八年級英語英語：Module 2 Friendship全模塊課件（外研版八年級下）

1、Module 2 Friendship 教材內容分析 學情分析 教學目標 教學重點、難點 突破途徑 課時安排 教學過程設計一教材內容分析 本模塊以友誼為話題，通過聽力、對話和閱讀文章使學生了解、掌握并會運用帶賓語從句的復合句; 通過設計較真實的語境，教育學生去積極地面對生活，真誠地對待身邊的人, 同時引導學生慎重交友, 交真朋友, 正確處理朋友間出現(xiàn)的矛盾。教學中應結合學生實際情況，靈活調整教學內容（或增加，或刪除，或前后調整），合理設置課時適當進行拓展，以豐富學生知識，拓展學生視野，同時對正處于青春期的學生進行有關友誼的教育。二學情分析學生在第一模塊學習和要求掌握簡單句六種基本句型, 而本模

2、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個單元來學習的, 所以對學生來說難度很大, 這就要求教師在設計話題和練習時要降低難度并循序漸進。但就本模塊友誼這個話題來說，學生很感興趣, 覺得它很貼近自己的生活。教師要預設一些生活化和學生感興趣的話題, 調動學生參與活動的積極性, 使得學生有話可說, 樂于合作分享。這樣就有利于他們更好的運用課本知識，達到提高綜合運用語言能力的目的。三教學目標 1語言知識目標 功能能用英語進行電話會話,能用賓語從句討論有關友誼的話題。語法了解、掌握和會運用that, if/whether 和疑問詞引導的賓語從句。詞匯能夠正確

3、使用下列單詞和短語:friendship, hold, hold the line, right now, if, whether, whetheror not, personal, classmate, in fact, public, a couple of, relation, close, foreigner, feel like, by the way, gift, far away, lonely, afraid, be afraid to do, make friends with, anyone, laugh, worry, worry about, usual, at the

4、 moment, pass, touch, bright, day by day, matter, believe, at first理解的短語：junior high school語音能夠正確朗讀帶賓語從句的復合句, 做到語音語調和停頓正確。三教學目標 聽能聽懂用賓語從句表述的意義。說流利地說出本模塊的生詞和短語；能夠用帶賓語從句的復合句來詢問和表達友誼。讀能夠運用閱讀策略獲取信息，了解那個改變了作者一生的微笑的故事，并能理解作者要真正表達的意義。寫能用賓語從句寫有關友誼的對話和短文。演示與表達能夠表達自己與朋友之間的友誼或你與朋友間發(fā)生過的印象深刻的事件。2語言技能目標三教學目標 3文化意

5、識目標 生活在科學技術和信息技術日益發(fā)展的社會中的人們可以通過書信和網(wǎng)絡等方式進行交友,人們可以在交友的過程中學習和享受生活。 了解中西方打 文化的差異。4情感態(tài)度目標引導學生積極地面對生活，真誠地對待別人，跟 朋友建立起真正的友誼。5學習策略目標三教學目標 自主學習 能夠結合個人的情況預習教材和拓展。 合作學習 能夠與同學交流學習心得會，共享 策略。 學生利用學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化，真正做到學以致用。四重點、難點 1. 教學重點 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；學用賓語從句描述友誼；學會用英語打 ；教會學生掌握閱

6、讀技巧，培養(yǎng)學生閱讀理解能力。 2. 教學難點 賓語從句；培養(yǎng)學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，努力為學生創(chuàng)設真實和接近真實的語境，使學生在學中用，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, Mod

7、ule taskUnit 1 Can you tell me where youre from?七教學過程設計Period 1Step1.Lead-inBring 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 (

8、speaking). Hold the line, please. Etc. 設計意圖：將學生置身于一個真實的語言環(huán)境中引入并導出相關話題，一方面可活躍課堂氣氛，另一方面引導學生比較, 體會中西方打 文化的異同, 這有助于增強學生對目標語文化內涵的了解, 同時為接下來的聽力做語言上的鋪墊?？梢耘c幾名學生課前準備好。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 hea

9、r.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.設計意圖：在常規(guī)聽力練習中進一步提高學生聽的能力, 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 ，這個是重點，

10、這樣做學生能充分吸收語言，對 內容和結構有了整體認識。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出本模塊的語法賓語從句，為第二課時作準備；另外第三個問題運用“頭腦風暴法”，這是一個開放的活動，可以把全班分成四組看哪一組猜

11、得最多最接近事實。這活動能訓練學生的發(fā)散性思維，又增強學生閱讀對話的欲望。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 d

12、oes 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 diff

13、erent opinions.Students read after the tape, underline some phrases and help Ss overcome some difficulties about comprehension. 設計意圖：學生通過個人理解, 組內交流, 全班匯總的方式理 解對話內容。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.

14、 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 設計意圖: 學生通過自我體驗獲取知識，通過練習鞏固所學 詞匯和內容。 Step 6. Discussion 1.

15、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? 設計意圖: 通過Q1討論學生能更好的把握對話內容, Q2給學生設置了真實的情境,同時又為U2的學習做了鋪墊。 Step 7. Homework 1. Workbook Exx 4, 5. 2. Revise Unit 1. 設計意圖：通過筆頭任務使本課的詞匯和

16、有關語言點貫徹到實處。 教學反思: 本單元有17個單詞和詞組, 同時用英語打 是首次出現(xiàn)?；谶@些第一課時以內容和詞匯教學為主,為第二課時開展活動打基礎.Unit 1 Activities 6 & Unit 3 Activities 2, 3, 5七教學過程設計Period 2Step1. Lead-inWatch a video and answer some questions: 1. Who does Jim want to speak to? 2. What do they talk about? 設計意圖：通過觀看錄像激發(fā)學生興趣并復習 用語和中西方打 的差異.Step2. Acti

17、vity 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. 設計意圖：學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語的掌握, 消除文化性錯誤。Step3. Activity 31. Present a sentence with object clause on the Bb. eg: Do you think if Gr

18、oup 3 did the best?2. Activity 3 Match the questions with reasons for asking. 設計意圖: 通過評價學生表演用英語打 過渡到賓語從句, 感知句子要表達的意義。Step4. Unit 1 Activities 3 & Activity 6Ask 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

19、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 te

20、ll 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 seve

21、n sentences aloud again.Do Unit 3 Activity 2, check answers and ask the SS the reasons.設計意圖：通過學生觀察-發(fā)現(xiàn)-討論-歸納鞏固的模式，掌握知識點的規(guī)律。 PracticeStep5. 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

22、Ss a pair or several Ss a group.Ask several pairs or group to act out in front of the class. 設計意圖: 基于交際智能的任務。學生在較為真實的語言環(huán) 境中提口語水平、學會使用語言。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 compare

23、d the answers to what he/she expects. Write down the dialogue. If impossible, write down the dialogue theyve made in class.設計意圖: 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, 可以全面檢查學生的知識掌握情況和減少學生的語法錯誤。教學反思：課外作業(yè)是課堂的延伸，是學生消化和運用所學知識的有效途徑。而設計讓學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)學生的興趣，在提高

24、學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，學生會很有成就感。Unit 2 No one knows who I was. 七教學過程設計Period 3Step1. Warming-up & Lead-inEnjoy 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: C

25、ould 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?設計意圖：以歌激趣，談論學生自己的話題不僅可導入新課，解決部分詞匯障礙, 還可以借助話題

26、復習運用賓語從句。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?設計意圖：學生快速閱讀找出答案, 訓練學生閱讀速度。Step3. Intensive reading Read carefully and try to answer the following q

27、uestions: 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.設計意圖：讓學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生對于文章有了進一步的理解。2. What was the impor

28、tant 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 challengeHave a competition between boys and gi

29、rls. 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 l

30、ively at last.Could you tell me?Do you know?she was at a new schoolHe 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

31、 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

32、?設計意圖：通過以上兩個活動使內容和語法雙鞏固，也就是說在話題中鞏固語法，在語法操練中使學生對文章內容有了更深層的理解。Step6. Ask and matchStep7. Discussion1. 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.Who What When

33、 Where Why 設計意圖：通過Q1的討論使學生對文章有了評價性的認識而Q2的話題則跳出了教材，聯(lián)系到了學生的實際生活，文章的學習變得更有意義。Step8. Homework 1. Revise Unit 2 Try to retell the story. 2. Write down their partners story about friendship.教學反思: 授人以魚, 不如授之以漁，在閱讀課教學中教給學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, 個性構建”的閱讀教

34、學模式。Unit 3 Language in use. 七教學過程設計Period 4Step1. Warming-up Enjoy a song. Step2. Around the world1. How can we make friends? a. _ b. _ c. _ d. . 2. Why do people make friends in different ways?設計意圖：先由歌曲熱身，然后讓學生討論教朋友的途徑和教朋友帶來的益處。Step3. DiscussionWatch a video and answer:Are they good friends?What do

35、es the story tell us?A friend in need is a friend indeed.（患難朋友才是真朋友）設計意圖：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? 設計意圖：聯(lián)系學生的生活實際，通過學生的討論引導學生理解什么是真正的朋友和純真的友誼。Step5. Brain sto

36、rming What should a good friend be like?kindhappyfriendsfunnyniceablehumorouscleverinterestinghelpfulpolitebrightstronghonestI think that a good friend should be設計意圖：利用頭腦風暴法，學生各抒己見，運用所學知識暢談好朋友的標準。Step6. Activity 6 & 71. Have you ever had any problems with your good friends? Describe them. 2. What do

37、 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