NSE外研社英語八年級下Module2Friendship.ppt

Module 2 Friendship,桐鄉(xiāng)求是實驗中學(xué) 沈紅梅 ,教材內(nèi)容分析,學(xué)情分析,教學(xué)目標(biāo),教學(xué)重點、難點,突破途徑,課時安排,教學(xué)過程設(shè)計,一教材內(nèi)容分析,本模塊以友誼為話題，通過聽力、對話和閱讀文章使學(xué)生了解、掌握并會運用帶賓語從句的復(fù)合句; 通過設(shè)計較真實的語境，教育學(xué)生去積極地面對生活，真誠地對待身邊的人, 同時引導(dǎo)學(xué)生慎重交友, 交真朋友, 正確處理朋友間出現(xiàn)的矛盾。教學(xué)中應(yīng)結(jié)合學(xué)生實際情況，靈活調(diào)整教學(xué)內(nèi)容（或增加，或刪除，或前后調(diào)整），合理設(shè)置課時適當(dāng)進(jìn)行拓展，以豐富學(xué)生知識，拓展學(xué)生視野，同時對正處于青春期的學(xué)生進(jìn)行有關(guān)友誼的教育。,二學(xué)情分析,學(xué)生在第一模塊學(xué)習(xí)和要求掌握簡單句六種基本句型, 而本模塊就馬上出來賓語從句的三種形式, 在JEFC教材中這個語法是出現(xiàn)在九年級, 而且是分3個單元來學(xué)習(xí)的, 所以對學(xué)生來說難度很大, 這就要求教師在設(shè)計話題和練習(xí)時要降低難度并循序漸進(jìn)。但就本模塊友誼這個話題來說，學(xué)生很感興趣, 覺得它很貼近自己的生活。教師要預(yù)設(shè)一些生活化和學(xué)生感興趣的話題, 調(diào)動學(xué)生參與活動的積極性, 使得學(xué)生有話可說, 樂于合作分享。這樣就有利于他們更好的運用課本知識，達(dá)到提高綜合運用語言能力的目的。,三教學(xué)目標(biāo),1語言知識目標(biāo),三教學(xué)目標(biāo),2語言技能目標(biāo),三教學(xué)目標(biāo),3文化意識目標(biāo),生活在科學(xué)技術(shù)和信息技術(shù)日益發(fā)展的社會中的人們可以通過書信和網(wǎng)絡(luò)等方式進(jìn)行交友,人們可以在交友的過程中學(xué)習(xí)和享受生活。 了解中西方打電話文化的差異。,4情感態(tài)度目標(biāo) 引導(dǎo)學(xué)生積極地面對生活，真誠地對待別人，跟 朋友建立起真正的友誼。,5學(xué)習(xí)策略目標(biāo),三教學(xué)目標(biāo),自主學(xué)習(xí) 能夠結(jié)合個人的情況預(yù)習(xí)教材和拓展。,合作學(xué)習(xí) 能夠與同學(xué)交流學(xué)習(xí)心得會，共享 策略。,學(xué)生利用學(xué)會的語言知識去真實的溝通和交際，從而使語言知識得以內(nèi)化，真正做到學(xué)以致用。,四重點、難點,1. 教學(xué)重點 熟練掌握本模塊中出現(xiàn)的詞匯；掌握賓語從句并了解連接主句和從句的連詞的語法功能；學(xué)用賓語從句描述友誼；學(xué)會用英語打電話；教會學(xué)生掌握閱讀技巧，培養(yǎng)學(xué)生閱讀理解能力。 2. 教學(xué)難點 賓語從句；培養(yǎng)學(xué)生能夠正確運用閱讀策略獲取信息。,五突破途徑,、以話題為核心，整合教材，努力為學(xué)生創(chuàng)設(shè)真實和接近真實的語境，使學(xué)生在學(xué)中用，在用中鞏固； 、本模塊的賓語從句則通過感知歸納鞏固的方法加以突破。,六課時安排,第一課時：Unit 1 Activities 1,2,3,4,5; Unit 3 Activity 4 第二課時： Unit 1 Activity 6 & Unit 3 Activities 1, 2, 3, 5 第三課時： Unit 2 第四課時： Unit 3 Activities 6, 7, 8, Around the world, Module task,Unit 1 Can you tell me where youre from?,七教學(xué)過程設(shè)計,Period 1,Step1.Lead-in Bring two telephones or doll telephones to the class and present simple telephone conversations with several students. Expressions of making telephone calls in English: Hello, can I speak to? Is that speaking/there? This is (speaking). Hold the line, please. Etc. 設(shè)計意圖：將學(xué)生置身于一個真實的語言環(huán)境中引入并導(dǎo)出相關(guān)話題，一方面可活躍課堂氣氛，另一方面引導(dǎo)學(xué)生比較, 體會中西方打電話文化的異同, 這有助于增強學(xué)生對目標(biāo)語文化內(nèi)涵的了解, 同時為接下來的聽力做語言上的鋪墊?？梢耘c幾名學(xué)生課前準(zhǔn)備好。,Step2. Listening We know Sally is in China and now shes telephoning. Listen and answer who Sally wants to speak to and how many people you hear. Listen again and number the sentences you hear. check answers in pairs, then the whole class. Listen and repeat. Deliver the listening material to the Ss and ask them to read it aloud and then act it out in roles. 設(shè)計意圖：在常規(guī)聽力練習(xí)中進(jìn)一步提高學(xué)生聽的能力, 是一種聽力輸入活動。聽完后將聽力材料分發(fā)給學(xué)生讓他們讀并表演是因為本套教材在這個模塊首次出現(xiàn)了用英語打電話，這個是重點，這樣做學(xué)生能充分吸收語言，對電話內(nèi)容和結(jié)構(gòu)有了整體認(rèn)識。,Step 3. Presentation 1. Do you think what Chen Hua is? 2. What did Sally call Chen Hua for? 3. Chen Hua will interview Sally, do you think what personal questions he will ask Sally? 設(shè)計意圖：本環(huán)節(jié)起到承上啟下的作用，同時前兩個問題可初步導(dǎo)出本模塊的語法賓語從句，為第二課時作準(zhǔn)備；另外第三個問題運用“頭腦風(fēng)暴法”，這是一個開放的活動，可以把全班分成四組看哪一組猜得最多最接近事實。這活動能訓(xùn)練學(xué)生的發(fā)散性思維，又增強學(xué)生閱讀對話的欲望。,Step 4. Listen and read Students listen and try to get the questions and then present the four sentences. 1. Can you tell me where you are from? 2. Ive heard that you play in your school orchestra. 3. Can I ask you if you miss the UK, or your relations? 4. What does it feel like? Students read the dialogue carefully and work in groups to find out the answers to the personal questions，students infer the meaning of the new words and phrases through the context.,Answer the questions in Activity 5. Ask Ss answer individually and they may discuss if they have different opinions. Students read after the tape, underline some phrases and help Ss overcome some difficulties about comprehension. 設(shè)計意圖：學(xué)生通過個人理解, 組內(nèi)交流, 全班匯總的方式理 解對話內(nèi)容。,Step 5. Read and practice Read the dialogue aloud and keep books closed, check the true sentences. 1. Chen Hua has already met Sally. 2. Sally is waiting for Chen Hua to arrive. 3. Sally doesnt know who will come to their last public concert. 4. Sally thinks the word “foreigner” isnt friendly. 5. Chen Hua invites Sally and her friends to visit Radio Beijing. Unit 3 Activity 4 設(shè)計意圖: 學(xué)生通過自我體驗獲取知識，通過練習(xí)鞏固所學(xué) 詞匯和內(nèi)容。,Step 6. Discussion 1. Do you think whether Sally is happy or not in China? Why? 2. Suppose you are in a strange place, no one knows who you are. What will you do to make you feel less lonely? 設(shè)計意圖: 通過Q1討論學(xué)生能更好的把握對話內(nèi)容, Q2給學(xué)生設(shè)置了真實的情境,同時又為U2的學(xué)習(xí)做了鋪墊。 Step 7. Homework 1. Workbook Exx 4, 5. 2. Revise Unit 1. 設(shè)計意圖：通過筆頭任務(wù)使本課的詞匯和有關(guān)語言點貫徹到實處。,教學(xué)反思: 本單元有17個單詞和詞組, 同時用英語打電話是首 次出現(xiàn)。基于這些第一課時以內(nèi)容和詞匯教學(xué)為主,為第二課時開 展活動打基礎(chǔ).,Unit 1 Activities 6 & Unit 3 Activities 2, 3, 5,七教學(xué)過程設(shè)計,Period 2,Step1. Lead-in Watch a video and answer some questions: 1. Who does Jim want to speak to? 2. What do they talk about? 設(shè)計意圖：通過觀看錄像激發(fā)學(xué)生興趣并復(fù)習(xí)電話用語和中西方打電話的差異. Step2. Activity 5 1. Do Activity 5 individually, check answers in pairs and then the whole class. Read them aloud. 2. Work in groups, make telephone calls in English. 設(shè)計意圖：學(xué)生模擬真實的語言環(huán)境, 在真實 的語言環(huán)境中交際, 在交際中鞏固對目標(biāo)語的 掌握, 消除文化性錯誤。,Step3. Activity 3 1. Present a sentence with object clause on the Bb. eg: Do you think if Group 3 did the best? 2. Activity 3 Match the questions with reasons for asking. 設(shè)計意圖: 通過評價學(xué)生表演用英語打電話過渡到賓語從句, 感知句子要表達(dá)的意義。 Step4. Unit 1 Activities 3 & Activity 6 Ask the Ss to find sentences like those in Unit 1 Activity 3. Check the sentences in pairs. Present the sentences and ask the Ss to analyze the sentence structures and summarize three kinds of object clauses with different conjunctions in groups.,These sentences are: A: 1. Do you know if Sally Maxwell has arrived? 2. I asked your secretary whether she could come or not? 3. Can I ask you if you miss the UK, or your relations? B: 1. Can you tell me where youre from? 2. I dont know who will come? C: 1. Ive heard that you play in your school orchestra. 2. I know that foreigners find China very different from their own countries. Students read the sentences,listen to the sentences in Unit 1, Activity 6. read after the tape and read the seven sentences aloud again. Do Unit 3 Activity 2, check answers and ask the SS the reasons.,設(shè)計意圖：通過學(xué)生觀察-發(fā)現(xiàn)-討論-歸納鞏固的模式，掌握知識點的規(guī)律。,Practice,Step5. Interview Half of the Ss play our oral English teachers Anna or Shaun, and the other half play hosts or hostess to ask Anna or Shaun some personal questions. Two Ss a pair or several Ss a group. Ask several pairs or group to act out in front of the class. 設(shè)計意圖: 基于交際智能的任務(wù)。學(xué)生在較為真實的語言環(huán) 境中提口語水平、學(xué)會使用語言。,Step6. Homework 1. Wb Exx. 1, 3. 2. If possible, the Ss who play interviewers ask Anna or Shaun the same personal questions and the Ss who play interviewees compared the answers to what he/she expects. Write down the dialogue. If impossible, write down the dialogue theyve made in class. 設(shè)計意圖: 我們在使用好課程的核心資源教材的同時，充分挖掘身邊可挖掘的資源，將英語課堂延伸到課外, 從而增強學(xué)生對英語的興趣！而把采訪整理成文落實到筆頭, 可以全面檢查學(xué)生的知識掌握情況和減少學(xué)生的語法錯誤。,教學(xué)反思：課外作業(yè)是課堂的延伸，是學(xué)生消化和運用 所學(xué)知識的有效途徑。而設(shè)計讓學(xué)生在接近真實的情境 中使用英語的課外作業(yè)能有效的激發(fā)學(xué)生的興趣，在提 高學(xué)生語言綜合運用能力的同時充分發(fā)揮他們的創(chuàng)造性 和實踐能力，學(xué)生會很有成就感。,Unit 2 No one knows who I was.,七教學(xué)過程設(shè)計,Period 3,Step1. Warming-up & Lead-in Enjoy a song. Free talk: 1. Have you made close friends with your classmates since you came to your junior high school? If the answer is “yes”, do a guessing game. Ss guess like this: S1: Could you tell me whether your friend a boy or not? S2: I want to know if he/she wears glasses. S3: I guess that he/she sits in Row 2, right? S4: 2. Do you tell her/him when youre happy and unhappy? Why? 3. Do you try to make your friend happy? How can you? 設(shè)計意圖：以歌激趣，談?wù)搶W(xué)生自己的話題不僅可導(dǎo)入新課，解決部分詞匯障礙, 還可以借助話題復(fù)習(xí)運用賓語從句。,Step2. Scanning Read the passage quickly and lets see who can find the answers to the questions quickly: Q1: Who is the writer? Q2: Who is in the photo? Q3: Why is it called A beautiful smile? 設(shè)計意圖：學(xué)生快速閱讀找出答案, 訓(xùn)練學(xué)生閱讀速度。,Step3. Intensive reading Read carefully and try to answer the following questions: 1. What happened and when 2. Where she was and how she felt. 3. Why she felt that way. 4. What happened one day. 5. What happened suddenly. 6. What happened after this. 7. What happened later. 8. What she thinks now. 設(shè)計意圖：讓學(xué)生帶著這個問題去精讀文章，通過個人理解小組交流全班匯總的方式使學(xué)生對于文章有了進(jìn)一步的理解。,2. What was the important gift?,Could you tell me how old Zhang Bei was at that time?,Could you tell me what the important gift was?,Yes. She was 13 years old.,Yes. It was a beautiful smile.,Could you tell me?,Step 4 Enjoy reading Read the passage aloud together. Step 5 Memory challenge Have a competition between boys and girls.,1. How old was Zhang Bei at that time?,3. Did Zhang Bei make friends with the boy or not?,Could you tell me whether Zhang Bei made friends with the boy or not ?,Could you tell me if Zhang Bei was lively at last?,Yes. They became good friends.,4. Was Zhang Bei lively at last?,Yes. Zhang Bei was very lively at last.,Could you tell me?,Do you know?,she was at a new school He was friendly and smiled at everyone. She began to make friends. D. From herself. E. It made Zhang Bei happy and warm.,Do you know why the smile was an important gift?,Do you know why Zhang Bei couldnt talk to others?,Do you know why the boy smiled ?,Do you know how the smile changed her life?,Do you know where her unhappiness came from?,Can you find the answers?,4.How did the smile change her life?,3.Why did the boy smile ?,5.Where did her unhappiness come from?,2.Why couldnt Zhang Bei talk to others?,1.Why was the smile an important gift?,設(shè)計意圖：通過以上兩個活動使內(nèi)容和語法雙鞏固， 也就是說在話題中鞏固語法，在語法操練中使學(xué)生對 文章內(nèi)容有了更深層的理解。,Step6. Ask and match,Step7. Discussion 1. What do you learn from the story? 2. Have you ever got a special present from your friend? Is there a story behind it? Ask each other questions and fill in the form, and then tell a story.,設(shè)計意圖：通過Q1的討論使學(xué)生對文章有了評價性的認(rèn)識而Q2的話題則跳出了教材，聯(lián)系到了學(xué)生的實際生活，文章的學(xué)習(xí) 變得更有意義。,Step8. Homework 1. Revise Unit 2 Try to retell the story. 2. Write down their partners story about friendship.,教學(xué)反思: 授人以魚, 不如授之以漁，在閱讀課教學(xué)中教 給學(xué)生閱讀的方法是非常重要。另外，現(xiàn)代英語閱讀課的 方法我們主張跨出句子平面走向篇章，要求更深層次的 理解，甚至是評價性的理解, 努力形成”獨立閱讀, 合作交流, 個性構(gòu)建”的閱讀教學(xué)模式。,Unit 3 Language in use.,七教學(xué)過程設(shè)計,Period 4,Step1. Warming-up Enjoy a song. Step2. Around the world 1. How can we make friends? a. _ b. _ c. _ d. . 2. Why do people make friends in different ways?,設(shè)計意圖：先由歌曲熱身，然后讓學(xué)生討論教朋友的途徑和教 朋友帶來的益處。,Step3. Discussion Watch a video and answer: Are they good friends? What does the story tell us?,A friend in need is a friend indeed.（患難朋友才是真朋友）,設(shè)計意圖：A thousand friends are few, one enemys too many.雖說是朋友多多益善，但是要交真朋友。,Step4. Free talk Show the Ss some pictures and get Ss to say whether its real friendship or not. Why?,設(shè)計意圖：聯(lián)系學(xué)生的生活實際，通過學(xué)生的討論引導(dǎo)學(xué)生 理解什么是真正的朋友和純真的友誼。,Step5. Brain storming What should a good friend be like?,I think that a good friend should be,設(shè)計意圖：利用頭腦風(fēng)暴法，學(xué)生各抒己見，運用所學(xué)知識暢談 好朋友的標(biāo)準(zhǔn)。,Step6. Activity 6 & 7 1. Have you ever had any problems with your good friends? Describe them. 2. What do you do when it happens? 3. Activity 6, listen and choose the problem the speaker is describing. a. “My best friend has found a new best friend.” b. “My long friendship with someone is coming to an end. c. “I have moved to a new school and Im lonely.” d. My best friends parents dont like me.,4. Work in pairs. Choose the best advice for the problem above. 5. Listen and number the advice in the order that you hear. Talk to your fr