英语人教版八年级下册U7sectionA

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1、人教版八年级英语下册Unit7SectionA(3a－3c)教学设计教学目标1.Knowledgeaims:(1)Expressions:achievement,southwestern,thick,include,freezing,condition,takein,succeed,challenge,inthefaceof,achieve,force,nature,eventhough(evenif)(2)Structure:Thespiritoftheseclimbersshowusthatwesho

2、uldnevergiveuptryingto  achieveourdreams. Italsoshowsthathumanscansometimesbestrongerthantheforcesofnature.(3)Grammar: Thecomparisonswithadjectivesandadverbs2.Abilityaims:(1)GetStudentstolearntoknowfactsaboutQomolangma.(2)GetStudentstolearntousethecompari

3、sonswithadjectivesandadverbs.(3)Getstudentstolearnhowtoscanthemainidea.(4)GetStudentstoknowthespiritsoftheclimbersandusethemintheirlives.3.MoralObjectives:Nevergiveupandhumanscanchallengethemselves.2学情分析学生已在八年级上册接触过形容词和副词的比较级和最高级形式，所以已有一定的基础。本单元在八年级上的语言基础

4、上加以拓展，进一步学习和使用形容词的最高级。3.重点难点Importances:(1)GetStudentstolearntoknowfactsaboutQomolangma.(2)GetStudentstolearntousethecomparisonswithadjectivesandadverbs. (3)GetStudentstolearnhowtoscamthemainidea.Difficulties:(1.)It’sabitdifficultforStudentstopronouncesom

5、enamesandwordsinthepassage.(2)It’sabitdifficultforStudentstousereadingskillswhilereading.4教学过程    Step1Lead in1.Doyoulikesports?Whatsportsdoyoulike?2.Whichofthefollowingsportsdoyouthinkisthemostdangerous?设计意图：利用 这个话题引出课题，通过大自然的馈赠这样一个切入点引出下面的喜马拉雅山脉和珠穆朗玛峰，从

6、而对文本的中心提升埋下一个伏笔。Step2Pre－reading1.Showthetitleandthepicturetothestudentsandaskthemtellwhattheycangetfromthetitleanddescribethepicture.2.Studentsareaskedtopredictthemainideaofthearticleaccordingtothetitleandthepicture.Aftertalking,providestudentswiththreec

7、hoicesandletthemchoosetherightmainideaforthearticle.设计意图：让学生利用文章的标题和图片来预测文章的主要内容，这也是一个阅读策略的渗透，长期坚持能够极大提高学生的阅读能力Step3While－reading1.Fastreading:Readandmatcheachparagraphwiththemainideas.2.Carefulreading:Readeachparagraphandfinishsometasks.3.Fillintheblanks

8、accordingtothearticle.设计意图：利用找段落大意进行快速阅读，基本了解本篇阅读的内容。精读课文，完成相关任务。利用填空巩固所学。Step4Post－taskDiscussion1:Studentsareaskedtosharetheopinionsingroupsoffouranddiscussingroups.“DoesthewriterquestionorsupporttheopinionthatQom