Unit 8 Have you read Treasure Island yet第2課時公開課教學設計【人教版八年級英語下冊】

Unit8HaveyoureadTreasureIslandyet?SectionA3a—GrammarFocus一、教學目標1.聽懂并掌握下列詞匯及常用表達：ship,tool,gun,mark,sand,towards,cannibal,land2.能正確使用現(xiàn)在完成時談論最近發(fā)生的事件和經(jīng)歷：have/has+done(just,already,yet)—Haveyoufoundityet?—Yes,I’vejustfoundit./Yes,I’vealreadyfoundit./No,Ihaven’tfoundityet.3.能夠正確區(qū)分just,already,yet的用法。4.能夠讀懂《魯濱遜漂流記》的文章。5.了解并學習經(jīng)典英美文學作品的名稱、內(nèi)容，提高文學素養(yǎng)和人文素養(yǎng)。二、教學重點及難點重點：1.聽懂并掌握詞匯及常用表達。2.能正確使用現(xiàn)在完成時談論最近發(fā)生的事件和經(jīng)歷。難點：區(qū)分just,already,yet三、教學準備教學課件。學生課前預習。四、教學過程Task1Step1RevisionLookandmatchT:Hello,everyone!Todaywe’llgoonlearningsomethingaboutliterature.Firstreadthenamesof3booksandmatchthemwiththeirbriefintroductions.設計意圖：通過匹配練習，幫助學生進一步回憶起上節(jié)課所學的部分文學作品的英文名稱和內(nèi)容簡介。DoanoralpracticeT:Next,we’lldoanoralpracticetoreviewwhatwelearnedlasttime.設計意圖：通過口語練習，幫助學生復習上節(jié)課所學內(nèi)容，為本課的文章閱讀奠定基礎。Step2Pre-readingLookforsomeinformationanddiscussT:IthinkyouhavealreadyheardofRobinsonCrusoe.Solet’slookatthepictureandtalkaboutit.1.FindsomeinformationaboutRobinsonCrusoeontheInternet.2.Workingroupsanddiscussthefollowingquestions.◆WhatisRobinsonCrusoeabout?◆Whoisthemaincharacter?◆Howdoesthestorybegin?◆Whathappenednext?◆Canyouimaginehislifeontheisland?Whatcouldhedotoprotecthimself?設計意圖：發(fā)散學生的思維，鍛煉學生結(jié)合圖片和問題預測文章內(nèi)容的閱讀能力。LookandlearnT:RobinsonCrusoewaswrittenbyanEnglishwriterDanielDefoein1719.It’saboutRobinsonCrusoewholivedoffthelandforthirty-fiveyearsaftertheshipwreckedonadesertisland.RobinsonCrusoewassokindthathesavedamanandcalledhimFriday.設計意圖：幫助學生熟悉閱讀材料背景，提高閱讀效率。Step3While-readingWorkon3aReadandanswerT:NowherearetwoquestionsaboutRobinsonCrusoe.Youcanreadandanswer.設計意圖：讓學生帶著問題閱讀，有目的地從整體感知文章內(nèi)容。ReadandguessT:YoucantrytoguesstheChinesemeaningsofthesewordsbyreadingthepassage.shipn.船tooln.工具gunn.槍；炮markn.跡象；記號sandUn.沙灘；沙towardsprep.朝；向cannibaln.食人肉者設計意圖：從細節(jié)入手，熟悉文章內(nèi)容，鍛煉學生猜詞的能力，擴充他們的詞匯量。Workon3bReadandfind1.T:Herearefivesentencesexplanationforfivewordsinthepassage.Youshouldreadthepassageandthenfindthewordsonebyone.設計意圖：訓練學生關(guān)注文章細節(jié)，提高閱讀能力。2.T:OK!NowpleaselookattheChinesehere.Andyou’vegottoreadthepassageagaintofindthecorrespondingEnglishwordsandphrases.到達這個島 arriveonthisisland制作船 makeaboat帶回來 bringback放棄 giveup等候 waitfor砍倒 cutdown建房子 buildahouse使用工具 usetools發(fā)現(xiàn)跡象 findthemarks在沙灘上 onthesand朝著房子跑來 runtowardsmyhouse殺死……作為食物 kill…forfood另一個人的腳印 themarksofanotherman’sfeet還有誰 whoelse看見某人正在做某事 seesb.doingsth.朝……跑 runtowards幫助某人做某事 helpsb.dosth.給某人起名為…… namesb.…教某人某事 teachsb.sth.設計意圖：進一步檢測學生對于文章中短語的認知，擴充他們的詞匯儲備量。Workon3cReadandcorrectT:Look!Thesesixsentencesarenotrightaccordingtothepassage.Youcanreadthepassageagain.Andthenyoucantalkaboutthemingroupsoffourtocorrectthesentences.設計意圖：檢測學生對于文章細節(jié)的理解程度，加深他們對文章的印象。FillintheblanksT:Haveyougraspedthemainideaaboutthepassage?Nowpleasefillintheblanksaccordingtothepassage.設計意圖：通過練習，幫助學生整體把握文章結(jié)構(gòu)。Step4Post-readingRetellthepassageT:Nowlet’sretellthepassagebasedonthestructure.設計意圖：通過復述文章，鍛煉學生對文本的概括能力和口頭表達能力。ThinkanddiscussT:OK!Nowthatwe’velearnedthepassage,it’stimetodiscusswhatwecanlearnfromthepassage.Youhave5minutestothinkaboutit.設計意圖：發(fā)散學生的思維，激活學生的想象力，綜合輸出語言。Task2PresentationGrammarFocusReadandlearnT:Here’rethreesentences.Youcanreadcarefullyandhaveatrytosumupthestructureofthepresentperfecttenseandtheuseof“yet”and“already”.設計意圖：鍛煉學生善于觀察和分析句子的能力，引出即將學習的語言點。Lookandlearn1.T:OK!Nowlet’slearnaboutthestructureofthepresentperfecttense.2.T:Doyouknowtherulesofthepasttenseandpastparticipleofsomeverbs?Somerulesareregular,someareirregular.Nowlookattheseverbs.Let’sreadandremember.3.T:Pleaselookatthesesentences.Canyoufindhowtousejust,alreadyoryet?—Haveyoufoundityet?—Yes,I’vejustfoundit./Yes,I’vealreadyfoundit./No,Ihaven’tfoundityet.4.T:Didyounoticetheword“yet”justnow?Whoknowsthedifferencesamongjust,alreadyoryet?ReadandfindT:Nowyouaregoingtoreadthepassageagainandfindallthestructuresofthepresentperfectsense.設計意圖：讓學生結(jié)合本課時的文章，感知現(xiàn)在完成時在表達最近和已經(jīng)發(fā)生的事件和經(jīng)歷時的運用。Step2PracticeT:Nowlet’sfinishthetest.1.Lilyismyclassmate.We______eachothersinceshecametoourschool.（2017?北京）A.knowB.knewC.haveknownD.willknow2.—Look!Someone______theclassroom.（2018?寧夏）—Well,itwasn’tme.Ididn’tdoit.A.iscleaningB.wascleaningC.hascleanedD.willclean3.—_____youever_____totheGreatWall?（2018?湖南永州）—Yes,threetimes.A.Has;beenB.Have;beenC.Have;gone設計意圖：通過讓學生做近年中考題鞏固現(xiàn)在完成時的知識點，在體驗中考題型的過程中加深對該語法點的理解。Step3SummaryT:Atlast,let’ssummarizethekeypointsofthislesson.ship,tool,gun,mark,sand,towards,cannibal,landhave/has+done(just,already,yet)—Haveyoufoundityet?

—Yes,I’vejustfoundit./Yes,I’vealreadyfoundit./No,Ihaven’tfoundityet.設計意圖：總結(jié)本節(jié)課的重要知識點。Step4Homework1.Recitethekeywordsandphrases.2.ReadSectionA3aaloud.3.ReviewGrammarFocus.設計意圖：幫助復習