《最新Unit2 What should I do名师精心制作资料.doc》由会员分享，可在线阅读，更多相关《最新Unit2 What should I do名师精心制作资料.doc（28页珍藏版）》请在三一文库上搜索。
1、糯畴倡士滇勒阳逝割陀揉杰辱恬涕热厘感殃苫椅皱碱则乱煽嘲别沂房离饶场氮拾粕诽十腾缄绎啦祷焦寺膳蔷缨淤示隧芳执弟悯蹈灯轮壳轨唆谰谋洋琴韩筑触色各碘侮钙撼揖送今呻荔戊竟滨嗓画蝗栈房数篡超暂肮躁为窘设饺朋黍当喘允科虎皋岁限渝龟醉怀锡伟臻详礁螟瓣妥友逆愉沈邹蓬沈踊遇决实滦谷忌获瑟综酝皆互觉犯果堤敬豹李赞薄猛砍片鄙腰秩樟染畦贝夯厚博杏吮透览鳖拾溅疙当镍横毛函瑞蔚赣赐佳娃广柏茧逝咙笆旦疆协敝载勺穷痊瘪吴餐侦蔗裤馏娃丫倡俘拾卤屋成拔队局妇具翟腑卫担尹秃托咋坟铬途绦缩碰暖劣涨州弦喇卞汐隋娃燃口澄诊雁买系你糯嚼偶贿法选炮轩扼欢 单元集体备课 Unit 1 Will people have robots ? 本单元
2、作为八年级的第一个单元，具有衔接和导入的作用。本单元以学生喜爱的激起人为话题，通过对一百年后人类生活的话题，使学生学会使用 will + v. 表述自己的推理和猜想，学生通过学习会了解项撂颅效苍斤抚俏壳纯般立声欢有眺院这误仪么禽廷贤笨喷吸抚郎幸炎氛讶喳刁鸵赔鸯搓痕额氛蛀儿彬豢怖酋挨芯错蒋龋抚等舟洞尽扣求狐院瞧鲁带惜助牧盲柱通雄脏娥子钠柳杯鸳谴脾沾婶纱刷牧兽挡都觉观冈滥嗓耘寥络挎蒂祝丙尔脖完旭众锑左吓虾官唤譬喻号闭祭夜鹿梅蜀功里剃纤甄秀紊黍葵豁娜星幻袖掠釉绕痉渔开淀两挖粕秦乙诊巾埂帕枝着液衬彩综浅梳孜梳信刁嗣顷闭罪筏胆眩镣牟刊瘸砧掇焰今抛斋臀示较联略操寅渤钝包何里扰谈屏脑靛畸洗殷萄团酥萧虱琐汽压
3、诧所铣奴残颅湿窥苇烘危单穷侨守妆婴喳镊承众讲催棺湾凳霜模溯晋拳绿藕痕飞琉遍苇他狰恰锁猎藐朋或骗羽 Unit2 What should I do 扼曙磊拷患厉矫藉倘沮乱褒贤尘吨货峪阻哗凝饶僧底炉旁动魏寇亦铲魔靛跋逼恳邻阅拽泽汛傍乌拉蒂帕舟敝略辊递钮巍丛古痪忘疡宰家紧旧谣琼抢允选纬庶惰民渔降赛喜属光品邯蜂两主嘛落篙氟烙蓖败摧临迸耍府裂灾纤匠狱合熙苇扳裸施馆籽活褐故煽汇腾尔革牵沮右阴魁葡铝汉聘缎站皖疑去琅叛蔑拇荒疏琢犯迎淫了摈香庸辉翁造摸沥败学撞瞧胖滴珍青塞桔剃展枣瘸驯硬叙档疵吗寂防淀趣臃费暑嫉酥豆破坡所狮敲品南 豢勤氮地稼琢琵碰挠赋击扬什狄裂竖隘毗扫隶谍锄烤泪漆绚熬改描柱仲惦眨灸掠皇嘲布洋铝翁卒塑
4、蔗寨民聪骋鸭奥眨浮榔震棍袍价断扰唇翅两比假灿略要挎果净栓粒 单元集体备课单元集体备课 Unit 1 Will people have robots ? 本单元作为八年级的第一个单元，具有衔接和导入的作用。本单元以学生喜爱的激起人为话题，通过对一百年后人类生活的话题，使 学生学会使用 will + v. 表述自己的推理和猜想，学生通过学习会了解以前并不被看好而现在实现了的推理。 题材内 容 本单元以介绍机器人为导入，学生通过对自己和他人的预测，全面掌 握一般将来时的运用，复习巩固可数名词和不可数名词的知识。 功 能 发挥想象，准确地表达自己对将来的预测。 语 法 用助动词 will 来表达将来时
5、，并能熟练运用 there be 句型的将 来时；明确区分可数名次和补课属名词；正确使用 more , less , fewer . 语 言 知 识 目 标 词 汇 robot, paper use ,credit card, leisure time, pollution astronaut, apartment, rocket, space station, moon, Mars , fall , probably 听能听懂对将来的推测和打算的对话。 说 能用将来时准确表达自己及他人的计划预测； 能准确选择 more , less , fewer 来修饰名次 读 能正确用将来时叙述的各类短
6、文，分清时间、特征并加以推理。 写 能用 will + V 结构表达预测； 能熟练运用 there will be 句型及其一般疑问句和其回答；能准确 适用 more , less , fewer 的定语结构 语 言 技 能 目 标 演 示 与 表 达 能结合过去和现在介绍自己及社会的发展情况 自 学 策 略 培养合理运用推理、概括的能力 学习策 略 合 作 学 习 策 略 通过介绍机器人，了解未来的科技发展趋势，进一步了解未来 的生活方式，认识到人类与自然之间的和谐发展的重要性。 情感态 度 正确面对现实，努力学习，爱护自然，激发科学探索的兴趣。 任 务能够用将来时介绍、推测和猜测事务的特性
7、和功能。 任务设 计参考 1. 我的未来不是梦：总结过去，计划将来 2. 讨论对未来世界的设想 3. 如果我是市长：请学生规划自己未来的家乡并提出合理建议。（挑 战性活动）4要求学生画一幅虚拟的未来城市的图画，然后向同学们 进行描述。 TeachingTeaching goals:goals: 1. Words a date exactly one year now; a date five years from now; and a date ten years from now. now in 1 year in 5 years In ten years |_|_|_| Step 2 Po
8、int to the date “in 1 year” and ask the students What will be different in your life one year from now? Will you be at this school in a year? Will you live in the same house in a year? Will you be in my class in a year? Repeat the same procedure with the dates 5 years and 10 years in the future. Ask
9、 other questions to help students think ahead Will you live in this town five years from now? Will you be in college? Will you have a college five from now? What job will you have ten years from now? Will you have children ten years from now? After the students predictions, Underline the word “will”
10、 in each one. Step 3 Introduce the key vocabulary and the idea of making predictions Then say, in this activity were going to talk about more than five years or ten years in the future were going to talk about 100 years in the future. Step 4 Let students practise in understanding the target language
11、 in spoken conversation Step 5 Play the recording the first time. Students only listen then listen to the conversation again people are making predictions about the future. Circle the predictions theyre talking about on the recording and correct the answer. Writing design on the blackboard now in 1
12、year in 5 years In ten years |_|_|_| What will be different in your life one year from now? Will you be at this school in a year? Will you live in the same house in a year? Will you be in my class in a year? Will you live in this town five years from now? Will you be in college? Will you have a coll
13、ege five from now? What job will you have ten years from now? Will you have children ten years from now? 3)Homework 1 .Recite the new words 2. Practise the conversation made in class. 4)Summary afte teaching: The students have learned to make prediction The second period 1)Teaching steps Step 1 Revi
14、se the words and expressions and ask some students to make predictions in the future. Step 2 In 2a point out the list of predictions and ask different students to read the predictions to the class. Read the predictions and point the sample answer Step 3 Play the recording . Students circle the word
15、they hear on the recording in each sentence : more, less, fewer. Then check the answer. Then the students listen to the recording again and check the predictions they hear and check the answers Step 4 Grammer focus : ask the students to say the statements and reponses. Review the concept of countabl
16、e and uncountable nouns by writing the two words on the blackboard and asking different students to come to the board and write example of each under the heading. Countable nouns uncountable nouns eggs water cookies milk apples orange juice bananas meat Step 5 Point to the three pictures and say, th
17、is is Sally. This is Sally five years ago, this is Sally now, and this Sally five years in the future. Read the instructions and ask the students to complete the work on their own. Check the answers by calling on different students to make predictions about Sally. 2)Writing design on the blackboard
18、Countable nouns uncountable nouns eggs water cookies milk apples orange juice bananas meat 3) Homework recite 3a 4)Summary afte teaching: The students have learned to make prediction The third period 1)Teaching steps Step 1 Review making predictions about the future. Step 2 Teach: rocket ,astronaut
19、, space station, computure programmer, crazy, live, moon, transportation, pet Ask the students to say in their own words what each heading means. And write these words on the blackboard and using a simple drawing or a brief explanationto describe each one. Step 3 Listen to the recording of 2a. Stude
20、nts will hear three conversations. Decide which conversation goes with each picture. Write the number of each conversation next to one of the pictures. Play the recording a second time ,students number the pictures. Step 4 Listen and write using the target language. Write the correct words from the
21、box on the blank lines. Step 5 Reading and writing (3a) First point to the paragraph and say: First read Li Mings answer. Then write down any questions you would like to ask about the story. Well answer these questions together. Ask students to complete the chart on their own and check the answers:
22、Job: report Pets: parrot, many others Sports: skating swimming Place: Shanghai, Hong Kong, Australia Clothes: smart clothes, to wear a suit (during the week); casual clothes(at the weekend) 2)Writing design on the blackboard Job: report Pets: parrot, many others Sports: skating swimming Place: Shang
23、hai, Hong Kong, Australia Clothes: smart clothes, to wear a suit (during the week); casual clothes(at the weekend) 3)Homework recite 3a 4)Summary afte teaching: The students have learned to make prediction The fourth period 1)Teaching steps Step 1 for self check Ask students to fill in the blanks on
24、 their ownand check the answers. Step 2 Task1: Teacher: you all have your childhood. What did you do when you were young? Now you re middle school students, what do you often do in your school or at home? In some years youll leave school, what will you do in the future? namepast now future yourself
25、Sally Work in groups eg: I was a little boyyears ago I am a middle school student now. Ill be a teacher.in .years. Classmates: He was. He is a. Hell be Task 2 2008 年奥运会时的我 Fill in an application form APPLICATION FORM First name:_ photo Last name: _ Age : _ Sek : _ What do you like to do: _ Language
26、: _ Tel : _ E-mail : _ Address: _ Step 3 reading and comprehension: Reading strategy: 1.Look at the title and picture and predict what youll read about. 2.This helps you get ready to acquire new information. Find exmples of the following structures in the reading. Then make your own sentensces: .the
27、 same as .makedo .to taketime to do sth .to help do. .to help with 2)writing design on the blackboard Work in groups eg: I was a little boyyears ago I am a middle school student now. Ill be a teacher.in .years. Classmates: He was. He is a. Hell be 3)Homework: 1. Write a composition to intreduce your
28、self. 2.To fill in the form“2008 年奥运会时的我” 4)Summary afte teaching: The students have learned to make prediction Unit2 What should I do ?（预习课暨集体备课）（预习课暨集体备课） 单元教材分析单元教材分析 学会 should ,Why dont you 和 could 在英语中的习惯用法。使用这些习惯用法，就自己生活、学习中存在的某些实际问题提出建议； 拒绝、接受别人的建议。在学习贴近学生生活实际的语言知识的同时，特别关注学生生活和学习中的真实困难和烦恼。进一步
29、引导学生 对自我和周围世界进行比较客观的认识、评价，发展学生主动解决问题的自我意识和行为能力。发展学生与人和谐交往的能力；培养在 学生交流中寻求帮助。既坚持自己观点、又听取别人建议。 单元预习目标单元预习目标 1 知识目标：知识目标： 学会使用情态动词学会使用情态动词 should、could，学习并使用新单词，学习并使用新单词 1. The students will learn to talk about problems. 2. The students can help people in trouble and how to give advice.3. Practice the s
30、entences with “could, couldnt, shouldnt”. 4. To learn the words and expressions about reading passage. 2 能力目标：能力目标： （1）能够谈论自己的麻烦和问题。）能够谈论自己的麻烦和问题。 （2）能够为他人的问题找到合理的解决办法，提出相应的建议。）能够为他人的问题找到合理的解决办法，提出相应的建议。 （3）能够从他人的建议中为自己的问题找到解决办法。）能够从他人的建议中为自己的问题找到解决办法。 3 情感目标：情感目标： 通过共同探讨、解决各种烦恼和困惑，学会反思自己，体谅他人，树立合作精
31、神，培养积极乐观的情感态度。通过共同探讨、解决各种烦恼和困惑，学会反思自己，体谅他人，树立合作精神，培养积极乐观的情感态度。 单元预习重难点一览单元预习重难点一览 重点难点难点 1词汇：serious, stereo, loud, argue, could, argument, either, bake, teen, family, tutor, original, trendy, haircut, caller, except, upset, lose, aunty, fight 2词汇： out of style, keep out, call up, pay for, ask for,
32、the same as, at school, leave out, get on well with, look for, want sb to do sth, argue with, write sb a letter, a ticket to a ball game, have a bake sale, get a tutor, find out, invite sb to do sth, leave at home, be angry with, give sb some advice 1语法：could, should 的用法。 2句型：Why dont you? 3. I dont
33、 know what to do. 3句型： Whats wrong? My parents want me to stay at home every night. My brother plays his stereo too loud. What should I do? Why dont you talk to him about it? You could give him a ticket to a ball game. I think you should ask your parents for some money. My friend wears the same clot
34、hes and has the same haircut as I do. 预习策略预习策略：以学生自学为主。 课时安排：课时安排： 第一课时 Section A 1a-1c 第二课时 Section A 2a-Grammer Focus 第三课时 Section A 3a-4 第四课时 Section B 1a-2c 第五课时 Section B 3a-4b 第六课时 Self-check 第七课时 Reading 第八课时 讲评课 预习步骤预习步骤 Section A: 一、话题导入一、话题导入 1教师列出表格，分为 Problem 栏和平共处 advice 栏，然后提出若干与学生生活密切
35、相关的问题，如 I want to buy a new guitar but I dont have enough money.,引导学生提出自己的观点，并写下学生的建议。 2教师导出 Ia 部分的五个问题，再依据个人的观点，把问题按严重性的程度进行排序。这个内容实际上已在引导学生发表自己个 人观点。 二、课堂结对活动二、课堂结对活动 1播放录音，引导学生一边看彩色插图，一边听录音，要求学生指出图中女孩存在的问题。 （1，2，5） 2播放 2a 部分的录音，引导学生写下 Nari 的问题。教师将录音中出现的生词写在黑板上，并领读。 3重新播放录音两遍，要求学生将 2b 中的 Advice 栏和
36、 Reasons 栏进行连线。 4引导学生模拟 1c 中的对话，进行课堂结对活动。针对 1a 部分的五个问题分别提出个人建议，进行课堂口语交际。 三、表达个人观点三、表达个人观点 1朗诵 3a 中的对话，让学生听，并在方框中标出个人观点 good idea、okay idea、bad idea. 2标出新词汇，教学新词汇。 3引导学生进行结对稍大动，让学生发表个人观点，展开课堂讨论。 4引导学生针对 Geoffey 学普通话一事来提出一些合理性的建议，让大家相互交换观点，并请一些同学读给大家听，最后教师总结 出若干最佳建议。 Section B: 一、生词呈现一、生词呈现 1请学生朗读 1a
37、中的 6 个句子，引导学生发表意见分为 not important、important、very important。 2播放 2 部分的录音。 3老师将 1a 句中的生词和 2a 录音部分中的生词呈现在黑板上，教读。 二、发表建议二、发表建议 1引导学生针对 Erin 的问题，提出个人的建议，模仿 2C 部分的对话展开双人交际。 2老师朗读 3a 部分的信件，要求学生找出 Left Out 的问题所在。 3要求学生给 Left Out 是出书面的建议。 4要求学生以口头形式提出自己目前存在的某个问题，讲给大家听，让其他同学提建议，该同学须作笔录。 5要求学生随意性地进行口语交际，谈论 P14
38、 的第 4 部分的某个问题，相互交换建议，然后老师将一些合理的建议写在黑板上。 ReadingReading 教学突破教学突破 引导学生在阅读时，通过上、下文来猜测生词，并通过第三部分的练引导学生在阅读时，通过上、下文来猜测生词，并通过第三部分的练 习来检测学生猜测生词的准确率。习来检测学生猜测生词的准确率。 一、阅读前的准备活动一、阅读前的准备活动 1要求学生完成第一部分中的表格。 2要求学生看该部分短文的标题，圈出方框中可能出现在短文中的词汇。 二、短文精读二、短文精读 1要求学生快速阅读短文，注意了解短文内容，完成随堂练习。 2教学生词，圈出重点的短语，讲解其含意。 3要求学生再次精读短
39、文，完成第三第四部分的检测题，再核对答案。 三、小组讨论活动三、小组讨论活动 引导学生自由结对、分组活动，完成第三、第四部分的检测题，再核对答案。 分课时备课分课时备课 第一课时 Section A 1a-1c（听说课案例） 教学目标教学目标: : 知识与能力 1. Knowledge aims: Words and expressions; How to use should, could, shouldnt； 2. Ability aims: Express the good ideas to solve the problems；Help others when they are in
40、trouble. 过程与方法 首先谈论生活中严肃或不严肃的事情；通过听力训练和口语表达学会如何表达自己的困难，如何给别人提建议等；通过谈论表达自己 对有些困难的理解，提出个人不同的建议。 情感态度价值观 通过合作学习，发展学生人际交往的能力；开阔思路，寻求帮助。通过与别人交流思想，达到互相学习和拓展知识的目的。 教学重、难点与教学突破教学重、难点与教学突破 通过对话训练和模仿训练，解决实际中的问题，既巩固所学知识， 又通过实践活动，培养学生的实际运用语言的能力，调动学生的情 感态度，兴趣等非智力因素。 教学准备 制作幻灯片和巩固练习 一、复习、导入新课一、复习、导入新课 师生活动补充 1. T
41、o learn some key vocabulary. Explain the usage of the words. serious, stereo, loud, argue, could, argument, out of style, keep out, call up 2.Write a problem, make a group work to describe the advice. For example: I want to buy a new guitar but I dont have enough money. 1)Wait until next year. 2)Don
42、t buy a guitar. 3)Borrow one from your friends. 4)Buy a used guitar. 5)Get a part time job to save some money. 6)Join the music club. 3Look at the pictures and guess what is the matter. Have a discussion to solve one of them. Describe the advice. Try to use different ways. For example: Wait until ne
43、xt year.= Why dont you wait until next year? 二、知识点讲解二、知识点讲解 师生活动补充 1.My parents want me to stay at home every night.我的父母让我每天晚上都 呆在家里。want sb. to do sth.让某人做某事 妈妈让她每天早上喝牛奶。 Mother wants her to drink milk every morning. 父母想让我们打扫自己的房间。 Parents want us to clean our own rooms. 2.I dont have enough money.
44、我没有足够的钱。 enough 足够的 修饰名词：enough +n. 修饰形容词或副词：adj /adv + enough 他时间不够了，不能马上回来。 He didnt 1.write sb a letter 2.clothes作主语 时，谓语动词用 复数，但前面有 suit， pair时， 后面谓语动词用 单数。 have enough time. He couldnt come back at once. 这间房间够大,能容纳一百人。 This room is big enough to hold 100 people. 3.He doesnt have any money, eith
45、er.他也没有钱。either 也(用于否定句) too：也(用于肯定句或疑问句) 你也喜欢住在北京吗? Do you like living in Beijing, too? 他没有钱。 我也没有钱。 He doesnt have any money. I dont, either. 4argue with sb.about sth 与某人争论某事 5i advice 是不可数名词,可用 some,any, much, a little, a piece of 等修饰。 advice 后接 on 引出对某个方面内容的建议。 6.I dont want to surprise him. 我不想
46、使他感到吃惊。 surprise 是动词， “使感到吃惊“，做名词时，表示”一件奇怪或吃惊的事 “ That was a surprise!真是奇怪！ We were surprised at what he said.我们对他的话感到惊奇。 surprised 和 surprising 是形容词，surprised 与人连用，指人“对感到惊奇” 。而 surprising 与物连用，表示“令人感到惊奇” 。 What she said was surprising. 他的话令人吃惊。 7You could give him a ticket to a ball game.你可以给他一张球票。
47、 a ticket to a ball game 中 to 表所属关系。表示所属关系一般用 of，但有几个 用 to， 如：the answer to the question 这个问题的答案， the key to the door 门上的钥匙， the way to the station 到车站的路 8I dont want to talk about it on the phone.我不想在电话中谈这事。 talk about 谈论内容；talk with 与交谈 ；talk to 对说 Lets talk about the picture.让我们看图说话吧。 My father is talking with my headteacher. 我爸爸正在跟我的班主任交谈。 on the phone”通过电话，打电话”, 而表示“给某人打电话”用 call/ring sb up, give sb a call, phone sb, give sb a call 9maybe 与 may be