外研版八年级下册英语Module 2 Friendship Unit1教学设计

外研版八年级下册英语Module 2 Friendship Unit1教学设计一。 教材分析1.新标准英语采用发现式语法学习法： 呈现-提问-发现-总结， 培养学生自主学习的能力。宾语从句是初中阶段较难掌握的，在JEFC教材中出现在九年级，现提早了一个学期，所以难度较大。这需要老师很好地设计课堂教学活动。2. 本模块以友谊为话题， 通过听力、对话和阅读材料的学习介绍了宾语从句。友谊是同学们较为感兴趣的话题，也与他们自身经历相关。借助友谊展开话题讨论， 同时培养学生关爱他人的情感。二。 学情分析1. 知识基础：部分学生缺少丰富的语言基础，对某些任务的完成有一定的难度。2. 思维能力：有较强的记忆力和模仿能力，有待培养知识的扩展运用能力。3. 认知心理：有较强的求知欲和表现欲，部分学生存在不自信，羞于表现等思想顾虑。三。 教学目标1. 语言技能目标：听：能听懂用宾语从句表述的意义。 说：能运用不同宾语从句来询问和表达友谊。读：能读懂阅读文章，理解语篇主题和细节。 写：能用宾语从句来写与友谊有关的短文。2. 语言知识目标：1） 能利用宾语从句讨论与友谊有关的话题。正确使用宾语从句的三种句式。2） 能够理解下列单词和词组：a couple of, junior high school3） 能够正确使用本模块中出现的四会词及短语。3. 情感态度目标：1） 通过对友谊的交流，掌握如何与他人交朋友，理解自己生活中情感影响的重要性。2） 引导学生与他人合作，相互帮助，共同完成学习任务，尽情享受学习的乐趣。4. 学习策略目标：1） 自主学习 能够结合个人的情况预习教材和拓展。2） 合作学习 能够与同学交流学习心得体会，共享学习策略。四。 教学重点与难点教学重点： 正确运用宾语从句描述友谊。教学难点： 宾语从句的引导词、语序及时态。五。 教学过程Step 1 Warming up1. A.Where are you from? 2. A. What is his name?B. What do you ask? B. What do you ask?A. I ask where you are from. A. I ask what his name is.设计意图 通过问与答的形式，呈现宾语从句，为下异步的操练做准备。Step 2 Pair work1. Where are you from? 2.Where is your good friend from?S1: Where are you from? S1: Where is your good friend from?S2: I am from S2: My good friendis fromS1: S2 says that he / she is from S1: S2 says that 设计意图 联系学生生活实际，体现用中学原则。用地图操练巩固目标句型-that引导的宾语从句。Step 3 Group work1. Say something about my good friend Sally.2. ReportS1 has heard that SallyS2 knows that SallyS3 says that SallyI think that Sally设计意图 通过谈论熟悉人物 Sally, 进一步加强目标语的操练。同时，相互交流和帮助又培养了合作精神。Step 4 Presentation1. Free talkeg. Have you ever made telephone calls?Who do you usually call?2.Make a telephone call with a student.Give the other students an example. （ suppose tomorrow is Saturday, you want to invite someone to have a picnic with you . ）T: Hello, this is Miss Wu speaking .Can I speak to LiHui?S1: Hello, Miss Wu, this is LiHui speaking . How are you?T: Im fine , thanks. Oh ,LiHui, we are going to have a picnic tomorrow, would you like to go with us?S1: Great! Id love to.when and where shall we meet?T: Lets meet at half pass 8, at our school gate.S1: Ok, see you tomorrow.T: See you tomorrow.3. Listen and find out:What do Anns mother and Bill talk about on the phone?（事先交代情景： Anns classmate Bill called Ann. But Ann wasnt in. Anns mother answered the phone.）Expressions of making telephone calls:Hello! Could I speak to Ann, please?Im afraid she isnt here right now.Can I take a message for you?This is Bill.Ill give her the message设计意图 新语言项目在情景中自然呈现，比较中、英文打电话的不同用语，引导学生判断、总结， 从而达到理解、学习并运用语言的目的。充分体现了学习的过程。Step 5 Practice1. Listen and find out how many people you hear. （Turn to page 10-1）2 . Listen and number the order. （Turn to page 10-2）3. Make a telephone call.Mr. Wang telephoned Father. But Father wasnt in. You answered the telephone.（用两只电话机让学生在课堂上表演）4. U3 Activity 5, 2, 3, 4设计意图 在常规听力练习中进一步提高学生听的能力，在尽可能真实的情景中巩固打电话用语。Step 6 Presentation Why does Sally call Chen Huan?设计意图 激发求知欲望。顺利进入新课的学习。Step 7 Listening and reading: （Turn to Page 10-3）1. Listen and answer the questions:1） How many persons are there in the dialogue？2） Where are they?2. Read and answer （必须用宾语从句回答）1） What does Chen Huan say? He says that2） What does Sally say? She says that 3. Read and check （）the true sentences. （Turn to Page 11-4）设计意图 听读两方面入手，由易到难，层层推进，重视对学生学习能力和技巧的培养。Step8 Exercise1. Match the words with their meanings.2. Ask and answer the questions about the words in the box. （Turn to p11-5）设计意图 由单词的复习过渡到句子的复习，既培养学生在语境中理解、识记单词的能力，又为新课的学习起到较好的铺垫作用。Homework1.Interview your teacher假设10年后，你参加工作，当了一名记者， 回来看望老师。学生自由向老师提问， 老师重复学生的问题， 很自然地引出新知识-疑问句的宾语从句。 eg.S1: Miss Ni, do you still like teaching English?T: S1 wants to know if I still like teaching English. Im glad to tell you that I li