NSE外研社英语八年级下Module2Friendsh.ppt

桐乡求是实验中学 沈红梅 更多资源 教材内容分析 学情分析 教学目标 教学重点、难点 突破途径 课时安排 教学过程设计 一教材内容分析 本模块以友谊为话题，通过听力、对话和阅读文 章使学生了解、掌握并会运用带宾语从句的复合 句; 通过设计较真实的语境，教育学生去积极地面 对生活，真诚地对待身边的人, 同时引导学生慎重 交友, 交真朋友, 正确处理朋友间出现的矛盾。教 学中应结合学生实际情况，灵活调整教学内容（ 或增加，或删除，或前后调整），合理设置课时 适当进行拓展，以丰富学生知识，拓展学生视野 ，同时对正处于青春期的学生进行有关友谊的教 育。 二学情分析 学生在第一模块学习和要求掌握简单句六种基本句 型, 而本模块就马上出来宾语从句的三种形式, 在 JEFC教材中这个语法是出现在九年级, 而且是分3个 单元来学习的, 所以对学生来说难度很大, 这就要求 教师在设计话题和练习时要降低难度并循序渐进。 但就本模块友谊这个话题来说，学生很感兴趣, 觉得 它很贴近自己的生活。教师要预设一些生活化和学 生感兴趣的话题, 调动学生参与活动的积极性, 使得 学生有话可说, 乐于合作分享。这样就有利于他们更 好的运用课本知识，达到提高综合运用语言能力的 目的。 三教学目标 1语言知识目标 功 能 能用英语进行电话会话,能用宾语从句讨论有关友谊的话 题。 语语 法 了解、掌握和会运用that, if/whether 和疑问词引导的宾语 从句。 词词 汇汇 能够正确使用下列单词和短语:friendship, hold, hold the line, right now, if, whether, whetheror not, personal, classmate, in fact, public, a couple of, relation, close, foreigner, feel like, by the way, gift, far away, lonely, afraid, be afraid to do, make friends with, anyone, laugh, worry, worry about, usual, at the moment, pass, touch, bright, day by day, matter, believe, at first 理解的短语：junior high school 语语 音 能够正确朗读带宾语 从句的复合句, 做到语音语调和停顿 正确。 三教学目标 听 能听懂用宾语从句表述的意义。 说说 流利地说出本模块的生词和短语；能够用带宾 语从句的复合句来询问和表达友谊。 读读 能够运用阅读策略获取信息，了解那个改变了 作者一生的微笑的故事，并能理解作者要真正表 达的意义。 写 能用宾语从句写有关友谊的对话和短文。 演示与表达 能够表达自己与朋友之间的友谊或你与朋友间 发生过的印象深刻的事件。 2语言技能目标 三教学目标 3文化意识目标 生活在科学技术和信息技术日益发展的社会中的人 们可以通过书信和网络等方式进行交友,人们可以在 交友的过程中学习和享受生活。 了解中西方打电话文化的差异。 4情感态度目标 引导学生积极地面对生活，真诚地对待别人，跟 朋友建立起真正的友谊。 5学习策略目标 三教学目标 自主学习 能够结合个人的情况预习教材和拓展。 合作学习 能够与同学交流学习心得会，共享 策略。 学生利用学会的语言知识去真实的沟通和交际，从 而使语言知识得以内化，真正做到学以致用。 四重点、难点 1. 教学重点 熟练掌握本模块中出现的词汇；掌握宾语从 句并了解连接主句和从句的连词的语法功能 ；学用宾语从句描述友谊；学会用英语打电 话；教会学生掌握阅读技巧，培养学生阅读 理解能力。 2. 教学难点 宾语从句；培养学生能够正确运用阅读策略 获取信息。 五突破途径 、以话题为核心，整合教材，努力为学生 创设真实和接近真实的语境，使学生在学中 用，在用中巩固； 、本模块的宾语从句则通过感知归纳 巩固的方法加以突破。 六课时安排 第一课时：Unit 1 Activities 1,2,3,4,5; Unit 3 Activity 4 第二课时： Unit 1 Activity 6 & Unit 3 Activities 1, 2, 3, 5 第三课时： Unit 2 第四课时： Unit 3 Activities 6, 7, 8, Around the world, Module task Unit 1 Can you tell me where youre from? 七教学过程设计 Period 1 vvStep1.Step1.Lead-inLead-in vvBring two telephones or doll telephones to the class Bring two telephones or doll telephones to the class and present simple telephone conversations with and present simple telephone conversations with several students.several students. vvExpressions of making telephone calls in English: Expressions of making telephone calls in English: Hello, can I speak to? Is that speaking/there?Hello, can I speak to? Is that speaking/there? This is (speaking). Hold the line, please. Etc. This is (speaking). Hold the line, please. Etc. 设计意图：将学生置身于一个真实的语言环境中引入并导 出相关话题，一方面可活跃课堂气氛，另一方面引导学生比 较, 体会中西方打电话文化的异同, 这有助于增强学生对目标 语文化内涵的了解, 同时为接下来的听力做语言上的铺垫。 可以与几名学生课前准备好。 vvStep2. Step2. Listening Listening vvWe know Sally is in China and now shes telephoning. We know Sally is in China and now shes telephoning. Listen and answer who Sally wants to speak to and how Listen and answer who Sally wants to speak to and how many people you hear.many people you hear. vvListen again and number the sentences you hear. check Listen again and number the sentences you hear. check answers in pairs, then the whole class. answers in pairs, then the whole class. vvListen Listen and repeat. Deliver the listening material to the and repeat. Deliver the listening material to the Ss and ask them to read it aloud and then act it out in Ss and ask them to read it aloud and then act it out in roles.roles. v设计意图：在常规听力练习中进一步提高学生听的能力, 是 一种听力输入活动。听完后将听力材料分发给学生让他们读 并表演是因为本套教材在这个模块首次出现了用英语打电话 ，这个是重点，这样做学生能充分吸收语言，对电话内容和 结构有了整体认识。 vvStep 3. Presentation Step 3. Presentation 1. Do you think what Chen 1. Do you think what Chen HuaHua is? is? 2. What did Sally call Chen 2. What did Sally call Chen HuaHua for? for? 3. Chen 3. Chen HuaHua will interview Sally, will interview Sally, do you think what personal questions do you think what personal questions he will ask Sally? he will ask Sally? 设计意图：本环节起到承上启下的作用，同时前两个问题可 初步导出本模块的语法宾语从句，为第二课时作准备；另外 第三个问题运用“头脑风暴法”，这是一个开放的活动，可以把 全班分成四组看哪一组猜得最多最接近事实。这活动能训练学 生的发散性思维，又增强学生阅读对话的欲望。 vvStep 4. Listen and read Step 4. Listen and read vvStudents listen and try to get the questions and then Students listen and try to get the questions and then present the four sentences.present the four sentences. 1. Can you tell me where you are from?1. Can you tell me where you are from? 2. Ive heard that you play in your school orchestra. 2. Ive heard that you play in your school orchestra. 3. Can I ask you if you miss the UK, or your relations? 3. Can I ask you if you miss the UK, or your relations? 4. What does it feel like? 4. What does it feel like? vvStudents read the dialogue carefully and work in groups Students read the dialogue carefully and work in groups to find out the answers to the personal questionsto find out the answers to the personal questions， students infer the meaning of the new words and students infer the meaning of the new words and phrases through the context.phrases through the context. vvAnswer the questions in Activity 5.Answer the questions in Activity 5. Ask Ss answer individually and they may discuss if they Ask Ss answer individually and they may discuss if they have different opinions.have different opinions. vvStudents read after the tape, underline some phrases Students read after the tape, underline some phrases and help Ss overcome some difficulties about and help Ss overcome some difficulties about prehension. 设计意图：学生通过个人理解, 组内交流, 全班汇总的方式理 解对话内容。 vvStep 5. Read and practice Step 5. Read and practice vv Read the dialogue aloud and keep books closed, Read the dialogue aloud and keep books closed, check the true sentences. check the true sentences. 1.1. Chen Chen HuaHua has already met Sally. has already met Sally. 2. Sally is waiting for Chen 2. Sally is waiting for Chen HuaHua to arrive. to arrive. 3. Sally doesnt know who will come to their last public 3. Sally doesnt know who will come to their last public concert. concert. 4. Sally thinks the word “foreigner” isnt friendly. 4. Sally thinks the word “foreigner” isnt friendly. 5. Chen 5. Chen HuaHua invites Sally and her friends to visit Radio invites Sally and her friends to visit Radio Beijing. Beijing. vv Unit 3 Activity 4 Unit 3 Activity 4 设计意图: 学生通过自我体验获取知识，通过练习巩固所学 词汇和内容。 vvStep 6. DiscussionStep 6. Discussion vv 1. Do you think whether Sally is happy or not in China? 1. Do you think whether Sally is happy or not in China? Why? Why? vv 2. Suppose you are in a strange place, no one knows 2. Suppose you are in a strange place, no one knows who you are. What will you do to make you feel less who you are. What will you do to make you feel less lonely? lonely? 设计意图: 通过Q1讨论学生能更好的把握对话内容, Q2给学 生设置了真实的情境,同时又为U2的学习做了铺垫。 vvStep 7. Homework Step 7. Homework vv 1. Workbook1. Workbook ExxExx 4, 5.4, 5. vv 2. Revise Unit 1. 2. Revise Unit 1. 设计意图：通过笔头任务使本课的词汇和有关语言点贯彻到 实处。 教学反思: 本单元有17个单词和词组, 同时用英语打电话是首 次出现。基于这些第一课时以内容和词汇教学为主,为第二课时开 展活动打基础. Unit 1 Activities 6 & Unit 3 Activities 2, 3, 5 七教学过程设计 Period 2 vvStep1.Step1. Lead-in Lead-in vvWatch a video and answer some questions: Watch a video and answer some questions: 1. Who does Jim want to speak to? 1. Who does Jim want to speak to? 2. What do they talk about? 2. What do they talk about? 设计意图：通过观看录像激发学生兴趣并复习电话用语和 中西方打电话的差异. vvStep2.Step2. Activity 5 Activity 5 vv1. Do Activity 5 individually, check answers in pairs 1. Do Activity 5 individually, check answers in pairs and then the whole class. Read them aloud.and then the whole class. Read them aloud. vv2. Work in groups, make telephone calls in English. 2. Work in groups, make telephone calls in English. 设计意图：学生模拟真实的语言环境, 在真实 的语言环境中交际, 在交际中巩固对目标语的 掌握, 消除文化性错误。 vvStep3. Activity 3Step3. Activity 3 vv1. Present a sentence with object clause on the Bb. 1. Present a sentence with object clause on the Bb. egeg: Do you think : Do you think if if Group 3 did the best?Group 3 did the best? vv2. Activity 3 Match the questions with reasons for 2. Activity 3 Match the questions with reasons for asking.asking. 设计意图: 通过评价学生表演用英语打电话过渡到宾语从句, 感知句子要表达的意义。 vvStep4.Step4. Unit 1 Activities 3 & Activity 6 Unit 1 Activities 3 & Activity 6 vvAsk the Ss to find sentences like those in Unit 1 Activity Ask the Ss to find sentences like those in Unit 1 Activity 3. Check the sentences in pairs. Present the sentences 3. Check the sentences in pairs. Present the sentences and ask the Ss to analyze the sentence structures and and ask the Ss to analyze the sentence structures and summarize three kinds of object clauses with different summarize three kinds of object clauses with different conjunctions in groups.conjunctions in groups. These sentences are:These sentences are: A:A: 1. Do you know 1. Do you know if if Sally Maxwell has arrived? Sally Maxwell has arrived? 2. I asked your secretary 2. I asked your secretary whether whether she could come or she could come or not? not? 3. Can I ask you 3. Can I ask you if if you miss the UK, or your relations? you miss the UK, or your relations? B: B: 1. Can you tell me 1. Can you tell me wherewhere youre from? youre from? 2. I dont know 2. I dont know who who will come?will come? C: C: 1. Ive heard 1. Ive heard that that you play in your school orchestra.you play in your school orchestra. 2. I know 2. I know that that foreigners find China very different from foreigners find China very different from their own countries. their own countries. vvStudents read the Students read the sentences,listensentences,listen to the sentences in to the sentences in Unit 1, Activity 6. read after the tape and read the seven Unit 1, Activity 6. read after the tape and read the seven sentences aloud again. sentences aloud again. vvDo Unit 3 Activity 2, check answers and ask the SS the Do Unit 3 Activity 2, check answers and ask the SS the reasons.reasons. 设计意图：通过学生观察-发现-讨论-归纳巩固的模式，掌 握知识点的规律。 vv Practice Practice vvStep5. InterviewStep5. Interview Half of the Ss play our oral English teachers Anna or Half of the Ss play our oral English teachers Anna or Shaun, and the other half play hosts or hostess to ask Shaun, and the other half play hosts or hostess to ask Anna or Shaun some personal questions. Two Ss a pair Anna or Shaun some personal questions. Two Ss a pair or several Ss a group.or several Ss a group. Ask several pairs or group to act out in front of the class.Ask several pairs or group to act out in front of the class. 设计意图: 基于交际智能的任务。学生在较为真实的语言环 境中提口语水平、学会使用语言。 vvStep6. HomeworkStep6. Homework vv 1. 1. WbWb ExxExx. 1, 3 1, 3. vv 2. If possible, the Ss who play interviewers ask Anna or Shaun 2. If possible, the Ss who play interviewers ask Anna or Shaun the same personal questions and the Ss who play interviewees the same personal questions and the Ss who play interviewees compared the answers to what he/she expects. Write down compared the answers to what he/she expects. Write down the dialogue. If impossible, write down the dialogue theyve the dialogue. If impossible, write down the dialogue theyve made in class. made in class. 设计意图: 我们在使用好课程的核心资源教材的同时，充 分挖掘身边可挖掘的资源，将英语课堂延伸到课外, 从而增强 学生对英语的兴趣！而把采访整理成文落实到笔头, 可以全面 检查学生的知识掌握情况和减少学生的语法错误。 教学反思：课外作业是课堂的延伸，是学生消化和运用 所学知识的有效途径。而设计让学生在接近真实的情境 中使用英语的课外作业能有效的激发学生的兴趣，在提 高学生语言综合运用能力的同时充分发挥他们的创造性 和实践能力，学生会很有成就感。 Unit 2 No one knows who I was. 七教学过程设计 Period 3 vvStep1.Step1. Warming-up & Lead-in Warming-up & Lead-in vvEnjoy a song.Enjoy a song. vvFree talk: Free talk: 1.1. Have you made close friends with your classmates Have you made close friends with your classmates since you came to your junior high school? If the since you came to your junior high school? If the answer is “yes”, do a guessing game. Ss guess like this:answer is “yes”, do a guessing game. Ss guess like this: S1: Could you tell me whether your friend a boy or not?S1: Could you tell me whether your friend a boy or not? S2: I want to know if he/she wears glasses. S2: I want to know if he/she wears glasses. S3: I guess that he/she sits in Row 2, right? S3: I guess that he/she sits in Row 2, right? S4: S4: 2. Do you tell her/him when youre happy and unhappy?2. Do you tell her/him when youre happy and unhappy? Why? Why? 3. Do you try to make your friend happy? How can you? 3. Do you try to make your friend happy? How can you? 设计意图：以歌激趣，谈论学生自己的话题不仅可导入新课， 解决部分词汇障碍, 还可以借助话题复习运用宾语从句。 vvStep2. Scanning Step2. Scanning vvRead the passage quickly and lets see who can find the Read the passage quickly and lets see who can find the answers to the questions quickly: answers to the questions quickly: Q1: Who is the writer? Q2: Who is in the photo? Q3: Why is it called A beautiful smile? 设计意图：学生快速阅读找出答案, 训练学生阅读速度。 vvStep3. Intensive reading Step3. Intensive reading vv Read carefully and try to answer the following Read carefully and try to answer the following questions: questions: 1. What happened and when 1. What happened and when 2. Where she was and how she felt. 2. Where she was and how she felt. 3. Why she felt that way. 3. Why she felt that way. 4. What happened one day. 4. What happened one day. 5. What happened suddenly. 5. What happened suddenly. 6. What happened after this. 6. What happened after this. 7. What happened later. 7. What happened later. 8. What she thinks now. 8. What she thinks now. 设计意图：让学生带着这个问题去精读文章，通过个人理解 小组交流全班汇总的方式使学生对于文章有了进一步的理 解。 2. What was the important gift?2. What was the important gift? Could you tell meCould you tell me how oldhow old Zhang Zhang BeiBei waswas at that time? at that time? Could you tell meCould you tell me whatwhat the important gift the important gift waswas? ? Yes. She was 13 years old.Yes. She was 13 years old. Yes. It was a beautiful smile.Yes. It was a beautiful smile. Could you tell me? v Step 4 Enjoy reading Step 4 Enjoy reading vv Read the passage aloud together. Read the passage aloud together. vvStep 5 Memory challengeStep 5 Memory challenge vvHave a competition between Have a competition between boys and girls. boys and girls. 1. How old was Zhang 1. How old was Zhang BeiBei at that time? at that time? 3. Did Zhang 3. Did Zhang BeiBei make friends with the boy or not? make friends with the boy or not? Could you tell meCould you tell me whether whether Zhang Zhang BeiBei made friends with made friends with the boy the boy or notor not ? ? Could you tell meCould you tell me if if Zhang Zhang BeiBei waswas lively at last? lively at last? Yes. They became good friends.Yes. They became good friends. 4. Was Zhang 4. Was Zhang BeiBei lively at last? lively at last? Yes. Zhang Yes. Zhang BeiBei was very lively at last. was very lively at last. Could you tell me? Do you know? A. she was at a new school B. He was friendly and smiled at everyone. C. She began to make friends. D. From herself. E. It made Zhang Bei happy and warm. Do you know why the smile was an important gift? Do you know why Zhang Bei couldnt talk to others? Do you know why the boy smiled ? Do you know how the smile changed her life? Do you know where her unhappiness came from? Can you find the answers? 4.How did the smile change her life? 3.Why did the boy smile ? 5.Where did her unhappiness come from? 2.Why couldnt Zhang Bei talk to others? 1.Why was the smile an important gift? 设计意图：通过以上两个活动使内容和语法双巩固， 也就是说在话题中巩固语法，在语法操练中使学生对 文章内容有了更深层的理解。 vvStep6. Ask and matchStep6. Ask and match vvStep7. DiscussionStep7. Discussion vv1. What do you learn from the story?1. What do you learn from the story? vv2. Have you ever got a special present from your friend?2. Have you ever got a special present from your friend? Is there a story behind it? Ask each other questions Is there a story behind it? Ask each other questions and fill in the form, and then tell a story. and fill in the form, and then tell a story. Who What When Where Why 设计意图：通过Q1的讨论使学生对文章有了评价性的认识而 Q2的话题则跳出了教材，联系到了学生的实际生活，文章的学习 变得更有意义。 vvStep8. HomeworkStep8. Homework vv 1. Revise Unit 2 Try to retell the story. 1. Revise Unit 2 Try to retell the story. vv 2. Write down their partners story about friendship. 2. Write down their partners story about friendship. 教学反思: 授人以鱼, 不如授之以渔，在阅读课教学中教 给学生阅读的方法是非常重要。另外，现代英语阅读课的 方法我们主张跨出句子平面走向篇章，要求更深层次的 理解，甚至是评价性的理解, 努力形成”独立阅读, 合作交流, 个性构建”的阅读教学模式。 Unit 3 Language in use. 七教学过程设计 Period 4 vvStep1. Warming-upStep1. Warming-up vv Enjoy a song. Enjoy a song. vvStep2. Around the worldStep2. Around the world vv1. How can we make friends?1. How can we make friends? a. _ a. _ b. _ b. _ c. _ c. _ d. . d. . vv 2. Why do people make friends in different ways? 2. Why do people make friends in different ways? 设计意图：先由歌曲热身，然后让学生讨论教朋友的途径和教 朋友带来的益处。 vvStep3. DiscussionStep3. Discussion vvWatch a video and answer:Watch a video and answer: 1.1.Are they good friends?Are they good friends? 2.2.What does the story tell us?What does the story tell us? A friend in need is a friend indeed.（患难朋友才是真朋友） 设计意图：A thousand friends are few, one enemys too many.虽说是朋友多多益善，但是要交真朋友。 更多资源 vvStep4. Free talkStep4. Free talk vv Show the Ss some pictures and get Ss to say Show the Ss some pictures and get Ss to say whether its real friendship or not. Why? whether its real friendship or not. Why? 设计意图：联系学生的生活实际，通过学生的讨论引导学生 理解什么是真正的朋友和纯真的友谊。 vvStep5. Brain stormingStep5. Brain storming vv What should a good friend be like? What should a good friend be like? kind happy friends funny nice able humorous clever interesting helpful polite bright stronghonest I think that a good friend should be 设计意图：利用头脑风暴法，学生各抒己见，运用所学知识畅谈 好朋友的标准。 vvStep6. Activity 6 & 7Step6. Activity 6 & 7 vv1. Have you ever had any problems with your good 1. Have