八下M2U3教学设计.doc

八年级下M2 U3教学设计学 校东兴中学主备人 隋丽云 陈丽华 刘丽丽 张微微教材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; 第三单元的语法练习活动重点在于对宾语从句结构和意义的理解和应用，教育学生去积极地对待生活，友善地对待身边的人, 同时引导学生慎重交友, 交真朋友, 正确对待朋友间出现的矛盾。通过本课学习能丰富学生知识，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。教学目标知识与能力1. To check and practise vocabulary; 2. To practise object clauses;3. To apply skills in communicating about friendship. 过程与方法1. To develop the Ss abilities of speaking. 2.To train the Ss ability of working in groups .3.To develop the Ss ability of writing. 情感态度与价值观1.Foster the students friendship2. Encourage Ss to study English hard.教学重点1. To check and practise vocabulary; 2. To practise object clauses;3. To apply skills in communicating about friendship.教学难点1. To summarize and consolidate object clauses2. To write about ones friendship教 法Formal instruction grammar practice and application.学 法Work in group.教 具Multimedia Tape recorder, video学 具Books paper.课 时1课 型Revision and application.其 它Step1 Memory challenge (Have a competition between boys and girls) 1. Could you tell me? How old was Zhang Bei at that time? 先将两句合并成一句, 然后回答。Could you tell me how old Zhang Bei was at that time? Yes. She was 13 years old. 2. Do you know? Can you find the answers? 先将两句合并成一句, 然后找答案并连线。设计意图 新课标指出，学生是学习的主体，不应该以教师的带读来代替学生的自己的感悟与实践，而应该让学生通过游戏、比赛等活动自己来理解感受，最终自然习得。此活动运用学生的好胜心理，训练了学生的记忆能力，也调动了学生的积极性， 同时也复习巩固了Unit 2中出现的一些重点句型。Step2 Watch a videoBe Sunwukong and try to find the difference between orders. 1. What is the problem? I wonder what the problem is. ( 一共6组句子) 操作说明 第一步: 让学生观看VCD。 第二步: 学生讨论并小结。特殊疑问句作宾语从句： 1.用疑问词引导。 2.从句用陈述句语序。 第三步: 再让学生观看video, 此次边看边练习, 中途要使用暂停。如：1. What is the problem? I wonder 暂停，让学生回答what the problem is.设计意图 1.video 是学生比较容易接受的语言形式，有一定的趣味性，在欣赏的过程中及时思考，也具有一定的挑战性。2.借助多媒体演示，把枯燥无味的学语法过程趣味化。让学生通过仔细观察、对比来发现目标语言现象，突破教材的难点-宾语从句的语序。而且注意语言的滚动，增加学生的语言积累。Step 3 Discuss 1. Do you have friends on the Internet?2. What do we call friends on the Internet in English? 3. How often do you write to your e-pals / pen friends ?4. Which do you like best, a pen friend , an e-pal or a friend in real life? Why?设计意图 根据学生的生活实际，以及p17 Around the world. 设计各种有趣的问题，让他们讨论，充分调动学生的积极性，发挥他们的主体性，让他们在学习中生活，在生活中学习，以达到教与学的最佳结合。 Step 4 Enjoy “Be kind to all of your friends” and answer1.Could you tell me whether it is a rap or not?2.Do you know what it is about?临近下课, 欣赏一首歌，既把整堂课的气氛推向高潮，又为下面的讨论和写作做好了铺垫。Step 5 Pair workWhat should a good friend be like? I think that a good friend shouldWrite an e-mail to tell your friend what a good friend should do.eg. I think that a good friend should My mother told me My teacher said 设计意图 在学生感知大量语言信息材料的基础上,进行归纳总结以达到语意重建, 从而进一步提高语言表达能力。1. Listen to the tape and choose the right answers.2. Listen again to check.3. Call back the answers from the whole class.4. Hand out the listening material. Read.设计意图： 采用预测等听力技巧，提高听力的有效性，对听力材料的朗读，增大语言的输入。Step6Complete the sentences and passage 1. Look at the answers to the listening practice and make as many sentences as possible to complete the sentencesPlaying football is the most popular hobby with boys, as a result the boysBoys enjoy collect things as well asTeenagers have many hobbies such as Growing vegetables helps other people because2. Complete the sentences with the words in the box. (1). Pair the Ss to check with each other.(2). Share the answers in the class.3. Get the Ss to conduct Activity 5 on page 8. (1). Read the passage first.(2). Ask to complete it with the words in the box individually.(3). Call back the answers from the whole class.(4). Read the passage.设计意图：利用续写句子，使学生能在一定的情景中操练目标语，并提高目标语使用的正确率，再由句子与语篇，层层递进，使不同程度的学生都能较好的掌握目标语。Step 7 Language practice 1. Read through the examples with the Ss.2. Classify the sentences (1). sb be(2). There be(3). Sb + V + sth.(4). sb + V .(5). sb + V + sb +sth/ sb + V + sth to sb.(6). sb + V + sb to do sth3. Ask the Ss to put the words and phrases in the correct order according to the sentence patterns given above individually.4. Check the answers with them.5. Make sure the part of speech in each sentence.(1). sb be S + V + P(2). There be + n. + prep phrase There be + S + adverbial (3). sb does sth.S + V + O(4). sb does. S + V(5). sb does sb sth / sb does sth to sb.S + V + IO + DO (6). sb does sb to do sthS + V + O + OC6. Write similar sentences with the models of Activity 2.(1). Read the sentences first and make sure which sentence patterns each belongs to.(2). W