冀教版八年级英语上册Lesson 23People in My Neighbourhood学案.doc

1、Lesson 23 People in My Neighbourhood学案 班级 姓名 小组 等级 【学习目标】1.我要掌握单词和短语：interview, tailor, fix,- ；be busy doing-, sound like2.通过学习，我要学会运用所学知识介绍人物活动.【学习过程】 一、自主学习（一）自学指导 1.熟记单词，完成自学检测（1）2.读课文，完成自学检测（2）（二）自学检测I背写本课生词（英语、词性、汉语意思）（1）_（2）_（3）_ （4）_（5）_（6）_.读课文，找出本课短语并翻译：（1） _（2）_（3）_ （4）_（5）_（6）_（三）我的疑惑请你将自

2、学和测试过程中的疑惑提出来，并在班内解决。_二、合作探究 学法指导：先结合例句独立思考，然后在小组长的带领下探究本课的知识点，不明白的作出标记，然后提交班内解决。Leadin ( guess)1.What is the man in the first picture doing？_2.What does a baker do？_探究一:Listening (Listen to the tape and fill in the blanks with the words you hear.)1.Our teacher asked us to_people with different jobs

3、.2.Mr.Green was busy_a pair of pants when he_my questions.3.All the people in the neighbourhood were_.探究二:Reading (Read the passage and decide true or false.)( )1.Our exciting job was finding people with different jobs.( )2.Mr.Green was too busy to answer my questions.( )3.I visited four places afte

4、r the tailors shop and the bakery shop.探究三:Practice (Read the text again and answer the following questions)1.What did I do before going for a walk down the shopping street？_2.How were the old ladys pants？_3.What was filled with the bakery shop？_探究四：ActivitiesStep1:Translate the following sentences

5、into English.1. 我们的老师让我们采访人们有关他们工作的事情。_2. 格林先生喜欢做一名裁缝。_3. 店里面很暖和而且到处都是好吃的美食_4. 我了解到很多我的社区里的人们的情况。_Step2: Writing practiceMy NeighbourMy neighbour is _(一位老人).He _(独自生活).I decide to help him _(尽我所能).During winter when water is very cold,I help him _(洗衣服).It is _ (不安全)for him to climb up high,so I help

6、 him _(擦窗户).To keep his room neat,I help him _(擦地板).To make him happy I _ (读报)to him and_(下棋) with him.I also help him _(写信) to his friends and _(购物) for him.探究五:Come to “Lets Do It！”.三、 当堂训练I.根据句意及汉语提示完成句子1.I like the_(气味)of the fresh fruits. 2.Thanks for your _(款待).3.His family is _(充满) of love.4.

7、Can your father _(修理、安装)the tape recorder？5.Sally became a member of the company after the job_(面试)II.单项选择“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“

8、先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。( ) 6. Mum, what are you cooking in the kitchen? It _so good！Fried noodles. A. smells B. tastes C. sounds( ) 7.Linda is too young to find _.A. a

9、work B. works C. job D. a job( ) 8.Walk _ the road and turn left _ Park Road, and you will find the shop _ your right.A. down; in; on B. along; to; in C. down; into; on D. on; into; in( ) 9. My computer has gone wrong. Ill have it _ tomorrow.Why not have Uncle Li _ it? Nobody can if he cant.A. fix;

10、fixed B. fix; fix C. fixed; fixed D. fixed; fix( ) 10.The kitchen is on fire. It is _heavy smoke.A.full with Bfilled with C.fill with Dfilled ofIII.连词成句11. feed，my，job，to，is，animals _.12. enjoyable，the，were，Fashion Show, programs _.死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们

11、所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。13. interview，passed，you，have，the _？14. teachers，treat，us，the，their，children，as _.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过

12、几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。15. is, hall，full，guests，of，the，hotel, _要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察能力，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理解词义、发展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察能力和语言表达能力的提高。四、自我反思1.我的收获 2.我的易错点_