初二英語(yǔ)NSE外研社英語(yǔ)八年級(jí)下Module2Friendship.ppt

1、Module 2 Friendship,桐鄉(xiāng)求是實(shí)驗(yàn)中學(xué) 沈紅梅 ,更多資源,教材內(nèi)容分析,學(xué)情分析,教學(xué)目標(biāo),教學(xué)重點(diǎn)、難點(diǎn),突破途徑,課時(shí)安排,教學(xué)過程設(shè)計(jì),一教材內(nèi)容分析,本模塊以友誼為話題，通過聽力、對(duì)話和閱讀文章使學(xué)生了解、掌握并會(huì)運(yùn)用帶賓語(yǔ)從句的復(fù)合句; 通過設(shè)計(jì)較真實(shí)的語(yǔ)境，教育學(xué)生去積極地面對(duì)生活，真誠(chéng)地對(duì)待身邊的人, 同時(shí)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(shí)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(shí)適當(dāng)進(jìn)行拓展，以豐富學(xué)生知識(shí)，拓展學(xué)生視野，同時(shí)對(duì)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

2、塊學(xué)習(xí)和要求掌握簡(jiǎn)單句六種基本句型, 而本模塊就馬上出來(lái)賓語(yǔ)從句的三種形式, 在JEFC教材中這個(gè)語(yǔ)法是出現(xiàn)在九年級(jí), 而且是分3個(gè)單元來(lái)學(xué)習(xí)的, 所以對(duì)學(xué)生來(lái)說難度很大, 這就要求教師在設(shè)計(jì)話題和練習(xí)時(shí)要降低難度并循序漸進(jìn)。但就本模塊友誼這個(gè)話題來(lái)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(dòng)學(xué)生參與活動(dòng)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(yùn)用課本知識(shí)，達(dá)到提高綜合運(yùn)用語(yǔ)言能力的目的。,三教學(xué)目標(biāo),1語(yǔ)言知識(shí)目標(biāo),三教學(xué)目標(biāo),2語(yǔ)言技能目標(biāo),三教學(xué)目標(biāo),3文化意識(shí)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(huì)中的人們可

3、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(duì)生活，真誠(chéng)地對(duì)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(gè)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(huì)，共享 策略。,學(xué)生利用學(xué)會(huì)的語(yǔ)言知識(shí)去真實(shí)的溝通和交際，從而使語(yǔ)言知識(shí)得以內(nèi)化，真正做到學(xué)以致用。,四重點(diǎn)、難點(diǎn),1. 教學(xué)重點(diǎn) 熟練掌握本模塊中出現(xiàn)的詞匯；掌握賓語(yǔ)從句并了解連接主句和從句的連詞的語(yǔ)法功能；學(xué)用賓語(yǔ)從句描述友誼；學(xué)會(huì)用英語(yǔ)打電話；教會(huì)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)

4、難點(diǎn) 賓語(yǔ)從句；培養(yǎng)學(xué)生能夠正確運(yùn)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(shí)和接近真實(shí)的語(yǔ)境，使學(xué)生在學(xué)中用，在用中鞏固； 、本模塊的賓語(yǔ)從句則通過感知?dú)w納鞏固的方法加以突破。,六課時(shí)安排,第一課時(shí)：Unit 1 Activities 1,2,3,4,5; Unit 3 Activity 4 第二課時(shí)： Unit 1 Activity 6 & Unit 3 Activities 1, 2, 3, 5 第三課時(shí)： Unit 2 第四課時(shí)： Unit 3 Activities 6, 7, 8, Around the world, Module task,Unit

5、 1 Can you tell me where youre from?,七教學(xué)過程設(shè)計(jì),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 (speakin

6、g). Hold the line, please. Etc. 設(shè)計(jì)意圖：將學(xué)生置身于一個(gè)真實(shí)的語(yǔ)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(huì)中西方打電話文化的異同, 這有助于增強(qiáng)學(xué)生對(duì)目標(biāo)語(yǔ)文化內(nèi)涵的了解, 同時(shí)為接下來(lái)的聽力做語(yǔ)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. Li

7、sten 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(jì)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(dòng)。聽完后將聽力材料分發(fā)給學(xué)生讓他們讀并表演是因?yàn)楸咎捉滩脑谶@個(gè)模塊首次出現(xiàn)了用英語(yǔ)打電話，這個(gè)是重點(diǎn)，這樣

8、做學(xué)生能充分吸收語(yǔ)言，對(duì)電話內(nèi)容和結(jié)構(gòu)有了整體認(rèn)識(shí)。,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(jì)意圖：本環(huán)節(jié)起到承上啟下的作用，同時(shí)前兩個(gè)問題可初步導(dǎo)出本模塊的語(yǔ)法賓語(yǔ)從句，為第二課時(shí)作準(zhǔn)備；另外第三個(gè)問題運(yùn)用“頭腦風(fēng)暴法”，這是一個(gè)開放的活動(dòng)，可以把全班分成四組看哪一組猜

9、得最多最接近事實(shí)。這活動(dòng)能訓(xùn)練學(xué)生的發(fā)散性思維，又增強(qiáng)學(xué)生閱讀對(duì)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

10、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 d

11、ifferent opinions. Students read after the tape, underline some phrases and help Ss overcome some difficulties about comprehension. 設(shè)計(jì)意圖：學(xué)生通過個(gè)人理解, 組內(nèi)交流, 全班匯總的方式理 解對(duì)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 Sall

12、y. 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(jì)意圖: 學(xué)生通過自我體驗(yàn)獲取知識(shí)，通過練習(xí)鞏固所學(xué) 詞匯和內(nèi)容。,Step 6. Discussio

13、n 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(jì)意圖: 通過Q1討論學(xué)生能更好的把握對(duì)話內(nèi)容, Q2給學(xué)生設(shè)置了真實(shí)的情境,同時(shí)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(jì)意圖：通過筆頭任務(wù)使本

14、課的詞匯和有關(guān)語(yǔ)言點(diǎn)貫徹到實(shí)處。,教學(xué)反思: 本單元有17個(gè)單詞和詞組, 同時(shí)用英語(yǔ)打電話是首 次出現(xiàn)?；谶@些第一課時(shí)以內(nèi)容和詞匯教學(xué)為主,為第二課時(shí)開 展活動(dòng)打基礎(chǔ).,Unit 1 Activities 6 & Unit 3 Activities 2, 3, 5,七教學(xué)過程設(shè)計(jì),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(jì)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(yǔ)和中西方打電話

15、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(jì)意圖：學(xué)生模擬真實(shí)的語(yǔ)言環(huán)境, 在真實(shí) 的語(yǔ)言環(huán)境中交際, 在交際中鞏固對(duì)目標(biāo)語(yǔ)的 掌握, 消除文化性錯(cuò)誤。,Step3. Activity 3 1. Present a sentence with object clause on the Bb. e

16、g: Do you think if Group 3 did the best? 2. Activity 3 Match the questions with reasons for asking. 設(shè)計(jì)意圖: 通過評(píng)價(jià)學(xué)生表演用英語(yǔ)打電話過渡到賓語(yǔ)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 a

17、sk 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 r

18、elations? 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

19、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(jì)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(shí)點(diǎn)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

20、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(jì)意圖: 基于交際智能的任務(wù)。學(xué)生在較為真實(shí)的語(yǔ)言環(huán) 境中提口語(yǔ)水平、學(xué)會(huì)使用語(yǔ)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 S

21、s 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(jì)意圖: 我們?cè)谑褂煤谜n程的核心資源教材的同時(shí)，充分挖掘身邊可挖掘的資源，將英語(yǔ)課堂延伸到課外, 從而增強(qiáng)學(xué)生對(duì)英語(yǔ)的興趣！而把采訪整理成文落實(shí)到筆頭, 可以全面檢查學(xué)生的知識(shí)掌握情況和減少學(xué)生的語(yǔ)法錯(cuò)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(yùn)用 所學(xué)知識(shí)的有效途徑。而設(shè)計(jì)讓學(xué)

22、生在接近真實(shí)的情境 中使用英語(yǔ)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(yǔ)言綜合運(yùn)用能力的同時(shí)充分發(fā)揮他們的創(chuàng)造性 和實(shí)踐能力，學(xué)生會(huì)很有成就感。,Unit 2 No one knows who I was.,七教學(xué)過程設(shè)計(jì),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

23、 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(jì)

24、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(yùn)用賓語(yǔ)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(jì)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 Rea

25、d 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(jì)意圖：讓學(xué)生帶著這個(gè)問題去精讀文章，通過個(gè)人理解小組

26、交流全班匯總的方式使學(xué)生對(duì)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 Mem

27、ory 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.,

28、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?,D

29、o 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

30、.Why couldnt Zhang Bei talk to others?,1.Why was the smile an important gift?,設(shè)計(jì)意圖：通過以上兩個(gè)活動(dòng)使內(nèi)容和語(yǔ)法雙鞏固， 也就是說在話題中鞏固語(yǔ)法，在語(yǔ)法操練中使學(xué)生對(duì) 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?

31、 Ask each other questions and fill in the form, and then tell a story.,設(shè)計(jì)意圖：通過Q1的討論使學(xué)生對(duì)文章有了評(píng)價(jià)性的認(rèn)識(shí)而Q2的話題則跳出了教材，聯(lián)系到了學(xué)生的實(shí)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(yǔ)閱讀課的

32、 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(píng)價(jià)性的理解, 努力形成”獨(dú)立閱讀, 合作交流, 個(gè)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(jì),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(jì)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(lái)的益處

33、。,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(jì)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。,更多資源,Step4. Free talk Show the Ss some pictures and get Ss to say whether its real

34、 friendship or not. Why?,設(shè)計(jì)意圖：聯(lián)系學(xué)生的生活實(shí)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(jì)意圖：利用頭腦風(fēng)暴法，學(xué)生各抒己見，運(yùn)用所學(xué)知識(shí)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. W

35、hat 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