学 校 班 Class___ 日 2011-5-6 授课 级 Grade_8__ 期 教师 课 Unit8 Why 题 don’t you get her a scarf? Period 3 (Page 63, 1a-Page 64, 4) 复备区域 知识点（语音、词汇、 语法等方面） 备课标与教材 课前可以先向学生展示几幅小动物的幻灯[sneik] child [tʃaild]- children 片，刺激学生的感官，引发['tʃildrən] pig rabbit ['ræbit] 学生的兴趣，逐步引入新company ['kʌmpəni] 课，介绍新的2. 词组： 语言点。谈论the most popular pets /the most unusual pets 和比较不同的/not friendly enough /easy to take care of 宠物，并对别too…to…=so…that…= not … enough to 人的评价做出need a lot of love 反应. have enough time to spend with sb 3. 语法： The… is/are …(to do) Which do you think would be good /bad pets? 1.语音词汇： mouse [maus] snake 重点：1. 谈论和比较不同的宠物，并对别 人的评价做出反应. 2.能口笔头熟练运用target language 学会与他人谈论和表达自己对不同宠物的观点。 难点：听力训练 本课是在前面的基础上，继续学习送礼时 涉及到对宠物礼物的评价，以及对各种宠物的了解通过所提问题发表自己的意见，以及用情态动词解决实际生活中存在的问题。 对教材的分析和对课程标准的分析，确定 了本课的重难点。 学生已经学习了部分如何给别人提出建议和意见。 操练中注重生活化情景化，教学活动中尽 重点、难点（知识、技能两个方面） 分析知识点与知识系统的关系 分析确立重难点的依据 备学学生已具备的知识与技能 学生的学习兴趣（对教情 师、教学法的兴趣） 量让所有学生参与进来，特别使学困生在同学帮助下能开口说英语，减少他们的恐惧感，采取议论讨论和编对话的的方法。通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时增加书面表达，并分层完成，以提高他们综合运用语言的能力，使各层次的学生都有所收获。 根据自己的学生分析差异性，分出层次进行不同的目标教学。在学习现在完成时时可能会有大多数学生能够理解，但实际练习中因动词的变化不熟而会出现一些用法的错误。以中下等学生为主多进行操练巩固，随堂检验掌握情况。 学生的差异性 备教学目标 知识与技能目标（分层） 1、2组学生能够听说读写本课时的单词和短语；熟练使用提建议的句型结构；并用这些句型用于交际中。 3组学生可适当掌握里面的黑题词及词组，会用基本结构和句型。 过程与方法目标 引导学生进行口笔头训练,为其创造轻松愉快的学习交流环境，通过听说读写来培养学生综合运用这些知识的能力，并通过有限的课堂实践活动，注意观察别人的行动，能准确的用英语来表达。 在进行口笔头训练活动过程中，加深师生的情感.培养学生的观察能力语言交际，并提高学生的英语学习兴趣 用提问提建议的方式引出话题创设生活化的真实情境(如可以小组合作做采访),围绕其感兴趣的话题展开问答交流, 使其在学习语言中充分运用语言。 情感态度目标 创新支点 备教学方法与媒体 1.教学方法：开展多种类型的任务型活动，拼单词比赛，表演对话等。提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。 2.多媒体教具：黑板 大屏幕 ppt 教学流程 Step 1 Review Show the Ask students to act out the conversations in 3b, pictures of Section A. Step 2 Learning new words some little animals on Show the new words on the screen. First let the screen. students read the new words by themselves. Then First read them to the class and ask students to repeat. Step 3 Pre-task SB Page 63, 1a. students talk about them by let 1. This activity reviews earlier vocabulary and themselves. introduces some new words. 2. Point out the pet shop in the picture. Ask different students to point to and say the names of the animals they see there. 3. Read the instructions. Ask Ss to write the names of the animals in the picture in the correct parts of the diagram. 4. Discuss the answers. SB Page 63, 1b. 1. Ask a student to read the example in the sample dialogue. 2. Ask Ss to do the activity in small groups. 3. Ask different students of each group to tell the class what is the most unusual pet and most popular pet. SB Page 63, 2a & 2b. 1. Point out the write-on lines on front of each pet. 2. Read the instructions and answer any questions students may have. 3. Play the recording. 4. Correct the answers. SB Page 63, 2c. 1. Read the instructions for the activity. 2. Point to the example. Ask two students to read the questions and answers to the class. 3. Then have Ss work in pairs. 4. Check the answers by calling on different pairs to do one question and answer each. Step 4 While-task SB Page 64, 3a. 1. Read the story to the class. After you finish, ask if Ss have any questions about the words or phrases on the article. 2. Ask the students to write the answers to the two questions. 3. Check the answers. SB Page 64, 3b. 1. Go through the instructions with the class. Check that students understand the word pot-bellied (fat).Tell students that they must circle the good things about pot-bellied pigs and underline the bad things in the reading passage. 2. Read the story to the class. After that, ask if students have any questions about the words or phrases in the article. Check comprehension by asking questions such as what does perfect mean? 3. Then say, Now please read the story again. Write the answers to the two questions. As students work, move around the room clarifying the instructions and offering help. 4. Check the answers. SB Page 64, 3c. 1. Read the instructions. 2. Remind Ss not to say the name of the animal they are writing about on their articles. 3. Ask Ss to write their articles on their own. SB Page 64, Part 4. 1. Read the instructions. Ask if any students have pets. If so, ask about the advantages and disadvantages of such pets. 2. Ask a few groups to share their lists. Step 5 Homework Preview the exercises to see if you have any difficulty in understanding. 教学反思
引导学生进行口笔头训练,为其创造轻松愉快的学习交流环境，通过听说读写来培养学生综合运用这些知识的能力，并通过有限的课堂实践活动，注意观察别人的行动，能准确的用英语来表达。
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