教案初中英語《Shetaughtherself》教學設計

講課方案優(yōu)選：初中英語《Shetaughtherself》講課方案講課方案優(yōu)選：初中英語《Shetaughtherself》講課方案講課目的知識目標1．詞匯Newwordsandphrases:teachoneself,falloff,clever,yourselves,findout,piano,poor,afford,knock,knockat,dim,pardon,toone’ssurprise,blind,shine,bright,brightly,through,lookup,silently,comealong,return,cookie,leavebehind,moonlight,sonata,writedown,goontrips,carefor.2．平時社交用語Didshelearnallbyherself?Couldsheswimwhenshewasyearsago?Shedidn’thurtherself.Hecouldn’tbuyhimselfmanynicethings.Didheenjoyhimself?Helpyourself.Itistimeforustoleave/dosomethingnow.It’sgettinglate.3．語法并列句:Beethovenknockedthedooranditopened.Iampoor,butIalwaysenjoymyself.反身代詞用法單數(shù)：myself,yourself,himself,itself復數(shù)：ourselves,yourselves,themselves反身代詞固定搭配：Helpyourself.Icanlookaftermyself.Shedidn’thurtherself.Didyouenjoyyourselves?能力目標1．使學生能夠運用一般過去時討論過去經(jīng)歷的事情，并能在教師設計的狀況中靈巧使用并列句，反身代詞和神態(tài)動詞could。2．使學生能夠讀懂第82課課文,回答課后的問題，并能依據(jù)上下文判斷出生詞的粗心。3．使學生能掌握本單元的有關語法項目，并能達成口頭和筆頭的練習。4．使學生能夠聽懂與課文難度相當?shù)穆犃Y料。感神態(tài)度目標經(jīng)過本單元的講課，使學生在簡要認識貝多芬一世的基礎上，激勵他們向貝多芬學習。學習他博覽群書、堅毅不拔、鍥而不舍，追求自己高尚理想的精神。青年學生正處于增添知識和才能的黃金時期，無論碰到什么風波，絕不要中途而廢。相反要揚起帆船，把航船駛向成功的此岸。貝多芬是一位有名的音樂家，他的創(chuàng)作成就極大地深入了音樂藝術的思想性和表現(xiàn)力，對后代有著深遠的影響。在本單元的講課過程中教師可采用一些貝多芬的代表作，在課前或課后播放給學生聽，以陶冶他們的情操，提升他們對名曲的賞識能力。講課建議講課內(nèi)容分析本單元是以討論過去的經(jīng)歷為主要話題，同時學習反身代詞及并列句的用法，還包含神態(tài)動詞can/could的用法。在第81課中主要經(jīng)過聽，說，討論等幾種方式使學生能正確運用神態(tài)動詞can/could和過去式討論過去發(fā)生的事件。在第82課中主假如經(jīng)過一篇閱讀文章來提升學生的閱讀能力。在第83課中主假如經(jīng)過對貧富兩個人的介紹和一個對話使學生掌握并列句和幾個反身代詞固定搭配。在第84課中練習形式多樣，主假如對本單元內(nèi)容進行綜合練習。講課要點分析本單元的要點語法是并列句和反身代詞，單元的講課功能項目也是環(huán)繞這些張開的。Lesson81的對話成立在兩幅圖片的基礎上，就Lily的過去經(jīng)歷進行問答，引出反身代詞的用法。Lesson83中的介紹Mr.More和Mr.Little兩位先生的短文，經(jīng)過對各人自己過去經(jīng)歷的發(fā)問，進一步學習反身代詞和一般過去時態(tài)。Lesson82的課文，我們可帶著以下問題去學習：WhatdoyouknowaboutBeethoven?全篇課文以過去的時態(tài)進行介紹的，我們應學會用過去時態(tài)去寫過去的事情或人物。Lesson84的對話，我們要能夠模擬運用，同時學會寫“Thank-younote”。對于介紹過去發(fā)惹禍情的建議1．圖片提示Theteachercanshowsomepicturesofthestudentsatdifferentagesontheblackboardandaskthesequestions:A.Whatisthegirl’sname?Whatisshedoing?Whatcouldshedowhenshewasfiveyearsold?B.Whoistheboy?Whathappenedatthatmoment?(takeaplane)Howdidhefinishthetrip?(byair)2．教師能夠經(jīng)過簡筆劃的形式組織學生依據(jù)圖畫內(nèi)容編寫以下對話:A:Canyouplaycomputergames,Mary?B:Yes,Ican.A:Couldyouplaycomputergameswhenyouwerefiveyears?B:No,Icouldn’t.A:Canyouplayviolin?B:Yes,Ican.A:Couldyouplaytheviolinwhenyousix?B:No,Icouldn’t.Ibegantolearntoplaytheviolinlastyear.Howdidyoulearnit?Ilearneditbymyself.有關并列句的講課建議教師先寫出一些句子，讓學生分析，找出并列句的基本特色，最后由教師概括這些并列連詞的用法。此后讓學生自己做一些練習，增強對并列句的理解?，F(xiàn)供給兩例：1．將以下用and或but連結.A.Iampoor.Iamveryhappy.B.IlikeEnglish.Iamgoodatit.C.MyfathertoldMarythisstory.MarybecameinterestedinitD.Hefelloffthewall.Hedidn’tbreakhisarms.2．判斷以下句中and或but的用法能否正確.A.Icanswim,andIamgoodatit.B.Iwantedtohaveacupofcoffee,andtheboypassedmeanorange.C.Theboyisverycleverbuthecananswerthequestioneasily.反身代詞的講課建議（1）建議教師將反身代詞概括總結以下，便于學生記憶。單數(shù):myself,yourself,himself,herself,itself復數(shù):ourselves,yourselves,themselves提示學生注意單數(shù)復數(shù)的差別，-self和-selves分別用不同樣的顏色標志。教師先和學生一同找出所學過的含有反身代詞的短語。此后編制練習或對話讓學生頻頻演練。反身代詞固定搭配有：enjoyoneself,lookafteroneself,helponeselfto...,hurtoneself,saytooneself,loveoneselfinthebeautifulmusic,buyoneselfsth.,teachoneself,allbyoneself,leavesb.byourselves等。教師可經(jīng)過多種方法讓他們多練多用。條件好的可利用多媒體讓學生進行模擬練習。2）教師能夠投電影出示一段介紹，此后對學生進行發(fā)問.IamTom.Iamthirty.Icanlookaftermyself.IlikeEnglish.Itaughtmyself.Ilikeplayingfootballwithmyclassmatetoo.Whenweplayit,weenjoyourselvesverymuch.Yesterday,Ihurtmyselfinthegame,butthegamewasveryexciting.Ilostmyselfinit.Ididn’tfeelanypainuntilIgothome.Questions:A.CanTomlookafterhimself?Yes,hecan.B.HowdidTomlearnEnglish?Hetaughthimself.C.Doesheenjoyhimselfverymuchwhenheplaysfootball?Yes.D.Didhehurthimselfinthegamelasttime?Yes.F.Whydidn’thefeelanypainuntilhegothome?Helosthimselfinthegame.閱讀講課的建議:1）建議教師在閱讀以前先向同學介紹貝多芬的背景知識及一些有關的音樂方面的詞匯，使學生熟習課文內(nèi)容。教師能夠設計問題以下：Doyoulikemusic?Whatkindofmusicdoyoulike?HaveyouheardaboutBeethoven?Canyoutellussomeofhisfamouswork?教師能夠請學生聽一首貝多芬的《月光曲》使學生身臨其境，使學生對課文感興趣。教師還可聯(lián)合語文課本中的月光曲進行介紹，這樣學生對課文的意思就理解了。2）本課生單詞好多，建議教師設計一些有關的練習，多種手段幫助學生猜想生詞的意義，打破難點：1.Wecan’taffordtobuytickets.Theticketsisveryexpensive.Idon’thaveenoughmoneytobuythetickets.Iampoor.Iamnotrich.Idon’thaveenoughmoney.3.Theteachersaysnomore.Theteacherstopstalking.4.Todayisbright.Thereisnotanycloudinthesky.5.Tohissurprise,hefindshemadeabigmistake.Hemadeabigmistakethatmakeshimsurprised6.Theylostthemselvesinthebeautifulmusic.Theylistenedtothemusicanddidn’tcareforotherthings.3）教師還可利用簡筆劃和課文的要點詞，讓學生依據(jù)圖和詞匯的提示復述整個故事的大體。能力訓練建議1．經(jīng)過老師適合的解說，學生有系統(tǒng)的練習反身代詞myself,ourselves,yourself,yourselves,himself,herself,itself,themselves的用法。2．神態(tài)動詞could在不同樣的語言環(huán)境中有不同樣的含義。①表示懇求或建議，使語氣委宛。②表示can的過去式。通過口頭和書面練習，掌握它的不同樣用法。3．第82課表達的是貝多芬有名的《月光奏鳴曲》。文字流利、易讀、易懂。老師第一要修業(yè)生熟讀或背誦課文內(nèi)容，此后請他們加以從頭組織，把課文的主要內(nèi)容用英文加以復述。4．從本單元開始，課文增添了一項寫作訓練，教師應讓學生依據(jù)課文提示仔細練習，以便提升實質運用語言的能力。反身代詞反身代詞又稱自己代詞，顧名思義，就是指動作反射到動作履行者自己，或是在句中起重申作用，以增強句子的語氣。反身代詞的組成反身代詞是由形容詞性物主代詞或賓格代詞加-self或-selves組成。反身代詞單數(shù)以-self結尾，復數(shù)以-selves結尾；第一、二人稱是形容詞性物主代詞加self(selves)組成，第三人稱是賓格代詞加self（selves）組成。詳見下表：第一人稱第二人稱第三人稱單數(shù)myselfyourselfitselfhimselfherself復數(shù)ourselvesyourselvesthemselves反身代詞的用法當一個句子的主語、賓語是同一個人時，常用反身代詞作賓語。1．作動詞的賓語。如：–DidyouenjoyyourselfintheparkonSunday?–Yes,wedid.–Couldhebuyhimselflotsofpresents?–No,heisverypoor.Buthisfriendsoftengivehimpresents.注：反身代詞作動詞賓語時，常有的動詞有：enjoy,help,hurt,know,wash,lookafter,teach等。2．作介詞的賓語。如：–Ifinishedtheworkbymyself.–You’regreat!3．其余用法：反身代詞還能夠夠作賓語的同位語。I’llspeaktotheteacherhimself.Idon’twantsomeoneelseknowit.也可作表語用。如：Sheisnotherselftoday.Shehastostayathome.Shecan’tgotoschool.注意事項：反身代詞一般無全部格，也不可以夠放在of短語（表示所屬）后，“某人自己的”可用one’sown表達。如：–I’dliketohaveacarofmyown.–Soyoumustworkhardtoearnmuchmoney.反身代詞自己平時不可以夠作主語，但能夠放在并列主語后作第二主語。如：MybrotherandmyselfbothlikeEnglishverymuch.WeoftentalktoeachotherinEnglishafterclass.反身代詞與其所重申反身的成份在人稱、數(shù)等方面要保持一致。如：WemetLiMinghimselfontheplayground.Wetoldhimthegoodnews.Heboughthimselfacoatwithhisfirstwage.Thenhesenttheresttohismother.并列句由兩個或兩個以上的簡單句并列連結起來的句子叫做并列句。并列句中的各個簡單句意義同樣重要，聯(lián)系親密。它們平行并列，互相之間沒有隸屬關系。并列句的基本句型是：簡單句+并列連詞+簡單句。不同樣的并列連詞表示不同樣的關系。(1)聯(lián)合關系：常用的連詞有and。如：Beethovenknockedatthedooranditopened.Inthedimcandlelightagirlwassittingbeforeapiano.(2)轉折關系：常用的連詞有but。如：IcanbuymyselflotsofnicethingsbutIdon’thavemanyfriends.我能夠買到好多美麗的東西可是我沒有好多的朋友。在達成并列句的時候，簡單在兩個基本的簡單句的時態(tài)掌握上產(chǎn)生錯誤，讀者必定要分清楚它們各自所處的時間背景。在例句1中，貝多芬叩門是一個典型的過去時間發(fā)生的事情，緊隨此后的門開了也應當是同一時間的事件；所以，并列句常常存在兩個簡單句之間的時態(tài)響應問題。Lesson81講課方案方案TeachingObjectives:Grammar:1.reflexivepronounssingular:myself,yourself,himself,itselfplural:ourselves,yourselves,themselves2.pasttenseformofcan→couldLanguagefocus:falloff,teachoneself,hurtoneself,learnbyoneself,writedownProperties:Tape-recorder,OverheadprojectorTeachingProcedures:I.OrganizingtheclassAskthestudentstogetreadyforclass.Greetingsbetweenthestudentsandtheteacher.Adutyreport.Callout2-3studentstoretellthestoryofthetigerandthemonkeylearnedinthelastperiod.1.Tellthestudentstheyaregoingtotalkaboutwhattheycoulddowhentheywerelittle.2.AskstudentA:Youcanrideabikenow.Couldyourideabikewhenyouwere5yearsold?Helpthestudentstoanswer“Yes,Icould,”or

“No,Icouldn’t.”3.AskstudentB,Cinthesameway.4.Pointoutthat“could”isthepasttenseformof

“can”.IV.Practice1.Pairwork:Askthestudentstotalkwiththeirpartnersandfindoutwhattheirfriendscoulddoattheageof4.WritedowntheiranswersontheformonPage31.2.Report:Askthestudentstoreporttheirpartnersabilitiesattheageof4.V.Readandact1.PresentationDrawapictureofJimontheblackboard.Say“ThisisJim.Jim’sathome.Hisfatherisatwork.Hismotherisshopping.”Repeat,thenask’athome?“WhoJim.Ishisfather/motherathome?No,Jim’salone.He’sallbyhimself.”Practise“(all)byhimself”.(3)DrawapictureofBettyontheblackboard.TalkaboutBettyinthesameway,using“Herfather/mother’s(all)”byherself”.(4)Asktwostudentstoopenthedoor.Thenaskoneofthem

and

“Shtocloseit:“Pleaseclosethedoor(all)byyourself.

”

Rotherstudentsandothertask.Introduce–“selves(ourselves,yourselvesandthemselves)”inthesameway.Tellthestudents:“Iamgoingshopping.IwanttobuyLiLeisomeshoes.IwanttobuyWeiHuaahat.IwanttobuyHanMeimeiadress.Iwanttobuymyselfahat.“Ask”IwanttobuyLiLei/WeiHua/HanMeimei/myself?GetthestudentstosayYouwanttobuyyourselfsomeshoes/Pointouttheuseof“myself”Tell.thestudents:“Youaregoingshopping.Youwanttobuyyourfriendandyourselfsomething.T:Goaroundtheclass,asking“Whatdoyouwanttobuyyourfriend/yourself?Whatdoeshe/shewanttobuyhis/herfriend?Whatdoeshe/shewanttobuyhimself/herself?”

Wha2.Studentsbook:Page31PartOneSpeechcassetteLesson81.Lookatthepictures,askWhat’sLilydoing?Playthetapeofthedialogueforthestudentstolistenandrepeat.Explainthelanguagepoints.(1)falloffBecareful!Don’tfallofftheladder.–Hefelloffthehorseandhurthimself