八年级上册英语知识点-Unit

2024-10-11

八年级上册英语知识点-Unit（精选8篇）

八年级上册英语知识点-Unit 篇1

重点短语

1. so far 到目前为止，迄今为止

2. no problem 没什么，别客气

3. have….in common 有相同特征(想法、兴趣等方面)相同

4. be up to 由…...决定/是…...的职责

5. all kinds of … 各种各样的……

6. play a role in doing sth./ sth. 发挥作用，有影响

7. make up 编造(故事、谎言等)

8. for example=e.g. 例如

9. take …..seriously 认真对待

10. not everybody 并不是每个人

11. close to 离..….近

12. more and more 越来越……

八年级上册英语知识点-Unit 篇2

总体来说, 这次课堂教学实施比较成功, 达到了公开教学应有的效果。从询问职业开始, 然后通过幻灯片展示各种职业类型, 一直到谈论理想, 整个过程如行云流水, 连贯自然。遵循了面向全体学生、倡导体验参与、开发课程资源等课标理念, 初步培养了学生的交际策略、资源策略等意识。教学任务基本完成, 各层次的学生均有所得。此外, 英语学习氛围宽松、民主、浓厚, 师生情感交融极为成功。

一、课堂优点

1.采用多媒体教学, 形象直观、省时高效。放映关于各种职业的幻灯片, 能激发学生的兴趣, 减少学生对母语的依赖。将新授的语言内容制作成演示文稿, 相比在黑板上板书省时不少, 而且高效。

2.本节课从学生熟悉的句型入手, 引出关于职业的单词, 如teacher, student, worker等, 然后放映幻灯片展示新的职业类型, 如engineer, pilot等, 最后谈论理想:What are you going to be?并进一步讨论:How are you going to do that? 这样的教学流程既科学合理、严谨有序, 又符合学生的认知规律。

3.从旧知识的复习到新知识的呈现, 过渡自然, 富有逻辑性。教师设问:What do you do? What does she/he do?自然引出关于职业的单词, 进而学习新的职业类型。这样的衔接很巧妙、很自然。

4.生词的呈现与记忆很直观, 且多样化。开展了 “Do you have quick eyes?” “Can you remember well?” “中英文互译”等教学活动。

5.教师在教学过程中基本起到了引导者、指挥者的作用, 能够立足于学生的学, 充分调动其主动性、积极性。呈现完“What are you going to be when you grow up? How are you going to do that?”后, 随即提供Tina等人的信息并要求对话操练, 起到了很好的巩固效果。

6.在“Choose one of the situations below to make conversations with your partner.”中采用了任务型教学法和合作学习法。

7.学生积极主动, 发言踊跃, 师生配合默契。

8.作业设计紧扣重点、难点, 达到巩固知识、学以致用的目的。

9.教学节奏中速, 教学容量适中。

二、美中不足

1.教学重点不够突出, 主次不分明。重点是学习关于职业的生词, 还是掌握句型“What are you going to be when you grow up? How are you going to do that?”从教学现象来看无法判断。

2.学生语言输入后未能进行充分有效的输出, 使语言停留在知识状态而没有转化为能力。

3.学生自主学习的空间与时间均不足, 教学尚未充分体现教为主导、学为主体的思想。

4.听、说、读、写四会的基本原则没有很好地遵循, 且忽视了“写”的技能培养。

5.时间分配不够合理, 花在生词教学上的时间几乎等同于句型学习的时间。

三、个人建议

1.在直观呈现生词后, 应让学生通过大量的对话操练来巩固和掌握它们。因为单词是死的, 只有在语境中才能活过来。皮之不存, 毛将焉附!

2.句型“What are you going to be when you grow up? How are you going to do that?”的操练, 应分三个阶段:控制→半控制→全开放。具体做法是:让学生先练习演示文稿中的对话例子, 然后根据所提供的信息编对话, 最后发挥想象畅谈自己的愿望与打算。

3.生词教学控制在15分钟以内, 拿出25分钟的时间学习句型“What are you going to be when you grow up? How are you going to do that?”把教学重点放在这两个句型上。

4.多一些自主, 少一些灌输。注重精讲多练。

附:教师素质

1.仪表端庄大方, 精神焕发。教态亲切自然, 富有感染力。

2.口语准确流利, 能用英语组织教学。

3.课堂驾驭能力强, 有一定的教学机智。

4.专业素质比较扎实, 有良好的教学功底。现代教学技术娴熟。

八年级上册英语知识点-Unit 篇3

1. work on doing sth. 致力于做某事

3. as soon as ...... 一……就……

5. once upon a time 从前

7. continue to do sth. 继续做某事

9. the journey to ……之旅

11. keep doing sth. 坚持做某事

13. give up 放弃

15. instead of 代替;反而

17. turn ... into 变成

19. get married 结婚

21. the main character 主要人物;主人公

23. at other times 在另外一些时候

2. come out （书、电影等）出版

4. become / be interested in 对……感兴趣

6. the rest of the story 故事的剩余部分

8. leave sb. to do sth. 让某人做某事

10. make a plan to do sth. 筹划/计划做某事 12. lead sb. to someplace 把某人领到某地 14. get lost 迷路

16. change one’s plan 改变某人的计划 18. send sb. to someplace 派某人去某地

20. remind sb. of sth. 使某人想起某事

22. remind sb. to do sth. 提醒某人做某事

24. sb. happen to do sth. 某人碰巧做某事

【重难点句子】

1. It doesn’t seem very possible to move a mountain.

要把一座山给移走好像不太可能。

2. This is because he can make 72 changes to his shape and size， turning himself into different animals and objects.

这是因为他会根据他的形状和大小，做出72种变化，可以将自己变成不同的动物或东西。

3. Sometimes he can make the stick so small that he can keep it in his ear.

有时候，他能够让他的金箍棒变得很

小，以至于可以放在耳朵里。

4. Because they were so big that it took a long time to walk to the other side.

这些（山）太高了，他们要花好长时间才能翻越过去。

5. The story reminds us that you can never know what’s possible unless you try to make it happen.

八年级上册英语知识点-Unit 篇4

Unit3重点讲解

1.“看起来”两不“像”:look like, look the same

As you can see, in some ways we look the same, and in some ways we look different.就像你看到的那样，在某些方面我们看起来一样，在某些方面我们看上去不同。

look like, look the same都可以表示“看起来像”之意。

(1)look like是由“不及物动词look+介词like”构成的动词词组，后面需接一个宾语。若表示“某人(物)十分相像”可用very much修饰。

Lily looks like your younger sister very much. 莉莉看上去很像你妹妹。

(2)look the same是一个固定词组，表示主语所包含的两个或两个以上的事物看起来一样，主语一定是复数，其动词look不可能出现looks形式。Look the same后面不再接其他成分，也不能用very much修饰。

Are you twins? You look the same. 你们是双胞胎吗?你们看起来一样。

【练习】

(1)Lucy looks _______her mother.

A: same B: the same C: as D: like

(2)Although they are sisters, they dont _______ ________ ________(看起来一样).

2.all, both“都”不同

We both have black eyes...我们都有黑色的眼睛......(P33)

both 与all的用法相似。both强调两者都，而all则强调三者或三者以上都。

both可用作形容词、代词和副词，其用法如下：

词条区别例句

代词 “两者，双方，两人”，与of连用 Both of them are teachers.他们两都是老师。

Both of the students are here.=Both the students are here.

=The students are both here. 两个学生都在这儿。

副词 “两者，两者都”，位于行为动词之前，be动词、助动词、情态动词之后。 They both went shopping last Sunday. 上周日他们俩都去购物了。

The twins are both students.这对双胞胎都是学生。

形容词 “两者的，双方的” She wants both dictionaries.这两本书她都想要。

Both the answers are wrong.这两个答案都是错的。

连词 “......和....都”“既......又......”，用于连接两个并列成分;连接两个并列主语时，谓语动词用复数。 He speak both English and French. 他既会说英语，也会说法语。

Both you and I were wrong.你和我都错了。

【练习】

1、选词填空(all/both)

(1)_________of the twins study in No.1 Middle School.

(2)_________Tom and John came over to our house for dinner.

(3)_________the students in his class went to the park last Sunday.

2、那对双胞胎都喜欢运动。

They twins ________ ________ sports.

3、至于其他科目，我全都喜欢。

As for other subjects, I likes them ________.

3.“无论如何”however

However, we both enjoy going to parties. 不过，我们两个都喜欢参加聚会。(P33)

however可以作副词，含义为“但是，可是，不过”。多插在句中，有时放在句首或句尾。

However, they did not seem to have much effect. 不过，他们似乎没有太大的作用。

He said that it was so. He was mistaken, however. 他说事情就是这样。然而，他错了。

【练习】

1.Its raining hard. H________, I think I should go to school on time.

2. He is very young. ___________, he knows several languages.

A: Though B: However C: So D: Because

4.重点短语

(1)in some ways 在某些方面，类似的短语有：in many ways在很多方面。

(2)more than 超出，常用在数词之前，表示数量超过多少，相当于over.

(3)in common公有的，共有的

(4)the same as...和...一样，常与be动词连用。其反义短语为be different from，意为“和......不同”。

(5)not as/so...as... 不如......，中间用形容词或副词的原级。其肯定形式为as...as...，意为“与......一样......”

【练习】

(1)这两个小故事有很多相似之处。

These two short stories have much ________ _________.

(2)在某些方面，困难是好事。

_________ _________ _________, different is good.

(3)昨天他不如李林来得早。

He _________ come _________ _________ _________ Li Lin yesterday.

5. As you can see , in some ways we look the same , and in some ways we look different .

这里“as”表示正如的意思。如，As you all know, she’s a very good tescher.

注意：“way”有不同的搭配，如，

Do it in this way. 按照这样办法，以这样的方式。

He solved this math problem,in many ways.在很多方面。

In a way，he is right. 在某种意义上。

Don’t stand in the/my way. 挡我的道。

She did her shopping on the way/on her way to the factory.

6.. I think a good friend makes me laugh . →

make sb. do sth. 使某人做某事

help sb. (to)do sth 帮助某人做某事

let sb.do sth 让某人做某事

(1)Dont make me _________ this or that. Im too busy.

A. to do B. do C. doing D. did

(2)His joke made us ________.

A. laugh B. to laugh C. laughing D. Laugh

(3)My father ________(做)a desk for me yesterday.

(4)The boy can _________(铺)his bed now.

7.、不同的“兴趣”interest, interesting, interested

【练习】选词填空(interest/interesting/interested)

(1)The book is _________. Most of the teachers are _________in it.

(2)The story is the _________ of the two.

(3)I dont think there is anything __________ in todays newspaper.

(4)The boy has much _________ in drawing.

(5)他们昨天参观了许多北京的名胜。

They visited many ________ __________ __________ in Beijing yesterday.

(6)3岁的时候，他开始对音乐产生了兴趣。

He _________ _________ ___________ music when he was 3 years old.

8. For me , a good friend likes to do the same things as me . →

like to do sth. 喜欢做某事指的是短期的喜欢，并不是一直的

like doing sth 喜欢做某事指的是长期的喜欢，一直都这样

一般情况下，经常用like doing sth这个结构.....

如 Today I would like to see a film:今天我想去看电影。

When I am free, I like seeing films:我有空的时候喜欢去看电影

ask to do sth 让做某事

9. That’s not very important for me ….

固定句型It is important for sb. to do sth

It is easy/hard for sb. to do sth

10.. You must be good with children / enjoy telling jokes . →

be good with sb. 对某人好;与某人相处融洽

be good with sth 意为“灵巧的;与……相处得好”。

例如：She is good with her hands. 她手很巧。

He is very good with the children. 他与这些孩子处得很好。

be good to意为“对……友好”。

例如： My friend was good to me when I was ill. 我生病时我的朋友对我关怀备至

be kind to sb对......友好

enjoy doing = like doing sth. (现在)喜欢做某事

13. He can’t stop talking . →

stop doing sth. 意为“ 停止(正在)做的事情” ”即“不做某事了

如：When the teacher came in , the students stopped talking and laugh . 、

老师走了进来，学生们停止了谈笑。

He stopped watching TV and began to read English.他停下来看电视，开始读英语。

stop to do sth. 意为“ 停下(正在做的事)去做某事” 做下面的事”，。

如：He stopped to write a letter to her . 他停下手边的工作，给她写信。

Unit4难点讲练

讲一讲 1

What’s the best clothes store in town?

城里最好的的服装店是哪家?。

(1)此句中best 是good 的最高级形式，其前应加定冠词the。

(2)in town 在城镇，town前加不加任何冠词或修饰成分。in the city 在城市， in the country在乡村;在农村。City/country 前加定冠词the。例如：

Do you like living in town or in the city? 你喜欢住在城镇还是住在城市里?

(3)clothes 本身是复数形式，后面动词应用复数。Clothing 是复合名词，衣服的总称，没有复数形式，后面动词应用单数。例如：

The clothes in that shop are expensive. 那家店的衣服贵。

All the clothing in the shop is very cheap. 这家店里的衣服很便宜。

练习：用括号内所给词的正确形式填空。

1. What’s _______ (good) clothing store in town?

2. Who is _______ (short),Ann, Sally _______ or Mary?

3. Among the three boys he works the _______ .

A. hard B.harder C.hardest D.most hard

4)Michael is taller than any other student in his class.(同义句转换)

Michael is _______ _______ _______ in his class.

5.你认为谁是最佳表演者?

Who do you think is _______ _______ _______ ?

讲一讲2

It has the most comfortable seats. 它有最舒适的座位。

You can sit the most comfortably because they have the biggest seats.

因为它们有最大的座位所以你可以坐得最舒服。

comfortable 为形容词，意为“舒适的”，用来修饰seats。most comfortable 是它的最高级形式，在句中使用时，要在其最高级前加the.

类似的词在本单元还有许多。例如：

beautiful-beautifully，cheap-cheaply，careful-carefully等

练习：用所给词的正确形式填空。

6. -There are ___________seats in Town Cinema.

-Yes, you can sit there ____________ .(comfortable)

7. -Can you buy clothes the most ?

-Yes, I can buy the _______ clothes.(cheap)

8. He is a _______ man, he does everything __________ . (careful)

9. Tom sings _________in his class. He can sing many________ songs .(beautiful)

10. -Did your father have a __________ breakfast this morning?

-Yes, he had breakfast__________. (quick)

讲一讲 3

It’s the closest to home. 它离家最近。

(1)close 在此句中为形容词，意为“近的，接近的”，既可指时间，也可以指空间上的。closest 为形容词 close的最高级形式。其反义词为far,近义词为near。在表达“离……近”时用(be)close to 结构。例如：

The post office is close to the park. 邮局离公园近。

He sat close to us. 他挨着我们坐。

① close与near都意为“近的”，但close比near表达的距离更近，相当于very near，可以近至几乎相接触，而near意为“附近的;邻近的。”：

My home is near our school.我家离我们学校很近。

② close还是一个动词，意为“关;关闭”。其反义词为open。例如：

Please close the windows before leaving. 离开前请将窗户关上。

Don’t close your eyes, please. 请不要闭上眼睛。

(2)home 在这里为名词，意为“家”，包含“爱;温暖;舒适;安全”等意义，通常不用冠词修饰。例如：

Home is where the heart is.心在哪里，哪里就是家。

练习。11. The store is the __________my home. I often do shopping in it.

A. Near B.closest C.farthest D.closes

12. -David ,where do you live?

-It’s__________ Taishan.

A. Close from B.closing to C.close to D.far to

13. My home is __________our school, so I have to take the bus.

A. Far from B.closed to C. Far to D.near.

讲一讲 4

It’s always interesting to watch other people show their talents.

观看别人展示他们的天赋总是很有趣。

1.It’s interesting to do sth. 意思是 “做某事有趣”，它是It’s +adj+to do sth.句型的一种形式，it 作形式主语，to do sth.是真正的主语。例如：

6. watch 在句中是感官动词。Watch sb.do sth. 意为“观看某人做了某事或经常观看某人做某事”，强调“观看动作的全过程”。例如：

I watched them play football the whole afternoon.整个下午我在看他们踢足球。

①watch sb.doing sth. 则表示“观看某人正在做某事”强调“动作正在进行”。例如：

I’m watching them playing football. 我正在观看他们踢足球。

②hear，see, feel, notice 等感官动词的用法与watch一致。例如：

I saw him get on the bus. 我看见他上了公共汽车。(动作已完成)

I saw him getting on the bus. 我看见他正在上公共汽车。(动作正在进行)

练习：14. I saw my father__________ . It made me __________better.

A.smiling; to feel B.smile; feeling C.smile ; feel D.smile; to feel

15. The young woman watched her daughter_________ a yo-yo yesterday afternoon.

A.to play B.to play with C.playing with D.played

16. I often hear her__________ in the room.

A.sing B.sang C.singing D.to sing

17. It’s nice of you __________me with my math.

八年级上册英语知识点-Unit 篇5

Unit 7 Will people have robots?

本单元的语法：学习一般将来时will do sth。

一般将来时由“助动词will / shall + 动词原型”构成，表示将来某个时间要发生的动作或存在的状态，常与表示将来的时间状语如tomorrow、next week，in 2 days(2天之后)等连用。（Shall用于第一人称，will可以用于各种人称。）

(will not= won’t)

例如：We will visit the old man next week.下周我们将要看望这位老人。She will finish the work in 2 weeks.她将在两周后完成这项工作。1.一般疑问句：把肯定句中的will 提到句首即可。以上两句的一般疑问句为： Will you visit the old man next week? Yes,we will.No, we won’t.Will she finish the work in 2 weeks? Yes,she will.No, she won’t.1.否定句：把肯定句中的will 变为won’t即可。以上两句的否定句为： We won’t visit the old man next week.She won’t finish the work in 2 weeks.本单元的短语和知识点：

1.There be结构：There be(is/are/was/were)+某物/某人+某地/某时 “There be结构”的一般现在时：There is/are+某物/某人+某地/某时

There are 600 students in our school.在我们学校有600个学生。一般过去时：There was/were+某物/某人+某地/某时

There was a school ten years ago.10年前这里有所学校。

一般将来时：There will be+某物/某人+某地/某时.= There is going to be+某物/某人+某地/某时.There will be a sport meeting next week.=There is going to be a sport meeting next weeek.下周将有场运动会。2.on computers在电脑上, on paper在纸上

a few +可数名词复数：有一些、有几个 a little +不可数名词：有一些 few +可数名词复数：几乎没有（表示否定）

否定）

little+不可数名词：几乎没有（表示 many+可数名词复数：很多，许多

few 的比较级是fewer ,little的比较级是less

much+不可数名词：很多，许多

manymuch的比较级都是more

There will be less polution in the future.在未来将会有更少的污染。（polution为不可数名词）

We should plant more trees.我们应该种更多的树。（tree为可数名词）There will be fewer cars in the future.在未来将会有更少的汽车。（car为可数名词）

4.in（great）danger在（极度）危险中on the earth在地球上save the earth拯救地球

5.play a part(in doing sth):参与（做某事）

We should play a part in planting trees every year.每年我们应该参与植树。

6.in+一段时间：在…之后（多用于一般将来时）

He will come back in 2 days.两天之后他将回来。→How soon will he come back?多久他将回来？

7.help with sth在某方面帮忙

He often helps with housework at home.他经常在家帮助做家务。8.Today there are already robots working in factories.现在有许多机器人正在工厂里工作。

句型 There isare sb doing sth.有某人正在做某事。There is a cat eating fish.有只猫正在吃鱼。

9.make sb do sth:让某人做某事

My mother often makes me clean my room.我的妈妈经常让我打扫我的房间。10.hundreds of + 名词：成百上千的…，许多…（表示模糊数字）数字+ hundred + 名词：几百…（表示具体数字）

He has hundreds of book.他有很多书。He bought two hundred books.他买了二百本书。

11.seem to do sth:好像做某事I seem to know him.我好像认识他。seem(to be)+形容词:好像怎么样 He seems（to be）angry.他好像生气了。12.at some point: 在某些方面

13.free time空闲时间

in one’s free time在某人空闲时间

八年级上册英语知识点-Unit 篇6

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八年级英语上册The fourth period教案

I.Teaching Aims and Demands 1.Knowledge objects

New words.Ask and answer questions.2.Ability objects

Listening skill.Reading skill.Writing skill.Communicative competence.3.Moral object

Exercise every day and keep healthy.II.Teaching Key Points Junk, food, milk, fruit, vegetables, sleep, intervier, healthy III.Teaching Difficulties How often do you drink milk?----I drink milk every day.How often do you exercise?----I exercise every day.How many hours do you sleep every night?----Nine.IV.Teaching methods Listening and speaking methods.Listening and writing methods.Pairwork.V.Teaching Aids A tape recorder.A projector.VI.Teaching Procedures.Step 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach the 亿库教育网

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new words.Ask students to repeat them.And make sure everyone knows the meanings.Step 3 Section B 1a Now open your books at page 4.Look at Activity 1a.First I’ll read each word.Junk food

Milk Fruit Vegetables Sleep There are vegetables on the plate.Step 4 1b Pairwork Ask some pairs to present some questions and answer to the class.Step 5 2a Now you’ll hear a reporter interview two people.Katraina and Bill.Play the recording the first time.Students only listen.Then play it again.This time ask students to circle Yes, No or I don’t know.Step 6 2b First read the questions in the chart to the class.How often do you exercise?

How often do you eat vegetables? How often do you eat fruit?

How many hours do you sleep every night? 亿库教育网

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How often do you drink?

How often do you eat junk food? Step 7 2c Pairwork Read the sample in speech bubbles to the class first.Inteviewer: How often do you exercise? Katrina: I exercise every day.Interviewer: And How often do you …? Step 8 Summary and Homework Thisclasswe’ve leant some words and leant to interview somebody with the sentence, how often…?After class please give more practice.Step 9 Blackboard Design

Unit 1 How often do you exercise?

How often…?

Katrina

Bill 1.every day

hardly ever 2.10 or 11 times

twice a week 3.every day

never 4.nine

nine 5.every day

never 6.2 or 3 times a week 3 or 4 times a week

Healthy

Unhealthy

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八年级上册英语知识点-Unit 篇7

(一) 教学内容

本课为北京版小学英语三年级上册第三单元的Lesson 10。本单元的功能话题为“谈论生日和年龄”, 主要句型结构为“When is your birthday?It’s in... When was... born? She /He was born on...How old is ...? He /She is....”通过学习, 使学生能够运用这些句型询问他人的生日、年龄, 并与他人进行简单的交流, 且能在交流过程中关心朋友、家人的情感。

本单元共有四课时内容, 其中Lesson 9~Lesson11 为新授内容, Lesson 12 为复习课内容。在Lesson 9 中, 学生已经学习了询问生日的一种表达法:When is your birthday?在Lesson 1~Lesson 9 中已经学习了12 个月份词、序数词的表达法以及日期的表达法, 本课时是在前面课时学习的基础上继续学习另一种生日表达法:When were you born?When was... born?

本课时主要包括Listen and say;Listen, look and learn;Write and tell三个教学板块。其中第一个板块是对话学习, 第二个板块是重点词句的学习, 第三个板块是联系生活实际运用语言。第一板块Listen and say中共有两幅图片, 对话情景是Guoguo和Dad在家里谈论爸爸和奶奶的生日。重点句型分别为:“When were you born?”“I was born on...”和“When was ...born? She was born ...”。第二板块Listen, look and learn中呈现了本课时的重点句型和4 个家庭成员的生日信息, 通过运用所给句型谈论4 个人物的生日, 对词句进行专项学习。第三个板块通过画家庭成员的头像, 并写出每个人生日的活动, 引导学生对语言的综合运用以及体验关心亲人和朋友的感情。

(二) 学生情况

本课所教授的对象是延庆三小三年级1 班的学生, 属于借班上课。通过课前接触了解到, 他们对英语有着浓厚的兴趣, 对本节课有着热情的期盼。通过自然真实的英语对话, 可以看出学生对When is your birthday?It’s in... 的生日表达法以及日期掌握得很扎实, 这为新知的学习打下了良好的认知基础。同时, 为了保证课堂上的有效互动, 笔者和学生沟通了本节课的“集得小贴画, 以最多的贴画个数换取小礼物”的评价方式, 学生很兴奋, 对礼物充满了好奇, 这为本节课的顺利实施奠定了很好的行为基础。

(三) 教学方式、手段

通过唱月份歌曲、看日历说日期等活动, 帮助学生复习日期的表达法;通过以旧带新, When is your birthday? = When were you born? 帮助学生理解新句含义;通过观察主题图, 引导学生明确对话中的人物, 对话发生的地点、时间、内容等, 使学生对语言的功能有更好的理解;通过两遍完整视听对话内容, 找到对话的核心信息, 帮助学生更好地理解对话;通过引导学生逐句静听并尝试复述出对话中的原句, 发展学生的听说能力, 更好地理解语言功能;通过选择不同的朗读任务;体现对学生个体差异的尊重, 引导学生体验成功;通过利用所给信息, 谈论Lingling一家人的生日, 引导学生初步运用所学语言。

(四) 技术准备

多媒体电脑、人物头像、点读笔、自制ppt课件、评价纸杯、奖励贴、小礼物、句型条。

二、教学目标

本节课要达到的教学目标为以下四个方面:学生能够正确理解、朗读对话内容, 并尝试着在小组内进行角色扮演;学生能够初步运用所学句型When was /were you born? I /She /He was born on... 和短语May 23rd, June 15th, February9th, July 29th, August 14th来谈论Lingling家庭成员的生日;学生能够初步运用所学的两种句型It’s in... 或I was born on... 来表达自己的生日;学生通过询问家庭成员生日的活动, 体会关心他人的情感。

三、教学重、难点

(一) 重点

1. 学生能够正确理解、朗读对话内容, 并尝试着在小组内进行角色扮演。

2. 学生能够初步运用所学句型When was /were you born? I /She /He was born on...和短语May23rd, June 15th, February 9th, July 29th, August14th来谈论Lingling家庭成员的生日。

(二) 难点

be动词was和were在句型中的正确运用。

四、教学过程

(一) Step1:Warming up

1. 师生问好。

2. 预热活动, 师生跟唱歌曲Months。

【设计意图】活跃课堂气氛, 复习12 个月份名称词, 唤起学生的原有认知。

(二) Step 2:Review and Lead in

1. Look and say some dates

(1) 教师课件出示一张日历图, 给学生做示范:What’s the date? For example, this is May 23rd.

(2) 师生问答如下日历图:

T:What’s the date?

S1:June 15th.

T:Yes, thank you.A sticker for you.Now who can say it again?

(教师选2~3 名学生回答问题)

T:Very good.A sticker for you.Now next one, what’s the date?

S4:February 9th.

...

以此方法完成上述六个日期的谈论。

【设计意图】采用色彩艳丽、画面可爱的日期图片, 能够激发学生的学习兴趣;同时, 这6 个日期中有5 个均是本课时重点学习内容, 还有一个是教师本人的生日。选择本课时的重点新授内容在复习环节出现, 不仅帮助学生复习了日期的正确表达法, 也增加了日期短语的复现和表达的机会, 利于学生的理解、记忆和运用。选择教师本人的生日, 有利于导入下一个环节, 自然过渡。

2. Talk about Ss’birthdays

师生谈论完最后一张日历图后, 教师介绍说:October 22nd is my birthday. So when is your birthday? (教师出示句型条) Who can answer my question? My birthday is on...

S1:My birthday is on February 16th.

T:Good. A sticker for you. Who can? When is your birthday?

...

T:When is your birthday? That means when were you born? (教师出示句型条) 是询问生日的另一种表达法. You can answer I was born on... (教师出示句型条, 并带读)

T:Was

Ss:Was.

T:Born

Ss:Born

T:Was born

Ss:Was born

T:I was born on October 22nd. So when were you born? Who can answer?

S3:I was born on March 29th.

T:Very good, two stickers for you. Who can answer? When were you born?

S4:I was born on July 28th.

...

教师呈现课题:Today we are going to learn Lesson 10 When were you born? (板贴)

【设计意图】通过复习环节出示的最后一个日期, 教师巧妙地引出自己的生日, 并询问学生的生日, 引导学生用已学的知识进行真实的表达运用, 然后通过两种询问生日表达法意义的相同性, 引导学生尝试着用新句型表达自己的生日, 不仅理解了新知的含义, 而且进行了初步的学习, 降低了后续学习的难度。

(三) Step 3:Listen and say

1. 谈论主题图, 获取对话背景信息

T:Look! Who are they?

S1:Lingling and Father.

T:Yes. They are Lingling and dad. Where are they? At school or at home?

S2:At home.

T:Yes, two stickers for you. What are they talking about?Birthday or Teacher’s Day?

S3:Birthday.

T:How do you know that? You can say it in Chinese.

S3:因为玲玲看电视上有人在吃生日蛋糕。

T:Excellent! Three stickers for you. Because they are watching TV and some children are having a birthday party on TV. So they are talking about birthday.

T:Look at this picture, there is a photo of Lingling’s family.

T:Who’s this? (教师逐一指向人物图像)

Ss:Grandma /Grandpa /Mother /Father. (学生根据教师所指顺序回答)

T:There are five people in Lingling’s family.Whose birthdays are they talking about? Can you guess?

Ss:Lingling’s /Father’s /Mother’s /Dad and grandma’s. (学生根据自己的猜测回答)

T:Maybe.

【设计意图】教师引导学生充分观察主题图, 明确对话发生的时间、地点、人物和谈论的话题, 帮助学生更好地理解语言的功能;同时, 提供选项帮助学生找到问题的答案, 降低了交流的难度, 使信息更加聚焦;问题的引导有助于培养学生的观察能力, 发散学生思维, 促进语言应用。

2. 整体感知对话, 提取主要信息

(1) 第一遍整体视听对话, 回答问题:Whose birthday are they talking about?

T:Whose birthday are they talking about?

Ss:Grandma and dad.

(2) 第二遍整体视听对话, 回答问题:When was grandma /dad born?

T:They are talking about grandma and dad’s birthday. When were they born? Let’s see the cartoon again, and find out the answer.

(学生观看课件)

T:When was Dad born?

S1:May 23rd.

T:Great! Two stickers for you. When was grandma born?

S2:June 15th.

T:Good. A sticker for you.

【设计意图】整体感知对话, 提取对话主要信息, 帮助学生梳理对话的内容, 为进一步学习语言奠定良好的理解基础。

3. 学习对话1

(1) 逐句呈现并学习对话1中的句子

①学习句子When were you born, Dad?

T:OK, let’s go to the Dialogue 1. Lingling wants to know her father’s birthday. How does Lingling ask? Let’s listen.

(学生听句子When were you born, Dad?两遍)

T:Who can?

S1:When were you born, Dad?

T:Yes or no?

Ss:Yes.

T:Let’s check. (教师点击课件, 呈现句子, 确认学生的答案)

T:OK. Lingling asks:When were you born, Dad?Read after me.

(教师板贴句型条, 带读, 并开展男女生、组与组之间的朗读比赛。)

② 学习句子I was born on May 23rd.

T:How does Ling ling’s father answer?Listen.

(学生静听句子Iwas born on May23rd.两遍)

T:How does Lingling’s father answer?

S1:May 23rd.

T:The whole sentence.Let’s listen to it again.

(学生再次静听I was born on May 23rd.)

T:How does Lingling’s father answer?

S2:I was born on May 23rd.

T:Yes or no.

Ss:Yes.

T:Let’s check. (教师点击课件, 呈现句子, 确认学生的答案)

T:OK.Lingling’s father says:I was born on May 23rd.Read after me.

(教师板贴句型条, 带读, 并开展男女生、组与组之间的朗读比赛。)

③ 学习句子I will make a cake for you.

T:What will Lingling do for his father? Let’s listen.

(学生静听句子I will make a cake for you.两遍)

T:What does Lingling say?

S1:I will make a cake for you.

T:Yes. Lingling says I will make a cake for you. (教师点击课件呈现答案并板贴句型条)

T:Which picture is“make a cake”A, B or C? (教师呈现PPT图片请学生选择)

Ss:A.

T:A sticker for you.

师生练习朗读句子:I will make a cake for you.

【设计意图】以听入手, 引导学生通过辨音尝试重复听到的内容, 训练学生的听力技能;开展男、女生比赛读句子等多种方式朗读课文句型, 激发学生的学习兴趣, 体验成功, 帮助学生内化语言。

(2) 练习朗读对话1

①整体跟读对话

T:Open your books, Page 20, please. Let’s read Dialogue One. Are you ready? Let’s begin.

Ss:...

(教师用点读笔带读对话两遍)

②分角色朗读对话

T:Now I’m Lingling, you are Dad. When were you born, Dad?

Ss:I was born on May 23rd.

T:I will make a cake for you. Very good! Now this time, you are Lingling, I am Dad.

...

4. 以同样方法学习对话2

5.整体对话的朗读、扮演练习

(1) 师生分角色朗读示范

T:Look at blackboard. I am Lingling, you are Lingling’s father. Let’s role play. OK?

Ss:OK!

(2) 呈现朗读任务及评价方式

T:This time, work in groups. Four in a group, two are Ling, the other two are father. You can choose the different task. If you act Dialogue 1, you can get two stickers. If you act Dialogue 2, you can get one sticker. But if you act the whole dialogue, you can get 3 stickers.

(3) 小组选择任务并练习

(4) 小组展示

T:Which group wants to show?

Ss:...

T:Who are Lingling?Who are dad?

Ss:...

T:Two stickers for you.

(以同样的方式请三组学生来展示)

【设计意图】通过布置不同的任务, 照顾不同层次的学生, 为每个学生的展示提供机会;通过组内分角色练习朗读, 体会人物角色, 梳理人物话语, 促进语言内化。

(四) Step 4:Listen, look and learn

1. 谈论Lingling的家庭成员的生日

T:This is Lingling’s family. Can you answer my question? When was Lingling born?

— When was...born?

—He/She was born on...

S1:She was born on January 21st.

T:Very good. A sticker for you.When was grandma born? Who can?

S2:She was born on June on 15th.

T:She was born on June on 15th. Very good, a sticker for you. When was Grandpa born?

S3:He was born on February 9th.

...

2.扮演Lingling, 介绍家庭成员的生日

(1) 教师示范

教师逐一出示图中人物的生日, 进行介绍:I’m Lingling. I was born on January 21st.

My grandma was born on June 15th. My grandpa was born on February 9th. My mother was born on August 14th. My father was born on May 23rd.

I was born on...

My grandma was born on...

(2) 学生小组内练习

(3) 学生展示

T:Who wants to be Lingling? Come here please.

【设计意图】运用本节课所学功能句型When was... born? 询问Lingling家庭成员的生日, 引导学生用She /He was born on...来进行回答, 复现原有知识, 对功能句型进一步巩固和运用;引导学生扮演Lingling, 介绍她的家庭成员的生日信息, 不仅使学生初步练习从对话到语段的表达方法, 也为后面的Write and tell板块做了铺垫和准备。

(五) Step 5:Homework

1. Read the dialogue.

2. Talk about your family.

(六) Step 6:Sum-up

教师统计学生所得的贴画数, 对得到贴画个数较多的前几名学生颁发小礼物。

T:Who has got twelve? A toy rabbit for you.

五、板书设计

六、教学反思

在宽松、和谐的教学氛围中, 笔者完成了本节课的教学。通过本节课的学习, 学生基本掌握了所学内容, 在学习的过程中, 充分体验了英语学习的乐趣, 取得了较好的效果。笔者认为在今后的教学中值得借鉴成功之处有如下三点:

(一) 注重信息提取, 强调理解先行

苏霍姆林斯基指出“理解是识记的基础, 应该引导学生通过理解, 弄清大量的事物、现象和事实以后再进行识记”。英语学习也一样, 学生只有理解了语言的功能和含义, 才能模仿、识记并运用。本节课上, 为了帮助学生理解所学内容, 笔者设计了不同的活动。例如, 引导学生通过观察主题图背景信息, 明确对话发生的时间、地点、人物、起因和话题, 完成对目标语的话题和功能的理解;引导学生通过两遍整体视听, 找出对话的主要信息, 完成对课文内容的理解;通过图片选择, 完成对课文中的情景语言I’ll make a cake for you的理解。这些理解活动的设计, 有效地帮助学生感知、体验语言, 并实现了最终的运用。

(二) 注重细节设计, 引领学生发展

细节决定成败。本节课在整体活动设计的基础上, 还关注了细节的设计与实施, 帮助学生更好地达成学习目标。例如:将本课时的重点短语分别在复习环节、新授环节和拓展提高环节以不同的任务情境呈现, 增加了复现率, 强化了学生记忆;将本课时的重难点功能句When were you born?以When is your birthday?同义句的形式呈现, 帮助学生理解其含义;在对话学习中, 通过听辨、多种形式朗读等方式帮助学生练习语音语调, 分散了难点, 降低了学习难度;将Lingling一家人的概念引入课堂, 创设了一节课都在谈论Lingling的家庭成员生日的整体情景, 使应用板块Write and tell的教学水到渠成。这些细节设计, 环环相扣、首尾相应、化整为零, 帮助学生循序渐进地构建了知识体系, 引领学生多元发展。

(三) 注重分层评价, 关注学生差异

在本节课中, 为了激发学生参与英语学习活动的积极性, 帮助学生养成良好的学习习惯, 笔者将评价贯穿课堂始终, 并根据学生的表现进行了分层设计。在学生个体活动展示时, 笔者会根据问题的难易度、学生回答的准确性以及回答的时机等给予学生不同个数的贴画奖励。在学生小组或结对展示活动中, 笔者会根据学生对不同任务的选择给予不同个数的贴画奖励, 例如在课文分角色朗读环节, 如果学生只选择展示对话1, 就会在展示后得到两个贴画的奖励;如果只选择展示对话2, 则会得到一个贴画奖励, 因为对话2的难度要相对小一些;但如果学生选择展示整个对话 (包括对话1和2) , 则会得到三个贴画奖励。这种奖励与展示的效果关联不是很大, 主要是鼓励学生挑战自我, 获得更多的展示体验, 并在准备和展示的过程中付出努力, 获得更好的发展。

专家点评

张洲 (北京教育学院国际语言与文化学院)

本节课以《英语》 (北京版) 三年级上册Unit 3 Lesson 10 When were you born?为教学内容, 在教学设计过程中, 教师通过对问题的层次性设计, 并对对话信息进行交互式处理, 使整个课堂知识的教授循序渐进, 真正贯穿落实了以学生为主体的教学理念。

一、提问设计层次清晰, 强调整体理解

“提问是课堂教学中不可缺少的一种重要手段。恰到好处的提问可以提高教学质量。”学生的思维过程往往是从问题开始的。本节课教师采取了问题导读式引领学生理解对话, 并通过问题的层次性设计, 完成了对话信息的交互式处理。例如:在整体感知对话环节, 教师播放了两遍对话动画, 每遍播放之前都提出了问题, 问题内容采用了由表及里、由易到难、循序渐进的方式。通过视听、回答问题, 学生理解了对话的主要信息。有效地启迪了学生的思维, 改变了他们学习的方式, 有效地提高了课堂学习效果。通过问题的引导, 发散了学生的思维。

二、课堂教学扎实有效, 关注学生、以学生为中心

本节课中, 教师通过图片预测内容、观看动画检验预测、听录音提取主要功能句型三个步骤进行故事教学, 逐层递进, 抓住学生的注意力, 引导学生小梯度、细致、深入的进行练习;并通过跟录音读、跟教师读、男生读、女生读、小组读、分角色朗读等多种形式的练习达到能够理解、朗读、表演本课故事的教学目标;本节课教师始终关注学生, 例如:学生听录音没有听清楚, 教师就再播放一遍;出现了学生不会回答的问题, 教师对学生进行及时的交流与引导, 把学生放在主体位置。

摘要：以《英语》 (北京版) 三年级上册Unit 3 Lesson 10 When were you born?为例, 在教学设计过程中, 采取问题导读式引领学生理解对话, 并通过问题的层次性设计, 完成了对话信息的交互式处理。整个课堂活动逐层递进, 抓住了学生的注意力, 引导学生小梯度、细致、深入地进行练习, 有效地完成了教学目标。