冀教版八年级英语上册Lesson 24 I Need a Map!教学设计.doc

1、Lesson 24I Need a Map!教学设计【教学目标】1.Master the words:flu, mile, across- 2.Learn to introduction the life in the new environment【教学重难点】重点：掌握一些与介绍生活与活动有关的词汇。难点：掌握重点句型并运用所学知识介绍在新环境中的生活情况。【课时安排】1课时【授课时间】2019年( )月( )日星期( )【教学过程】一、导入环节（2分钟）（一）导入新课，板书课题导入语：Good morning, class. How are you? Today, we are goin

2、g to learn：Lesson 24I Need a Map!（二）出示学习目标过渡语:First ,lets read the learning goals together.1.我要掌握单词和短语：flu, mile, across- ；have the flu, across from2.通过学习，我要学会运用所学知识介绍在新环境中的生活情况。过渡语:I believe everyone can achieve your goal? Can you ? Lets begin .二、先学环节（15分钟）过渡语:First look at the guides carefully and

3、 then finish the tasks step by step.（一）出示自学指导1.熟记单词，完成自学检测（1） 2.读课文，完成自学检测（2）和Lets do it （二）自学检测反馈 I背写本课生词（英语、词性、汉语意思）（1）_（2）_（3）_ .读课文，找出本课短语并翻译：1. Im doing well 我很好2.have the flu感冒3.get to know 逐渐认识 4. across from 在对面；在对过 5. go by 从-旁边走过；(时间)消逝，流逝（三）质疑问难过渡语:After learning ,do you have any question

4、s? If you have some questions, put up your hands.请你把自学过程中的问题提出来，然后在班内解决。-三、后教环节（15分钟）过渡语: Next ,lets learn and discuss some important language points.学法指导：先独立思考合作探究当中的问题，然后注意结合例句，小组讨论本课语法知识点，不理解的提交班内解决。 探究一: (discussing the following questions)1.How did Jenny and Brian go to school on Monday？_2.What

5、 does Jenny like to do？_3.Where was Danny waiting for Brian？_探究二:Listening (Listen to the tape and answer the following questions.)1.How far is the school from Uncle Davids home？_2.What can we see across from the bookstore？_3.How does Brian like his life in the new neighbourhood？_探究三:Reading (Read t

6、he text and answer the following questions)1.What places do Jenny and Brian pass on their way to school？_2.Who helped Brian find the way？_3.What did Brian do during Thanksgiving？_探究四：ActivitiesStep1:Translate the following sentences into English.1. 这周，我逐渐了解了我的社区。This week,I got to know my neighbourh

7、ood.2. 在一个新社区生活并不是很容易。Life in a new neighbourhood is not very easy.3. 我在要电影院和丹尼见面。I was going to meet Danny at the movie theatre.4. 感恩节非常有意思。Thanksgiving was a lot of fun.Step2: Writing practiceMy community lifeI live in a beautiful and quiet community (风景优美而且非常安静的社区）. My home is an apartment (公寓楼)

8、and my families live on the third floor (第三层). There are 3 bedrooms (卧室), a big living room(客厅) ,a kitchen, a dining room(餐厅) in my home .There are many people living in my community. Our community is very clean and tidy(干净整洁). And my neighbors are very friendly and helpful(友好且乐于助人). And there are m

9、any beautiful flowers and trees in our community. I love living in this community. Welcome to our community.(欢迎到我们社区来)探究五:Come to “Lets Do It！”. 四、训练环节（13分钟）I.单项选择( )1.I have to see a dentist(牙医) because I have a_.A.cold Bheadache C.fever Dtoothache( )2.I _ Ms.Liu very well.I _ her five years ago.A.

10、know; know B.know; got to know C.get to know; know D.get to know; get to know( )3.On the way _ the mountain village，we found the local house different from ours.A.to Bby C.at Don( )4.Peter, dont enter the forest alone, or you will get _ in it.A.lose Blosing C.to lose Dlost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

11、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

12、自觉地加以运用、创造和发展。5.The students cant go home _ they finish cleaning the classroom, for its their duty. A.when Bsince C.if DuntilII.根据提示完成句子6.When you stay in a crowded public place, you should be more careful of the_ (流行性感冒).7. How far is it from your home to school？ Its about 3 _(英里)，I guess.8.The gov

13、ernment wants to build a big park _ _ (在对面) our neighbourhood.9._ (别担心)Ill be better soon.10.There was a big fire in the office yesterday. _(lucky), no one was hurt.III.按要求完成下列各题11.well，doing，is，Brian(连词成句) _.12.get，you，lost，big，in，cities，do(连词成句)_？13.Life in a new place is not very easy.(改为同义句)_to

14、live in a new place.14.Li Ming showed the class his stamp collections.(改为同义句)Li Ming showed his stamp collections _ _ _.15.Its about five minutes walk from here to the hospital. (对画线部分提问)_ _ is it from here to the hospital？课堂总结：OK ！Lets make a summary. Let students show :What have you learned in thi

15、s class? Think about the difficulties in this lesson. 附：板书设计Lesson 24I Need a Map!“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。说文解字中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于史记，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“

16、老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。1.Im doing well 我很好2.have the flu感冒“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

17、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“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。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。【教学反思】