展示环节:语法梳理、口语表达、听力挑战、角色扮演、习题竞赛等, 让学生在快乐中展示学习。

其四, 作业的设计体现了层次性, 有一定的梯度, 满足了不同层次学生的需求。

其五, 在整个教学过程中充分体现了学生的主体地位, 调动了每个学生的积极性。

八年级英语下册Unit 10第三课时教学设计 第4篇

1. these days 目前;现在

3. regard with great interest 以极大的兴趣

关注着

5. in order to 为了

7. so far 迄今;到现在为止

9. in need 需要

11. not... anymore 不再……

13. welcome to someplace 欢迎来到某地

15. check out 察看;观察

17. board games 棋盘游戏

19. one last thing 最后一样东西

21. junior high school 初级中学

23. clear out 清理

25. no longer 不再;不复

27. toy monkey 玩具猴

29. part with 与……分开

2. to be honest 说实在的

4. ride a bike 骑自行车

6. have a yard sale 举办庭院拍卖会

8. ones old things 某人的旧东西

10. bring back sweet memories勾起甜蜜的   回忆

12. give away 捐赠

14. play for a while 玩一会儿

16. do with 处置;处理

18. search for work 找工作

20. for the last 13 years 在过去的13年里

22. the mid-20th century 20世纪中期

24. stay the same 保持原状

26. according to 依据;按照

28. in ones opinion 在某人看来

【重难点句子】

1. Because Ive had it since I was a baby. 因为从我还是婴孩的时候就拥有了它。

2. As they get bigger our house seems to get smaller.

随着他们逐渐长大，我们的房子似乎也在变小。

3. Weve decided to each sell five things we no longer use.

我们决定我们每人售出五件我们不再使用的物品。

4. Its a shame， but I just dont have the time.

这真惭愧！但我就是挤不出时间。

5. I noticed thats true of my hometown.

我注意到我的故乡就是如此。

6. As for me， I did not want to give up my football shirts， but， to be honest， I have not played for a while now.

至于我，我不想放弃我的足球服，但是，说实在的，我现在已经有一段时间没有踢足球了。

7. Have you ever thought about having a yard sale to sell your things？

你是否曾经想过要举办一场庭院拍卖会来出售东西呢？

8. What would you do with the money you raise？

八年级英语下册Unit 10第三课时教学设计 第5篇

Section A Period I I.Teaching aims and demands: 1.Knowledge Objects:(1).Function: Students learn to make polite requests and ask for permission.(2).Key vocabulary: rubbish, living room, sweep, do the dishes, take out the rubbish, sweep the floor, fold your clothes, make the bed.stay out late, get a ride.(3).Target Language:--Could you please sweep the floor?--Yes, sure.----Could I please use the car?---No, you can’t.I have to go out.2.Ability Objects: According to designing some tasks, train students’ listening skill and speaking skill.3.Moral Objects: Remember to be polite when you ask for help, and to be a good child.II.Teaching key and difficult points: 1.Key Vocabulary in this period.2.Target language in this period.III.Teaching methods: Audio-lingual methods and PPT IV.Teaching aids: a tape recorder, macromedia V.Teaching procedure: Step 1.Revision &Warming-up 1.Greetings 2.Ask and answer between the teacher and the students.Who is the busiest in your family, your father ,your mother or yourself? Why? What chores does your mother do at home? 3.Show students some pictures about chores and learn the new words and phrases: clean the room ,dish ,do the dishes ,sweep, sweep the floor ,make the bed ,rubbish ,take out the rubbish ,fold ,fold the clothes Step 2.Presentation 1.Activity1a.How many chores do you usually do at home? Then ask and answer in pairs about the chores.Do you usually do the chores? 2．Activity 1b Listening Now look at the chart.There are three columns here, Chores, Mom and Peter.Listen to the tape and answer: What chores does Peter’s mom do? What chores does Peter do? And finish the chart.Check the answers with the students.Step 3:Pairwork Before working in pairs, students should review the information about the chores in the picture and the expressions of the chores in 1a． After that, ask students to practice the conversation with the target language.Then follow the sample dialogue to make conversations with their partners: A: Could you please sweep the floor? B: Yes, sure.(by performing the action)A: Could you please do the dishes? B: Sorry, I can’t.I have to do my homework.The teacher moves around the classroom and give some help as needed． Step 4: Listening 1.Activity 2a.The teacher asks students to be familiar with the content of the chart and think about the situation that is: everyone need some help or give some help.if someone can’t give any help, he must be reasonable.Now play the recorder and let students to check what Peter’s father says, “Yes” or “No” with “√” by listening to the tape.2.Activity 2b.The teacher asks students to look at the chart in 2a, and be familiar with the content of the chart to make sure they should know what to do.Then ask students to listen to the tape and draw lines to the reasons why Peter’s father says “no” in the chart above.Then check the answers with students.Step 5: Practice Student A acts as Peter and asks if he can do the things Student B acts as Peter’s father saying “yes” or “no”.If student B says “no”, he should give a reason.According to the information in the chart in 2a, students make a dialogue to start oral practice using the target language and following the sample like this: A: Could I please use your computer? B: Sorry.I’m going to work on it now.A: Well, could I watch TV? B: Yes, you can.But first you have to clean your room.(Finish 2c)Step 6:Summary This lesson ,we have learnt some new words and phrases about chores.And we also have learnt how to express :make polite requests and ask for permission.Step 7:Homework 1.List all the main phrases of doing chores that you know.2.Make a conversation between you and your partner, using the sentence pattern “Could you please „?”

Blackboard Design: Unit 3 Could you please clean your room?

八年级英语下册Unit 10第三课时教学设计 第6篇

The First Period（教学内容1a-2d）

Teaching aims（教学目标）

1.Master how to talk about problems 2.Learn how to give advice

Language points（语言点）

要求掌握以下句式：

-What’s wrong!Why don’t you go to sleep early this evening.2．要求掌握以下词汇：

（1）动词：allow, guess, deal, work out, look through（2）名词：midnight, deal, big deal,（3）形容词：wrong, big(4)词组：allow sb.to do sth., look through, big deal, work out

Difficulties（难点）：Give reasonable advice Teaching steps（教学步骤）

1.Lead-in 1.Do you have any problems with your parents or friends? 2.What do you always talk about with them?

教学设计说明：

本环节旨在通过谈论学生在学习和生活中遇到的各种问题，引出对问题给出合理化建议。

2.Presentation（呈现新知识）

通过图片导出学生常遇到的问题。

1.I have to study too much so I don’t get enough sleep.2.I have too much homework so I don’t have any free time to do things I like.3.My parents don’t allow me to hang out with my friends.4.I have too many after-school classes.5.I got into a fight with my best friend.教学设计说明：本环节旨在通过热身练习让学生对遇到的问题提出合理的解释和方法，为下文做好铺垫。

3.Discussion Which of the factors are serious? Which of them are not serious? Make a list and fill in the chart.4.Work on 1b T: Now you’ll hear a conversation.Listen and circle the problems you hear in 1a.5.Work on 2a Listen.Peter’s friend is giving him advice.Fill in the blanks with could or should.6.Work on 2b

八年级英语下册Unit 10第三课时教学设计 第7篇

Welcome to the Unit

Warm-up activities

1 Read the conversation between Eddie and Hobo. Check understanding of birdwatching’.

2 Elicit from Ss what opinions are expressed by Eddie and Hobo.

Ask two more able students to role-play the conversation.

3 Ask more able Ss to name some birds in English.

4 Introduce the overall context of the unit and the main task.

Presentation

1 The purpose of Part A & B is to activate Ss’ideas and generate an interest in birds in the wild. Ask Ss to read the descriptions in Part A and identify the birds.

2 Ask several students which bird they like best and why. Then tell Ss to ask their partners. Encourage Ss to include not only factual details but as many as ideas as possible.

Language points

What are you doing tomorrow?, go birdwatching, at the market, Beijing Ducks, roast chickens, long-winged, web-footed, long pointed wings, fly to northern countries, have colorful feathers

Homework

1 Learn the language points by heart

2 一课三练 P.55

3 Preview the Reading Part.

Presentation (Reading A)

1 Before Ss look at this page, review vocabulary of wildlife and conversation previously taught.

2 Write the title Zhalong-A special place’ on the board. Ask Ss what they know about it. Ask where do you think it is? What kind of animals live there? Etc. . Encourage any contributions.

3 Encourage Ss to visit some of the websites providing information about Zhalong before the lesson.

4 Ask pairs of Ss to exchange information and opinions about the different materials they are studying.

5 Ask more able Ss to look for names and descriptions of birds. Have a class feedback using Ss’ research skills.

6 Read the title and explain the context. Ask questions about why Ss think that Zhalong is a special place.

7 Ask Ss to skim the text quickly,focusing on key words and main points only. Set a strict time limit and tell them in advance that they only have 8 minutes, for example, to read the text. Then ask volunteers to each read a paragraph to the class.

9 Ask Ss to write a caption for each paragraph.

Presentation (Reading B)

1 Ask students to do Part B1 as a quiz.

2 Divide the class into groups of six. Choose a group to start the competition. Ask what does endangered’ mean? Set a time limit for each group to answer.

3 In pairs, Ss read and complete the conversation. Invite some of them to read it in front of the class.

Presentation (Reading C)

1 Divide the class into teams of 4-5 students. Do Part C1 as a quiz. Set a time limit.

2 Ask students to correct the false sentences.

3 Encourage discussions about why a sentence is wrong in order to develop Ss’ deductive skills.

Language points (Part A)

A nature reserve, in north-east China, one of the world’s most important wetlands, wildlife, provide sth. for sb. ,different kinds of, all year round, for a short stay, there are many fish, catch them for food, the rare red-crowned cranes, change the wetlands to make more space for farms, less and less space for wildlife, have enough space, the Chinese government, protect these endangered birds, a lot tourists, members of our Birdwatching Club, study the different kinds of birds, the changes in their numbers, a bird count, the importance of wetlands

Language points (Part B)

Areas of land with wet ground, areas of land for farming, a place to live or stay, in a dangerous state, a large number of, people who are traveling, be important for

Language points (Part C)

Find food easily, in other parts of the world, have enough space to live, the ideal home for many plants, fish and birds

Homework

1 Learn the language points by heart.

2 一课三练 P.56-57

3 Preview the Vocabulary Part.

Presentation (Vocabulary)

1 Elicit some adj. with negative meaning, e.g., unhappy’, uncomfortable’. Write the word on the Bb and underline the prefixes. Explain that these prefixes change the meaning of an adj. from positive to negative.

2 Before starting on Part A, revise the meaning of all the positive adj. Ask more able Ss to use the words to make sentences to check comprehension.

3 Explain the context of Part B.

4 In pairs, Ss select suitable adj. from Part A. Then ask each pair to compare answers with another pair. Check answers with the class as awhole.

Language points

A protected area, leave litter

Homework

1 Learn the language points by heart.

2 一课三练 P.58

3 Preview the Grammar Part.

Presentation (Grammar Part A)

1 Talk to Ss about organizing a school trip.

2 Ask Ss to think of a school trip they would like to join in the future. Try to find some ads to help them to choose an event.Write some questions on the Bb:

* When does the walk/competition start/finish?

* What time does the coach leave?

* Where/When do we meet?

3 Point out the use of the time expression tomorrow’.

4 Elicit the use of the simple present tense to talk about future events.

5 Explain the context of Mr Wu planning a school trip to Beijing Wildlife Park. Point to the timetable and ask questions.

Presentation (Grammar Part B)

1 Ask Ss What are you doing tonight? to elicit sentences with the present continuous tense.

2 Elicit from Ss the use of the present continuous tense. Point out that when using the present continuous tense to talk about the future, we normally talk about future events which are scheduled for the immediate future.

3 Carefully explain the context of Part B.

4 Ask students to read the conversation on their own, trying to make sense of it without focusing on the tense. Then ask them to fill in the blanks.

4 Ss read the conversation in pairs, checking the correct use of the verb forms.

Presentation (Grammar Part C)

1 Elicit from Ss some sentences with adverbs.

2Write the adv. From the table on the Bb, ask more able Ss to underline the suffix -ly’ in the examples and formulate the rule.

3 Ask Ss to add more examples to each group of adj. in the table.

4 Check answers with the whole class.

5 Ask Ss to Complete Work out the rule’.

6 Ask Ss to read the article in Part C2 silently on their own first. Ask Ss to complete the article using the correct adv. From Part C1.

7 Ask Ss to work in pairs and rearrange the words to complete sentences in Part C3.

Language points

Return to school, at the entrance, sandwiches, greet us politely

Homework

1 Learn the language points by heart.

2 一课三练 P.59-60

3 Preview the Integrated skills Part.

Presentation (Integrated skills A)

1 Try to maintain Ss’ interest in birdwatching and Zhalong.

2 Remind Ss of the article about Zhalong which they read in the reading section. Ask Ss if they remember any facts about Zhalong.

3 Ask Ss to read the quiz and try to answer the questions from the memory and general knowledge.

4 Explain that Ss will listen to a radio program about Zhalong. Play the recording. Students listen carefully and tick the second column of boxes as they hear it.

4 Check the correct answers with the whole class.

5 Ask students to read the report in Part A3 in pairs. Go through the words in the bracket.

Presentation (Integrated skills B)

1 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.

2 Ask students to practice the conversation in pairs and then change roles.

3 Ask students to work in pairs and create another conversation by replacing the underlined words.

Language points

including

Homework

1 Learn the language points by heart.

2 一课三练 P.61

3 Preview the Study Skills, Main task & C

Presentation (Study skills)

1 Brainstorm from Ss when people need to take notes. Read 2-3 sentences and ask Ss to take notes as a warm-up activity.

2 Ask Ss what kind of notes are considered good.

3 Explain the context of Part A. Ask students to do the task on their own and then compare their answers with a partner.

4 Elicit from Ss other short forms widely used in dictionaries or other written texts.

5 Tell students to read them again.

Language points (Study skills)

For example, per cent

Presentation (Main task)

1 Introduce the topic of joining an organization. If possible, find out about similar writing.

2 Introduce the idea that people need to apply formally before they are accepted to join a club..

3 Explain the context of Part A. Go through the application form and explain any unfamiliar or difficult vocabulary.

4 Ask Ss to discuss their own details with a partner.

Language points (Main task)

Application form, date of birth,

Presentation (Checkout)

1 Ss do Part A on their own and compare their answers with a partner. Ask them to practice reading the conversation in pairs.

Language points (Checkout)

simply

Homework

1 Learn the language points by heart.

2 一课三练 P.62-64

八年级英语下册Unit 10第三课时教学设计 第8篇

本堂课是陈老师执教的北师大版小学英语三年级下册unit 12Review的第一课时, 主要采用本校的“三疑”模式开展课堂教学, 现将观课体会总结如下:

一、教学目标

陈老师的教学目标, 紧紧结合本校“三疑”教学模式, 知识目标上, 让学生在质疑, 探疑, 解疑的学习过程中复习已学的句子表达。技能目标上, 能小组合作质疑、探疑、解疑, 分角色表演读故事。对课标的把握也很准确, 第一课时要求学生听懂, 理解故事内容, 表演读, 注重了对故事的整体理解输入。情感目标上, 告诉学生乘坐火车等交通工具时, 不应该将头和手伸出窗外, 培养安全意识和自我保护意识。在质疑环节, 教师就引导学生提出了一个问题:Is Mocky right?在课文结束时进行了解疑, 就是对情感目标的达成。

二、教学设计

陈老师的教学思路非常清晰, 紧紧结合本校“三疑”教学模式, 在教学设计上大体分为质疑、探疑、解疑三个步骤, 每个步骤却也不是明显分开来的, 在每个环节中不乏各种小组合作学习, 自主学习, 情景设置, 竞赛等方式, 让学生在有趣有竞争有思考的氛围中完成本堂课的学习, 体现出学生的积极性很高, 在小组合作中, 组长的组织能力也很强, 对于老师布置的任务, 能很好地组织组员一起完成, 看出来平时对小组的建设也是花了时间的。并且教师精心准备了很多道具, 很形象地展示出了Mocky和同伴们坐火车游玩的情景, 还让学生利用教具进行对话练习, 对学生的学习帮助很大。平时我们在这一方面做得不够好。因此, 听课时我特别注意了陈老师不同的调动学生的方式。学生积极性调动起来以后, 怎样保持下去也很重要。老师在每个教学环节中对孩子的要求一定要清楚明确, 难易适中。只有孩子清楚的知道自己应该干什么时, 才有可能干好这件事;而问题太难孩子会无从下手, 太易又不用思考, 这都会打击孩子的积极性。

三、教师状态

通过这堂课的观察, 可以发现陈老师善于利用多媒体和身体语言等多种手段辅助教学, 使孩子接触到的知识更立体, 更直观, 更生动。2、有扎实的英语基础知识作为后盾, 词汇丰富, 课堂充实。教态亲切, 表情丰富, 在课堂上能轻松, 活泼, 能及时地对学生的表现做出适当的评价“good boy”、“perfect”、“It doesn’t matter”等等、黑板上的评价也是一直保持进行, 给了学生持续性的竞争与兴趣。

四、学生状态

学生从一开始的热身活动就很积极投入, 大声配合动作唱歌;在质疑环节, 能认真观察图片文字, 提出自己的问题, 敢于在班上大胆提出来;在探疑环节, 组员都能按照老师的时间规定对问题进行讨论, 组长的组织能力强, 即使有小部分学困生, 看的出组长也是有意识地让每个组员挨着进行发言;在解疑环节, 每个组都敢于说出答案, 并上讲台指出找到的答案, 虽然有找错答案的小组, 但也是值得鼓励的。最后情感态度升华的环节, 学生都能很好地意识到Mocky的行为是不对的, 这是值得肯定的。

五、几点建议

1.陈老师在时间的把握上还需要稍微注意, 质疑、探疑、解疑的时间分配可以适当调整, 让学生有更多时间进行探疑, 增加更多的主动性。2.陈老师在第一个质疑环节的引导还可以加强, 让学生能更好地将问题提到与课文相关的问题上, 以增加知识的重点性。3.陈老师在安排小组分角色朗读之前, 可以再多听读一遍, 感觉有极个别学生还不能很好地朗读课文, 这样分角色朗读的效果会更好。