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2014 8A4教案



课题 课型 新授

8A Unit 4 Do it yourself
课时 1 主备人

Comic strip and Welcome to the unit
朱悦 执教人 二 备 内 容

一 备 内 容 教 材 分 析 难 点 主要 教学 方法 预 习 安 排 当 堂 反 馈 安 排 重 点 目 标 1. To learn what DIY is and some tools we can use to do DIY jobs. 2. To learn to talk about DIY. 1. To learn what DIY. is and some tools we can use to do DIY jobs. 2. To learn to talk about DIY. To learn to talk about DIY. Reading writing speaking listening task-based approach

完成作业本甲本相应练习

学 情 反 馈

完成作业本乙本相应练习

分 类 作 业 安 排

完成同步导学相应练习

Step 1 Free talk If your family gets a new house and you have a big bedroom of your own, what will you do to make it beautiful? Will you buy some decorations or make some by yourself? Why?

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Step 2: Presentation 1. Hobo gets a new house too. Do you want to learn about it? Listen to the dialogue and find out the answers to the following questions. 1) Does Hobo read the instructions? 2) What does Hobo need? 3) Does Eddie help Hobo? Why? 4) Do you think Hobo can do it himself? 2. Read and act the dialogue. 3. Explain the language points. Step 3: Presentation 1. Do you know about DIY? What tools do we need? Match the words with the tools. 2. Millie and Suzy are talking about DIY. Listen to their conversation and answer the following questions: 1) What?s DIY exactly? 2) What does Suzy need if she wants to make some paper roses? 3. Read the dialogue. 4. Talk about the things we can make by ourselves and the tools we need in groups. 5. Make similar conversation in pairs. 6. Show time. Step 4: Practice

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课题 课型 新授 课时 2

8A Unit 4 Do it yourself
主备人 朱悦

Reading
执教人 二 备 内 容

一 备 内 容 1. To learn about Andrew?s DIY stories. 2. To master some useful expressions. 3. To improve students? reading skills. 4. To know that we can make our life more colorful if we are creative and careful. 1. To learn about Andrew?s DIY stories. 2. To master some useful expressions. 3. To improve students? reading skills. 1. To improve students? reading skills. 2. To know that we can make our life more colorful if we are creative and careful. Reading speaking listening task-based approach

教 材 分 析

目 标

重 点 难 点

主要 教学 方法 预 习 安 排 当 堂 反 馈 安 排

完成作业本甲本相应练习

学 情 反 馈

完成作业本乙本相应练习

完成同步导学相应练习 分 类 作 业 安 排

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课 堂 教 学 具 体 环 节

Step 1 Warm- up Ask two students to show their DIY jobs and share their DIY stories. Step2: Pre-reading 1. Present some pictures and learn some new words. 2. Dou you want to share Andrew?s DIY stories? Step 3 While-reading 1. Skimming: Skim the article and answer the three questions: 1) Is Andrew crazy about DIY? 2) Why did Andrew paint his living room blue? 3) Who knows much more about DIY, Suzy or Andrew? 2. Fast- reading: Read the article fast and finish Part B1&B3 on Page 46. 3. Careful-reading Read Paragraph 1 and answer the questions: What does Andrew love to do? How do Andrew?s DIY jobs look? Read Paragraph 2 and complete the table. DIY jobs problems

Read Paragraph 3 and answer the questions. 1) What did Andrew do to his living room? 2) How is the living room now? Read Paragraph 4 and do some exercises. Complete Part B2 on Page 45. Read Paragraph 5 and ask and answer questions in pairs. Step4 Post-reading 1. Complete Part B4 on Page 46. 2. Discussion: Are you interested in DIY? If yes, how can we learn to do DIY jobs well? Is it meaningful to learn to do DIY jobs well? Why? Step5 Language points

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课题 课型 新授 课时 2

8A Unit 4 Do it yourself
主备人 朱悦

Grammar
执教人 二 备 内 容

一 备 内 容 1. To learn to give instructions with imperative sentences correctly. 2. To learn to use modal verbs should and had better to give advice. 3. To learn some useful expressions. 1. To learn to give instructions with imperative sentences correctly. 2. To learn to use modal verbs should and had better to give advice. To learn to use modal verbs should and had better to give advice. Reading writing speaking listening task-based approach

目 标 教 材 分 析 难 点 主要 教学 方法 预 习 安 排 当 堂 反 馈 安 排 分 类 作 业 安 排 重 点

完成作业本甲本相应练习

学 情 反 馈

完成作业本乙本相应练习

完成同步导学相应练习

Step1 Lead-in 1. Present a handmade card and ask if the students can make such cards by themselves. If yes, tell the steps. Cut out cards with a pair of scissors. Draw some pictures on the card. Write your wishes. Don?t forget to sign your name.

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Step 2 Presentation A 1.Have the Ss look at the sentences above and help them understand imperative sentences: a sentence starting with the basic form of a verb to tell people what to do. 2.Go through the explanations and examples on page 47 and explain the rules for using imperatives when giving positive and negative instructions and tell them that we often add please in a sentence to make an instruction more polite. 3.Ask students to study the pictures on page 47. Check their understanding of the pictures. Review the verbs in the box then select the correct word to fill in each gap, then ask them to read each instruction to their partner. 4. Imperative sentences do not normally include a subject, because the subject ?you? is implied. However, a noun or pronoun can sometimes be used to identify the person receiving an order or instruction, e.g., the speaker wants to attract Mary?s attention and so he/she says, ?Mary, don?t push.? / ?Don?t push, Mary?. Make sure students understand the imperative form and avoid the common mistake of placing a pronoun in front of the imperative. Step 3 Presentation B 1. So, we should pay attention to some special imperative sentences. Write should on the blackboard and tell the students that we can use should and had better when giving advice and telling people what we think is the best or right thing to do. The tone of hade better is stronger than should. 2. Go through the explanations and examples on page 48 and explain the rules. 3. Read the sentences and explain them then make sentences with should (not) or had better (not). Step 4 Sum-up Step 5 Practice

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课题 课型 新授 课时

8A Unit 4 Do it yourself
1 主备人 朱悦

Integrated skills
执教人 二 备 内 容

一 备 内 容 目 标 1. To learn some words about fruit. 2. To learn to talk about how to make a fruit salad and sandwiches. 3. To learn some useful expressions. . 1. To learn to talk about how to make a fruit salad and sandwiches. 2. To learn some useful expressions. . To learn to talk about how to make a fruit salad and sandwiches. Reading writing approach speaking listening task-based

教 材 分 析

重 点 难 点

主要 教学 方法 预 习 安 排 当 堂 反 馈 安 排

完成作业本甲本相应练习

学 情 反 馈

完成作业本乙本相应练习

分 类 作 业 安 排

完成同步导学相应练习

Step 1. Free talk My birthday is coming and I want to invite friends to my birthday party. What should I prepare? Could you give me some advice?

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课 堂 教 学 具 体 环 节

(Review some fruit and food we?ve learned and learn the new words.) Do you think making a fruit salad is a good idea? Step 2. Presentation A 1. Amy and Suzy want to make a fruit salad too. Go through Part A1 on Page 49. Then Listen to their conversation and tick the things they need. Check the answers in pairs. 2. Amy made some notes of how to make a fruit salad but she made a mistake. Please help her put the notes in the correct order. Finish Part A2 on Page 49. Check the answers simply. 3. Suzy is good at DIY so she wants to give Amy some tips for making a fruit salad. Help Amy complete her notes with the correct words. Finish Part A2 on Page 50. Check the answers together. 4. Read the tips together. Step 3. Presentation B 1. Now, we have learned how to make a fruit salad. It is easy and quick to make delicious fast food. Can you make other fast food, such as sandwiches? Listen to the tape and answer the question: How to make sandwiches? 2. Practice reading the conversation in pairs. 3. Make similar conversation in pair. 4. Show time. Step 4. Practice

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课题 课型 新授 课时 1

8A Unit 4 Do it yourself
主备人 朱悦

Study skills
执教人 二 备 内 容

一 备 内 容 1. To learn to use prefixes to form antonym of adjectives correctly. 2. To learn to use adjectives in the context by adding prefixes to indicate negative meanings. 3. To show the students an effective way to enlarge their vocabulary. 1. To learn to use prefixes to form antonyms of adjectives correctly. 2. To learn to use adjectives in the context by adding prefixes to indicate negative meanings. To learn to use adjectives in the context by adding prefixes to indicate negative meanings. Reading writing approach speaking listening task-based

目 标 教 材 分 析 重 点

难 点 主要 教学 方法 预 习 安 排 当 堂 反 馈 安 排 分 类 作 业 安 排

完成作业本甲本相应练习

学 情 反 馈

完成作业本乙本相应练习

完成同步导学相应练习

Step 1 Lead-in 1. Present some pictures to elicit some adjectives. Helpful / unhelpful happy / unhappy Kind / unkind lucky / unlucky 2. Get the students to read the words and then draw their attention to the prefix ? un- ?.

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课 堂 教 学 具 体 环 节

Step 2 Presentation 1. A prefix is a letter or a group of letters that we add to the front of a word to form a new word. One of the most common prefixes for adjectives is un–. It means “not”. We add it to some adjectives to form antonyms. 2. Present more examples. 3. Read the words on Page 51 after the teacher. 4. Explain some new words. 5. We can also use other prefixes, such as in-, im-, disand ir-. Read the examples on Page 51. 6. Present more examples with the prefix dis- and –ir then explain them. Step 3 Group competition Show some adjectives to the students quickly and ask them to say the opposite words by adding prefixes. Every time the student tells the word correctly, he will get a point and the group that gets the most points will win the competition. Step 4 Practice Finish the exercises on Page 51. Step 5 Sum-up uninimdisirStep 6 Practice unhealthy, unsafe, untidy, unpopular incorrect, inexpensive impolite, impatient, impossible (usually before ?p?) dishonest irregular

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课题 课型 新授 课时 1

8A Unit 4 Do it yourself
主备人 朱悦

Task
执教人 二 备 内 容

一 备 内 容 目 标 1. To learn some useful expressions to talk about DIY. 2. To learn to write an article about a DIY job. 3. To enable the students understand that we can make our life more meaningful and colorful by doing DIY jobs. 1. To learn some useful expressions to talk about DIY. 2. To learn to write an article about a DIY job. 3. To enable the students understand that we can make our life more meaningful and colorful by doing DIY jobs. To learn to write an article about a DIY job. Reading writing speaking listening task-based approach

教 材 分 析

重 点 难 点

主要 教学 方法 预 习 安 排 当 堂 反 馈 安 排

完成作业本甲本相应练习

学 情 反 馈

完成作业本乙本相应练习

完成同步导学相应练习 分 类 作 业 安 排

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课 堂 教 学 具 体 环 节

Step 1 Revision Talk about Andrew?s DIY stories in the reading. Step 2 Presentation Suzy did a DIY job at the weekend. Let talk about her DIY job. 1. Listen to Suzy?s diary entry and answer the following questions: 1). What did Suzy decide to make for her mum? 2). How long did it take Suzy to finish the job? 3). Will Suzy?s mother love the present? 2. Read the article in groups and then complete the table: DIY job place time mistakes decorations feelings 3. Analyze the structure of the article: Part 1 what to make, why to make Part 2 How to make (steps: First, next, then, …, finally) Part 3 Feelings 4. Explain the useful expressions. Step 3 Writing 1. Choose a DIY job that you know. 2. Write down the steps in key words. 3. Write an article. 4. Present some articles and correct the mistakes if necessary. 5. Evaluate the article in groups according to the given standards.

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