2023新人教版八年级上册英语Unit10教案（共7篇）
If you go to the party , you’ll have a great time!
Teaching goals: 1.Words and expressions in this unit.2.Target language: Are you going to the party? Yes, I am.I’m going to wear my jeans.If you do, you’ll have a great time.You should wear your cool pants.3.掌握现在进行时态表示将来(Present progressive as future).4.学习条件状语从句: if + will.5.进一步了解情态动词should的用法.6.学习谈论因果关系.7.做出决定是否做某事.Important and difficult points: 1.学习运用be going to 和will构成的一般将来时。2.if 引导的条件状语从句。Teaching aids:
teaching cards, a tape recorder.Period 1
Teaching contents: Section A 1a, 1b, 1c, 2a, 2b, 2c, grammar focus.Teaching procedures: Step 1 Leading in
Draw two pictures on the Bb ,in the first picture a boy is getting up late, and in the second picture the boy can’t catch the early bus.Then talk about the pictures with Ss and write down the sentence “If you get up late , you will not catch the early bus.” Read the sentences ,Ss repeat.Repeat with other sets of pictures.Step 2 Pre-task SB Page 73, 1a.1.Point out the pictures and ask Ss to tell what they see.2.Ask some students to read the statements and responses.3.Have Ss match the statements and responses on their own.Step 3 While-task SB Page 73, 1b.1.Play the tape and get Ss to check their answers to activity 1a.2.Talk about the answers together.SB Page 73, 1c.1.Ask two Ss to read the example in the sample in activity 1c.2.In pairs, get Ss to talk about what happened in the pictures.3.Ask some pairs to present their conversations to the class.SB Page 74, 2a & 2b.1.Read the instructions.Make sure the students know what to do.2.Play the recording.Ss listen and write down their answers.3.Correct the answers.Step 4 Post-task SB Page 74, 2c.1.Ask two students to read the sample dialogue.2.In pairs, get the students to role play the conversation between Andrea and her friend.3.Ask a few pairs of students to practice their conversations for the class.Step 5 Grammar Focus SB Page 75, Grammar Focus.1.Review the grammar focus.Ask Ss to say the statements and responses.2.Ask Ss to work in small groups.Ask each group to write down as many sentences like those in the grammar focus as they can.3.Ask some groups to share their sentences with the class.Homework: Have Ss write their sentences on their exercise books.Period 2 Teaching contents: Section A 3a, 3b, 3c, Section B 1a, 1b, 1c, 1d, 2a, 2b, 2c, 2d, 2e.Teaching procedures: Step 1 Leading in Ask some students to make sentences with if.Step 2 Pre-task SB Page 75, 3a.1.First, let Ss read the notice from the principal.2.Read the dialogue to the class saying bland when come to a blank line.3.Get Ss read the notice again and fill in the blanks.4.Correct the answers.Step 3 While-task SB Page 75, 3b.1.Complete the sentences using your own ideas.3.Get some pairs to say their conversations to the class.SB Page 76, 1a & 1b,1c 1.Read the instructions and play the recording.2.Ss listen and write down their answers.3.Correct the answers.SB Page 76, 2a-2e.In pairs, get Ss to role play a conversation according to the information in activity 2b.Homework: Have Ss write their conversations on their exercise books.Period 3
一、语法在写作教学中的重要性
语法是语言学习中重要的一部分。然而一直以来, 学生学习语法, 大多是为了应付考试, 语法教学也存在“重知识、轻能力”的误区。有些教师脱离现实的语言环境, 过分强调语法概念和侧重语法知识的孤立训练, 结果往往导致学生面对纷繁复杂的语境, 手足无措, 词不达意, 无法灵活地运用语法规则准确地表达自己的思想感情, 这样的语法教学扼杀了学生对外语学习的兴趣。其实学习语法并非仅仅为了考试, 结合英语听说读写技能的培养进行语法教学, 有助于提高学生的语言运用能力。新课标要求, 初中阶段的语法教学, 应从语言运用的角度出发, 把语言的形式、意义和用法有机地结合起来, 引导学生在语境中了解和掌握语法的表意功能。
语法是培养语言运用能力的基础。在初中阶段, 写作是展现语言运用能力的方式之一, 然而很多学生由于语法基础薄弱, 写作时, 英语表述方面总是存在各种语法错误, 严重制约着学生写作能力的提高。究其原因, 是由于写作教学与语法教学脱节, 导致学生缺乏实践和应用的机会。
语言学习需要经历一个“输入———内化———输出”的过程, 如果说语法是知识的输入, 那么写作就是知识的输出。教师可以尝试把语法和写作教学相结合, 以句子或语篇的形式强化语法点, 从而夯实语法基础, 提高写作能力。
二、语法在英语写作教学中的运用
【案例分析】以新人教版初中英语七年级上册Unit 4 Where’s my schoolbag?为例, 谈谈语法在英语写作教学中的运用。
标题:Unit 4 Where’s my schoolbag?
语言目标:谈论物体的摆放位置。
语法知识点:1.正确使用介词on, in, under;
2.正确使用where引导的特殊疑问句询问物体的位置。
【教学步骤】
(一) 情景导入
教师向学生介绍故事的主人公Sally, 并进一步引导。
T:This is Sally’s house.Is it beautiful?Do you want to go into her house?
Ss:Yes.
T (因势利导) :OK.Let’s see what’s in her house.
教师可以借此激发学生的求知欲, 自然导入词汇教学。如, desk, table, chair等。
(二) 呈现目标句型
教师可利用Sally房间的图片与学生进行情景对话。
如图1, T:Where’s the clock?
Ss:It’s on the bed.
教师可以作如下引导:So we may say, the clock is on the bed.
如图2, T:Where’s the model plane?
Ss:It’s under the table.
教师可以接着引导:The model plane is under the table.
如图3, T:Where’s the radio?
Ss:It’s in the bookcase.
教师可以继续引导:The radio is in the bookcase.
此环节的设计, 意图在于引入介绍物体方位所需介词in, on, under等, 初步呈现本单元目标句型, 即“某物在某处”。如:
The clock is on the bed.
The model plane is under the table.
The radio is in the bookcase.
由于受母语干扰, 学生容易犯如下错误:
1.名词前面不加定冠词, 如:
(1) Book is on the desk.
(2) Computer is between sofa and desk.
2.介词前没有be动词, 如:
(1) The radio in the bookcase.
(2) The cat under the chair.
教师可以通过汉译英的练习, 让学生充分暴露自己的错误, 再通过小组互评的方式, 引导学生发现并订正语法错误, 为下一步的写作打下坚实的语法基础。
(三) 通过教材上Section B部分的听力练习进一步巩固目标句型“某物在某处”
(四) 通过说的方式进一步强化目标句型
教师可设置如下任务:
T:This is Dale’s room.Please describe the things in his room according to the pictures.教师可让学生根据图片中的箭头提示, 说出每件物品摆放的位置。如:
1.The cat is on the sofa.
2.The schoolbag is under the table.
3.The baseball is under the desk.
4.The books are in the bookcase.
5.The pictures are on the wall.
由于之前进行了充分的铺垫, 学生可以流畅地说出以上五个句子。这时, 教师可加大任务的难度, 让学生尝试将以上五个句子串联成一篇文章。此环节可以通过“接龙”的方式完成。
【课堂实录节选】
S1:Hello!I’m Dale.This is my room.It’s very tidy.
S2:The cat is on the sofa.
S3:Where’s the schoolbag?Oh, it’s under the table.
S4:I have a baseball.It’s under the desk.
S5:The books are mine.They’re in the bookcase.
S6:And the two nice pictures are on the wall.
S7:I like my room.Do you like it?
这个环节属即兴发挥, 效果却非常好。之后, 教师给出范文.
Hello, I’m Dale.This is my room.It’s very tidy.
The schoolbag is under the table and the baseball is under the desk.Can you see a cat?Oh, it’s on the sofa.Where are the books?Are they in the bookcase?Yes, they are.And two nice pictures are on the wall.
I like my room.Do you like it?
(五) 学生练习写作
要求学生以“My room”为题, 写一篇文章。
1.Hi, I’m Linda.I have a tidy room.My computer is on the desk.Where are my bag?It’s under the desk.My bed is big.My room have a plant.Is near the bed.I love my room.
2.Hi!I am a boy.This is my room.The plant near the bed.The computer on the besk.The schoolbag behind the chair.The hat behind the tape player.The clock on the table.The books in the bookcase.I like my room.
3.Hello, I’m Bob.This is my room.There is a bed, it’s very nice.The quilt it’s on the bed.What’s on the bed?It’s my books and computer.I have a plant, it’s near the bed.Here are my coloes, they’re everywhere.Look at the two photos of me.My hat, my ball and my model plane are under the desk.It’s not tidy, but Ilike my room.
(六) 搜集作文中的语法错误, 纠正错误, 提高学生的写作水平
在此步骤中, 教师可以让学生以四人小组为单位交叉批改作文, 并要求学生在作文中留下修改的痕迹, 写上意见并签名。同时将典型的语法错误写到黑板上, 全班一起批改订正。
【语法错误片段】
(1) Where are my bag?It’s under the desk.
(2) My room have a plant.Is near the bed.
(3) The plant near the bed.The computer on the besk...
(4) The quilt it’s on the bed.
(5) What’s on the bed?It’s my books and computer.
(6) Here are my coloes, they’re everywhere.
分析学生的错误:
1.单复数不一致, 如 (1) , (5) 。
2.缺少主语, 或主语重复, 如 (2) , (4) 。
3.单词拼写错误, 如 (3) , (6) 。
4.中式英语, 如 (2) 。
5.介词前缺少be动词, 如 (3) 。
经过学生讨论, 改正后的句子为:
(1) Where is my bag?It’s under the desk.
(2) There is a plant in my room.It’s near the bed. (there be句型的运用)
(3) The plant is near the bed.The computer is on the desk...
(4) The quilt is on the bed.
(5) What’re on the bed?They’re my books and computer.
(6) My clothes are everywhere.
之后, 学生重新行文, 再统一交给教师批改。
学生通过小组合作, 共同探究, 互评草稿, 并从中发现错误。这一过程实质上是检验学生对语法知识的掌握情况。最后, 教师讲评典型错误, 一针见血地指明错因。这样, 不仅有利于强化语法知识, 而且能有效地帮助学生在以后的写作中规避此类错误, 从而提高写作能力。
优秀习作展示:
习作一:Hello!I’m Linda.This is my room.I have many books, they’re in the bookcase.The desk is in front of the window.The computer is on the desk.My bed is near the desk.The nice flower is between the bed and the small table.I have a clock, it’s on the small table.What’s that over there?Oh, it’s a nice picture of the sea.I like my room.What about you?
习作二:I’m Kate.My room is not only tidy, but also warm.My desk is at a corner of the room.It’s next to the window.My bed is at another corner.It makes me feel cheerful.Where is my bookcase?It’s between the bed and the desk.There are a great number of books in it.And my closet is in front of the bed.In a word, it’s really great for me.I love my room.
由习作二可以看出, 这个学生的英语功底非常扎实。作为初一的学生, 不仅会用not only...but also...这组关联词, 还会使用短语at a corner of, a great number of, make sb.adj.结构, 及总结性短语in a word, 这无疑为她的文章锦上添花。但是, 这样的学生毕竟不多。作为教师, 在语法和写作教学中, 还是应该稳扎稳打, 不贪多求全, 从基本句型入手, 再逐渐拓展提升。
三、结语
正确使用语法是提高学生写作能力的重要保证, 在平时教学中, 教师应灵活地教授语法知识点并加以强化训练, 从而有效帮助学生减少写作中的语法错误。从以上的教学案例可以看出, 在写作教学中贯穿语法教学, 效果很好。
首先, 不论是语法还是写作, 都是新教材的教学环节, 二者相辅相成, 联系紧密。初一的学生正处于接受新知识的最佳阶段, 准确灵活地运用语法对培养学生的表达能力具有十分重要的作用。所以, 要想从初一阶段开始就引导学生进行词句篇章的学习, 离不开扎实的语法知识。
其次, 从上述案例可以看出, 简单重复的训练, 可以更直接明了地纠正学生作文中出现的语言表达错误, 将有关的语法点系统化、模式化, 加强语法点在句子篇章中的运用。
最后, 语法规则是不变的, 教学过程也相对枯燥, 而写作课是学生放飞思维的舞台, 在这里学生可以自由地抒发心中丰富多彩的思想感情。二者相结合可以取长补短, 丰富英语学习形式, 提高学生的学习兴趣。
课题
Unit 5 Do you want to watch a
game show? Section B(2a-2d)
Teaching aims and demands Knowledge objects a.By the end of this lesson, Ss can learn the new words and new phrases: culture, famous, appear, successful, unlucky, be ready to b.Understand the main idea of the article; Ability objects a.Skim for the main idea of the article b.Scan for the specific information c.Understand the whole article Moral objects a.Arouse their interest in learning English;b.To develop the spirit of cooperation through teamwork and pair-discussion;c.Let students know more about the American culture. Methods and objects in teaching
1.Audio-visual teaching method, task-based teaching method.2.Pair work ,competition 3.A computer, blackboard, a projector
Teaching procedures Step one Greets and lead-in（5m）T: Good afternoon, everyone!S: Good afternoon, teacher!T: How are you? S: I’m fine, thank you.And you? T: I’m OK.Thanks.I’m so happy to stand here with you.S: Me too.T: Today, we have an old friend.Next, let’s meet him.But before that, please answer my questions.（通过放映幻灯片展示图片带领学生遇见Mickey）
T: Now please look at the screen, there are some pictures for you.(Play the PPT to show the pictures)T: Now please look at the pictures and then answer my question.What’s your favorite sport/season/singer/cartoon?(Some students answer my questions)T: OK, our friend thinks you are all great, now let’s meet him.1
（Show the picture of Mickey Mouse.）
Step two Fast reading(let’s know Mickey)（5m）
T: Now let’s know something about Mickey.Please read the passage on page37 and then answer these five questions.1.Is Mickey the first Disney character? 2.How old is Mickey? 3.Who is his girl friend? 4.Does he always do something good? T: you have three minutes to finish this job.(Three minutes later)T: OK, time is over, now please tell me your answer.T: OK, very good, thank you, sit down please.You all did a good job, keep going.Step three Careful reading and finish the practice(20m)
(Pair work)T: Now let’s get close to Mickey.Please read the passage carefully.There are five questions for you, you have 15m.Please do it in groups of twelve now.If you have any help, please hands up.(Divide the students into five groups and then students start to read the passage)
(Walk around the classroom and guide the students)
T: Time flies, let’s do a competition.There is one question for one
group;you can choose one picture of Mickey, and one person in your group need to answer the question, clear?
(Students show the answers and then we check the answers together, the group who did the best job will get a big surprise from Mickey)T: OK, you are so great, well done, so the gift should belong to….Step four Summary(let’s love Mickey)(10m)1.Read the passage again and discuss the following questions with your partners.Q1: What is Mickey Mouse a symbol of ? What cartoon character is a symbol of Chinese culture? Q2: Do you think Walt Disney is a smart man? Why or why not? Do you want to be like him? Q3: Why did people want to be like Mickey? Do you want to be like Mickey? Why or why not? Q4: Can you think of another cartoon character that is as famous as Mickey? Why is the character popular? Step five Emotional education（if time is enough）
As for you, today most of you are just like Mickey, because you achieve the objects of this class, so you are successful, I want to give you a name “山寨” Mickey.What do you think? I hope all of you can be like Mickey, whenever you face any difficulty, please be brave and optimistic, and try your best in your
study and in your life, Ok? Step six homework
Unit1 Where did you go on vacation？
1.（1）went to the mountains,(2)went to summer camp,(3)visited museums,2.(1)不定代词和不定副词定语后放。不定代词有: something, anything, nothing, everything, someone, anyone, no one, everyone, somebody, anybody, nobody, everybody.不定副词有: somewhere, anywhere, nowhere, everywhere.如，something , anything special, Did you goanywhere?
Unit 1 Where did you go on vacation？
1.一般过去时：表示过去发生的动作或存在的状态。（表示过去发生而现在已经结束的动作或状态，不强调动作对现在的影响，只说明过去的事情，常和 a moment ago，last year，yesterday，at that time，in the past等表示过去的时间状语连用。）形式用动词的过去式表示；除be动词外，其他动词没有人称和数的变化，be动词除第一，第三人称单数用was外，其他时候都用were。如：She was a little girl at that time.I had a word with Julia this morning.今天早晨我跟朱莉娅说了几句话。
2.something，anything，nothing，somebody，anyone等都是复合不定代词。形容词修饰复合不定代词时，放在复合不定代词后面。3.seem “似乎；好像”，为系动词，常见用法如下：①主语+seem+（to be+）表语，说明主语的特征或状态。如：Tom seems(to be)a very clever boy.②主语+seem +不定式，seem与不定式一起构成谓语。如：Mrs Green doesn’t seem ／seems not to like the idea.③ It seems ／seemed +that 从句，其中it 是形式主语，that引导主语从句。
4.decide“决定”既可作及物动词，又可作不及物动词。⑴作及物动词时，后面常接名词，动词不定式，特殊疑问词+动词不定式或宾语从句。如： I can’t decide the date of the meeting.We decided to go there.They can’t decide whom to invite.We decided that we would not go to the party tonight.⑵作不及物动词时，常与介词on或upon连用，后接名词。如：She decided on the red shoes.她决定买这双红色的鞋了。
5.try 作动词意为“尝试”作名词具体用法如下：try to do sth.尽力／努力去做某事（事还未做）如：He tries to catch the early bus every day.他每天尽力去赶上早班车。try doing sth.试着做某事（正在做）如：I try singing a new song.6.because和because of，because作连词引导原因状语从句或作why 开头的问句的答语，后跟句子；如：He is absent today because he is ill.because of 为介词短语，后接名词，名词短语或代词等 如：He stayed in hospital because of his illness.7.enough既可作形容词，也可作副词，用法如下： 作形容词，“足够的；充分的”修饰名词放在前后均可。作副词，“十分地；充分地”放在被修饰动词，形容词或副词之后。8.few，a few与little，a little few 和a few 修饰可数名词复数，few表否定，a few 表肯定；little和a little 修饰不可数名词，little表否定，a little 表肯定。
如：He has few friends.Please wait for a few minutes.He knows little English.There is a little milk in the bottle.Unit 2 How often do you exercise？
1.频度副词：是表示某事发生频率的副词，表示某事在一段时间内所发生的次数。它们一般放在行为动词之前，be动词，助动词及情态动词之后。always的频率是100％，usually的频率是70％左右，often的频率是50％左右，sometimes的频率是20％左右，hardly的频率是5％左右，never的频率为0。2.sport与exercise，sport 主要指户外运动或野外运动，也指各种游戏活动，作可数名词；exercise一般指为发展智力和体力而设计的练习。
如：Sports make the body strong.The exercise of memory is very important.3.how long，how often，how far与how soon ⑴how often “多长时间一次”；How often do you play basketball？Every day.⑵how long
“多久；多长”;对某一动作持续的时间或某一物体的长度进行提问；
How long do you do your homework？ Two hours.⑶how far 对距离提问；
How far is it from your home to the shop？ It’s
about 3 kilometers.⑷how soon “多久以后”；
How soon will your father come back？In five days.4.be good at，be good for与be good to
⑴be good at “擅长；善于”后接名词，代词或动名词，同义词组为do well in。如：Lucy is good at drawing，while Lily is good at singing.=Lucy does well in drawing，while Lily does well in singing.⑵be good for “对...有好处”，后接表示人或物的名词，反义词组为be bad for。Eating more fruit is good for your health.⑶be good to “对...好”，后面一般接表示人的名词。
Our English teacher is very good to us.5.①help sb(to)do sth 帮助某人做某事
②help oneself to sth／help sb to sth 为某人自己／某人取用（食物等）
③can’t help doing sth 情不自禁地做某事
④ help sb in doing sth 在某事上帮助某人
⑤ help sb with sth 在某事上帮助某人 6.none与no one：none“没有一个”，既指人也指物常和介词of 连用；no one “没有人”只指人，通常不和of 连用。Unit 3 I’m more outgoing than my sister.1.比较级就是指两个人或事物之间的比较。可以是形容词或副词。比较级有规则变化和不规则变化两种。
规则变化：① 一般在词尾加—er；②以e结尾的词，在词尾直接加—r；③辅音字母+y结尾的双音节词变“y”为”“i”再加-er；④重读闭音节词词尾只有一个辅音字母时，先双写该辅音字母，再加—er。
多音节词和部分双音节词在词前加more。eg：outgoing—— more outgoing 常见用法：①比较级+than eg:：You are taller than me.②可修饰比较级的词有：a bit，a little，rather，much，far，a lot，a great deal，still，even等。
③ old 有两种比较级形式：older和elder，elder只用于兄弟姐妹的长幼关系。Eg：My elder brother is an engineer.far 有两种比较级形式：farther和further，farther侧重距离更远，further侧重程度更进一步。
2.as...as 意为“和...一样...”否定形式not so...as...或not as...as....as many/few+可数名词复数+as描述数量的接近；as much/little+不可数名词+as描述量的相近。
3.win与beat 都可作及物动词 ； win宾语是比赛，战争，奖品，金钱等名词，即race，match，game，war，prize；beat宾语则是比赛，竞争对手，即指人或球队的名词或代词。
4.make sb do sth
see，watch，look at（三眼）；hear，listen to（两耳）feel（感觉）；以及let，have，make三个使役动词后跟省略to的不定式作宾语补
足语。
5.both与all both指“两者都...”反义词neither “两者都不”
all指三者或三者以上都 反义词none “三者或三者以上都不” 6.laugh与smile 都表示笑，可作名词或动词，但含义不同：laugh指出声地笑，既有声音，又有表情；smile 表示（无声地）微笑，指面部表情。eg:Tom has a happy smile on his face.His joke made everybody laugh.7.aloud,loudly与loud ①aloud副词 出声能让人听见，修饰cry，shout，call时有“大声地”意思 ②loud 作形容词或副词。常与speak，talk，laugh连用，多用于比较级，放在动词之后。
eg: Suddenly we heard a loud shout.She told us to speak a little louder.③loudly 副词与loud 有时可替换使用，有令人讨厌或打扰别人的意思，位于动词之前或之后。
eg: He does not talk or laugh loudly in public.他不当众大声谈笑。
Teaching goals :
1. Words & phrases: babysit ,get back , fishing , rent , think about , decide(on) , tourist etc.
2. How to talk about future plans .
3. 现在进行时表示将来计划或行动.
4. 特殊疑问句(where , when , how long引导)
Important and difficult points :
Drills :What are you doing for vacation ?
I’m watching TV .
When are you going ?
I’m going … .
How long are you staying ?
We’re staying for five days .
Teaching aids : cards and a tape ,a large wall calendar .
Period 1
Teaching procedures :
Step 1 Leading in
教 案 正 文 随堂记录
1. Free talk .
2. Put up the wall calendar .
T: I’m staying home on Saturday (pointing to next Saturday ). Ss repeat .
Ss: I’m staying home on Saturday .
T: OK. Today we’ll learn how to talk about future plans.
Step 2 Pre-task
SB Page 13 , 1a .
1. Look at the picture carefully and tell what you see in the picture .
2. Write the activities from the pictures in the box and add some more .
3. Practice reading .
Step 3 While-task
1. Using the activities we write in 1a to make conversations .For example :What are you doing for vacation ? I’m visiting my uncle .
2. Pairwork .Practice in pairs .
教 案 正 文 随堂记录
3. 用第三人称练习对话.
4. Groupwork . Divide the Ss into groups of four or five .Make conversations .
5. Listening Page 13,1b. Check the answers .
SB Page 14 ,2a & 2b .
1. First ,read the names of the people .
2. Play the recording and let Ss fill in the chart .
3. Check the answers .
Step 4 Post-task
SB Page 14,2c .
Read the conversations first .
Groupwork and fill in the chart .
Step 5 Homework
1. 如果没填完上面的表格回去接着做完.
2. 记单词.
教学后记
教 案 正 文 随堂记录
Period 2
Teaching procedures :
Step 1 Leading in
1. Free talk .
2. Revise : Make conversations with the setences what are you doing for vacation ?
When are you going ?Who are you going with?
Step 2 Pre-task
SB Page 14,Grammar focus .
1. Call attention to the sentences together .Read them by the Ss .Ask a student to say the question using the word he and then again using a boy’s name .
2. Do in the same way with “she” and a girl’s name.
Step 3 While-task
SB Page 15, 3a .
1. Read the conversation by the Ss and practice reading .
2. Listen and fill in the chart .
3. Check the answers .
SB Page 15, 3b .
教 案 正 文 随堂记录
1. Look at the conversation in the box .
2. Practice reading .
3. Pairwork . Make conversations using the information in 3b .
4. Act out your conversations .
Step 4 Post-task
Vacation Dreams .
Imagine your dream vacation .
Write something on a piece of paper using what we learnt .
Share the dreams .
Step 5 Homework
Write 2 conversations about 3b in the exercise books .If you don’t finish your dream writing, do it at home .
教学后记
教 案 正 文 随堂记录
Period 3
Teaching procedures :
Step 1 Leading in
1. Free talk .
2. Check the homework :Ask one or two Ss to say something about their dream vacation .并给出全适的评价.
Step 2 Pre-task
SB Page 16, 1a .
1. Say each phrase and ask Ss to repeat .
2. Call attention to the pictures .Say something about the pictures .Match each phrase with a picture .
3. Check the answers .
Step 3 While task
1. Make conversation. Work with your partner .Talk about what you would like to do on vacation .
2. Share their conversations.
SB Page 16 , 2a&2b .
1.Read the reporter’s questions together .
教 案 正 文 随堂记录
2. Play the recording and check the answers .
Step 4 Post-task
1. Find a new partner .
Student A is the reporter .Student B is He Yu . A interview B .
2. Read the conversation in 2c and with the help of the listening .
Step 5 Homework
1. Remember the new words .
2. Write the conversations about your interview .
教学后记
教 案 正 文 随堂记录
Period 4
Teaching procedures :
Step 1 Leading in
1. Greetings .
2. Make an interview with a student .
Step 2 Pre-task
SB Page 17 ,Part 4 .
T: What are you doing this weekend ?
1. Ask each other ,write down their answers .
2. One student to present his /her exercise .
Step 3 While-task
SB Page 17 , 3a .
1. Read the article about Ben Lambert’s vacation plans by the Ss .Tick out the new words .
2. Read the article to the class .
3. Explain the new words .
4. Play the tape .Ss listen and repeat .
5. Point out the five numbered pictures .Ss identify the items .
教 案 正 文 随堂记录
6. Check the answers .
7. Play the tape again .Practice reading .
SB Page 17, 3b .
T: This is an article about Julia’s vacation plans .Call attention to the blanks in the paragraph .Read the paragraph to the class ,saying blank each time when we come to a bland line .
Read the paragraph and fill in the blanks .
Step 4 Post-task
SB Page 17 , 3c .
T: We read about Julia’s vacation and Ben’s vacation .If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans .Give them help if they need .
Step 5 Homework
Complete the Selfcheck .
教学后记
教 案 正 文 随堂记录
Unit 4 How do you get to school?
Teaching goals :
1. Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop .
2. Talk about how to get to places (谈论出行方式)
take the bus /subway /train /taxi , ride a bike /walk .
3. how引导的特殊疑问句，表示乘坐何种交通工具的方式.how far ,how long 引导的特殊疑问句.
4. 复习基数词及时间的表示方法.
5. 了解中外文化的差异.
Important and difficult points :
1. how /how far /how long 引导的特殊疑问句.
2. 乘坐交通工具的表示方法.
3. It takes /will take/took sb some time to do sth .
Teaching aids: cards and a tape-recorder .
Period 1
Teaching procedures :
Step 1 Leading in
1.Greetings and free talk .
教 案 正 文 随堂记录
3. T: How do we get to school ? Some students walk ,some students take the bus ,some students ride a bike .Does anyone take the subway ? No , we have no subway .OK ,today we will learn Unit 4 .
Explain : get to
Step 2 While-task
SB Page19 ,1a&1c .
1. Write down how you get to school .
2. Look at the picture .Write down how the students get to school.
3. Make dialogues with the phrases .
4. Groupwork: Divide the students into groups of three or four .Practice reading the dialogues.
5. Act out their dialogues .
SB Page 19 , 1b .Listening
1. Make sure the Ss know what ot do .Give them an example orally if possible .
2. Read the names .
3. Play the tape and check the answers .
教 案 正 文 随堂记录
SB Page 20 , 2a&2b .
1. Revise the numbers .
2. Teach the new word :minute .
3. Play the tape for the students to finish 2a&2b .Then play again and check the answers .
Step 3 Post-task
If there is time ,make conversations .
Step 4 Homework
用对话的形式告诉老师你是怎么到达学校并需要多长时间，then please tell me how you get to school and how long it takes .
教学后记
教 案 正 文 随堂记录
Period 2
Teaching procedures :
Step 1 Leading in
1. Greetings .
2. Check the homework .
3. Go over the dialogue in Page20 ,2c .
Step 2 Pre-task
SB Page 20 ,Grammar focus .
1. Review the grammar box .Ask students to say the statements and responses .
2. Practice reading .
3. Explain the usage of “take” in “take the train” and “take sb some time to do sth” .
Step 3 While-task
SB Page 21,3a .
1. Pay attention to the speech bubbles .Read the questions .
2. Read the passage by the Ss. Find the answers to the questions and write the answers on the lines .
教 案 正 文 随堂记录
3. Check the answers .
SB Page 21, 3b .
1. Show Ss the example in the box .Two students read it to the class .
2. Pairwork: Make your own conversations using the information in the left box.
3. Ask some pairs to present the conversations to the class
Step 4 Post-task
SB Page 21 ,Part 4 .
Groupwork.Divide the Ss into groups of three .In each group ,one is A,who look at Page 21.One is B,who look at Page 85,the other is C,who look at Page 86 .
Fill in the blanks .
The group who fill in the blanks first wins .
Step 5 Homework
Write two conversations in 3b in the exercise books .
教学后记
教 案 正 文 随堂记录
Period 3
Teaching procedures :
Step 1 Leading in
1. Greetings and free talk .
2. Check the homework.
3. Go over the passage in 3a Page 21 .
Step 2 Pre-task
SB Page 22 ,1a .
1. Say the four new phrases and Ss repeat .
2. Match the words with the pictures .
3. Check the answers .
Step 3 While-task
SB Page 22,2a&2b .
1. Play the tape for the students to finish them .
2. Point out the two sets of pictures with a blank line in front of each .
3. Check the answers .
SB Page 22, 2c .Talk about how Nina gets to school .
Step 4 Post-task
教 案 正 文 随堂记录
SB Page 23, 3a .
1. Read the instructions to the class and read through the statements abut the article .
2. Read the article again by the Ss .Write if the statements are true or false in your exercise books.
3. Do the activity individually and check the answers .
SB Page 23 ,3b .
Read the article and fill in the blanks .Check the answers.
Selfcheck Part 2 .
1. Look at the picture .Make sure what the people in the picture doing .
2. Finish the conversation .
3. Practice reading .
Step 5 Homework
1. Write a newspaper article .
2. Go over this unit .
教学目标：
1.会认11个生字，会写13个生字，掌握多音字“答、应、骨、几”，积累词汇。
2.正确、流利、有感情地朗读课文。读懂课文内容，了解青头为救红头所做出的努力，了解牛的吃食特点。
3.体会青头临危不惧，解救红头所表现出来的朋友间真挚的情感。激发学生珍惜友情，团结互助。教学重点、难点：
1.了解青头为救红头所做出的努力。2.体会青头与红头间真挚的友情。教学时间：
2课时 教学过程：
第一课时
一、谈话导入，课题质疑
1.同学们，你们去过外地吗？你去那里干什么？问题即出，孩子们可能会回答：“我去过北京，是去天安门玩。”“我去过山东，是去看望住在那里的奶奶。”在学生说到兴起时，老师及时总结：人们为了办事或游览从一个地方到另一个地方就叫旅行。（我这样设计是为了调动学生已有的知识储备，通过谈话和点拨的方式让学生正确理解“旅行”。）
2.学习“旅”字。“旅”是本课会写字，老师板书“旅行”时要求学生一起书空，并引导：“你有什么好办法记住这个字？”如果学生没有好的办法，老师可以提供一个形象的谜语：“西方人横卧，下穿半截衣”帮助学生记忆。
3.质疑课题。今天我们要学习的是一次特殊的旅行，板书“在牛肚子里”，补充完整课题。读一读后质疑：读完题目后，你想知道什么呢？
（题目体现了故事的主要情节，它是新鲜的，引人遐思的。学生可能提出许多与课文内容有关系的问题。比如：谁在牛肚子里旅行，怎么会在牛肚子里旅行？因为问题的答案就在课文之中，学生读书的兴趣被激发起来了，为学习新课打下了良好的基础。）
二、初读课文，整体感知
1.自读课文，试着解决自己提出的问题。
（学生提出了问题，就有了读书的需要与兴趣，这时让学生自己去读书，试着解决问题，培养了学生的质疑能力和独立解决问题的能力。）
2.自读结束后，让学生说说你读懂了什么？
（这一反馈环节是为了让学生充分发表自己的见解，体会读有所获的快乐）
3.指名读文，指导将字音读准确，将课文读通顺。
（在这篇课文中，“贮藏、悲哀、一骨碌”，虽然不是会认字，但学生也很陌生，需要老师指导其读音。还有一些长句子的朗读，比如“可怜的红头还没有来得及跳开，就和草一起被大黄牛吞到嘴里了。”学生不容易读通顺，这时可以多叫几个同学读，必要时老师可以范读。）
4.课文中的生字你们都认识了吗？老师来考考你们。
（初读环节不能忘记生字的任务。老师通过出示词卡，采用自由读，指名读，小老师领读等多种形式检查学生对生字的自学情况。）
5.整体感知课文内容。我准备采用以下几个步骤进行；
A.默读课文思考，你能用自己的话讲一讲红头旅行的故事吗？
B.你能用两三句话说清课文讲的主要意思吗？
C.完成填空练习，准确把握主要内容。
青头和红头是（）。有一天，红头不小心（），青头（）。在青头的帮助下，红头（）。
（三年级正处于由低年级的识字教学向高年级的阅读教学的过渡时期，概括文章的主要内容这个感知环节对于三年级的学生来说是一个难点。因此设计时，我特别注重层次性。在感知的基础上引导学生讲故事，在叙述的基础上进一步提出“简明”的要求，最后由老师引路，以填空的方式完成对课文主要内容的把握。由易到难，读书与说话训练得到有机统一，突破了第一课时的难点。）
三、学习生字
1.出示字卡，先进行抽读，再练习组词造句。
2.学生小组内说说生字的间架结构，交流书写时的注意事项。
3.学生练写。（学生的书写工具已经由铅笔变为钢笔，写字教学要注意提示使用钢笔写字的基本方法，养成良好的书写习惯。）
四、作业
1.练习写生字，巩固记忆。
2.朗读课文，为下一节课的细读感悟奠定坚实的基础。
第二课时
一、复习导入
昨天，我们一起学习了《在牛肚子里旅行》这篇课文，文章讲了一个怎样的故事呢？ 青头和红头是（）。有一天，红头不小心（），青头（）。在青头的帮助下，红头（）。
二、细读感悟
1.默读课文，边读边想，红头的这次旅行，都到过哪些地方呢？ 结合学生的回答，老师板书： 红头：牛嘴里 牛肚里（清晰地展示出红头的旅行路线。）
2.这是一次危险的旅行，红头的转危为安离不开青头的帮助。沿着红头的旅行路线，边读边画出描写青头的句子。想一想，青头是怎么样帮助和鼓励红头的呢？老师随机板书：青头：“鼓励 帮助”。（明确读书任务）
3.交流指导，品读感悟。
（这一环节主要是引导学生进入角色，体验朗读。这里没有设计电教媒体的使用，只有老师绘声绘色地用语言来渲染，精辟巧妙地点拨，把学生从旁观者变为当事人，带领学生进入教材与文本对话。随后，将体验所得通过朗读凸显出来。我认为只有抓住红头的心理变化，才能深入理解青头的言行，所以由老师来引读红头的话，用语言来创设情境是必要的。）
（1）在牛嘴里
我首先创设了这样的情境：“青头和红头正在兴致勃勃地玩着捉迷藏呢，这时意外发生了，一只大黄牛低下头吃草，可怜的红头和草一起被大黄牛吃到嘴里去了。瘦小的红头只能看到大黄牛那白白的牙齿，你能想象小红头此时的心情吗？”学生可能会说到“害怕、慌张”，老师顺势而导，让学生带着自己的体会去读红头的话。在一问一答中，通过想象朗读，学生体验到了当时的危险场面。接着老师继续问：“这时青头是怎么帮助和鼓励红头的呢？”指名读相关段落。引导学生明白青头是在告诉红头保全自己的方法。理解透彻青头话语的用意后我这样要求学生：“再读这一部分，说说你在这些描写青头的句子中能体会到什么？你是从哪些词语体会到的？”引导学生抓住“大吃一惊、一下子、不顾、一骨碌、大声喊”这些词语体会青头不顾自己的安危，一心只想救朋友。在充分理解的基础上再次进行朗读比赛，激发学生的朗读兴趣，读出青头在朋友遇到危险时那种着急的关心朋友的心情
（2）在肚子里
过渡语：当红头听说大黄牛会把它和草一起吃到肚子里时，红头是怎么想的呢？（指名说出红头大哭以为自己马上就要死掉了。）此后我再次用语言创设情境：“红头已经进了牛的肚子里，里面漆黑一片，什么也看不见，你能想象此时红头的感受吗？”学生可能说出它害怕，近乎绝望了。老师追问：“作为朋友的青头此时又在做什么呢？”读相关段落，谈体会。在指导感情朗读中使学生悟出青头是在用话语鼓励红头，给它以信心。青头的知识丰富，明白牛吃食的特点，用上这知识帮助自己的朋友。理解透彻后再次进行朗读训练，此时可以采用分角色读，体会青头对朋友的真心鼓励。读后，我又创设了这样的情境：“假如你就是在牛肚子里的小红头，听了青头的话，你会怎么想？怎么做？”学生想象青头的话产生的作用和结果，初步感受遇到困难时，朋友的力量是多么的巨大。
（3）回到牛嘴里
“红头终于又见到了光明，可是他一点力气也没有了。想一想这时如果没有人帮助它，会发生怎样的情况？”学生可能会说：“红头又被牛吞下去吃了。”此时老师话锋一转：“多亏红头有个好朋友，青头是怎么做的？”指名说一说青头的做法。
4.想象对话
在青头的帮助下，红头死里逃生，这时他会对自己的朋友说些什么呢？ 同桌一人当青头，一人当红头，想象当时的对话。充分交流后再进行全班交流。（这是因课而设的语言训练，利用文本的空白点给予学生个性表达的机会，要鼓励学生的不同说法，不要急于否定学生的想象，只要合情合理就可以。）
5.分角色朗读
再次体会青头是怎样帮助、鼓励红头的。
三、总结升华
读了青头和红头的故事，你有什么想法？你想说些什么？ 在学生充分交流的基础上继续引导学生，“红头和青头是好朋友，我们每个人也有自己的好朋友。读了它们的故事，你应该怎样对待自己的朋友？”让学生懂得朋友遇到困难时，我们应该帮助他，我们的帮助对他来说很重要。从而突破本课教学难点。
四、延伸扩展
这篇童话故事，还包含着一定的科学知识，那就是牛吃食的特殊之处。指名学生读文中相关语句和信息窗的知识，了解牛的反刍（chú）现象。提示有兴趣的同学可以课下查资料进行深入地了解。
五、作业
1.自主积累语句。
2.把这个故事讲给家长听。
（这两个作业的设计是课堂教学在时间上的延伸，是语言内化的过程。）板书设计： 在牛肚子里旅行
青头：鼓励 帮助
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