译林版八年级上册Unit 6 BirdwatchingStudy skills教案
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| 名称 | 译林版八年级上册Unit 6 BirdwatchingStudy skills教案 |  | |
| 格式 | docx | ||
| 文件大小 | 14.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-11-01 16:57:48 | ||
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8年级上Unit 6 Study skills
Teaching Aims:
To learn what suffixes are and the uses of suffixes
To learn to add correct suffixes to create nouns
To be able to learn new words according to suffixes
To improve understanding of sentences and passages with the help of suffixes
Key points and teaching difficulties :
To add correct suffixes to create new words
To understand the meaning of the new words created by suffixes properly
Teaching procedures:
Step 1 Lead-in
1. Free talk with the students about their school life, help students to talk about their feelings using words with suffixes.
2. Revise the use of these suffixes and then present the aims today---to learn three suffixes.
[设计意图]
通过前几个单元的学习，学生已经具备了一定的构词法知识，了解到后缀的添加可以改变单词的词义和词性。通过导入的设计，可以激活学生已有知识，为新课的学习做好准备，同时也能帮助学生更明确本课时的学习任务。
Step 2 Presentation
1. Present the suffix “er” by talking about 2017 Marathon in Nanjing.
2. Talk with the students about the players’ jobs and present more words ending with “er”.
3. Ask the students to observe the spelling of the words and work out proper ways to add
“er” to verbs and nouns.
4. Help the students understand the grammatical function and pragmatic function of the
suffix “er”.
[设计意图]
刘道义教授根据人本主义学习理论与实践重点研究了学习者的学习能力的发展过程，提出了英语学习者的学习能力的形成都要经历动机、注意、建构等阶段。学生只有运用这些学习策略主动学习，才能形成学习英语的能力，为自主学习和可持续学习创造有利条件。
Step 3 Practice and consolidation
1. Ask the students to practise adding the suffix “er” correctly according to the rules they concluded just now.
2. Help the students understand the meaning of the new words by talking about the mistakes people make in daily lives and advise students to guess the meaning of the new words according to the context.
[设计意图]
学习者的学习动机能否保持，学习者学习过程中的成功体验起着较大的作用。学习者如果能够体验到学习的成功，那么其学习态度就会更加积极，学习动机也就能保持下去。在这一步骤中练习的设计就是检测学生通过刚才的学习是否能正确添加词缀以及对词缀的语用意义和语法意义的理解。语言学习不仅仅是用于测试，也可以运用于实际生活中，教师设计了生活实际运用的环节以帮助学生体会到学习的实际意义。在反馈练习中，教师也帮助学生确认了单词的语用功能，任何词都是存在于一定的语境之中，单词的意义也由此而生。
Step 4 Presentation
Present the second suffix—“or” by talking about students’ dream career in the future.
2. Practise the use of “or” by talking about the pictures on the power point. (sailor, actor, director)
3. Present the suffix “ist” and then practise by talking about three famous people. (biologist, humorist, tourist)
[设计意图]
本课时所学后缀都实施行为的人的含义，比较多的都是描述人的职业的单词。因此，在这一环节中，教师秉承了之前的职业主线，让学生在语言运用中自然地习得后缀的语法功能和语法意义。
Step 5 Consolidation
1. Add the three suffixes to words correctly.
2. Complete the sentences by adding correct suffixes to the words chosen from the box.
3. Complete the reading comprehension exercises related to the use of suffixes.
[设计意图]
本课时所学后缀都实施行为的人的含义，比较多的都是描述人的职业的单词。因此，在这一环节中，教师秉承了之前的职业主线，让学生在语言运用中自然地习得后缀的语法功能和语法意义。
Step 6. Promotion
Help the students to be aware of the importance of suffixes and prefixes by seeing words related to use.
[设计意图]
构词法的学习并不是简单的学一个公式，而是帮助学生主动运用学习技能学习策略，进行自主学习和延伸性学习。这一环节的设计就是让学生能通过练习，体会到构词法的美妙之处，从而能自觉运用所学，进入深入学习。
Teaching Aims:
To learn what suffixes are and the uses of suffixes
To learn to add correct suffixes to create nouns
To be able to learn new words according to suffixes
To improve understanding of sentences and passages with the help of suffixes
Key points and teaching difficulties :
To add correct suffixes to create new words
To understand the meaning of the new words created by suffixes properly
Teaching procedures:
Step 1 Lead-in
1. Free talk with the students about their school life, help students to talk about their feelings using words with suffixes.
2. Revise the use of these suffixes and then present the aims today---to learn three suffixes.
[设计意图]
通过前几个单元的学习，学生已经具备了一定的构词法知识，了解到后缀的添加可以改变单词的词义和词性。通过导入的设计，可以激活学生已有知识，为新课的学习做好准备，同时也能帮助学生更明确本课时的学习任务。
Step 2 Presentation
1. Present the suffix “er” by talking about 2017 Marathon in Nanjing.
2. Talk with the students about the players’ jobs and present more words ending with “er”.
3. Ask the students to observe the spelling of the words and work out proper ways to add
“er” to verbs and nouns.
4. Help the students understand the grammatical function and pragmatic function of the
suffix “er”.
[设计意图]
刘道义教授根据人本主义学习理论与实践重点研究了学习者的学习能力的发展过程，提出了英语学习者的学习能力的形成都要经历动机、注意、建构等阶段。学生只有运用这些学习策略主动学习，才能形成学习英语的能力，为自主学习和可持续学习创造有利条件。
Step 3 Practice and consolidation
1. Ask the students to practise adding the suffix “er” correctly according to the rules they concluded just now.
2. Help the students understand the meaning of the new words by talking about the mistakes people make in daily lives and advise students to guess the meaning of the new words according to the context.
[设计意图]
学习者的学习动机能否保持，学习者学习过程中的成功体验起着较大的作用。学习者如果能够体验到学习的成功，那么其学习态度就会更加积极，学习动机也就能保持下去。在这一步骤中练习的设计就是检测学生通过刚才的学习是否能正确添加词缀以及对词缀的语用意义和语法意义的理解。语言学习不仅仅是用于测试，也可以运用于实际生活中，教师设计了生活实际运用的环节以帮助学生体会到学习的实际意义。在反馈练习中，教师也帮助学生确认了单词的语用功能，任何词都是存在于一定的语境之中，单词的意义也由此而生。
Step 4 Presentation
Present the second suffix—“or” by talking about students’ dream career in the future.
2. Practise the use of “or” by talking about the pictures on the power point. (sailor, actor, director)
3. Present the suffix “ist” and then practise by talking about three famous people. (biologist, humorist, tourist)
[设计意图]
本课时所学后缀都实施行为的人的含义，比较多的都是描述人的职业的单词。因此，在这一环节中，教师秉承了之前的职业主线，让学生在语言运用中自然地习得后缀的语法功能和语法意义。
Step 5 Consolidation
1. Add the three suffixes to words correctly.
2. Complete the sentences by adding correct suffixes to the words chosen from the box.
3. Complete the reading comprehension exercises related to the use of suffixes.
[设计意图]
本课时所学后缀都实施行为的人的含义，比较多的都是描述人的职业的单词。因此，在这一环节中，教师秉承了之前的职业主线，让学生在语言运用中自然地习得后缀的语法功能和语法意义。
Step 6. Promotion
Help the students to be aware of the importance of suffixes and prefixes by seeing words related to use.
[设计意图]
构词法的学习并不是简单的学一个公式，而是帮助学生主动运用学习技能学习策略，进行自主学习和延伸性学习。这一环节的设计就是让学生能通过练习，体会到构词法的美妙之处，从而能自觉运用所学，进入深入学习。