外研版八年级上Module 12 Traditional life教材分析教案外研.doc

Module 12 Traditional life一教材内容分析本模块以传统生活为话题，把焦点放在对中英/美文化的介绍上，重点介绍了中国与英国/美国在日常生活中的传统差异，话题贴近生活；学生对新颖和与自己日常生活不一样的东西非常感兴趣，通过对中国和英国/美国日常生活传统文化进行对比，便于开展活动。教学中应结合生活实际情况，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，教会学生尊重文化差异，积极探究英、美国家传统生活的特点。二学情分析通过一段时间的英语学习及生活中的了解，学生掌握了部分英国/美国日常生活中的不同传统特点,但总体上来说，还比较少。他们很想更多地了解一些英国/美国与中国不同的风土人情和传统生活知识，这是学生很感兴趣的话题。同时，通过对情态动词can(一种意思）的学习和前一模块may/might的学习，学生对情态动词的用法有了已基本了解。本单元则是在学生以往知识和前个模块的基础上把情态动词must和can（另一意思）引入到“传统生活”这个话题上。教师在预设的任务中，注意引导学生在交际中动态生成，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 语言知识目标词汇chess, chopstick, purse, soap, hang (hung, hung), immediately, accept,lucky, break, anything, receive, noise, stay, shout, throw(threw, thrown ),shoulder, catch (caught, caught), smoke, passport, litter.词组句型hang on, do some cleaning, wash upGet a move on! You cant be serious! The girl who catches them will be next to get married!语法1 must和can（表示允许）的用法；22在英国/美国传统生活中经常使用的日常用语。功能给在中国家庭做客的外国朋友提供一些建议。话题围绕中英/美文化差异，以传统生活为中心话题。2语言技能目标听听懂有关传统生活的简短对话，提高学生实际运用能力。说能用含有情态动词must, can 的句型和本模块的生词、短语开展对话，介绍中国和英国/美国传统生活的一些特点和差异。读能阅读包含情态动词must, can的句型和有关介绍中英/美传统生活的简单文章。进行简单的阅读技能训练。写1 能正确使用情态动词must和can造句，包括肯定和否定形式；22能用must, can的句型写出介绍中英/美传统生活差异的句子。 演示与表达通过设置任务或小组活动，在班上介绍有关中英/美传统生活的差异。3学习策略目标不断提升自主学习能力，有效交际、信息处理、英语思维能力。认知联系，归纳，推测等技能。调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。交际学习运用恰当词语介绍中英/美传统生活的差异。资源通过其他资源获取更多中英/美传统生活的信息。自学策略能借助网络和书籍，了解中英/美传统生活的特点和差异。合作学习策略关心身边的日常生活，能互相了解生活中不同习惯和他人有关英国/美国传统生活中的不同习惯。其他培养学生了解文化差异，尊重差异的习惯。4文化意识目标：在中外对比中，了解不同国家的传统生活方式，了解不同国家的生活和文化。5情感态度目标培养学生热爱传统生活，了解自己国家人民的生活特点和习惯。同时积极了解国外人们的生活特点和习惯，尊重差异，学习和培养良好的生活习惯，进一步树立正确的语言学习观。四重点难点1. 教学重点1 重点句型：用must, can 的肯定，疑问与否定形式来表示中英/美传统生活的句型2 重点话题：Give some advice for foreign guests to Chinese families; make the differences of Chinese and English/American traditional lives2. 教学难点1 掌握must, can 表示允许的用法；并能正确运用；2 在日常对话或阅读中，能正确把握、体现中英/美传统生活不同特点。3. 突破途径以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出，并通过交流获取更多的信息。五、教材处理1、任务核心任务：能够运用所学句型结构向不同的朋友介绍本国和英国的传统生活特点，为外国朋友去中国家庭做客提供建议。三个环节如下：pre-task：学生联系生活实际，激活背景知识。Task-cycle：通过整个模块的听说读写的训练，强化“介绍中英/美传统文化特点与差异”的表达能力，为完成核心任务做好铺垫。post-task：达成任务，展示成果，自我评价，反馈学习情况。2、课时安排第一课时：Unit 1 第二课时：Unit 2第三课时：Unit 3(Activities 1-8)第四课时： Unit 3(Activities 9-14)六教学设计第一课时：Unit 1Teaching Aims and Demands:1. Language Knowledge Key vocabulary: purse , soap, hang(hung, hung) immediately, accept, lucky, do some cleaning, anything, receive Key structure: You must/ mustnt . You can/cant. 2. Listening skill: To understand the words of things we use in daily life and the conversations involving introduction of Chinese and English /American traditional life in listening. Improve the students listening ability.Speaking skill : To practice the sentences with can/cant or must/mustnt. To briefly introduce the traditional life in England which is different from China; To improve the students speaking ability.Teaching Aids: Multi-Media (or Tape recorder , OHP) Teaching Procedures:Step 1 Revision and Leading in-Whats the weather like China in summer? (It is very hot in China.)-Whats the weather like in England in summer? -It often rains in England.(The weather is changeable.) -What must we take when we go out in England in summer.-We must take an umbrella.-What can we wear when we go out by bike?-We can wear a raincoat.设计意图：从复习上一模块学生所熟悉的天气和情态动词may入手，利用学生已有的认知水平进行头脑风暴，引入情态动词must, can.并简单了解了英国的天气。 。Step 2 Practice (Look at each of the following pictures:)- Can we arrive late for school? - No, We cant. We must get to school on time.(Ss practice the dialogue like this according to the pictures.(see: 课件)设计意图：通过图片对目标句型进行操练，使学生较直观地感受情态动词must, can(表示允许)的用法Step 3 Present some new words and so some listening practice 1.What do you/your parents/your friends often do when you have a birthday party?What present do you often get?Try to present the new words: chopsticks, purse. 2. Listen and number the words and expressions as you hear them, then match the words with the pictures. 3.Do Ex.3 (Wb. M12.)4. Lingling will have a birthday party. What present do his friends buy for her?设计意图：先通过问题呈现新单词，然后在通过听、与图画配对和练习进一步巩固新单词，并逐步导入新的对话。Step 4 Listen and read 1. Does Lingling think she can open the present immediately? How about Betty? (Ss listen to the tape to find the answers to the questions.)2.Read through the questions in Activity 4. Listen and check.3.Read the dialogue and finish the form:In ChinaIn Britain/ the USAopen the presentaccept the present(wrap hongbao)on the first day of the Chinese New Year4. Read the dialogue aloud after the tape, then make a dialogue like this: What can people do when he/she accept a present in China, What about in England?What cant/mustnt Chinese do on the first day of the new year? 设计意图：在常规听力练习中进一步提高学生听的能力。分步阅读,使学生有充足的语言输入，从而有利于学生进行目标语言的输出Step 5 Task1.Group work: Talk about school rules.What can/ must we do at school?What cant/mustnt we do at school?mustcanMustnt/cantS1S2S3One student in each group report their result like this: In our school, we can must wear school uniform. We can play chess after class, but we cant/mustnt arrive late for class. 2.Activity 5: Complete the sentences with the words in the box. 设计意图：通过两个任务的完成，进一步巩固新学词汇和目标句型。Step 6 Pronunciation and speaking 1.Listen and learn to read sentences about questions and answers. Pay attention to the different pronunciations between Wh- questions and Yes-no questions.2.Do Exx7 ,8. (Wb. M12. )Listen and read.Step 7 Homework 1.Make a list about:What can/ must we do at home/at the dinning table?What cant/mustnt we do at home/at the dinning table?设计意图：联系学生生活实际，引导学生关注身边的生活。体现用中学。2.Do Wb. M12. Exx.4-6第二课时：Unit 2Teaching Aims and Demands:1. Language Knowledge Key vocabulary: noise, stay, shout, throw (threw, thrown ),shoulder, catch( caught, caught)Key structure: You can/cant . You must/mustnt.2. Reading skill: Get information about the traditional life in England. Improve the students reading ability. Writing skill:List some advice for the Chinese visitors whom will go to England. Improve the students writing ability.Teaching Aids: Multi-Media (or Tape recorder, OHPTeaching Procedures:Step 1 Revision and check the homework 1. What mustnt we do on the first day of the Chinese New Year? 2. What can/cant you do at home/at the dinning table? What must/mustnt you do at home/at the dinning table?Step 2 Pre-read 1. What can you see in the picture?(see:课件)2. How do the people in England greet each other? What do they often do at 4 pm.?Can people talk loudly/make noise in buses or trains in China? How about in England ? Have you ever been to a wedding in England? Is it different from a Chinese wedding?设计意图：从图片和和学生已知知识两方面入手，通过适当联想切入英国传统生活特点及与中国的不同点，激活学生求知欲和学习气氛。Step 3 Read and learn 1. Can the man and woman see each other the night before the wedding?(Ask the Ss to read the passage quickly and try to find the answer to the question above.)2. Read the passage again more carefully and try to complete the table below about England.In Englandmustcant/mustntcangreeting peoplefood and drink for the guestsnoisewedding设计意图：阅读慢慢深入，使学生能逐步了解英国传统生活中的一些有趣的特点，既满足了他们的好奇心。也让学生在用英语中，感受成功的喜悦。Step 4 Task1. Tell the differences.Read the passage again. Ss work in pairs to talk about the differences of traditional life in England and China.2. Group work:Try to say /list some advice for the Chinese visitors whom will go to England.设计意图：从谈论中英传统生活的差异到给去英国的参观者提供一些建议, 始终围绕目标语开展活动， 并使话题得到延伸，进一步鼓励学生发挥自己的想象力和主观能动性，并与实际相结合，提出自己的观点。任务活动能无限激活学生思维的积极有效的语言输出方式。Step 5 Ask and answerActivity 6: Answer the questions about the words and expressions in the box.Activity7: Ss ask and answer some questions about traditional life in China like:What food and drink must we offer to the guest? 设计意图：联系学生生活实际，引导学生关注 自己身边的生活。用中学。Step 6 HomeworkActivity 8: Write a passage called Advice for visitors: traditional life in China.设计意图：联系学生生活实际，引导学生关注生活环境。用中学。第三课时：Unit 3 (Activities 1-8)Teaching Aims and Demands:1. Language knowledge: Key vocabulary: wash up, smoke, passport Key structure: You can/cant . You must/mustnt.2. Speaking skill: Talk about the rules. Improve the students speaking ability. Writing skill:List the rules. Improve the students writing ability.3. To summarize and consolidate must/mustnt, can/cantTeaching Aids: Multi-Media (or Tape recorder, OHP)Teaching Procedures:Step 1 Warming-up and revision Watch a segment of “逃学威龙”（see: 课件） and let the students answer :What do you think of the students in the movie? Can we smoke?What must/mustnt we do as middle school students? 设计意图：通过电影情节让学生辨别是非，并能够立刻调动起学生的参与性，操练目标语。Step 2 Pre-listen Show some pictures about the life of a teenager. Ask:What must he do? What mustnt he do? (We must have a good habit in our daily life.)设计意图：德育渗透，融思想教育于语言教育，并为下一步课文听力作准备。Step 3 listening 1.Listen and check.Listen for the first time to a teenager talking about life. Check the things he must and mustnt do.2.Listen and answer.Listen again. What two things does he say he can do?3.Listen and repeatStep 4 TaskMake some good rulers for your home or your school with can/cant or must/must.Share with your partners, and choose some good pieces to write down. Show them to the teacher or parents after school as advice.设计意图：通过任务活动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 5 ConsolidationClass exercises:Activities 6-8: Complete the sentences.Step 6 Homework Write some rules for our class第四课时：Unit 3 (Activities 9-14)Teaching Aims and Demands:To summarize and consolidate the language covered in this module.Affection and attitudes: Love our country and study foreign countries.Teaching Aids: Multi-Media (or Tape recorder, OHP)Teaching Procedures:Step 1 Warming up and Leading-in1.Sing a song.(see: 课件)2.Game: Describe words and guess what.3.Learning to learn: Remember to write down two or more words which often go together like: baseball cap, pencil case.Try to use these words together when you speak English and write in English.Step 2 Present and learn 1.Show some traffic signs.(see: 课件)Ask Ss: What do they mean?Help Ss answer with must/mustnt or can/cant.2.Activity 11: Ss work in pairs. Ask and answer about the signs.See if they can add some more signs.Step 3 Traffic in England1.Group work: Talk about the differences of traffic in England and in China.2.Individual work: （1）Activity 10： Complete the passage with the words in the boxes.（2）Do Ex.1