鲁教版八年级英语下册Unit 1 When was he born ？Section A（1a-2c）（课件30张PPT+教案+练习等9份打包）

学情分析 同学们在七年级和八年级上册已学过了一些词汇在一般过去时态的使用，学生对一般过去时态已很熟悉，这为新知识的学习奠定了认知基础。他们热爱和崇拜科比、李娜等名人，对他们的人生历程充满好奇，在教学中，教师可充分利用学生这一心理，引导学生进行探究，让学生自主地解决问题。 以“自主性、探究性、合作性”为课堂学习的三个基本维度，以培养学生的科学素养为指导，以侧重科学方法教育为目标。由于全班同学的英语水平参差不齐，有的基础一般的同学进行口语对话还存在一定的困难。因此，必须采取分层递进的教学方法。课堂上我还用生动的语言、温柔的目光、信任的眼神加强师生间的情感交流；在轻松愉悦、民主和谐的环境气氛中，让学生积极主动参与，使学生产生了强烈的求知愿望。从而亲其师，学其道。 $$效果分析 一．通过幻灯片出示我和我儿子的相片，引出课题：When was he born? When was I born?图片一出来，同学们就表现出了极大的兴趣，几乎每个同学都迫于想知道我和我儿子的生日。我充分利用学生的这一心理，调动了他们的学习兴趣，为下一步学习做好铺垫。然后通过快速展示一组明星图片让学生操练并巩固了上述目标句型，并加深了学生的理解。 二．巧用多媒体，激发学生学习兴趣，优化英语课堂教学 完全把主动权交给了学生，让学生进行探究性学习.这样，既实现了他们的人生价值，也使他们体会到了成功的快乐。学生通过自主、合作、探究等学习方式进行学习，做到了教与学的互动和生生互动，大大提高了学生学习的积极性和主动性，开启了学生的思维，并充分体现了以学生为主体，以训练为主线，以能力的培养为宗旨的教学特点。 但是在教学过程中，由于我使用了太多的明星，整堂课看起来有点乱而且杂。而且在这中间我很少插入学生的亲身经历，而主要以讨论明星为主了，这一点有点与现在英语教学所倡导的“语言的实用性”脱节了。 $$Unit 1 When was he born? Section A(1a-2c)教学设计 Step 1.Leading in. Showing a picture of my son. Ask, “Do you know him?” Many students may say, “No.” Then showing another picture of me and my son. And say, “This is my son . His name is Li Xinkai. He was born in 2010. I was born in 1981.” Then ask the students, “Can you tell me when you were born?” Step 2. Pairwork. A: When were you born? B: I was born in… Then practice in groups of three like this. A: When were you born? B: I was born in… A: When was he/she born? B: He/She was born in… Step 3. Show a picture of Yao Ming. Practice the similar sentence . Yao Ming can play basketball very well. Ask, “Who can also play basketball well?” Then practice “Li Na can hit the ball very fast.” With pictures of Li Na and so on. Then practice “Messi can play football very well.” In the same way. Step 4. Task 1 Listening Listen and write the year the sports star was born. Check the answers together. Step 5. Show a picture of Ye Shiwen. Practice like this: A: Who’s that? B: That’s Ye Shiwen. She is a swimmer. A: Is she good? B: Oh, yes. She swims really fast. A: When was she born? B: She was born in 1996. Then practice similar dialogs with th