1、Unit10 SectionA（1a-2d） 教案【教材版本与册数】新目标人教版八年级下册 【单元名称】Unit10 Ive had this bike for three years. 【课时】Section A （1a-2d）（第1课时）【课型】Listening and Speaking（听说课）教材分析本课时内容人教版新目标初中英语教材8下Unit10第1课时 ,该单元话题是“Living environment”, 功能是“possessions and things around you ，此节课型定位为以话题为核心的“听说课型”。主要在以单元话题牵引下的通过听前以教师情景输入信息
2、-听中策略渗透抓信息-听后信息的挖掘和学生的真实情景输出，引导学生运用语言和发展语言的能力。本节课主要内容是学习关于谈论干某件事情有多长时间了，认识和使用含有for和since现在完成时态，为进一步地学习和掌握现在完成时态做语言知识上的准备。本单元Section A主要学习认识含有for和since的现在完成时态,教材内容从1d听力到2d对话都合理安排有利于学生对知识的掌握和运用，也符合学生的认知规律，由浅入深，循序渐进。在策略上，通过问题对话导入、声音媒体等手段学习本节课的单词及句子，创设各种合作学习的活动，促使学生互相学习、互相帮助，营造良好的语言学习情景。结合学生生活实际，为学生设置真实
3、的情景、语境，使学生在思考、交流、合作探究中学习和使用语言。在情感态度上，教导学生正确处理并充分利用自己的废旧物品，培养学生勤俭节约的品质。教学目标语言知识目标：1. 通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：memory, toy, bear, scarf, cent, sell, keep, since,yard sale, bread maker, check out, not any more, a couple of,How long have you had that bike over the
4、re?Ive had it for three years.How much is it? You can have it for 75 cents. Ive had them since I was a child.Have you ever played football? Yes, I have.学习策略：2. 通过听前的词汇分类与听中聚焦关键信息，通过图片认知，能进行上下文猜测等技能，能够完 成听力任务并能根据需要获取主要信息。3. 通过听后深度挖掘听力信息和文本再构，以及话题牵引下的情景设置和角色表演对话练习，学生能进一步去判断并思考表达观点，发展了口语技能。4.培养学生用英语思维的
5、能力和初步运用英语交际的能力，使学生能够在生活情景中运用所学语言，达到交流的目的。情感态度价值观目标：正确处理并充分利用自己的废旧物品，培养学生勤俭节约的品质。教学重难点教学重点：1、 熟练掌握目标句型。2、 进行听力训练，提高综合听说能力。教学难点：1、能够正确使用含有for和since引导的现在完成时态。2、培养听说技能，得到提升建议教法情景交际法，任务型教学法，听说课的“3P”教学模式 ：P-呈现（语言输入）P-操练（1.机械操练2. 听力训练）P-运用（语言输出）设置情景意义操练设计听后活动任务，先模仿再迁移总结，听后设置任务提升学生语言运用能力教学流程（详见相应教学设计）教学评价1.
6、本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。附：教学活动设计步骤过程措施（教师活动与学生活动）目的持续性评价1预备与激活先期知识Step 1Greeting and Leading in ( 3mins )1. Daily greeting.2. T:Show some pictures and ask Ss questions about yard sale:Do you know yard s
7、ale? Do you have any of these things at home? 3. T: Guide Ss to talk about the things they have.真实情景式对话导入话题，有效的激活学生兴趣及与此话题相关的背景知识，同时激活学生的前期知识，培养学生良好的预习习惯。1.通过课前的预习，培养学生的预习习惯。2.学生利用老师提供的信息进行问答。2获取新知识Step2Pre-listening（听前） (8mins)Present new words:1. T: Show the words on the PPT.2. Lead students to le
8、arn some new words: yard sale, sweet, memory, cent, soft toy, bear maker, scarf, board game, check out 3. Let Ss try to grasp the meaning of these new words and remember them.4. T: Check these words.The teacher asks students to read these words together or one by one.Pair work1. Take 1c as the examp
9、le, and let Ss practice the conversation in pairs. Then make their own conversation.For example: A: This is a really old book.B: Yes, Ive had it for seven years. Ive read it three times.A: Why are you selling it?B: Because I dont read it anymore.A: How much is it?B: You can have it for 75 cents. 2.
10、Ask some pairs to show their conversations to the class.1. 运用多媒体教学，展示新单词，让学生记忆，直观生动形象，为后续听力活动中抓住关键信息做铺垫。2. 对于学生来说，接受知识肯定是先易后难，先给出图片，让学生感知，这是一个输入的环节，先死记忆，后面才能灵活运用。听说结合，第一时间向学生传达语言目标，通过结对对话练习，使语言目标得以强化。学生能根据听力中的物品获取关键信息来区分谈论对象。Pair work学生两人一组能利用目标句型进行对话展示。2获取新知识Step 3While-listening（听中）(15mins)Work on
11、 1b1. T : Let Ss look at the questions in 1b.2. Ask Ss to listen and check the facts they hear._ Jeffs family is having a yard sale._ Amy thinks its hard to sell her old things._ Jeff has had his bike for more than 10 years._ Amy wants to keep her old things because they bring back sweet memories._
12、You can also give old things away to people in need.3. Check the answer after listening.Work on 2a1. T: Let Ss read the words and explain the meaning.2. Let Ss listen to their conversation. Check and circle.book magazine toy bear toy lion toy tiger bread maker sweater dress hat scarf 3. Check the an
13、swer after listening. Answers: Giving away: magazine, toy lion, toy tiger, bread maker, dress Keeping: book, toy bear, hat, scarfWork on 2b1. T: Let Ss listen the conversation in 2a again, and fill in the blanks.2. Let Ss find out the difficult point, and the teacher explain them.3. The teacher shou
14、ld to pay attention to the words spelling.4. Ask Ss to read these sentences in 2b.Answer: book, bear, baby, 10, sweater, dress1.提前告诉学生一些信息，有利于减轻学生听力过程中的难度。在听之前展示的一些单词，在听的过程中，就变成了关键信息，学生很容易可以捕捉到，这样1b 和2a的 听力任务相对来说就比较简单。2b的听力任务比较重，对学生来说较难，不仅要求学生听懂意思，而且要求他们判断信息，从而能逐步掌握利用听中聚焦关键信息和关注细节的听力策略。 通过听、说训练让学生掌握
15、现在完成时态的持续性用法；同时学生的口语表达能力在这一环节得到提升。部分学生应该能学会利用此听力策略获取有效信息，并且也应该学会如何谈论自己拥有的东西的时间等。3深度加工知识Step 4Post-listening（听后） (12mins)1. T: Take 2c as the example, and let Ss make conversations about the places.For example:A: Amy, can we give away these soft toys?B: Mom, I want to keep the bear.A: Why? Its so old
16、.B: Because Ive had it since I was a baby.2. Ask some Ss to show their conversations to the class.3. T: Ask students to read the conversation between Linda and Amy carefully. And try to find the main points in 2d.4. T: the teacher explains the main points carefully.5. After reading, answer the quest
17、ions.6. Role-playSuppose one student is Linda, and another is Amy. Give Ss several minutes to practice the conversation.Then let some pairs show their conversation to the class.进一步巩固本节课所学新知内容，拓展学生思维。对话中会遇到学生不懂得语法点，这个时候老师必须点出来，并且仔细解释清楚，否则学生会似懂非懂的过去，也不问，留下盲点。将对话问题化，既能锻炼学生的思维能力又能加深对课文的理解通过角色扮演让学生进一步巩固新
18、学谈论自己所拥有多久东西的句型，逐步引导学生思考并总结，培养学生学会表达。能在老师的引导下对自己所拥有的东西展开思考，从喜好、时间等进行谈论。4评价学生学习Step 5Free Talk（7 mins）1. T: Ask Ss to use the sentences we have learned to design a passage about a thing they have had.The questions may help you：How long have you had them?Which things would you give away?Which things w
19、ould you keep?2. Discuss their passage in groups each other. 3. Find students to show his or her passage to the class.4. Ask that student to evaluate his or her own passage5. Find other students to evaluate that students passage.6. The teacher should pay attention to the using of the phrases and gra
20、mmars in that students passage.Summary:Words: yard sale, sweet, memory, cent, soft toy, bear maker, scarf, board game, check out Sentences: How long have you had that bike over there?Ive had if for three years!Amy wants to keep her old things because they bring back sweet memories.Because I dont rea
21、d it anymore.Ive had them since I was a child.HomeworkReview the language knowledge that we have learned in this class. Recite 2d.这部分是一个输出的环节，学习了新知后就要会灵活去运用，能够口头表达出来，并且在用的过程中，学生自然而然的又复习了一遍所学新知，培养学生学会总结归纳并形成判断的思维品质,同时注重对学生的自我评价，小组评价，教师评价。通过一个文章设计来检测学生在课堂上学习的效果如何，同时也进一步巩固了新知。课后布置作业检验在课后学生是否复习和基本运用本堂课的
22、目标语言，体现对学生的可持续性评价。当堂测评题：1. - _ have you been here? - For twenty years. A. How far B. How often C. How long D. How soon2. If you sit in a chair _ a long time, your back may begin to hurt. A. at B. in C. on D. for 3. - I often have hamburgers for breakfast. - Youd better not. Its bad for you _ too much junk food. A. eat B. to eat C. eating D. ate当堂测评答案：CDB
