2023學年unit Structure教學設計

Unit6TheMagicTrick教學設計課程名稱Structure課時1學段學科八年級英語教材版本EEC作者張俊霞學校哈爾濱市第五十四中學一、教學目標KnowledgeandabilitiesThe“to+baseverbwithitssubject”structure.Ucessandmethodteacher——guiding,student——exploringsituationapproachtask——basedlearningmethodEmotion,attitudeandvalueToknowdifferentwaystoexpressionsaboutfeeling.Readmorebooksaboutculturesindifferentcountries.二、教學重難點Emphasis:Tounderstandthepattern.Difficulty:Touseitcorrectly.三、學情分析對于學生來說,部分學生已經(jīng)有了一定的英語學習基礎,但還有一些學生基礎較差，單詞和短語的積累不夠，理解能力不強，所以在語法的講解上要注意學生的能力的不同，設計不同層次的教學活動，使學生在自己的基礎上都能學會，并有所提高。四、教學方法Acomputer,PowerPoint五、教學過程RevisionRevisetheknowledgeoflastclass.WordsandPhrases本環(huán)節(jié)以詞語復現(xiàn)的形式強化學生對本單元關鍵詞和短語的掌握和運用。Letthestudentscompletethesentencebyfillingintheblanks.Checktheanswerswiththestudents.Askvolunteerstoreadthecompletesentencesloudtotheclass.Givethestudentsmoreexamplesentencestomakethemunderstandthewordsandphrasesbetter.Iftimeallows,letthestudentsmaketheirownsentencesusingthewordsintheWordBox.Pronunciation讓學生掌握單詞連讀、意群劃分的相關知識并應用在實際操作中。讓學生的口語發(fā)更地道，對能聽懂語速較快的英語有很大幫助。A:1.Havethestudentslistentothesentencescarefullypayingattentiontothelinkingbetweenneighboringwords.2.Letthemknowhowtolinkwords.T:InSentencesland2,thereare5linkingpairswhichare“consonantsound+vowelsound”pairs.Thelastconsonantshouldbeconnectedwiththefirstvowelsoundofthenextword.Cananyoneexplainhowwehavetopronounceeachpair?Rememberifwepausebetweenthesensegroupsinthesentence,thenwedon’thavetofollowthelinkingruleswherewepause.Letthemrepeatthesentencespayingattentiontolinkingwords.B1.Letthemworkinpairstoputaslash(/)markaftereachsensegroup.2.Askvolunteerstowritetheirownanswersontheblackboard.C:Havethestudentslistencarefullytothechant.Whilelistening,letthemputslashesaftereachmeaninggroup.2.Letthemrepeataftertherecordingatleastthreetimes.Iftimeallows,letthemmemorizethechantandhavethemsingthechantwiththeirbooksclosed.structureThe“to+baseverbwithitssubject”structure.For+objectivecase+to+baseverbWhenyouwanttospecifythesubjectof“to十baseverb”,youusethepreposition“for”beforethesubject.Youshouldputthe“objectivecase”after“for”since“for”isapreposition.Ex.Itisnoteasyformetosolvetheproblem.+objectivecase+to+baseverbIncasetheadjectiveisaboutpeople’spersonalitysuchas“kind,nice,wise,rude,foolish,careful,generousetc.Youhavetouse“of”insteadof“for.”Ex.Itisverykindofhimtohelpthechild.※Whenthesubjectortheobjectofthesentenceisthesubjectofthe“to+baseverb”wedon’tneedtouse“for/of+objective‘case”.Whenthesubjectofthe“to+baseverb”referstogeneralpeople,wedon’tuse“for／of+objectivecase,”either.Explainthestructuresof“…enoughto+baseverb”and“too…to+baseverb“tothestudents.1.Enoughto+baseverb：so…thatsb(can／could)+VEx.Heisrichenoughtobuythathouse.:=Heissorichthathecanbuythathouse.:2．Too…to+baseverb=so…thatsb+cannot／couldnot／+baseverbEx.Heistooyoungtogotoschool.=Heissoyoungthathecan’tgotoschoolPracticeLetthemreadthesentencestogetherandunderstandtheirmeanings.A:1.Makesurestudentsknowtheyshouldput“for+objectivecase”infrontof“to+baseverb”and“of+objectivecase”incasethereisapersonalityadjective.Letthemchoosethecorrectanswers.2.Checktheanswerswiththestudents.3.Letthemreadthecompletesentencestogetherandunderstandtheirmeanings.B:1.Makesurethatstudentsusethecorrectformofsubjectforeach“to+baseverb.”2.Checktheanswerswiththestudents.3.Letthemreadthecompletesentencesandunderstandt