Unit2Communication学案

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八年级英语北师大版上册册Unit2CommunicationWorkshop(第一课时)教学设计

作业要求：
1.作业内容要真实、有个性，体现自己的思考和观点。
2.书写要规范，注意单词拼写和语法错误。
3.作业提交时间：下一节课前。
为了巩固本节课的学习内容，培养学生的语言运用能力，特布置以下作业：
1.编写一篇关于交流方式的小短文，至少使用本节课学习的5个核心词汇和2个目标句型，字数在100词左右。
短文主题：“My Favorite Ways of Communication”（我最喜欢的交流方式）
提示：可以描述自己最喜欢的交流方式，以及这种方式带给自己的便利和乐趣。
（4）巩固拓展：布置课后作业，要求学生运用所学知识编写对话或小短文，提高学生的语言运用能力。
3.针对学情分析，关注以下方面：
（1）关注学生的个体差异，给予不同层次的学生充分的关注和指导。
（2）鼓励学生大胆开口，提高口语表达能力，增强自信心。
（3）注重培养学生的跨文化意识，拓宽国际视野。
（4）引导学生正确使用网络和社交媒体，提高网络安全意识。
2.熟练运用一般现在时和一般过去时描述日常交流方式，如：“I often communicate with my friends through social media.”、“He sent me an email yesterday.”。
3.学会使用目标句型进行自我介绍和询问他人交流方式，如：“How do you usually communicate with your friends?”、“I usually call them.”。
八年级英语北师大版上册册Unit2CommunicationWorkshop（第一课时）教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将通过参与丰富多样的课堂活动，掌握以下知识与技能：

新北师大版八年级上Unit2Communication Workshop精品学案Ⅱ

通过再读范文，体会范文的语言，进一步修改自己的作文，使自己作文趋于完善。通过展示自己的作文，进一步发现问题，同时也能够感受到成功的快乐。
IW PW CW GW 15’
Homework
Rewrite the passage about teams.
复习上节课所学的信息和语言，激活学生关于团队的语言和信息。
CW IW 5’
Assessment
Step 2
Ss work in pairs and check their partners’ writing with the help of assessment chart. Ss talk about their partners’ writing in turns.
学生通过互评，找出同伴作文中的优缺点。通过小组合作，初步修改自己的作文
CW IW PW 2Ss read Luke’s writing again and re-write their own writing. · Ss share their writing with their partners.
Unit2 Communication Workshop精品学案Ⅱ
教学目标
在本课学习结束时，学生能够：
1.通过阅读同伴作文，找出同伴作文的优缺点；
2.通过进一步阅读范文，修改自己的作文。
教学过程
教学活动
设计意图
互动模式&时间
Review
Step1
Ss ask the questions:
1. What teams are you in? 2. Why did you join the team? 3. What do you like and not like?

北师大版英语八年级下册Unit2 Communication Workshop Period1 精品教案

CW
PW
3’
WhSs read the passage to find out the main idea of the passage.
2ndreading
Ss read the passage the second time and fill in the three forms following the teachers. T leads Ss to do the first one together to show how to do it.
1. 快速阅读，捕捉课文中心大意。
2. 细读课文，通过填写表格，获取每个年代每个家庭成员的相关细节信息。
3. 简单学习并体会文中的一些连词和句型的用法
IW,
PW,
CW
15’
Post-reading
Step 4
Ss work out how to write a good composition in pairs and make some notes.
IW,
5’
Step 6
Ss write down a composition about their own family’s communication tools according to the outline.
笔头检查和落实本课的写作教学目标。
IW
15’
Homework：Finish the composition if they can’t finish it in class.
Ss fill in the forms individually and check the answers in the groups.
3rdreading

新北师大版八年级英语上册Unit 2 Communication Lesson 4 Animal Talk 学案

Unit 2 Communication Lesson 4 Animal Talk 学案Step 1 : lead in (预习检测)Q1:Are they communicating ?Q2:How do they communicate with other people ?Step 2 pre- readingQ3: Can you tell more ways of communication?---- Summarize” the ways of humans’ communication”Step 3 while –readingQ1:Can animals talk or send emails ?Q2:can animals communicate with each other like human beings ?Q3:How can animals communicate with each other ? ( discuss and watch a video .) The ways of animals’ communication :--our opinions : --Scientists opinions :a.The first time :Q1:What’s the main idea for this text ?Q2: How many methods (方法 )of animal communication are there in this text ? What are they ?b. The second time : Fill in the table according to the reports from Jane Robertsc. the third time :1.Be helpful to peopleQ1:Why do people want to study animal communication?2.Spectial functionQ2:Can the sounds from whales and elephants travel very far through water or the ground ?Q3: Is it possible for humans to hear some of the sounds ? Why or Why not ?Q4:When a cat ______ , it is happy .A. puts its ears backB. wags its tail and opens its mouthC. sits with its tail around itself D . puts its tail under its bodyQ5:When a dog ______, it is scared .A. puts its ears backB. wags its tail and opens its mouthC. sits with its tail around itself D . puts its tail under its bodyQ6:Is this text a research report ? Who wrote it ? Is she a scientist?Step4: Show yourself （当堂检测1）Animals usually communicate by three ways-_____,_____and ____________.Dogs , mice and ants can communicate _______ , dogs ___________________________to communicate as well . Dogs ________________ to find the missing people by using their fantastic sense of smell . Mice can_______________ by their excellent sense of smell .Besides ,frogs ,insects, whales and elephants use _____ to communicate . the “gentlemen ” frogs and insects usually ____________the ladies . Whales and elephants’ sounds ca n ____________ water or the ground. However , _______ can’t hear some of the sounds Because they are ______________________ for humans.When a cat ______________ , it is a bit mad . When it sits with its tail around itself, it is______. When a dog puts its tail under its body , it is ______ .When it__________________________ ,it is happy. They use body language to show their feelings .Step5: Think and Discuss （当堂检测2）Q1:How is human communication different from animal communication?I think people have more ways to communicate than animals. Suchas :_______________________________________________. But animals have more special ways ,for example : ________________________________…. Step 6 Homework : Write down Your opinion.。

八年级英语下册Unit2CommunicationLesson5MeetingPeople教案新版北师大版

Unit 4 CommunicationLesson 5 Meeting People本课是北师大版《初中英语》八年级下册教材第二单元的第五课，话题为人际交往。

本课是一节听力课，内容涉及单元话题communication中的face to face communication这一子话题。

本课的听力材料是关于某班学生和老师谈论如何接待外国访问学生的内容，其中包含了对中外文化差异的讨论。

学生首先通过阅读校园网上有关外国学生和老师来访的新闻了解任务，结合自己的已知进行头脑风暴思考如何接待外国客人。

在学生感到完成此任务有困难时，运用记笔记的听力策略获取文章中的有关该班学生计划如何接待外国学生的信息。

而后，运用预测等听力策略，小组讨论有关接待时需要注意的内容并通过勾选信息验证预测，在这个过程中重点训练学生听材料直接获取信息和筛选信息的能力。

最后学生参考从课文中听出的信息，结合自己想法完成设计接待外国客人的任务。

【知识与能力目标】1. Key vocabulary2. Key structures【过程与方法目标】1.运用预测等听力技能，听录音说出老师所建议的接待过程中需要注意的事项；2.根据所听到的例文，具体写出最终接待外宾时要做的事情【情感态度价值观目标】在设计如何接待外宾的真实交际过程中，避免不恰当的言行，尊重文化差异。

【教学重点】Learn to talk about the animals.【教学难点】学习反身代词Tape recorder, MultimediaStep 1. BrainstormSs read a piece of news on the website of our school. Step 2. Warm-up◆教学重难点◆课前准备◆教学过程Ss read the task on their worksheet:School NewsA group of English students and their teacher are going to visit our school next week. Let’s do something to give them an unforgettable experience in our school. We are looking forward to your participation.Step 3. GrammerSs brainstorm what they want to do to welcome the students from England.Q: What can you do when you meet them on the first day?(T writes down the key phrases of what Ss mention on the blackboard.)Step 4. Discuss1.Group discussion(1) Ss form groups of 4 and decide what they want to take charge of.(2) Ss listen to the tape again and write down the key information their group needs.2. Task preparation 2:Ss discuss and write down what they shou ldn’t do according to the different groups. Ss talk about and predict the reason why they shoul dn’t do those things in pairs. Ss listen again and check their predictions.Step 5 Talking1. Ss list the things they are going to do in groups on their worksheet.2. Ss decide the duty for each one in the group and write it down in the table.3. Ss think about more details about their duty individually and take notes if necessary.Q: What are you going to do?How can you do it? And why?4.Ss share their ideas in groups and revise it if necessary.Step 6 Homework1 Read the text.2写下并修改本组的计划略。

新编大学英语教案_Unit2Communication

新编⼤学英语教案_Unit2CommunicationUnit TwoCommunication problemsTeaching Objectives1. Let the students have some ideas of the common ways we usually use in our daily life to communicate.2. Make the students find the efficient ways to communicate with each other.3. Let the students come up with the ways to avoid misunderstandings. Teaching allotmentsix academic hoursFocus points1.key words and phrasesassume, conflict, convey, emphasis, ignore, misinterpret, react, verge, feel like, for effect, on the verge of, pull out, take----lightly2.difficult sentences1) When Martians and Venusians first got together, they encountered many of the problems with relationships we have today.2) So when communication problems emerged, they assumed it was just one of those expected misunderstandings and that with a little assistance they would surely understand each other.3) To fully express their feelings, women would tend to exaggerate the facts a little bit for effect and use various superlatives, metaphors, and generalizations.3.grammar focusprefix “mis---”的不同意义Related InformationIt is well-known that learning a second language is never easy, and, generally speaking, the older one is when one attempts a new language, the more difficult it becomes. This is at least partly due to what is known as language interference, meaning that the linguistic patterns of our first language interfere with those of the second because no two languages have exactly the same sounds and grammatical structures. The English language has a very large vocabulary because it has incorporated words from many other languages over the centuries. This is nowhere more apparent than in its color words. For example, there are many words that express the color “purple”, describing its different shades and hues: mauve, violet, lilac, or lavender. An interesting linguistic gender difference among native speakers of English is the likelihood of women using these color terms to differentiate between shades of purple, whereas, men willbe satisfied with the one word “purple”. This is true of other color words too. Basing on what mentioned above, when learning a language, we sometimes need to pay attention to which sex uses which words, particularly when we reach an advanced stage where we are adding many new words to our vocabulary and want to use them accurately. We also need to pay attention to some of the multiple meanings that words have, as well as to their connotations.Suggested Class Activities1. Warming-up activity: How to communicate efficientlyPurpose: Inform the students the efficient way to communicate with each otherStep 1Discuss in groups about the common ways we usually use in our daily life to communicate and try to list both their advantages and disadvantages.Step 2 Make a comparison between them and decide which is the most efficient way for us to communicate with others. Step 3 Ask some of the students to give their ideas in public and point out the necessary points they should know in daily communication.Suggested words/expressions:admirable/neglect/comprehend/over-crowded/distinguish----from/holdback/in a different light/turn out.2. In-class reading activity: What can we get from communicationPurpose: Inform the students the good points of communicationStep 1. Discuss in groups why we need to communicate with othersStep 2. Try to analyze what communication has brought to usStep 3. Then make sure what we should learn from communicating with othersSuggested words/expressions:foreigner/uncommon/feel like/for effect/on the verge of/pull out Further development:How to avoid misunderstandings in communicationAfter reading this unit, we may know that in our communications misunderstandings are quite common, so work in groups to come up with the ways to avoid misunderstandings and make it on your exercise book.In-Class ReadingWords and phrases1.assume believe something is true without definite proof. You assumed his innocence / him to be innocent /that hi is innocent before hearing the evidence against him.He is not such a fool as you assumed him to be.assuming that---：假定----. Assuming that you are right about this, what shall we do2) to take up or undertake. You will assume your new responsibilities tomorrow.assumption : n. sth. taken for granted ; sth. supposed but not proved. Don’t rely on the information she gave you---it’s pure assumption on her part. on the assumption that----以---为设想根据. Let’s work on the assumption that our proposal will be accepted.Exercise:1) 他并⾮如你所以为的那样愚蠢。

Unit2Communication单元整体教学设计课件北师大版英语八年级下册

文化意识思维品质学习能力
很少有与国外学生交流的经历，无法亲身感受、了解中英学生间、学生和成人间的待人接物基本礼仪、礼貌和交际方式。对于沟通方式及沟通禁忌不了解。
通过分层完成听力任务，创编对话巩固所学，再创编欢送活动来提升学生跨文化沟通的能力。
能够认识到有效开展跨文化沟通与交流的重要性。
能够把握语篇的整体意不能用自己的话概括稍长语篇的关键信息义，能够通过主题句概和主要内容。缺乏形成结构化知识的能力括稍长语篇的关键信息评价语篇的主要内容和作者观点的能力不
2.基于信息结构图，小组角色扮演语篇人物对话过程，分析并评价不合理
达成语言小观念1
Fun Zone 1 Let’s 建议的文化解释。
Talk 1
3.梳理并总结沟通过程中寻求或提供建议的表达方式。4.阐述学习多元文化的意义及跨文化沟通的方式。
第5、6课时：Lesson 6 The TextingGenerationFun Zone 1 Let’sTalk! B
From …to …, …grew …
…
It is also ….…as well.
used …to …
作者的观点I think it will …
核心素养综合表现：
单元教学内容分析---单元大观念
02
运用与沟通相关的词汇和表达方式，描述沟通方式及其效果，分析并客观评价沟通的重要意义，体验并丰富多种有效沟通方式。
北师大版八年级下
大观念统摄下的单元整体教学设计Unit 2 Communication
单元整体教学
2023年2月8日
目录 / CONTENTS
单元作业设计
元内容分析
指导思想及理论依据
学情分析
各课时教学

北师大英语七年级上册Unit2CommunicationWorkshop优秀教学案例

五、案例亮点
1.情境创设贴近生活：本节课通过设计真实的生活场景，让学生在实际语境中学习英语，提高他们的口语表达能力。这种情境创设的方式不仅激发了学生的学习兴趣，还使他们能够更好地将所学知识应用到日常生活中。
2.任务型教学法培养实际应用能力：通过分组讨论和角色扮演，让学生在实际场景中运用所学词汇和句型进行问路和指路练习。这种任务型教学法不仅培养了学生的人际交往和沟通能力，还提高了他们的团队合作精神。
2.运用任务型教学法，培养学生分组讨论、合作完成任务的能力，提高人际交往和沟通能力。
3.引导学生运用多样化的学习策略，如自主学习、合作学习等，提高学习效果。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，激发他们积极参与课堂活动的热情。
2.通过小组合作、互动交流，培养学生的团队合作精神，提高人际交往能力。
二、教学目标
（一）知识与技能
1.学生能够掌握并正确使用本节课的核心词汇，如“ask for directions”、“tell the way”等。
2.学生能够熟练运用本节课的句型，进行问路和指路的基本交流。
3.学生能够理解并运用目标句型进行日常对话，提高英语口语表达能力。
（二）过程与方法
1.通过情境创设、角色扮演等活动，让学生在实际语境中感知、理解并运用新词汇和句型。
3.情境拓展：鼓励学生课后观察和记录实际生活中的问路和指路场景，与同学分享，扩大情境范围，提高学生对现实生活的关注度。
（二）问பைடு நூலகம்导向
1.提问引导：在教学过程中，教师提出引导性问题，激发学生的思考和探究欲望。如：“你们在生活中是如何问路的？”“如果有人向你问路，你会如何回答？”等。
2.问题解决：引导学生通过小组讨论、合作探究等方式，解决实际问题。如：设计一个路线图，帮助一个角色找到目的地。通过解决问题，培养学生的人际交往和沟通能力。

新编实用英语综合教程2--Unit-2-Communication-by-Email教案

Unit 2 Communication by Email Unit GoalsWhat you should learn to do1.Chat onlinee abbreviations and slangs in communicating online3.Write an emailWhat you should know about1.Surfing online for:InformationShopping2.Good or bad of chatting online3.Noun clausesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Information Related to the Reading PassageIt’s no understatement to say that e-mail has had a profound effect on our professional and personal lives. People thousands of miles away from each other can send and receive detailed documents within mere seconds. This allows us to take on projects that wouldn’t have been practical or possible only a few years ago. It has become routine for us to correspond and exchange files with people overseas. The only obstacle is the difference in time zones.But on the other hand, e-mail can eat up a substantial portion of our workday. Most of the time and effort involved is going through unsolicited messages and separating the good from the bad. But not all unsolicited messages are spam.Text E-mail, a Blessing and AnnoyanceFor the blessing:E-mail is a conversation that does not require an immediate response (like a telephone). If someone calls you on the telephone, you pick it up (unless you have an answering machine, voice mail or you are just plain rude) and the conversation begins. This is an interactive conversation.With e-mail, you send a message and then wait for a response. The response may come in five minutes or it may come in five days. Either way, it’s not an interactive conversation.If a hundred people send you e-mails in one day, so what? Y ou don’t have to talk with all one hundred. Just think of all the hellos, goodbyes and other unnecessary chit-chat you can avoid. With e-mail, you only deal with their messages (which usually omit hellos, goodbyes and such) and you deal with them on your own time. That’s the blessing.Now for the annoyance:Too many e-mail users assume that the minute someone receives an e-mail, the person will read it. Bad assumption.If you schedule a meeting for an hour from now and send an e-mail to eachparticipant, the chance that all the participants will read that message within the hour will be pretty small. On the other hand, if you schedule the meeting for the next day, the chance that they will read the message will be pretty high. Remember, e-mail is not designed for immediate response (that’s why you have a telephone), it’s designed for convenience.Some (not all) e-mail systems have features that try to combat this problem. These features (usually called “notification”) will notify you when a person has received your e-mail and may also tell you when the person has read it (really all it can do is assure you that the person has looked at the first screen of the message —it has no way to know if the person has read the message word for word). Referring back to the example in the previous paragraph, you could check to see who has checked their e-mail before the meeting and then telephone those who have not read it.Attachment: SmiliesSince there are no facial and voice cues to help e-mail, users have come up with something called “smilies”. They are simple series of symbols that are pieced together in the e-mail text to help express the writer’s feelings. The most common example is :-) (a smiling face). Here are some more examples.They are typically found at the end of sentences and will usually refer back to the previous statement.Language Points1 Explanation of Difficult Sentences1. (Para. 3) If a hundred people send you e-mail in one day, so what?Analysis: so what? is an informal expression, which means “Why should I care?”Translation: 如果在一天内有一百个人给你发邮件，那又怎么样呢？2. (Para. 3) Just think of all the hellos, good-byes and other unnecessary chit-chat you could avoid.Analysis: Just is used to make a statement or command stronger, meaning in Chinese“只是，仅仅”。

新编实用英语综合教程2 Unit 2 Communication by Email教案

Unit 2 Communication by EmailUnit GoalsWhat you should learn to do1.Chat onlinee abbreviations and slangs in communicating online3.Write an emailWhat you should know about1.Surfing online for:InformationShopping2.Good or bad of chatting online3.Noun clausesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Information Related to the Reading Passage It's no understatement to say that e-mail has had a profound effect on our professional and personal lives. People thousands of miles away from each other can send and receive detailed documents within mere seconds. This allows us to take on projects that wouldn't have been practical or possible only a few years ago. It has become routine for us to correspond and exchange files with people overseas. The only obstacle is the difference in time zones.But on the other hand, e-mail can eat up a substantial portion of our workday. Most of the time and effort involved is going through unsolicited messages and separating the good from the bad. But not all unsolicited messages are spam.Text E-mail, a Blessing and AnnoyanceFor the blessing:E-mail is a conversation that does not require an immediate response (like atelephone). If someone calls you on the telephone, you pick it up (unless you have an answering machine, voice mail or you are just plain rude) and the conversation begins.This is an interactive conversation.With e-mail, you send a message and then wait for a response. The response may come in five minutes or it may come in five days. Either way, it's not an interactive conversation.If a hundred people send you e-mails in one day, so what? You don't have to talk with all one hundred. Just think of all the hellos, goodbyes and other unnecessarychit-chat you can avoid. With e-mail, you only deal with their messages (which usually omit hellos, goodbyes and such) and you deal with them on your own time. That's the blessing.Now for the annoyance:Too many e-mail users assume that the minute someone receives an e-mail,the person will read it. Bad assumption.If you schedule a meeting for an hour from now and send an e-mail to each participant, the chance that all the participants will read that message within the hour will be pretty small. On the other hand, if you schedule the meeting for the next day, the chance that they will read the message will be pretty high. Remember, e-mail is not designed for immediate response (that's why you have a telephone), it's designed for convenience.Some (not all) e-mail systems have features that try to combat this problem. These features (usually called “notification”) will notify you when a person has received your e-mail and may also tell you when the person has read it (really all it can do is assure you that the person has looked at the first screen of the message —it has no way to know if the person has read the message word for word). Referring back to the example in the previous paragraph, you could check to see who has checked their e-mail before the meeting and then telephone those who have not read it.Attachment: SmiliesSince there are no facial and voice cues to help e-mail, users have come upwith something called “smilies”. They are simple series of symbols that are pieced together in the e-mail text to help express the writer's feelings. The most common example is :-) (a smiling face). Here are some more examples.They are typically found at the end of sentences and will usually refer back to the previous statement.Language Points1 Explanation of Difficult Sentences1. (Para. 3) If a hundred people send you e-mail in one day, so what?Analysis: so what? is an informal expression, which means “Why should I care?”Translation: 如果在一天内有一百个人给你发邮件，那又怎么样呢？2. (Para. 3) Just think of all the hellos, good-byes and other unnecessary chit-chat you could avoid.Analysis: Just is used to make a statement or command stronger, meaning in Chinese “只是，仅仅”。

Unit 2 Communication Workshop 教学设计

Unit 2 Communication Workshop 教学设计教材分析本课是北京师范大学出版社《初中英语》七年级下册教材第2单元的Communication Workshop 部分。

本单元话题为周末。

通过前三个输入课的学习，学生通过听力，能够讲述他们的周末生活及怎样问路和指路；通过阅读，了解家人进行的家务劳动，以及怎样用现在进行时态表述。

在本课，学生要综合使用本单元所获取的有关周末的信息和词汇，以书面形式介绍自己和家人正在做的事情。

本课的教学设计分为两课时。

第一课时在获取范文信息的基础上，引导学生关注手机短信类文章的结构和语言表达方式；通过两人一组的问答方式，学生经过讨论练习复述课文。

在第二课时，教师通过口头提问，引导学生根据第一课时的问题复述课文。

然后学生和同伴在复述课文的基础上，展开关于自己和家人活动的讨论和交流，并以书面形式表述。

教学内容话题：周末活动。

学习内容：根据两个学生谈论各自周末活动的短信互动，谈论自己和家人的周末活动，进行口头和笔头表达。

阅读：通过使用不同的阅读策略，获取本文主要信息，分析文章结构，关注文章的目标语言。

写作：模仿范文结构，进行写作和修改。

口语表达：介绍自己和家人的周末活动。

第一课时First Period教学目标在本课学习结束时，学生能够：1、通过阅读范文，获取短信信息。

2、提取短信中介绍自己位置和活动，问路和指路的语言表达方式。

3、分析和归纳范文结构，划出描述自己位置和和正在进行的活动，问路和指路的短语和句子。

第二课时Second Period教学目标在本课学习结束时，学生能够：1、根据图片正确地写句子。

2、根据提示与同伴口头进行问答练习。

3、将口头练习的内容形成书面表达。

教学过程。

北师大版英语八下Unit 2 Communication Workshop 教学设计

北师大版英语八下Unit 2 Communication Workshop 教学设计一. 教材分析北师大版英语八下Unit 2 Communication Workshop的主题是关于描述过去发生的事情。

通过本节课的学习，学生能够掌握如何用英语描述过去发生的事情，并能够运用所学知识进行实际交流。

教材中包含了不同情境下的对话和练习，帮助学生更好地理解和运用过去时态。

二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，对于过去时态有一定的了解。

但是，他们在实际运用过去时态进行交流时，往往会存在一定的困难。

因此，在教学过程中，需要帮助学生进一步巩固过去时态的用法，并提高他们的口语交流能力。

三. 教学目标1.知识目标：学生能够掌握描述过去发生的事情的常用句型和词汇。

2.能力目标：学生能够运用过去时态进行口语交流，并能够正确书写过去时态的句子。

3.情感目标：通过小组合作和角色扮演等活动，提高学生的合作意识和口语表达能力。

四. 教学重难点1.重点：学生能够运用过去时态描述过去发生的事情。

2.难点：学生能够在实际交流中正确运用过去时态，并能够灵活运用所学知识。

五. 教学方法1.情境教学法：通过创设不同的情境，让学生在实际语境中学习和运用过去时态。

2.交际教学法：通过小组合作和角色扮演等活动，提高学生的口语交流能力。

3.任务型教学法：通过完成不同的任务，让学生在实践中学习和运用过去时态。

六. 教学准备1.教学PPT：制作相关的教学PPT，包括对话、练习和活动等。

2.教学素材：准备相关的图片、视频等教学素材，用于创设情境。

3.小组活动准备：提前将学生分组，并准备好相关的角色扮演道具等。

七. 教学过程1.导入（5分钟）利用图片或视频创设情境，引导学生谈论过去发生的事情。

例如，展示一组照片，让学生描述照片中的人和事情。

2.呈现（10分钟）展示教材中的对话，让学生听懂并理解对话内容。

然后，将对话中的关键句子和词汇板书在黑板上，引导学生注意过去时态的用法。

北师大版英语八下Unit 2 Communication Workshop 教学设计

北师大版英语八下Unit 2 Communication Workshop 教学设计一. 教材分析北师大版英语八下Unit 2 Communication Workshop主要围绕“旅行”这一主题展开，通过对话和任务型活动，让学生在实际情境中运用英语进行交流。

本节课的主要内容是学习如何制定旅行计划，包括选择目的地、交通方式、住宿以及活动安排等。

教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣和参与度。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行交流。

但是，学生在实际运用英语进行沟通时，仍然存在一定的困难，特别是在口语表达方面。

此外，学生对于旅行这一主题较为感兴趣，有利于提高他们的学习积极性。

三. 教学目标1.知识目标：学生能够掌握表示旅行计划的相关词汇和表达方式，如“目的地”、“交通方式”、“住宿”等。

2.能力目标：学生能够在实际情境中运用英语进行旅行计划的制定和交流。

3.情感目标：通过本节课的学习，学生能够培养对旅行的兴趣，提高英语学习的积极性。

四. 教学重难点1.重点：学生能够熟练运用表示旅行计划的相关词汇和表达方式进行交流。

2.难点：学生能够在实际情境中正确运用英语制定旅行计划，并进行流畅的口语表达。

五. 教学方法1.任务型教学法：通过设定具体的旅行计划任务，让学生在实际操作中运用英语进行交流。

2.情境教学法：创设旅行相关的情境，让学生在真实的环境中学习英语。

3.互动式教学法：引导学生积极参与课堂活动，鼓励学生之间进行英语交流。

六. 教学准备1.教师准备：提前准备相关的旅行图片、视频等教学资源，设计好旅行计划的任务和活动。

2.学生准备：学生提前了解一些旅行的基本知识，以便在课堂上能够更好地参与讨论。

七. 教学过程1.导入（5分钟）利用图片和视频展示不同的旅行目的地，激发学生的兴趣，引导学生谈论自己的旅行经历。

2.呈现（10分钟）教师通过PPT展示表示旅行计划的相关词汇和表达方式，如“目的地”、“交通方式”、“住宿”等，同时进行解释和示范。

七年级上册北师大版英语Unit2CommunicationWorkshop2教学设计

2.引导学生运用思维导图、关键词等学习策略，自主探究和总结指路和问路的表达方法。
3.利用多媒体教学资源，如PPT、视频等，辅助教学，提高学生的学习兴趣和参与度。
4.设计丰富的课堂活动，如小组讨论、问答竞赛等，鼓励学生积极参与，培养合作精神。
（三）情感态度与价值观
1.培养学生关爱他人、乐于助人的品质，学会在现实生活中主动为他人提供帮助。
（2）任务型教学法：设计具有挑战性的任务，引导学生主动探究、合作学习，提高学生的参与度和积极性。
（3）分层教学法：关注学生个体差异，针对不同层次的学生进行差异化教学，使每位学生都能得到提高。
2.教学环节设计：
（1）导入：通过展示一组与问路、指路相关的图片，激发学生的兴趣，导入本节课的主题。
（2）新知呈现：以PPT、视频等形式呈现本节课的核心词汇和句型，引导学生跟读、模仿，并进行实时反馈。
2.学生分享自己的经历和想法，教师趁机导入本节课的主题：“Today, we will learn how to ask for and give directions in English, and use different tenses to describe places and directions.”
七年级上册北师大版英语Unit2CommunicationWorkshop2教学设计
一、教学目标
（一）知识与技能
1.掌握本章节的核心词汇和重点句型，如：“Can you help me?”、“How can I get to...?”、“Turn left/right”等，并能熟练运用到实际场景中进行有效沟通。
4.课堂练习环节，旨在提高学生的解题能力和语言运用能力。
（五）总结归纳
1.教师引导学生对本节课的学习内容进行回顾，总结问路、指路的表达方式和时态运用。

八年级英语下册Unit2CommunicationLesson4AnimalTalk教案北师大版2

Un it 2 com muni catio nLess on 4 Ani mal Talk本课是北师大版《初中英语》八年级上册教材第二单元，话题为“交流” 元第一课，在承。

本课是本单接Get Ready部分有关“ Communication ”话题的基础上，本课重点介绍动物的交流手段和方式。

本课的教学设计分为两个课时。

第一课时侧重对课文的理解，首先通过头脑风暴激活学生已有的知识：你所了解的动物都有哪些交流方式。

随后通过阅读，获取动物的三种主要交流方式。

第二遍和第三遍阅读获取细节信息：课文中所提到的动物分别采用哪种交流方式；动物交流的目的是什么。

最后结合课文信息和Get Ready部分所讨论的话题内容进行语言输出活动：对比人类和动物的交流有什么不同。

在本节课中还会渗透现在完成时的相关知识，主要从语用功能层面，使学生对现在完成时有初步的认识和了解。

第二课时在复习课文内容的基础上，引入本课的重点语法内容一一现在完成时，通过观察和分析例句，发现并总结现在完成时的含义和句型结构。

通过分层练习，进一步体会现在完成时的含义，以及与一般现在时的区别。

第二课时的教学还包含对学生学习策略的指导一—既不知道词义的情况下可以查字典，而在诸多义项中选取恰当的词义还要回归上下文。

1. Key vocabulary2. Key structures【过程与方法目标】1. 通过阅读找出不同动物交流方式的信息;2. 使用获取的信息阐述人与动物交流方式的区别【情感态度价值观目标】体会交流的重要性以及人类了解动物交流方式的必要性，尊重爱护动物【教学重点】Lear n to talk about the ani mals.【教学难点】Lear n to use the verb “ be”Tape recorder, MultimediaStep 1. Brai nstorm 1. T shows pictures of differe nt ways of com muni cati on and asks Ss to talk aboutthe way in each picture.Ask Ss to thi nk of how we com muni cate with each other in our daily life?2. Ask Ss to tell their part ners what food and drinks they like using: I likeStep 2. Warm-up1. Ss work in pairs to use the key words to describe these photos in Get Ready Ex.1.Ss think about when they communicate with others.Say out some expressions.2. T shows pictures of some animals and asks Ss to think of the question: How dothese animals communicate? T elicits Ss to say sentences like this: I think ants communicate by body language.Step 3. Reading1. 1st readingSs read the passage to find out the 3 main methods of animal communication.Ss check answers in class.2. 2nd readingSs read the passage again and find out what methods these animals use to communicate.Ss check the answers in class.3. 3rd readingSs read the passage again and find out for what purposes animals communicate.Ss check the answers in class.Step 4. Listening and Talking1. T ask Ss to ask and answer in pairs according to the information in the table “ how do ants communicate? ” and “ Why do ants communicate? ”2. Ss listen and read the text with the recording.Step 5 Talking1. Ss express their own opinions about “How is human communication different from animal communication ”.2. T leads Ss to think why human should get to know the methods of animal communication.Step 6 Homework1 Read the text.2 Write down your opinion aboutHow is huma n com muni cati on differe nt from ani mal com muni cati on?略。

U2 CW 教学设计

Unit 2 CommunicationCommunication Workshop教材分析本课是北师大版《初中英语》八年级下册教材第二单元的最后一课，话题为人际交流。

本课大约为本单元的第七到八课时，Lesson4 Animal Talk, Lesson5 Meeting people和Lesson6 The Texting Generation分别介绍了动物界的交流方式，人类在交流时的一般礼貌以及短讯在人们生活中所扮演的重要角色。

在这些知识讲授的基础上，本课重点介绍了Betty本人以及其家庭成员在通讯交流工具方面的变迁, 并为最后的单元写作话题做好了铺垫工作。

本课的教学设计分为两个课时。

第一课时侧重对课文的理解和学习。

首先通过几张图片引入到本课时的话题：Communication Tools, 然后在相关话题的语境中简单讲解几个可能会给学生造成理解困难的单词(deliver，urgent, (in)convenient，wherever，bother)接着进入课文学习阶段。

本课时的课文内容按照时间顺序分别叙述了Betty一家三代人使用通讯工具的情况。

本课时也以课文的三个年代为划分，从中心主旨到各个年代使用的通讯工具，再到各个段落的语言点，各个击破，分层展示。

最后在对本篇课文进行结构总结的基础上进行第一稿的写作，也就是结合课文的信息和语言进行输出性活动。

在第一课时，学生还要简要学习使用一些常见的连词词汇(and，but, so, because, although…)来把句子有机的串联起来，使之更具有表现力。

第二课时首先简单回顾第一课时所学到的内容，尤其复现写好一片作文所需要包含的要素。

然后出示简略的评价表格，进行四人一组的评改活动。

在教师进行部分典型作文的点评后，进行第二次的写作。

并安排部分学生上白板展示第二次写作的成果，以便清晰看到写作中的成长过程。

也方便全班学生进行第二稿的欣赏和评价。

最后由老师进行全面的点评。

Unit2Communication学案

八年级英语北师大版上册册Unit2CommunicationWorkshop(第一课时)教学设计

新北师大版八年级上Unit2Communication Workshop精品学案Ⅱ

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