牛津初中英語(yǔ)8B教材分析ppt課件

1、豆丁網(wǎng)開(kāi)場(chǎng)閱讀Unit 1 Past and present一、教學(xué)內(nèi)容分析一、教學(xué)內(nèi)容分析二、言語(yǔ)功能和重點(diǎn)二、言語(yǔ)功能和重點(diǎn)三、本單元各部分資料分析三、本單元各部分資料分析 本課可以看做是一個(gè)單元的讀前熱身活動(dòng)。在備課本課可以看做是一個(gè)單元的讀前熱身活動(dòng)。在備課時(shí)應(yīng)先閱讀整個(gè)單元，了解本單元的話題、功能和語(yǔ)法時(shí)應(yīng)先閱讀整個(gè)單元，了解本單元的話題、功能和語(yǔ)法工程以及中心義務(wù)，同時(shí)，了解學(xué)生在這些方面的已有工程以及中心義務(wù)，同時(shí)，了解學(xué)生在這些方面的已有知識(shí)。在此根底上，教師才干在這一課時(shí)有效激活學(xué)生知識(shí)。在此根底上，教師才干在這一課時(shí)有效激活學(xué)生的已有知識(shí)，充分調(diào)動(dòng)學(xué)生對(duì)本單元的學(xué)習(xí)興趣，為

2、后的已有知識(shí)，充分調(diào)動(dòng)學(xué)生對(duì)本單元的學(xué)習(xí)興趣，為后面幾個(gè)課時(shí)的學(xué)習(xí)做好鋪墊。面幾個(gè)課時(shí)的學(xué)習(xí)做好鋪墊。 閱讀是一個(gè)單元言語(yǔ)輸入比較集中的環(huán)節(jié)，普通用兩個(gè)閱讀是一個(gè)單元言語(yǔ)輸入比較集中的環(huán)節(jié)，普通用兩個(gè)課時(shí)完成。閱讀教學(xué)主要圍繞閱讀資料本身的內(nèi)容展開(kāi)活動(dòng)，課時(shí)完成。閱讀教學(xué)主要圍繞閱讀資料本身的內(nèi)容展開(kāi)活動(dòng)，要求學(xué)生說(shuō)出文章的大意，將細(xì)節(jié)內(nèi)容歸類等。閱讀后的活要求學(xué)生說(shuō)出文章的大意，將細(xì)節(jié)內(nèi)容歸類等。閱讀后的活動(dòng)旨在讓學(xué)生經(jīng)過(guò)提問(wèn)、討論和言語(yǔ)難點(diǎn)的學(xué)習(xí)等方式進(jìn)一動(dòng)旨在讓學(xué)生經(jīng)過(guò)提問(wèn)、討論和言語(yǔ)難點(diǎn)的學(xué)習(xí)等方式進(jìn)一步加深對(duì)文章的了解。閱讀課還應(yīng)該配合聽(tīng)、說(shuō)、寫(xiě)的活動(dòng)，步加深對(duì)文章的了解。閱讀課還應(yīng)

3、該配合聽(tīng)、說(shuō)、寫(xiě)的活動(dòng)，培育學(xué)生綜合運(yùn)用英語(yǔ)的才干。培育學(xué)生綜合運(yùn)用英語(yǔ)的才干。 詞匯部分圍繞本單元話題引見(jiàn)一些新詞，方便學(xué)生在詞匯部分圍繞本單元話題引見(jiàn)一些新詞，方便學(xué)生在后面的學(xué)習(xí)活動(dòng)中運(yùn)用，同時(shí)，按詞義將同一類別的單詞后面的學(xué)習(xí)活動(dòng)中運(yùn)用，同時(shí)，按詞義將同一類別的單詞集中學(xué)習(xí)，有利于提高學(xué)生單詞學(xué)習(xí)的效率，快速擴(kuò)展詞集中學(xué)習(xí)，有利于提高學(xué)生單詞學(xué)習(xí)的效率，快速擴(kuò)展詞匯量。教師在教學(xué)中可根據(jù)實(shí)踐情況對(duì)該部分的詞匯進(jìn)展匯量。教師在教學(xué)中可根據(jù)實(shí)踐情況對(duì)該部分的詞匯進(jìn)展補(bǔ)充，并協(xié)助學(xué)生掌握一些單詞記憶的方法。補(bǔ)充，并協(xié)助學(xué)生掌握一些單詞記憶的方法。4、Grammar內(nèi)容：學(xué)習(xí)如今完成時(shí)及其時(shí)間

4、副詞和時(shí)間短語(yǔ)內(nèi)容：學(xué)習(xí)如今完成時(shí)及其時(shí)間副詞和時(shí)間短語(yǔ)作用：在情境中學(xué)習(xí)如今完成時(shí)作用：在情境中學(xué)習(xí)如今完成時(shí)1議論有關(guān)香港的一部電影議論有關(guān)香港的一部電影2議論不同時(shí)期的交通工具議論不同時(shí)期的交通工具 在教授語(yǔ)法工程時(shí)，第一，言語(yǔ)構(gòu)造盡量用圖表的方在教授語(yǔ)法工程時(shí)，第一，言語(yǔ)構(gòu)造盡量用圖表的方式表達(dá)，使語(yǔ)法構(gòu)造一目了然。第二，堅(jiān)持在盡量真實(shí)的式表達(dá)，使語(yǔ)法構(gòu)造一目了然。第二，堅(jiān)持在盡量真實(shí)的語(yǔ)境中呈現(xiàn)和練習(xí)語(yǔ)法工程。第三，從分步呈現(xiàn)、分步練語(yǔ)境中呈現(xiàn)和練習(xí)語(yǔ)法工程。第三，從分步呈現(xiàn)、分步練習(xí)到綜合運(yùn)用，層次明晰，循序漸進(jìn)。第四，學(xué)生經(jīng)過(guò)察習(xí)到綜合運(yùn)用，層次明晰，循序漸進(jìn)。第四，學(xué)生經(jīng)過(guò)察看

5、和實(shí)際本人總結(jié)言語(yǔ)規(guī)律，符合言語(yǔ)學(xué)習(xí)的普通規(guī)律?？春蛯?shí)際本人總結(jié)言語(yǔ)規(guī)律，符合言語(yǔ)學(xué)習(xí)的普通規(guī)律。教學(xué)中應(yīng)將言語(yǔ)的意義、情景和實(shí)踐運(yùn)用放在首位。教學(xué)中應(yīng)將言語(yǔ)的意義、情景和實(shí)踐運(yùn)用放在首位。5. Integrated Skills內(nèi)容：內(nèi)容：Daniel和和Simon做一項(xiàng)有關(guān)香港大嶼島變化做一項(xiàng)有關(guān)香港大嶼島變化 的歷史課題的歷史課題作用：針對(duì)性地訓(xùn)練學(xué)生的聽(tīng)說(shuō)才干。作用：針對(duì)性地訓(xùn)練學(xué)生的聽(tīng)說(shuō)才干。 Integrated skills 在前面言語(yǔ)學(xué)習(xí)和技藝訓(xùn)練的根底上，將聽(tīng)、說(shuō)、讀、寫(xiě)融為一體，培育學(xué)生綜合運(yùn)用英語(yǔ)的才干。教學(xué)中應(yīng)留意培育學(xué)生從所給的聽(tīng)力或書(shū)面資料中獲取、選擇和重新組合信息

6、的才干，在此根底上培育學(xué)生的口頭、筆頭表達(dá)才干。 Study skills Study skills 經(jīng)過(guò)活動(dòng)或練習(xí)讓學(xué)生獲得一些根經(jīng)過(guò)活動(dòng)或練習(xí)讓學(xué)生獲得一些根本的學(xué)習(xí)技巧，教學(xué)中應(yīng)該堅(jiān)持讓學(xué)生經(jīng)過(guò)實(shí)際以獲得本的學(xué)習(xí)技巧，教學(xué)中應(yīng)該堅(jiān)持讓學(xué)生經(jīng)過(guò)實(shí)際以獲得學(xué)習(xí)技巧學(xué)習(xí)技巧 。7. Main Task內(nèi)容：內(nèi)容：Daniel和和Simon寫(xiě)了一份報(bào)告，引見(jiàn)大嶼島寫(xiě)了一份報(bào)告，引見(jiàn)大嶼島 的前后變化。的前后變化。作用：培育學(xué)生的寫(xiě)作才干。作用：培育學(xué)生的寫(xiě)作才干。 Main task Main task 是每個(gè)單元的中心部分。這部分要引導(dǎo)和協(xié)是每個(gè)單元的中心部分。這部分要引導(dǎo)和協(xié)助學(xué)生綜合運(yùn)用本

7、單元所掌握的知識(shí)和技藝，完成特定的義助學(xué)生綜合運(yùn)用本單元所掌握的知識(shí)和技藝，完成特定的義務(wù)。務(wù)。Main task Main task 在第一課時(shí)就曾經(jīng)點(diǎn)明，以后的各項(xiàng)活動(dòng)和在第一課時(shí)就曾經(jīng)點(diǎn)明，以后的各項(xiàng)活動(dòng)和子義務(wù)都在不同程度上指向子義務(wù)都在不同程度上指向Main taskMain task。布置義務(wù)要求目的明。布置義務(wù)要求目的明確、步驟明晰。確、步驟明晰。 Checkout Checkout表達(dá)了本單元在言語(yǔ)知識(shí)上最根本的要求表達(dá)了本單元在言語(yǔ)知識(shí)上最根本的要求, ,比比較容易，學(xué)生可以輕松完成，充分體驗(yàn)勝利。教學(xué)中，教師較容易，學(xué)生可以輕松完成，充分體驗(yàn)勝利。教學(xué)中，教師應(yīng)帶著學(xué)生對(duì)本

8、單元所學(xué)習(xí)的內(nèi)容進(jìn)展充分的復(fù)習(xí)，使學(xué)生應(yīng)帶著學(xué)生對(duì)本單元所學(xué)習(xí)的內(nèi)容進(jìn)展充分的復(fù)習(xí)，使學(xué)生能順利經(jīng)過(guò)能順利經(jīng)過(guò)CheckoutCheckout。當(dāng)然，對(duì)于學(xué)習(xí)程度較高的學(xué)生，教。當(dāng)然，對(duì)于學(xué)習(xí)程度較高的學(xué)生，教師可以根據(jù)詳細(xì)情況制定本人的檢測(cè)規(guī)范。師可以根據(jù)詳細(xì)情況制定本人的檢測(cè)規(guī)范。四、課時(shí)安排四、課時(shí)安排五、教學(xué)步驟五、教學(xué)步驟Task 3Tell the student how to write the past participle of verbs.1) We add -ed to regular verbs. 板書(shū)板書(shū) Most verbs+ edvisitvisitedVerbs

9、 ending in e+ dlivelivedVerbs ending in a consonant + y yi + edcarrycarriedShort verbs ending in a vowel + a consonantdouble the consonant + edstopstoppedWe form the irregular verbs differently. We do not add -ed. Ask the students to look at the table of irregular verbs on Page 112. Ask the students

10、 to remember the past participle of irregular verbs. 動(dòng)詞原形動(dòng)詞原形 動(dòng)詞過(guò)去式動(dòng)詞過(guò)去式 動(dòng)詞過(guò)去分詞動(dòng)詞過(guò)去分詞A B B bring brought broughtA B C do did doneA A A let let letA B A come came comeA A B beat beat beaten2. 學(xué)習(xí)不同時(shí)期有關(guān)交通工具學(xué)習(xí)不同時(shí)期有關(guān)交通工具的單詞的單詞I. Lead-inTeacher says, Hello, everybody! Did you have a good time last Sunday?

11、 Where did you go? What did you do? What did you eat? What food is your favourite? II. Pre-taskTeacher says,My favourite food is chocolate. Today I took a piece of chocolate here. Oh, where is my chocolate? It was in my pocket an hour ago.Teacher asks Ss, Have you seen my chocolate? -No, I havent.Ss

12、 guess Teacher saysMaybe you have put it in your bag. -No, I havent.Maybe you have put it in your book. -Yes, I have. How clever you are! I will send it to you.III. While-taskTask 1: Teacher asks,Do you still remember Hobo and Eddie?What are they talking about now?Lets listen to the tape. (play the

13、tape for the Ss to listen to the dialogue between Hobo and Eddie.)Task 2: Ask some questions about it:1. Where is Hobos food?2. Why did Eddie eat food?3. Is Hobo happy?4. What does Hobo think of Eddie?Task 3: Explain the important phrases and sentences in the dialogue.Phrases：an hour ago, be hungry,

14、 be kind, be so bad, want to do sth, play with sb., notany moreSentences： 1. It was in the bowl an hour ago . 2. Because I was very hungry. 3. You were kind. 4. You always wanted to play with me. 5. Have you seen my food? 6. Ive just eaten it. 7. Youve eaten my food.Task 4: Work in pairs and drill t

15、he dialogue.Task 5: Ask some Ss to act the dialogue out, then do the exercise.Hobos food _ in the _ an hour ago. But it isnt there now. Why? Eddie has just _ it because he is _. Hobo thinks Eddie has _ and he is _ bad now. He doesnt want to _ with Eddie any _.Task 6: Ask and answerEddie and Hobo bot

16、h think they have changed a lot. Thats true. There are also many changes in our life. How did you come to school today? Do you know other different forms of transport？Task 7: Welcome to the unit.Show some pictures of the the different forms of transport.Ask the Ss to fill in the blanks with the corr

17、ect names. Then check the answers.Light RailPeak TramStar FerrytramundergroundTask 8 Guessing gameRead the following sentences and ask the students to guess which mode of transport you are describing.It has traveled across Victoria Harbour, between Hong Kong Island and Kowloon since 1898. (ferry)Its

18、 an easy way to get to the op of the peak. (peak tram)There are many of them. Each one has wheels and takes you to many places in and around Hong Kong. (bus)It has provided transport service for people living in the north-west New Territories since 1988. (light rail) It is the fastest way of traveli

19、ng and was introduced to Hong Kong in 1925. (plane)Thousands of people travel to work on it every day. (underground)IV. Post-task1. Talk about the transport at different times in Hong Kong using the sentence: There has been since .2. Read the context of Part A and expand on it to create interest. Li

20、nk it to personal experiences and talk about the usefulness, convenience and efficiency of different modes of travel. Which is your favorite transport? Why?his friends home. _7.Mr Dong misses his old friend. _Read line 1 to line 9 and answer :1. How long has Mr Dong known the Kowloon Walled City ?2

21、.Has Mr Dong actually lived in the Kowloon Walled City ?3. When did Mr Dong get married ?4. What did he do after he got married ?5. When did he move out of the Kowloon Walled City ? Why ? Read line 10 to line 15 and answer : 1. Has the Kowloon Walled City changed a lot or a little?2. Can you give me

22、 examples?3. What is the place like now ? Read line 16 to line 24 and answer :1.Does Mr Dong often go back ?2. What do they often do in the park ?3. What was the problem before the closing of the old airport ? Why ?4. Does Mr Dong miss the planes ? Why ?Read line 25 to the last line and answer :Is the life better now ?for many yearssince many years agoget marriedmove tomove out ofchange a lotchange a littleturn into a parknoise pollutionland safelyhave open spacefeel a bit lonelyfrom time to time Mr Dong has k_ the Kowloon Walled City for many years . In f_, he was born there an