山东省枣庄市峄城区吴林街道中学八年级英语下册 Unit 4《He said I was hard-working》（第一课时）教案 人教新目标版.doc

山东省枣庄市峄城区吴林街道中学八年级英语下册 Unit 4《He said I was hard-working》（第一课时）教案 人教新目标版
Teaching and Learning Goals：
Learn the new words of Unit4 in one class. Memorize the words by reading and using them. Learn the use of them and try to spell the words in this unit. Students try to learn how to read and remember the words and phrases, and how to learn individually and collectively.
Teaching and learning steps
Step 1:　Learn to read the words on P106
1. Students try to read the words using the phonetics by themselves.
2. Then read with their partners in groups.
3. Get some individual students to read and correct their pronunciations. Follow the teacher because they can hear the teacher pronounce the word clearly and correctly.
4. Read after the tape.
5. Read aloud and the teacher walks around to see if they have any question. Get some individual students to read again to see if everyone can read correctly.
(设计意图：利用音标读单词是一种能力，9年级学生已初步具有这种能力。让学生学会试读单词是一种学习习惯的培养，首先学生自己根据音标字读单词，并标出试读时有困难的。接着两人一组或以小组为单位解决遇到的困难。然后找单个同学读单词，教师及时更正错音，帮助学生正音。最后让学生跟录音读。如此几步的学习，大多数学生可以熟悉单词的读音，正确试读出单词。最后还是不会的同学，就给他们找“老师”，他们组的组长就是他们的“老师”，负责课下教会他们。单词的学习坚持从个体—同伴—小组—整体的原则，培养学生自主学习和小组互助学习的能力。尽量培养学生不用音标也能读单词的能力。)
Step 2 : Learn to remember words on P26-33
一. Remember the words by looking at pictures.
二．Remember the words by their similar pronunciations and forms.
三． Remember the words by their Chinese.
Step 3 Consolidation of words
Give the students a few minutes to try to memorize the words first .
1.Get the students to read the word by looking at the Chinese. Then look at the Chinese and say English.
2. Then get them to work in pairs to spell the words or write down the words with the Chinese given in guide books. Underline the words they haven’t grasped.
3. Get the students to have a short dictation about the important words and phrases. If they can’t , dictate after class in groups.
（设计意图：此环节为巩固单词。通过两两提问或使用助学默写的形式来对单词加以巩固。这一环节有五分之二的学生往往不达标，需要利用自习课或课余的时间让小组长跟踪检查，尽量能让再有五分之一的学生顺利过关，其余的五分之一还需要时间和同学习们的帮助，教师应及时督促、让小组长反馈检查的结果，做好跟踪检查。）
Step 4 Read the story and translate into Chinese:
Step 5 Mind map

设计意图：把故事和思维导图结合起来，让学生加深对本单元词汇和
短语的理解，使学生对词汇从逻辑范畴上进一步巩固记忆。
Step 6 当堂检测
按要求写出下列单词或短语。
二．根据括号中的汉语意思或首字母提示写单词, 并用其适当形式完成句子。
三．用括号内所给单词的适当形式天空
亮点：
本单元的单词课堂设计涵盖了本单元的全部词汇及词组。尤其是故事编写不仅让学生在故事中对单词有了大致理解，更是展开了丰富的想象让学生感兴趣。单词的拼读注重了学生自学能力和小组合作能力的培养。同时通过各种形式的单词记忆既加深了单词的识记，又理解了部分单词的大致用法。当堂检测的设计更是有效地补充与巩固了词汇的用法。
不足之处：
一节课内容设计的有些多，如果合理的利用，还是能充分完成的。同时本节课容量较大，部分环节不能很好的展示与训练。
使用建议：
首先要对单元内容达到熟练掌握，能够基本明确单词在单元中的位置及其用法，同时必须准备完善的的多媒体课件，而且不一定每一步都详细的进行。要有针对性的取舍才能有效地增加课堂效率。