Unit 3 A day out Study skills The suffixes -ful and-less 教案
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| 名称 | Unit 3 A day out Study skills The suffixes -ful and-less 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 51.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-09-07 18:26:53 | ||
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8A Unit 3 A day out Study skills teaching plan
1、 设计依据
教材分析：本课是牛津英语8A第三单元第四课时。本课的教学内容是介绍一些构词发的常识，让学生了解并掌握一些通过加后缀-ful和-less构成的单词。利用构词发进行教词汇是词汇教学的一个非常重要的方法。所以本课要让学生掌握构词法并能形成英语词汇可以由几个部分构成的意识。对于本节课的教学内容，我首先带领学生欣赏了一些世界名胜，并要求学生用不同的形容词描述自己的感受，关注一些有词缀的单词；再让学生复习了Linda在写给她妈妈的信中描述自己参加的去北京世界公园的一次学校郊游的经历，并表达旅游中的感受。通过在大量熟悉的语篇中收集一些带词缀的单词，让学生了解一些构词法的一些常识以及知道什么叫单词的“后缀”；然后教师通过让学生观察、总结与归纳了解后缀-ful和-less结尾单词的构成规律和方式；在这一课时中，学生要掌握大量的词汇，但是这些单词都是有规律可循的，通过大量的练习来让学生熟练后缀单词的构成，也让学生形成关注单词构成的意识，能在阅读中很快识辨有词缀的单词。
学情分析：本课授课对象为初二学生。此阶段的学生有了一定的“听”和“说”的能力。他们能借助语境克服生词障碍、理解文章大意。能在教师的指导下参与角色表演并合作完成任务，表达简单观点，有一定的归纳总结能力。
2、 教学目标设定
1）To know something about formation of words.
2）To add “-ful” and “-less” to some nouns to form adjectives and learn to use them.
3）To teach the students to remember new words quickly.
3、 教学重点及难点
Points：To add “-ful” and “-less” to some nouns to form adjectives and learn to use them.
Difficulty：How to add “-ful” and “-less” to some nouns to form adjectives.
4、 教学过程设计
Teaching procedures
Step 1 Lead-in
1. Enjoy a short video of places of interest around the world and answer some questions about it.
e.g. Question1: What can you see in the video (S: The Great Wall, the Eiffel Tower, Mount Fuji….etc )
T: What do you think of these places of interest (S：wonderful, …)
2.T: Linda went to the World Park together with the Class1, Grade8 students.
What did they see in the World Park What did they do there What do you think of the World Park Is it wonderful (I think the World Park is wonderful. It shows us a colorful world. It is really meaningful to go there.)
1. Fill in the blanks
Sandy is so ______ that she makes few mistakes in her homework. (care) Simon is ________ , so he always makes too many mistakes in her homework. (care) Jack often helps those left-behind children. He is ________ (help), for he can imagine those children's feelings of being _________ (help). Don’t argue (争论) with them. It’s ________ (use). Let’s do something ________ (use) to change that.
【设计意图】通过提问复习reading部分的内容，提问学生的感受，导入新课的话题鼓励学生积极思考，列举出更多的带有后缀的形容词。通过设计带有-ful和-less的题目，引导学生去观察、思考、感悟和猜测其词义，并且让他们找出构词的规律来，并激起学生学习的兴趣。
Step 2 Presentation
1. Explain the suffix -ful; (1) Ask students to find the similarity between careful and helpful. (-ful means full of or having the qualities of).
(2) Give more examples, such as: Do you think English is useful Surely it’s useful. (3) Encourage students to think of more examples. (colourful, harmful, thankful …)
2. Explain the suffix -less;Tell students that -less means without. The two words with -ful and -less are usually opposite.
3. Ask students to learn the table on P39
【设计意图】引导学生自我探究、举一反三、触类旁通，发现列举形容词的共同点，并发现更多类似的词，启发引导学生回忆含有此类构词法的词汇。用归纳法教学组织引导学生自我发现语法规则，学生自己归纳出规则能够有效增强自信心和自主性。
Step 3 Practice.
1. See and match T: Can you find their friends quickly 2. Work in pairs and complete the table below T: We can add -ful or -less; to some nouns to form adjectives，some nouns can only add-ful, and some can only add -less. If you cannot add -ful; or -less; to a word, put a cross in the box.
3. Finish Part B on P39 Complete what Kitty said about her trip to the World Park with the words in the box below.
4. Write the opposites of the adjectives5. What can we also add to any other nouns to form adjectives (Let students recall the words.)(friendly, windy, excited, interesting)
【设计意图】给学生不同类型的练习来巩固所学知识,并故意设置noisy, 让学生推断并不是所有的形容词都是加-ful或者-less。
Step 4 Activities.
1.One student says one adjective, other students say its opposite as quickly as they can
2. Make up a story with five adjectives and their opposites on page 39 in groups.
3.Challenge Each group can choose a level and get the points.
【设计意图】遵循任务梯度性原则，设计任务做到由易到难，由浅入深，让所有学生都能理解和掌握构词法。设计时以学生已有的知识经验和学习能力为基础，通过小组合作学习，学生的口语表达和交际能力也会有不同程度的改善或提高。
5、 教学后记
本堂课开始谈论世界名胜景点的方式引出要讨论的带后缀的词汇，充分调动学生的积极性和课堂参与度，课堂也充满了期待和活力。通过学生观察、总结和归纳，学生发现词缀的构成方式和所表达的含义，并在大量的练习中进一步熟练不同的单词的不同词缀构成方式。教师通过不断引导让学生发现英语词汇的规律性，激发学生对枯燥词汇的兴趣和掌握更多词汇的信心，引导他们发现英语中的规律和有趣，培养阅读中的猜词技巧。课堂通过小组探讨重点难点等活动，层层突破，加深对语法的理解。通过小组合作，交流组内的信息差，达到信息互补互助的效果，不同层次的学生都能得到不同层次的技能发展，突破本课难点目标。
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1、 设计依据
教材分析：本课是牛津英语8A第三单元第四课时。本课的教学内容是介绍一些构词发的常识，让学生了解并掌握一些通过加后缀-ful和-less构成的单词。利用构词发进行教词汇是词汇教学的一个非常重要的方法。所以本课要让学生掌握构词法并能形成英语词汇可以由几个部分构成的意识。对于本节课的教学内容，我首先带领学生欣赏了一些世界名胜，并要求学生用不同的形容词描述自己的感受，关注一些有词缀的单词；再让学生复习了Linda在写给她妈妈的信中描述自己参加的去北京世界公园的一次学校郊游的经历，并表达旅游中的感受。通过在大量熟悉的语篇中收集一些带词缀的单词，让学生了解一些构词法的一些常识以及知道什么叫单词的“后缀”；然后教师通过让学生观察、总结与归纳了解后缀-ful和-less结尾单词的构成规律和方式；在这一课时中，学生要掌握大量的词汇，但是这些单词都是有规律可循的，通过大量的练习来让学生熟练后缀单词的构成，也让学生形成关注单词构成的意识，能在阅读中很快识辨有词缀的单词。
学情分析：本课授课对象为初二学生。此阶段的学生有了一定的“听”和“说”的能力。他们能借助语境克服生词障碍、理解文章大意。能在教师的指导下参与角色表演并合作完成任务，表达简单观点，有一定的归纳总结能力。
2、 教学目标设定
1）To know something about formation of words.
2）To add “-ful” and “-less” to some nouns to form adjectives and learn to use them.
3）To teach the students to remember new words quickly.
3、 教学重点及难点
Points：To add “-ful” and “-less” to some nouns to form adjectives and learn to use them.
Difficulty：How to add “-ful” and “-less” to some nouns to form adjectives.
4、 教学过程设计
Teaching procedures
Step 1 Lead-in
1. Enjoy a short video of places of interest around the world and answer some questions about it.
e.g. Question1: What can you see in the video (S: The Great Wall, the Eiffel Tower, Mount Fuji….etc )
T: What do you think of these places of interest (S：wonderful, …)
2.T: Linda went to the World Park together with the Class1, Grade8 students.
What did they see in the World Park What did they do there What do you think of the World Park Is it wonderful (I think the World Park is wonderful. It shows us a colorful world. It is really meaningful to go there.)
1. Fill in the blanks
Sandy is so ______ that she makes few mistakes in her homework. (care) Simon is ________ , so he always makes too many mistakes in her homework. (care) Jack often helps those left-behind children. He is ________ (help), for he can imagine those children's feelings of being _________ (help). Don’t argue (争论) with them. It’s ________ (use). Let’s do something ________ (use) to change that.
【设计意图】通过提问复习reading部分的内容，提问学生的感受，导入新课的话题鼓励学生积极思考，列举出更多的带有后缀的形容词。通过设计带有-ful和-less的题目，引导学生去观察、思考、感悟和猜测其词义，并且让他们找出构词的规律来，并激起学生学习的兴趣。
Step 2 Presentation
1. Explain the suffix -ful; (1) Ask students to find the similarity between careful and helpful. (-ful means full of or having the qualities of).
(2) Give more examples, such as: Do you think English is useful Surely it’s useful. (3) Encourage students to think of more examples. (colourful, harmful, thankful …)
2. Explain the suffix -less;Tell students that -less means without. The two words with -ful and -less are usually opposite.
3. Ask students to learn the table on P39
【设计意图】引导学生自我探究、举一反三、触类旁通，发现列举形容词的共同点，并发现更多类似的词，启发引导学生回忆含有此类构词法的词汇。用归纳法教学组织引导学生自我发现语法规则，学生自己归纳出规则能够有效增强自信心和自主性。
Step 3 Practice.
1. See and match T: Can you find their friends quickly 2. Work in pairs and complete the table below T: We can add -ful or -less; to some nouns to form adjectives，some nouns can only add-ful, and some can only add -less. If you cannot add -ful; or -less; to a word, put a cross in the box.
3. Finish Part B on P39 Complete what Kitty said about her trip to the World Park with the words in the box below.
4. Write the opposites of the adjectives5. What can we also add to any other nouns to form adjectives (Let students recall the words.)(friendly, windy, excited, interesting)
【设计意图】给学生不同类型的练习来巩固所学知识,并故意设置noisy, 让学生推断并不是所有的形容词都是加-ful或者-less。
Step 4 Activities.
1.One student says one adjective, other students say its opposite as quickly as they can
2. Make up a story with five adjectives and their opposites on page 39 in groups.
3.Challenge Each group can choose a level and get the points.
【设计意图】遵循任务梯度性原则，设计任务做到由易到难，由浅入深，让所有学生都能理解和掌握构词法。设计时以学生已有的知识经验和学习能力为基础，通过小组合作学习，学生的口语表达和交际能力也会有不同程度的改善或提高。
5、 教学后记
本堂课开始谈论世界名胜景点的方式引出要讨论的带后缀的词汇，充分调动学生的积极性和课堂参与度，课堂也充满了期待和活力。通过学生观察、总结和归纳，学生发现词缀的构成方式和所表达的含义，并在大量的练习中进一步熟练不同的单词的不同词缀构成方式。教师通过不断引导让学生发现英语词汇的规律性，激发学生对枯燥词汇的兴趣和掌握更多词汇的信心，引导他们发现英语中的规律和有趣，培养阅读中的猜词技巧。课堂通过小组探讨重点难点等活动，层层突破，加深对语法的理解。通过小组合作，交流组内的信息差，达到信息互补互助的效果，不同层次的学生都能得到不同层次的技能发展，突破本课难点目标。
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