外研版八年级英语上册Module 11 unit 1 In China,we open a gift later.教案（表格式）-5

第第页外研版八年级英语上册Module11unit1InChina,weopenagiftlater.教案（表格式）Module11Wayoflife

Unit1InChina,weopenagiftlater.

Analysisofthetext

Itisthefirstunitofthismodulewhichtalksaboutwayoflife.ItisahotandcommontopicinEnglishstudy.Thisunitisthelisteningandspeakingpartofthewholemoduleandstudentswilllearnthedifferentcustomsofdifferentcountries.Thiscontentisconsistentwiththeinterestofthestudents,anditcultivatesstudents’abilityofthinking.

Analysisofthestudents

AfteroneandahalfyearsjuniorhighschoolEnglishlearning,studentshavecertainabilitytousecomprehensivelanguage.Theytakeagreatinterestindifferentcultures.What’smore,theyarewillingtosharetheiropinionsaboutcustomsandsocialbehaviors.

Teachingaims

Bytheendoftheclass,studentswillbeableto:

graspthenewwordsandexpressions,suchas,cap,chopsticks,toy,videogames,surprise,immediately,forexample.

understandthecomparisonofWesternwayoflifeandChinesewayoflife.

understandconversationsoncustomsandsocialbehaviors.

talkaboutrulesandcustomsatschoolandatthediningtable.

haveabettersenseofdifferenttraditionsandlearntodoastheRomansdo.

Teachingkeyanddifficultpoints

Keyvocabulary--cap,chopstick,toy,video,videogame,gift,surprise,immediately,difference,accept,tradition,example,forexample,must,month,serious,taste

Keystructures--Whatasurprise!

Idon’tthinkIshouldopenitnow.

InChina,weopenagiftlater.

...youmustn’tdoanycleaningonthefirstdayoftheSpringFestival.

Youcan’tbeserious.

Enablestudentstounderstanddifferenttraditionsandexpresstheirownunderstandingofwhattheycandoandwhattheycan’tdoindifferentsituations.

Teachingmethods

Communicativeapproach

Task-basedapproach

Computer-assistedapproach

Teachingaids

Multi-media

Teachingprocedures

StepsTeachers’activitiesStudents’activitiesPurposes

Step1Lead-inWritethetitleofthismoduleandthisunit.Havestudentsthinkabouttheword“gift”.Presentnewwordsandphrasesbyshowingpictures.Thinkaboutthequestions:WhenwillwereceiveagiftandatwhichfestivalwillwereceiveagiftandwhatcanbeagiftLearnthenewwordsandphrases.Arousestudents’interestinlearningthisnewlesson.Thepicturescanhelpstudentsunderstandthenewwordsandexpressionsbetter.

Step2Pre-listeningAskstudentstoreadthewordsinactivity1together.Havestudentstolistenandnumberthewordsandexpressions.Askstudents:WhatpresentdoLingling’sfriendswanttobuyforLinglingatlastReadthewordsloudly.Numberthewordsintheordertheyhear.Answerthequestioninactivity2together.Studentscangetthecorrectanswermoreeasilybyreadingthewordsfirst.Studentscanpracticethelisteningstrategyofthinking.

Step3While-listeningHavestudentslistentotheconversationforthefirsttimeandaskthemtowritethethingstheyhear.TellthemeverythingcanbeOK.Givethemainideaoftheconversation:CustomsofreceivinggiftsandsometraditionsoftheSpringFestival.Listentothefirstpart(customsofreceivinggifts)andfillintheblanks.Listentothetapeaboutthesecondidea(sometraditionsoftheSpringFestival)andtickthewordsandphrasestheyhearaccordingtothesentencesontheleftofthetable.Checktheansweronebyone.Askstudentstomakeanewsentencewiththewordstheyhear.Giveoneexampleforthem.Askstudentstolistentothetapeforthelasttimeandanswerthreequestions.ChecktheansweronebyoneandlistentotheeverydayEnglish.ThinkforwhydoesBettyloveChinesejiaozi.Listentothetapeandwritethethingstheyhear:gift,dictionary,SpringFestival,hongbao,jiaozi,ect.Readthetwomainideasoftheconversation.Listenandfillintheblanks.Answerthetwoquestions:whendopeopleinChinaorintheUSopenagiftandhowdopeopleacceptagiftLookthroughthetableandreadthefivesentencestogetherbeforelistening.Andtickthecorrectanswers.Sharetheiranswerswithus.Makeanewsentencebyusingthesentencesontheleftwiththewordstheytick.Ex.Wemustn’tdoanycleaningonthefirstdayoftheSpringFestival.Listentothetapeforthelasttimeandanswer:(1)HowdoesLinglingfeelwhensheacceptsthegift(2)HowdoesTonyfeelwhenheknowssometraditionsoftheSpringFestival(3)DoesBettyloveChinesejiaozi8.ThinkaboutthereasonswhyBettyloveChinesejiaozi.9.Practisetheirpronunciationandintonation.Studentscanpractisethelisteningstrategyofsummarizingthemainideabyseveralkeyinformation.Byknowingthemainideasoftheconversation,studentscanhaveageneralunderstandingoftheconversation.Letstudentsbetterunderstandthefirstpartbygivingatable.Itcanletstudentsfindthekeyinformationmoreeasily.Studentscangetthethingspeopledoanddon’tdobymakenewsentencesaccordingtothesecondtable.Listenforthinkingpartcanarousestudentscreativethinkingduringlistening.EverydayEnglishcanimprovestudents’pronunciationandintonation.

Step4post-listeningHavestudentstoretellwhatwehavelearnedinthisconversation.Onestudentretellsonepart.Havestudentstothinkaboutwhattheymustandmustn’t/can’tdointhesesituations.Askstudentstoformingroups(fourinagroup)andeachgroupchooseonesituationtotalkabout.Retellaccordingtotheinformationontheblackboard.Discusswiththeirpartnersaboutoneofthesituations.Sharetheirdiscussionwiththewholeclass.Inthisdiscussionpart,studentscanhaveabettersenseofgroupcooperation.Inthesharingpart,studentscanbebraverintheirfollowingstudy.Itcanincreasetheirbravery.Thistaskcanletstudentsknowwhatcanbedoneandwhatcan’tbedoneinthesesituations.

Step5Summary&homeworkMakeasummaryforthisclassandassignhomework.Searchforsomeinformation