染雾仁爱版初中英语八年级上册Unit3 Topic2 SectionB教学案例 篇一
Title: Teaching Plan for Unit 3 Topic 2 Section B of Ren'ai Edition Grade 8 English Textbook
Objectives:
1. To enable students to understand and use the vocabulary related to different places in a city.
2. To help students practice asking for and giving directions.
3. To develop students' listening and speaking skills.
Materials:
1. Ren'ai Edition Grade 8 English Textbook.
2. Pictures of different places in a city.
3. Whiteboard and markers.
4. Handouts with exercises related to vocabulary and directions.
Procedure:
1. Warm-up (10 minutes)
- Begin the class by asking students to name different places in a city (e.g., bank, hospital, supermarket, etc.).
- Discuss with students the importance of knowing these places and being able to ask for directions.
2. Vocabulary Introduction (15 minutes)
- Show pictures of different places in a city and ask students to identify them.
- Introduce new vocabulary words related to the places shown in the pictures.
- Write the words and their meanings on the whiteboard.
3. Vocabulary Practice (15 minutes)
- Distribute handouts with exercises related to the vocabulary.
- Ask students to complete the exercises individually.
- Review the answers together as a class.
4. Listening Activity (20 minutes)
- Play an audio recording of a conversation between two people asking for directions in a city.
- Ask students to listen carefully and take notes.
- Play the recording again if necessary.
- Discuss the answers as a class.
5. Speaking Activity (20 minutes)
- Divide the class into pairs.
- Give each pair a map of a city with different places marked.
- Ask students to take turns asking for and giving directions to each other using the vocabulary learned.
- Monitor and provide assistance as needed.
6. Wrap-up (10 minutes)
- Review the key vocabulary words and phrases learned in the lesson.
- Ask students to share their experiences and challenges during the speaking activity.
- Provide feedback and suggestions for improvement.
7. Homework (5 minutes)
- Assign homework exercises related to the vocabulary and directions.
- Remind students to review the vocabulary words and practice asking for and giving directions.
By following this teaching plan, students will have the opportunity to learn and practice vocabulary related to different places in a city, as well as develop their listening and speaking skills in asking for and giving directions.
仁爱版初中英语八年级上册Unit3 Topic2 SectionB教学案例 篇二
Title: Teaching Plan for Unit 3 Topic 2 Section B of Ren'ai Edition Grade 8 English Textbook
Objectives:
1. To help students understand and use the grammar structure of "there is" and "there are" in sentences.
2. To enable students to describe the locations of different places in a city using the target grammar structure.
3. To develop students' reading and writing skills.
Materials:
1. Ren'ai Edition Grade 8 English Textbook.
2. Pictures of different places in a city.
3. Whiteboard and markers.
4. Handouts with exercises related to grammar and reading comprehension.
Procedure:
1. Warm-up (10 minutes)
- Begin the class by asking students to describe the locations of different places in their city using the target grammar structure.
- Discuss with students the importance of using "there is" and "there are" correctly in sentences.
2. Grammar Introduction (15 minutes)
- Show pictures of different places in a city and ask students to describe their locations using the target grammar structure.
- Introduce the grammar structure of "there is" and "there are" in sentences.
- Write example sentences on the whiteboard and explain the usage.
3. Grammar Practice (15 minutes)
- Distribute handouts with exercises related to the grammar.
- Ask students to complete the exercises individually.
- Review the answers together as a class.
4. Reading Activity (20 minutes)
- Provide students with a short passage describing a city and its different places.
- Ask students to read the passage silently and underline the sentences containing "there is" and "there are".
- Discuss the passage as a class and ask students to share their findings.
5. Writing Activity (20 minutes)
- Divide the class into pairs.
- Give each pair a picture of a city with different places.
- Ask students to write a short paragraph describing the locations of the places using the target grammar structure.
- Monitor and provide assistance as needed.
6. Wrap-up (10 minutes)
- Review the key grammar structure learned in the lesson.
- Ask students to share their writing with the class.
- Provide feedback and suggestions for improvement.
7. Homework (5 minutes)
- Assign homework exercises related to the grammar and reading comprehension.
- Remind students to review the grammar structure and practice describing locations of different places.
By following this teaching plan, students will have the opportunity to learn and practice using the grammar structure of "there is" and "there are" in sentences, as well as develop their reading and writing skills in describing the locations of different places in a city.
仁爱版初中英语八年级上册Unit3 Topic2 SectionB教学案例 篇三
海口市桂林洋中学 黎亮让美的旋律流淌在英语课堂；——仁爱版英语八年级上册Unit3Topic2S；教学案例与评析；一、教学目标；情感目标：通过对音乐类型的介绍，让学生学会正确表；2、知识与技能目标：掌握词汇sweet、ever；二、教学重、难点；1、教学重点：了解音乐的分类；学会用“It’sg；2、教学难点：能用所学知识表达自己对音乐的喜好；三、教学准备
让美的旋律流淌在英语课堂
——仁爱版英语八年级上册Unit3 Topic2 SectionB
教学案例与评析
一、教学目标
情感目标：通过对音乐类型的介绍，让学生学会正确表达自己的情感，激发学生对音乐、对生活的热爱，培养学生健康的情感品质。
2、知识与技能目标：掌握词汇sweet、everyday、simple,理解词汇jazz、classical、folk;了解音乐的分类；学会
二、教学重、难点
1、教学重点：了解音乐的分类；学会用“It’s great! I love it!/It’s not my favorite, but I don’t mind it./I hate this kind of music.”等句子表达自己的真实情感。
2、教学难点：能用所学知识表达自己对音乐的喜好。
三、教学准备
1、根据课文内容准备一个话筒，CAI(课件)，录音机。
2、设计一张对不同音乐喜好的表格，设计两张表达情感的句式卡片。
四、教学过程
Step l Leading—in activities
用多媒体播放一首学生以前学过的英语歌，让学生共同跟随音乐演唱，营造轻松的学习氛围。问学生一些问题：Do you like music？Why?/What do you think of the music? Step 2 Role-task
(1)Task 1：呈现生词jazz、classical、folk，然后用多媒体播放相对应的音乐，让学生猜测jazz、classical、folk的意思，如有错误加以纠正。听过音乐之后，询问学生听音乐的感觉，引导学生认知sweet。
(2)Task 2：阅读2a短文内容，布置略读任务，提出简单的问题：How many kinds of music do you learn from the passage? What are they?学生回答问题后，让学生再读一遍课文，布置细读任务，提出更深层次的问题：Where do people usually enjoy classical music? What is pop music? Who is famous for folk music?请学生回答，然后纠正答案，跟着录音机读短文一遍。
(3)Task 3：前任务1：听录音，完成1b中的问题。
前任务2：学习1a对话内容，跟读对话，人机对话。
任务：听音乐，表达情感，播放三种类型的音乐，让学生分别表达情感，将学生
说出的句子呈现在黑板上。
Step 3 While-task
(1)Task 4：两人一组进行1a对话练习，当堂表演。然后以“Does he/she like music ?
Why?”为题进行讨论。
(2)Task 5：运用“It’s great! I love it!/It’s not my favorite, but I don't mind it./I hate this kind of music.”等句子，填充表格。
操作过程：1）两人一组，各自绘制好表格。
2）给每组内两学生各一张含有不同表达情感的句式卡片，让他们通过交际，
获得各自所需的句式，填补各自表格中的空缺。
CARD1 CARD2
3）用填充在表格中的句式，仿照1c的句式，四人一组互相交流。
4）模拟采访。运用下列句型：What do you do in your free
time? Do you like
listening to music? What kind of music do you like? What about???
Step4 Post-task
Task6：以“What kind of music is better for students, pop music or classical music?”
为题进行一次辩论
操作过程：（1）将全班学生按照不同意见分成辩论双方。
（2）学生自由发言，各自陈述观点或反驳对方观点。
（3）双方都不能说服对方，适时终止辩论，引导学生领悟到音乐的魅力不在于形
式，而在于音乐的实质—能让人得到美的享受。
Step 5 Project
Task 7：准备一次英文歌曲演唱会，课后全班同学参与筹备。
五、评析
（一）创设情景，激发兴趣。
用英语歌烘托气氛，使学生很快适应课堂，进入角色，以旧带新过渡自然。且用多媒体课件呈现新内容，简单明了，学生学起来轻松、自然；多媒体的“图、色、声、像”等功能，形象生动地展现给学生优美的画面，动听的旋律，吸引了学生的注意力，激发了学生的兴奋点，使得这 堂课呈现出轻松、活泼的气氛。
（二）任务具体，形式多样。
本课用多媒体技术向学生进行直观演示、课堂教学密度大，任务繁多，但任务具体，活动层次分明，适合全体学生参与。
（三）联系实际，突出实践
在教学过程中，利用学生最感兴趣的话题“音乐”来设计，“听音乐、谈音乐、唱音乐”一系列活动，给学生以真实的语言环境，同时讲究学习策略，通过合作学习法、交际语言法、角色表演法以及语言经历法，在完成任务中习得语言、发展能力。
总的来说，在这一节课教学中，体现了教师从学生的需要出发来设计教学，根据学生已有知识水平、生活实际、兴趣爱好设计活动，使教学过程呈现出师生互动，学生互动的和谐状态。并使得我们的英语课堂成为了陶冶情操、感悟美、欣赏美的音乐殿堂，让美的旋律流淌在每个学生心中，这是本课的成功之处。
