精编(最新版)Unit8__SectionB(1a-1e)精品课件.ppt

the same time giving reasons
when, while
adding information
IDENTIFYING LINKING LANGUAGE
Identifying conjunctions (连词) or phrases that link ideas together will help you understand what you read. 2b Read the article below and underline the linking words and phrases. Do you think you have made correct matches in 2a?
Language points
historical places communicate with point out medical purpose prevent illness be used for honor ancestors celebrate a victory a long period of time
2. something in it could be
the sky.
_a_h__el_i_co_p__te_r_.
3. something strange
it must be _a_n__a_li_e_n_. ____
she could be
4. a woman with a camera.
_f_ro_m___th_e__T_V___ _n_e_w_s_.______
5. The person you saw at the supermarket ___c_a_n’_t___ be Susan. I just talked to her on the phone, and she’s at work right now.

他就我对那件事的看法提出异议。
3. solution n. (问题、疑难等的) 解决；解答
►It may take a long time to find a solution to the problem.
也许要花很长时间才能找到解决这个问题的办法。
►The solution of the problem requires a lot of time.
ቤተ መጻሕፍቲ ባይዱ
B. pronounce 发音 D. produce 生产
— Miss Huang always advises us to practice
speaking English after class.
— She is right. Speaking is an important language _____B_____.
A. sign
符号
B. skill
技能
C. suggestion
建议
Homework
✓ Review the new words and expressions you’ve learned today.
✓ Preview the article How Can You Become a Successful Learner? on page 6.
② A: I always forget the new words. B: You can write the new words in your notebook and study them at home.
➢ Pair work
A: I forget a lot of new words. B: Maybe you should write the new words in your

sticky rice balls (落汤钱)
Step 6 Application
4. This dish is special because it's ________ . A. either sweet or salty B. both sweet and salty
Laomagong Zongzi (老妈宫粽球)
Step 4 Practice
Let's make our own sandwiches!
Step 5 Application
Show the sandwiches!
Step 5 Application
Hi, Class! I'm interested in Chinese food, too. Could you help me know more about it?
Step 6 Application
A Contest on Chaoshan food knowledge
Step 6 Application
1. It tastes ________. A. soft B. hard
tofu pudding (豆花)
Step 6 Application
2. We'd better have them in ________. A. spring B. summer
Wow, your students are great!
Of course!
How I wish I could try all the food!
Welcome to our class!
Step 7 Summary
Let's have the Food Festival with Evan!

5.Istherea…nearhere/aroundhere/intheneighborhood? Eg:
Whereis 1.Excuseme.__________thepayphone? Howcan getto 2.Excuseme.________I_______thelibrary? howtogetto 3.Excuseme.Canyoutellme____________thelibrary? thewayto 4.Excuseme.Canyoutellme__________thelibrary? Isthere nearhere aroundhere intheneighborhood 5.______alibrary________/____________/_____________?
XingfuStreet supermarket bank
park
bookshop
turnrightatthesecondcrossing CenterST goalongCenterStreet
hotel
bank
school
restaurant
restaurant? bank? park?
park
3.ontheright/left意为“在右面/在左面” onone’sright/left意为“在某人的右面/左面” e.g.在右面有一家银行。 Thereisabankontheright. 沿着这条路走，图书馆就在你的左面。 Walkdownthisroadandthelibraryis onyourleft. 4.atthefirstcrossing在第一个十字路口 e.g.在第二个十字路口向右拐。 Turnrightatthesecondcrossing.

作为一名特级教师，我深知教学目标的重要性，它是教学活动的出发点和归宿。在设计教学活动时，我将充分考虑学生的年龄特点、知识水平以及兴趣爱好，努力使教学目标具有可操作性和实效性。同时，我也将注重教学评价，通过多元化的评价方式，全面了解学生的学习情况，为下一步教学提供有力依据。
三、教学策略
（一）情景创设
1.利用多媒体展示环保相关的图片和视频，引导学生关注现实生活中的环保问题，激发学生的学习兴趣和参与度。
3.情景创设在教学中的应用：我利用多媒体展示环保相关的图片和视频，引导学生关注现实生活中的环保问题，使学生在真实的情境中学习，提高了学习的实效性。
4.问题导向的教学策略：我针对1a-1e中的不同观点，设计问题引导学生进行思考，使学生在解决问题的过程中，提高了听力理解能力和思维能力。
5.全面的评价方式：在教学过程中，我采用了多元化的评价方式，既关注了学生的知识与技能，又关注了过程与方法、情感态度与价值观等方面，使评价更加全面，更好地促进了学生的全面发展。
作为特级教师，我需要设计一堂既符合学生年级知识深度，又能激发学生学习兴趣和参与度的教学活动。因此，我决定以“角色扮演+小组讨论”的形式进行教学，旨在通过这种人性化的教学方式，让学生在实践中掌握知识，提高他们的语言运用能力和团队合作能力。
二、教学目标
（一）知识与技能
1.学生能够准确地掌握与环保相关的词汇和表达，如：pollution, protection, recycle等。
2.教师对学生的角色扮演和小组讨论进行点评，强调保护环境的重要性。
3.引导学生思考如何将所学内容应用到实际生活中，提高环保意a-1e，巩固所学知识。
2.布置作业：让学生写一篇短文，介绍自己对本节课所学的环保问题的看法和建议。

【拓展延伸】
be good at be good to
擅长……
后跟名词、代词或动词-ing作宾 语，同义短语为do well in“在……方面做得好”。
对……友好
相当于be friendly to, 后面一般 接人。
善于应
be good with
付……的； 对……有办
后接sb.或sth.。
法
3. She says it’s good for my health. health n. 健康；人的身体（或精神）状态 health作不可数名词，常用短语： be in good/poor health身体好/差。
A: How often do you exercise? B: I exercise every day. A: And how often do you …?
1. How often do you eat vegetables? 2. How often do you eat fruit? 3. How often do you eat fast food? 4. How often do you exercise? 5. How many hours do you watch TV every week? 6. How many hours do you usually sleep at night?
While-listening
1c Listen to an interview about two people's daily habits. Circle your answer to each question.
Does Tina have good habits? Yes. No. I don't know. Does Bill have good habits? Yes. No. I don't know.

What does the man wear?
How does he feel?
Why does he run?
a
b
c
Look at the pictures and answer the questions:
➢ Why do you think the man is running? ➢ What could be running after him?
知识拓展
suit v. 适合，适宜于 suit sb. fine / well 很适合某人 Blue suits her very well, I think. 我认为蓝色很适合她。 注意 fit 作动词, 意为“合适”, 但常用于指大小、尺寸合 适; suit 指颜色或款式适合。 The coat doesn’t fit me. 这件上衣我穿着不合身。 This dress suits you beautiful. 这件衣服你穿非常合适。
I don’t agree. I think Picture A must come first. In Picture A, we can see a UFO landing. The UFO has to land before the alien can come out and run after the man.
Beijing.
5. Luckily, I had my _c_a_m__e_r_a_ along. I can
take some photos for you.
完成句子 1. 他没赶上校车，可能上学要迟到了。
He didn’t catch the school bus. He might ___b__e__ _l_a_te____ for school. 2. 那些警察可能在追小偷。

➢To give students listening and speaking practice.
➢ Have you ever …? ➢ How often do you do that?
get to class late
fight with classmates
➢ Have you ever …? ➢ How often do you do that?
一、单项选择
Exercises
1. — How often do I need to feed the dog?
— It __D___ food every day, or it will be hungry.
A. must give
B. must be give
C. must gave
D. must be given
2. Students need strict rules.
✓ Why do students need strict rules? ✓ Do you think a school has to have rules? ✓ What will happen if there are no rules at school? ✓ Does a rule tell you what is right and what is wrong?
3. Was he allowed to take the test after he got to class late? No, he wasn’t.
4. What did Peter think about the rule? He thought it was not fair.
5. How did he feel about his test? He thought he could pass that test.

the day after tomorrow weekday weekend
Sunday the _6_t_h__
Monday Tuesday Wednesday the __7_t_h_ the _8_t_h__ the _9_t_h__
the day before yesterday, weekend
Unit 9 Can you come to
my party?
Section B 1a-1f
R·八年级上册
Learning objects (学习目标)
By the end of the class, you will be able to … 1. Learn curriculum words and useful expressions.
Vince: Sorry, tomorrow I have to play soccer and Vince: Yeah, hi, Andy! I have a piano lesson.
AnAdnyd:yO: Vh.inWcee,llc,awnhyaotuarpelayyoutednoniins gwtihthe mdaey?after
周中_w__e_ek__d_a_y_
周末__w__ee_k_e_n_d___
周一___M__o_n_d_a_y__
周六__S_a_t_u_r_d_a_y__
• weekday • the day before yesterday, the day after tomorrow, look after
2. Have a good command of correct dates on the calendar. 3. Know how to ask the day of a week.

（二）学习障碍
在学习本节课之前，学生可能已经具备了一些前置知识或技能，如基本的英语语法知识、一定的词汇量以及简单的听说能力。然而，他们可能存在的学习障碍包括：对环保专业词汇的不熟悉，可能影响听力理解和口语表达；对一般现在时态被动语态的理解和应用可能不够深入；在听力练习中，可能会因为语速、发音或背景噪音等因素而遇到困难；在口语交流中，可能会因为缺乏自信或担心犯错而表现出不愿意主动参与。
4.设定明确的个人和小组目标，并提供及时的反馈和奖励，以增强学生的成就感和学习动力。
5.鼓励学生分享自己的环保经验和想法，使他们成为学习过程中的主体，从而提高他们的学习积极性。
三、教学方法与手段
（一）教学策略
我将采用以下主要教学方法：任务型教学法、合作学习法和情境教学法。任务型教学法强调通过完成任务来学习语言，这有助于学生将所学知识应用到实际情境中；合作学习法鼓励学生在小组中共同完成任务，这有助于培养学生的团队精神和沟通能力；情境教学法则是通过模拟真实情境来激发学生的学习兴趣，增强语言的实用性和趣味性。选择这些方法的理论依据在于，它们能够充分调动学生的学习积极性，促进学生的主动参与和知识内化，同时也能够帮助学生将理论与实际相结合，提高语言运用能力。
五、板书设计与教学反思
（一）板书设计
我的板书设计注重布局合理、内容清晰和风格统一。板书布局分为三个部分：左侧为课程标题和目标，中间为课程内容，包括关键词汇、句型和语法点，右侧为总结和作业提示。板书内容将突出重点，以列表、图表和流程图的形式呈现，以便学生快速把握知识结构。风格上，我会使用清晰、规范的字体，保持板书的整洁和美观。板书在教学过程中起到提纲挈领的作用，帮助学生理解和记忆课程内容。为确保板书清晰简洁，我会在课前准备详细的板书草图，并在教学中适时更新和调整板书内容，引导学生关注核心知识。