仁爱版英语八年级上册Unit4Topic3SectionB教学设计

1、整理文本Unit4 Topic3 SectionB 教学设计. Material analysisSection B的主要教学活动为1a 2、4a和4b。本节课中1a通过Jane, Michael, Kangkang Maria之间谈论各自从互联网上获得的信息，引出功能旬“ be sure+that”结构。2、3部分通过例子的形式，给学生提供操练功能句" be sure +thaf的机会。4a 4b重点复习/w/,/v/之间的区别并要求学生能够正确地读出句子的升、 降调以及连读和重音。 学生经过大量的操练能够掌握“ be sure +that ”结构，但是语音、语调一直都是被教师和学

2、生所忽视的， 所以在设计课堂方案的时候希望教师能够设计各种活动如模仿、观察、触摸、比赛等，来完善语音教学。. Teaching aimsKnowledge aims：1 .能根据音标正确朗读出下列单词：pizza, website, reports r2 . 能在老师的引导下分清/w/, /v/ 之间的区别，并能正确地发这两个音；明白升、降调的作用，能正确地读出句子的升、降调以及连读和重音。3 . 能正确拼写并运用单词表中的单词 , 如： website, 并能根据音标写出 pizza, reporter等单词。4 .能正确使用“ be sure +thaf结构。5 .能够用“ be sure

3、 +thaf结构来谈论确定与不确定的话题。Skill aims：1. 能听懂谈论人们使用因特网获得信息的话题。2. 能正确地表达自己使用因特网所做的事情、并能够用“be sure +thaf结构来谈论确定与不确定的话题。3. 能正确朗读课本的文本材料，能清楚模仿录音读含有/w/, /v/ 的单词，能根据谈话内容的需要读出句子的重音、语调等。4. 能用书面形式描述自己如何利用因特网购物、学习等，并能够用“ be sure+that”结构写出句子来表达确定与不确定。Emotional aims：能体会英语学习的乐趣，懂得在学习中遇到困难时可以通过网上查资料的形式自己解决问题。m . The key

4、 points and difficult pointsKey points：1 .学习 “be sure +thaf 结构。2 . 复习 /w/, /v/ 的正确发音以及句子的升调、降调、连读和重音。Difficult points ：/w/, /v/ 的正确发音。IV. Learning strategies1. 利用因特网在网上查找/w/, /v/ 之间的区别，可以帮助你在课堂上学习 /w/,/v/ 的发音规则。2. 在课堂上多用 “ be sure +that” 结构来谈论问题， 这样你可以很快掌握这个结构。V. . Teaching aidsComputer multimedia p

5、rojector, mirrors, sketch mapVI. Teaching proceduresStepInteractionpatternStudent activityTeacher activity1. The whole class work2. The whole class work and individual work3. The whole class work4. Pair work1. Focus students attentionon the teacher.2. A student reads his/hercomposition like this: Th

6、e Internet helps us to find information of English learning. And it makes the shopping cheaper Other students review this structure.3. Students listen to the teacher s evaluation. Try to understandthemeaning of the structure “be sure +that” .4. Students read their partner' s .composition and try

7、 to evaluate the1. Get students ready for learning.2. Check studens homework about the advantagesof the Internet. Ask a student to read his/her composition in class.3. Teacher evaluates students ideas in a low voice when students are showing their ideas. Teacher evaluates students by saying: "I

8、 am sure your idea is right. / I am not sure if that is a good idea .4. Provide students with 2 minutes to read their partner s composition.And encourage them to evaluatethe composition with the structure “be sure + that” .Introduction(5 minutes)1. The wholeclass work1. Students look at thepicture,

9、and they can1.Show the picture in 1a tostudents and ask students toand groupget the answerpredict “What are theyworkquickly.Becausetalking about?234The whole class work an group workThe whole class workThe whole class workthere' s a computer i the picture.d2. Students listen to 1a carefully and

10、check their predictionsStudy“Mars, pizza, websit reporter in groups. If they can t work out the problem, they can ask the teacher for help.3. Students read thenewn2.e,3.Play 1a and ask students to checktheir predictionsTeache， can tell the students like thisi guess your answers are all includedin th

11、e computer.But I am not sure if your answers a. right. Let' s listenand check . Teacher should use the structure often in class.Teacher asks students to read the new words together, and check their pronunciation.and individualwords together and4.Finish 1b. Show the tableworkpay attention to thei

12、n 1b to students, ask studenosPresentation5The wholepronunciation andlisten to 1a again carefully and(15 minutes)class workintonation.in the table.4. Studentslisten to 1a5.Check the answers and6. Group workand fill in the blanks.play 1a sentence by sentenceAnd5. Check the answersindividi island raar

13、l tha6FiniQh 1 r Ghcw 1 r tn1. The whole class work an group work2. Group work1d2Students work in groups and analyse the example.Students work inFinish 2.1. Show the example of 2 tos2students. Ask students to analyse the structure in group Show the box in 2 togroups and answerthe four questions inth

14、e box with thestructure"bestudents. Ask students to mak conversations with the sentences in the box.e3Individual worksure+that".E.g. I am not sure if3. Invite students to share4. Group workeveryone in the worldtheir answers.uses the Internet inthe future.4. Finish 3.Consolidation3. Student

15、s give theirAsk students to make a(8 minutes)answers and practicesurvey in groups.the structure.Interview their group5. Group work4. Students interviewmembers about what theytheir group members.saw or heard on theA: What did youInternet.see/hear on theInternet last night?5. Invite two groups toB: I

16、saw /I heard.present it to the class. GiveC: I am not sure. Ithem smiling faces.watch arl1. The whole1. Students look at theclass work and three groups ofindividualwords. Pronounceworkindividually. Thencheck each other. Tryto find the correct2. The wholeway to pronounce theclass worktwophoneticsymbo

17、ls.3. The whole2. Students observe theclass workdifferences between/w/ and/ v/, and4. The wholeimitate the sketchclass workmap.5. Group work3. The students look atand individualthemselves from theworkmirrors, and imitate6. The wholethe sketchmap or theclass workteacher.4. Students read afterthe tape

18、.7. The whole5. Students read inclass workgroups. Check eachothersPractice(10 minutes)Finish 4a, 4b.1. Teacher say s:I am not sure if you can pronounce /w/, /v/ well. Look at 4a and read in groups if you can pronounce tie two phonetic symbols the same. I am sure you are wrong.2. Show the sketch map.

19、 Ask students to observe the sketch map carefully and pay attention to the mouth.3. Ask students to take out their mirrors and compare themselves with the sketch map or the teacher.4. Play the tape. Ask students to listen and follow.5. Show 4b to students and ask students to read 4b by themselves. P

20、ay attention to /w/, /v/ in the words.6. Play 4b. And ask students why the recording sounds better than them read.1The whole1. Volunteers read 4b1. Play a game.class workoneFind the most beautiful sound,and groupby one. Pay moreAsk students to prepare fourworkattention to thepapers and write down A,

21、 B,liaison,C, D. Invite volunteers to readweak form, stress and1 4b in class. Other students areintonation. Thecommentators.2The wholestudentwho can read bestandclass workget the most "A”2. Teacher summarizes :3Individualis thewinner. And he/sheisthe star of spokenEnglishin this week. Other(1) Write down the newwords on the blackboard: website, Mars, pizza, reporter(2) Write down the structure “be sure +thaf onthe blackboard.workstudents try toI am sure that there areProduction(7 minutes)challenge him/her nextweek.2. Students read all the w